During inquiry-informed learning, students' interest, self-efficacy, and belonging were increasingly coordinated over time¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2026 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · 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 a five-week inquiry-informed science workshop, pilot participants' interest, self-efficacy, and belonging became increasingly coordinated over time during learning. → Renninger 2026

Evidence¶

Renninger 2026¶

Renninger, K. A., Barton, L. K., Bautista, G., Garcia-Barrios, M., Ogunyinka, I., & Riley, K. R. (2026). Interest, Self-efficacy, and Belonging in Classroom Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10102-7

q2 · i? · associational · r1

Mixed-method pilot study of 12 Black middle-school-age youth (9 girls, 3 boys) in a five-week, inquiry-informed science workshop facilitated by a Black professor, using interviews, a knowledge test, and daily observations. The article reports that "interest, self-efficacy, and belonging were increasingly coordinated over time." No effect sizes are printed for this finding.

"Findings showed that during learning, interest, self-efficacy, and belonging were increasingly coordinated over time."

Discussion¶

Learner Variables¶

Belonging — outcome: instruction changes it
Interest — outcome: instruction changes it
Motivation — outcome: instruction changes it
Self-Efficacy — outcome: instruction changes it

Interest and self-efficacy are distinct yet reciprocally related in supporting learning — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`interest-self-efficacy-belonging-coordinated-over-time`
`title`	`During inquiry-informed learning, students' interest, self-efficacy, and belonging were increasingly coordinated over time`
`description`	`During inquiry-informed learning, students' interest, self-efficacy, and belonging were increasingly coordinated over time`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2026`
`source_checked`	`2026-10-22`
`generated`	by `process:wiki-ingest` on `2026-10-22`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `renninger-2026`

Frontmatter is the page's machine-readable record — see the Schema & Guide.