HET's three principles conceptually align with SDT's autonomy support, structure, and involvement¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The teaching practices proposed by HET (mixed/flexible grouping, classroom climate, goal setting) show a high degree of conceptual overlap with SDT's need-supportive teaching dimensions (autonomy support, structure, involvement). → Lisette Hornstra 2023

Evidence¶

Lisette Hornstra 2023¶

Lisette Hornstra, Kim Stroet, Christine Rubie-Davies, Annaline Flint. (2023). Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09788-4

q2 · i? · theoretical · r3

This is the review's own theoretical synthesis comparing the two theories' teaching practices, identifying convergence at the level of classroom practices. The analysis is conceptual rather than empirical, so no effect size is printed.

"the concepts of mixed and/or flexible grouping, classroom cli mate, and goal setting from HET bear resemblance to and align with autonomy support, structure, and involvement from SDT."

Discussion¶

Related Claims¶

• A key divergence: SDT theorizes need thwarting as an active, independent dimension predicting unique negative outcomes, while HET focuses on positive teaching dimensions — related
• In EERs, autonomy, competence, and relatedness are each supported by specific design features per self-determination theory — related
• Three-facet MTMM (content × valence × time) supports the SDT 3×2 architecture, with content the stronger separative force and 20 of 21 planned comparisons supported — related
• Specific imbalance factors in autonomy support, structure, and involvement contribute to some aspects of classroom-level engagement — related