Specific imbalance factors in autonomy support, structure, and involvement contribute to some aspects of classroom-level engagement¶
Claim · All claims
Evidence · 1 study · associationalr2·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? Specific factors representing imbalance in the three practices also contributed to some, but not all, aspects of 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 · r2
Beyond the global factor, the multilevel analyses found that "Specific factors representing the imbalance in autonomy support, structure, and involvement also contributed" to engagement. No effect size is printed; the contribution is limited to some aspects of engagement.
"Specific factors representing the imbalance in autonomy support, structure, and involvement also contributed to some aspects of 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
- A global factor across autonomy support, structure, and involvement provides optimal support to classroom-level engagement (global hypothesis supported) — related
- HET's three principles conceptually align with SDT's autonomy support, structure, and involvement — related
- Greatest engagement benefits do not emerge in classrooms high on two or three need-supportive practices (synergistic hypothesis not supported) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
need-supportive-specific-imbalance-factors-contribute |
title |
Specific imbalance factors in autonomy support, structure, and involvement contribute to some aspects of classroom-level engagement |
description |
Specific imbalance factors in autonomy support, structure, and involvement contribute to some aspects of classroom-level engagement |
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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