Intervention-enabled decreases in autonomy dissatisfaction uniquely predicted decreased end-of-semester disengagement after controlling for autonomy satisfaction and frustration¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In the multilevel structural equation model, decreases in T2 autonomy dissatisfaction predicted a longitudinal decrease in T3 disengagement, controlling for the effects of T2 autonomy satisfaction and T2 autonomy frustration. → Sung Hyeon Cheon 2019
Evidence¶
Sung Hyeon Cheon 2019¶
Sung Hyeon Cheon, Johnmarshall Reeve, Youngsun Lee, Nikos Ntoumanis, Nicolas Gillet, Bo Ram Kim, Yong-Gwan Song. (2019). Expanding Autonomy Psychological Need States from Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study. Journal of Educational Psychology, 111(4), 685-702. https://doi.org/10.1037/edu0000306
q2 · i? · causal · r2
Test of the hypothesized multilevel SEM (LISREL 8.8) with 10 latent variables; the model fit the data reasonably well (RMSEA = .049, CFI = .981). The abstract-level statement is supported by the model test section; the printed text is truncated before the individual path coefficients appear.
"Most importantly, intervention-enabled decreases in autonomy dissatisfaction decreased students' end-of-semester disengagement, even after controlling for mid-semester changes in autonomy satisfaction and autonomy frustration."
Discussion¶
Related Claims¶
- An autonomy-supportive teaching intervention decreased students' autonomy dissatisfaction and frustration and increased autonomy satisfaction, while control-group dissatisfaction rose over the semester — related
- The autonomy-supportive intervention program increased students' classroom engagement and decreased their disengagement over the semester — related
- Students empirically distinguish autonomy dissatisfaction from autonomy satisfaction and autonomy frustration (3-factor ESEM solution) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dissatisfaction-unique-predictor-disengagement |
title |
Intervention-enabled decreases in autonomy dissatisfaction uniquely predicted decreased end-of-semester disengagement after controlling for autonomy satisfaction and frustration |
description |
Intervention-enabled decreases in autonomy dissatisfaction uniquely predicted decreased end-of-semester disengagement after controlling for autonomy satisfaction and frustration |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sung-hyeon-cheon-2019 |
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