Jointly considered, all three need-supportive practices are not each associated with classroom-level engagement (additive hypothesis not supported)¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2021 · 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? When autonomy support, structure, and involvement are jointly considered, not all three practices are associated with classroom-level engagement. → Olivier 2021
Evidence¶
Olivier 2021¶
Olivier, E., Galand, B., Morin, A., & Hospel, V. (2021). Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions. Learning and Instruction, 71, 101389. https://doi.org/10.1016/j.learninstruc.2020.101389
q3 · i? · associational · r?
Multilevel analyses among 1,193 8th grade Belgian students nested in 57 math classrooms tested the additive hypothesis; the study reports that results "failed to support the additive hypothesis (H1)". No effect size is printed for this finding.
"Results failed to support the additive hypothesis (H1), which anticipated that all three practices would be associated with classroom-levels of engagement when jointly considered."
Discussion¶
Related Claims¶
- A global factor across autonomy support, structure, and involvement provides optimal support to classroom-level engagement (global hypothesis supported) — related
- Specific imbalance factors in autonomy support, structure, and involvement contribute to some aspects of classroom-level engagement — related
- Greatest engagement benefits do not emerge in classrooms high on two or three need-supportive practices (synergistic hypothesis not supported) — related
- Main effects and the interaction of classroom autonomy support and structure were tested on the three engagement components using multilevel analyses — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
need-supportive-additive-hypothesis-fails |
title |
Jointly considered, all three need-supportive practices are not each associated with classroom-level engagement (additive hypothesis not supported) |
description |
Jointly considered, all three need-supportive practices are not each associated with classroom-level engagement (additive hypothesis not supported) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — olivier-2021 |
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