No significant direct effects exist between teachers' motivation to promote SRL and students' SRL motivation¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The multilevel model found no significant direct paths from teachers' self-efficacy or attainment value to students' self-efficacy, values or cost. → Johannes Jud 2024

Evidence¶

Johannes Jud 2024¶

Johannes Jud, Yves Karlen, Carmen Nadja Hirt. (2024). Linking teachers' and students' motivation for self-regulated learning: is there a signal and how is it transmitted? Metacognition and Learning. https://doi.org/10.1007/s11409-024-09393-y

q3 · i? · associational · r2

In the full-perspective MSEM (167 teachers, 2,785 students), the Results section reports that "no significant direct effects between teachers' and students' motivation could be found"; Table 2 direct-effect confidence intervals all include zero. Equivalence was not tested.

"Regarding RQ3, no significant direct effects between teachers' and students' motivation could be found (see Fig. 1; Table 2)."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Teachers' self-efficacy for SRL promotion shows significant indirect effects on students' self-efficacy, utility value and attainment value via teacher- and student-reported SRL promotion, with no indirect path to cost — related
• Teachers' self-efficacy for SRL promotion, but not their attainment value, is positively related to their self-reported SRL promotion when both are modelled simultaneously — related
• Student-reported SRL promotion is associated with students' self-efficacy, utility value and attainment value for SRL at class and student levels, but not with perceived cost — related
• Including student-reported SRL promotion is critical for finding indirect teacher-to-student motivation links: teacher-report-only models show none, student-report-only models show significant indirect effects — related
• Student-reported SRL promotion is not significantly associated with students' perceived cost of using strategies at class level, and only negligibly (r = −.04) at student level — related