Need-based experiences mediate the effects of task difficulty and instructional style on motivational, cognitive, affective and behavioral outcomes¶
Claim · All claims
Evidence · 1 study · causalr3·q3
Currency · newest study 2020 · not yet checked against its sources · 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.
q3 i? In a latent SEM, instructional style predicted autonomy satisfaction while task difficulty predicted autonomy frustration and both competence satisfaction and frustration, and all indirect effects to the outcomes via need measures were (marginally) significant. → Baten 2020
Evidence¶
Baten 2020¶
Baten, E., Vansteenkiste, M., De Muynck, G., De Poortere, E., Desoete, A. (2020). How Can the Blow of Math Difficulty on Elementary School Children's Motivational, Cognitive and Affective Experiences be Dampened? The Critical Role of Autonomy-Supportive Instructions. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000444
q3 · i? · causal · r3
Latent SEM (lavaan, bootstrapping with 1000 iterations) testing need experiences as mediators; model fit was acceptable (CFI = .91; RMSEA = .05; SRMR = .07). The article reports "all indirect effects 8 from the manipulated variables to interest /enjoyment disengagement, irritation and challenge 9 seeking via one or multiple need measures were (marginally) significant".
"Importantly, as can be noticed in Table 4, all indirect effects 8 from the manipulated variables to interest /enjoyment disengagement, irritation and challenge 9 seeking via one or multiple need measures were (marginally) significant."
Discussion¶
Related Claims¶
- Autonomy-supportive instructions dampen the impairing effects of difficult math exercises on need-based experiences — related
- Difficult math exercises impair elementary children's motivational, cognitive and affective task experiences relative to easier exercises — related
- Autonomy-supportive versus controlling instructions have limited main effects, enhancing autonomy satisfaction only — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
need-experiences-mediate-difficulty-and-style-effects |
title |
Need-based experiences mediate the effects of task difficulty and instructional style on motivational, cognitive, affective and behavioral outcomes |
description |
Need-based experiences mediate the effects of task difficulty and instructional style on motivational, cognitive, affective and behavioral outcomes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — baten-2020 |
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