Students' perceptions of motivationally supportive instruction were associated with higher positive motivational beliefs¶

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

Subclaims¶

q2 i? Students generally perceived their teachers as using M-PLANS-aligned instructional practices, and these perceptions were associated with students' higher levels of positive motivational beliefs. → Harris 2023

Evidence¶

Harris 2023¶

Harris, C.J., Schmidt, J.A., Linnenbrink-Garcia, L., Marchand, G.C., Cabrera, L., McKinney, D., & Liu, P. (2023). Equipping science teachers to support student motivation in NGSS classrooms: Insights from the Development of the M-PLANS program. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED638504

q2 · i? · design · r3

Development-phase correlational analysis using end-of-class self-reports, pre- and post-implementation student surveys, and end-of-unit Knowledge-in-Use assessment tasks to examine teacher support perceptions and students' science motivation. The association reported is correlational, with no effect size printed.

"students generally perceived their teachers as using the instructional practices emphasized by the M-PLANS program, and these perceptions were, in turn, associated with students’ higher levels of positive motivational beliefs."

Discussion¶

Related Claims¶

• Instructional practices aligned to the Belonging MDP were associated with significant declines in students' perceptions that science required too much effort or threatened self-esteem — related
• Both SDT and IE hold that people's actions are based on their perceptions of their contexts — a broader claim this one bears on
• Teachers reported increased motivation knowledge and feasible, impactful MDP implementation after M-PLANS professional learning — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• Pre-service primary teachers' science teaching self-efficacy beliefs correlate weakly but positively with their ability to determine suitable taxonomy, strategy, and method-techniques — related
• Student-reported motivational beliefs and closeness were collected only at Waves 2 and 3 — related