A global factor across autonomy support, structure, and involvement provides optimal support to classroom-level engagement (global hypothesis 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? The global level taken across the three need-supportive practices, captured by a global factor, provides optimal support to 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 in the study of 1,193 8th grade students in 57 math classrooms supported the global hypothesis: "results supported the global hypothesis (H3)". No effect size is printed for this finding.
"Finally, results supported the global hypothesis (H3), which anticipated that the global level taken across the three practices—captured by a global factor—would provide optimal support to classroom-levels of engagement."
Discussion¶
Related Claims¶
- Jointly considered, all three need-supportive practices are not each associated with classroom-level engagement (additive hypothesis not 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
- Both autonomy support and structure elevate students' motivation, engagement, and need satisfaction with moderate to large effect sizes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
need-supportive-global-hypothesis-supported |
title |
A global factor across autonomy support, structure, and involvement provides optimal support to classroom-level engagement (global hypothesis supported) |
description |
A global factor across autonomy support, structure, and involvement provides optimal support to classroom-level engagement (global hypothesis 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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