A cross-theoretical model of 71 teacher behaviors predicted student engagement in physical education¶

Claim · All claims
Evidence · 3 studies · 2 theoretical r2–r3, 1 associational r2 · q2–q3
Currency · newest study 2024 · checked against its sources 2026-10-22 (automated, 3 of 3 entries) · not reviewed by a person

Subclaims¶

q2 i? Teacher behaviors derived from multiple theories were predictive of student engagement, supporting the value of integrating propositions. → Reinhard Pekrun 2024

q3 i? The influential behaviours did not neatly fit within any single motivational theory, supporting arguments for integrating different theoretical approaches when designing interventions. → Michael Noetel 2023

q2 i? King and Fryer's essay summarises how Noetel et al. (2023) tested self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory using predictive modeling to identify teacher behaviors predicting changes in student engagement, and the most critical behaviors did not fit neatly within one theoretical model. → Ronnel B. King 2024

Evidence¶

Reinhard Pekrun 2024¶

Reinhard Pekrun. (2024). Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories? Educational Psychology Review. https://doi.org/10.1007/s10648-024-09846-5

q2 · i? · theoretical · r3

The commentary reports, describing Noetel et al. (2023), a longitudinal study of student-perceived teacher behavior and engagement in physical education. The review states that "behaviors derived from multiple theories were predictive," supporting integration; no effect size is printed in the quoted text.

"The empirical validity of the model was tested in a longitudinal study of the predictive power of student-perceived teacher behavior on students’ engagement in physical education. The results show that behaviors derived from multiple theories were predictive, thus, supporting the value of integrating propositions."

Michael Noetel 2023¶

Michael Noetel, Philip Parker, Theresa Dicke, Mark R. Beauchamp, Nikos Ntoumanis, Ryan M. Hulteen, et al. (2023). Prediction Versus Explanation in Educational Psychology: a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09786-6

q3 · i? · associational · r2

Cross-theoretical predictive analysis in which behaviours from self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory competed simultaneously in elastic-net models. The article reports the influential behaviours "did not neatly fit within any single motivational theory".

"The influential behaviours did not neatly fit within any single motivational theory. These findings support arguments for integrating different theoretical approaches, and suggest practitioners may want to consider multiple theories when designing interventions."

Ronnel B. King 2024¶

Ronnel B. King, Luke K. Fryer. (2024). Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09850-9

q2 · i? · theoretical · r2

The essay's summary of the special issue's only empirical paper, Noetel et al. (2023), which used predictive modeling techniques to examine which theory could best explain changes in students' engagement. The essay reports the cross-theoretical finding but no effect sizes are given here. This is an essay reviewing the special issue; it gives neither the number of behaviours nor the sample, which come from Noetel et al. (2023) itself (its entry above).

"They test four major theories—self-determi- nation theory, achievement goal theory, growth mindset theory, and transforma- tional leadership theory—to determine the most critical teacher behaviors that predict changes in students' engagement. Their findings about the most critical teacher behaviors did not fit neatly within one theoretical model, demonstrating the value of integration."

Discussion¶

Related Claims¶

• Student-rated teacher behaviours predict 4.39% of the variance in students' change in engagement in physical education across the first year of secondary school — a narrower finding that bears on this claim
• Being good role models, taking interest in students' lives outside class, and allowing students choices were the behaviours most consistently associated with positive change in engagement — a narrower finding that bears on this claim
• Teachers who believe AI will help them reach professional goals and improve students' learning outcomes (utility value) may be more motivated to use it (theoretical argument). — related
• Teachers who perceive the challenges and barriers of using AI as high (cost) may be less motivated to use it (theoretical argument). — related
• Instruction should present the learning task as engaging and meaningful and promote positive expectations of success, because effort requires that learners value the task and believe they can succeed — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Teachers' expectancy beliefs about successfully using AI applications shape their motivation to use them (theoretical argument). — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• A gap exists between theory and practice: teachers do not optimally apply the effective teaching principles, and teacher beliefs and contextual factors account for this gap — related