In 12 countries, a level-dependent incongruence polynomial with free cubic effect of control explained 7.8% of achievement variance (a 30.9% increase over the additive model)¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Twelve countries shared the 'Level-dependent incongruence effect rotated by Y' family, whose constrained model explained 7.8% of variance, a 30.9% increase over the additive model. → Núñez-Regueiro 2024
Evidence¶
Núñez-Regueiro 2024¶
Núñez-Regueiro, F. (2024). Cubic Relations of Autonomous and Controlled Motivation to Achievement: A Cross-National Validation of Self-Determination Theory Using Response Surface Analysis. Educational Psychology Review, 36 (3). https://doi.org/10.1007/s10648-024-09905-x
q2 · i? · associational · r2
Group 2 of the TIMSS 2019 invariance analysis (including Ireland, Israel, Japan, Kazakhstan, Norway, Qatar, South Korea, United States), united on polynomial family 36 with equality constraints on interactive-quadratic effects and the cubic effect of autonomy. The model "contributed to explain 7.8% of the variance".
"The resulting model contributed to explain 7.8% of the variance (R2 = .072), which represented a 30.9% increase relative to the additive model (R2= .055)."
Discussion¶
Related Claims¶
- In 8 countries, a non-parallel asymmetric congruence/incongruence polynomial explained a modest 4.1% of achievement variance yet a 41% increase over the additive model — related
- In 14 countries, a cubic effect of autonomous motivation best fit the motivation-achievement relation, explaining 10.7% of achievement variance (an 8.1% increase over the additive model) — related
- Across 37 countries, polynomial models with nonlinear or interactive effects of autonomous and controlled motivation on mathematics achievement always fit better than linear additive-only models — a broader claim this one bears on
- The relation of autonomous motivation to grades is curvilinear, with grades accelerating at higher autonomous motivation — related
- Higher grades occur when high autonomous motivation coincides with low controlled motivation (incongruence), not congruence — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
group2-incongruence-rotated-y-12-countries |
title |
In 12 countries, a level-dependent incongruence polynomial with free cubic effect of control explained 7.8% of achievement variance (a 30.9% increase over the additive model) |
description |
In 12 countries, a level-dependent incongruence polynomial with free cubic effect of control explained 7.8% of achievement variance (a 30.9% increase over the additive model) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — núñez-regueiro-2024 |
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