A key divergence: SDT theorizes need thwarting as an active, independent dimension predicting unique negative outcomes, while HET focuses on positive teaching dimensions¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Need thwarting involves an active threat to psychological needs, distinct from mere absence of need support, and can lead to negative outcomes such as amotivation and dropout. → Lisette Hornstra 2023 q2 i? Low expectation teachers' behaviors differ from need thwarting: they are controlling but not unfriendly, and keep goals clear though unshared with students. → Lisette Hornstra 2023 (2)

Evidence¶

Lisette Hornstra 2023¶

Lisette Hornstra, Kim Stroet, Christine Rubie-Davies, Annaline Flint. (2023). Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09788-4

q2 · i? · theoretical · r3

This is the review's theoretical account of SDT's 'dark pathway' research, identifying need thwarting as a point of divergence from HET, which concentrates on supportive behaviors. Conceptual synthesis; no effect size printed.

"Need thwarting involves an active threat to the psychological needs rather than just the absence of need support."

Lisette Hornstra 2023 (2)¶

Lisette Hornstra, Kim Stroet, Christine Rubie-Davies, Annaline Flint. (2023). Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09788-4

q2 · i? · theoretical · r3

The review contrasts low expectation teachers' diffident, tightly structured practices with SDT's need-thwarting dimensions, noting their goals are clear but not shared with students, leaving students unclear about their learning direction.

"Low expectation teach ers do not necessarily actively thwart students' psychological needs (see Rubie-Davies, 2015)."

Discussion¶

Related Claims¶

• HET's three principles conceptually align with SDT's autonomy support, structure, and involvement — related
• CHAT analysis identified three Type 2 secondary contradictions whose operation through psychological need frustration explained motivational decline despite growing competence — related
• Basic psychological need satisfaction is strongly associated with learning engagement among medical undergraduates — related
• Engineering students perceive AI chatbot benefits as strongest for relief from competence frustration, moderate for autonomy, and weakest for relatedness — related
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
• Self-determination theory grew incrementally by adding mini-theories as evidence accumulated — related