Changes in motivation outcomes were non-linear over six weeks, with TeachQuest sustaining interest and RJP maintaining self-efficacy¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The linear change model fit poorly in Phase 2, indicating constructs did not increase at a consistent rate; motivation outcomes remained higher than pre-test but changed non-linearly. → Klassen 2025

Evidence¶

Klassen 2025¶

Klassen, Robert Mark, Wang, Hui, Cutting, Joe, Thompson-Lee, Sophie, Snell, Rebecca J.S., See, Beng Huat, Saiger, Michael. (2025). Digital innovations in teacher recruitment: An experimental study. Computers & Education. https://doi.org/10.1016/j.compedu.2025.105450

q3 · i? · causal · r2

Phase 2 latent change analysis with a delayed post-test six weeks later (N = 572) found the linear change model fit poorly, so a quadratic model was used to capture non-linear change in interest, self-efficacy, and fit.

"The linear change model demonstrated a poor fit to the data, indicating that the constructs did not increase at a consistent rate over time."

Discussion¶

Related Claims¶

• Both TeachQuest and RJP increased teaching interest and perceived fit immediately after the intervention, with RJP also increasing self-efficacy — related
• In a six-week within-subject study, the Empathetic PA coaching chatbot improves intention to follow and self-efficacy faster over time than the Non-Empathetic condition — related
• Math self-concept declined then leveled off (U-shaped), L1 self-concept declined slightly, math interest declined while L1 interest increased across Grades 7–9 — related
• Both interventions produced higher meaning, mastery, and autonomy than control, but lower immersion than control for RJP — related