Associations between classroom-level interactions and elementary students' regulation of motivation are mixed across studies¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Longitudinal associations of all three TTI domains with regulation of motivation were very small and non-significant or absent in one study, while another large cross-sectional study found positive associations with emotional engagement. → Niels J. de Ruig 2023

Evidence¶

Niels J. de Ruig 2023¶

Niels J. de Ruig, Peter F. de Jong, Marjolein Zee. (2023). Stimulating Elementary School Students' Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09795-5

q2 · i? · review · r2

Longitudinal study within the review's 15 classroom-level motivation studies (N range 144-4847). In contrast, the review reports a large-scale cross-sectional study found students' perceptions of all three domains positively related to emotional engagement (Havik & Westergård, 2020).

"For instance, in a study by Rimm-Kaufman et al. ( 2014), longitudinal associations of instructional support, classroom organization, and emotional support with aspects of regulation of motivation were either very small and non-significant or no effects were reported."

Discussion¶

Related Claims¶

• Classroom-level instructional support, organization, and emotional support are each positively associated with upper elementary students' metacognitive strategy use — related
• Dyadic teacher-student closeness is consistently positively associated with elementary students' regulation of motivation — related