Class-level instructional quality is positively related to student intrinsic motivation, with all three dimensions similarly important¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Higher student-rated classroom management, cognitive activation, and supportive climate each predict higher class-average intrinsic motivation. → Burić 2020

Evidence¶

Burić 2020¶

Burić, Irena and Kim, Lisa (2020) Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2019.101302

q3 · i3 · associational · r2

Same climate-effect ML-SEM analysis: paths from the three instructional quality dimensions to class-average intrinsic motivation were β = .539, .510, and .446, all p < .001. The authors note each of the three basic dimensions is "similarly important in explaining student intrinsic motivation".

"and intrinsic motivation (β = .539, p < .001; β = .510, p < .001; and β = .446, p < .001, respectively)."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Residual (non-shared) student-level perceptions of instructional quality are positively related to individual student self-efficacy and intrinsic motivation — related
• Teacher self-efficacy is not directly related to student self-efficacy or intrinsic motivation when teacher and student reports are combined at the class level — related
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — a broader claim this one bears on
• Class-level instructional quality (classroom management, cognitive activation, supportive climate) is positively related to student self-efficacy — related