Students' prior physics grades moderated the intervention's effects on three outcomes, with higher-grade students reporting greater optional choices, joy, and effort¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2019 · 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? Prior grades moderated intervention effects with regard to 3 outcomes. → Flunger 2019
q3 i? Students with higher grades reported greater optional choices, joy and effort under the intervention. → Flunger 2019
Evidence¶
Flunger 2019¶
Flunger, B., Mayer, A., & Umbach, N. (2019). Beneficial for Some or for Everyone? Exploring the Effects of an Autonomy-Supportive Intervention in the Real-Life Classroom. Journal of Educational Psychology, vol. 111, no. 2, pp. 210-234. https://doi.org/10.1037/edu0000284
q3 · i? · causal · r2
Conditional effects were analyzed with the EffecLiteR approach, testing interactions of the intervention with each student characteristic. The article reports "students' prior grades moderated the effects of the intervention with regard to 3 outcomes"; no interaction effect sizes are printed.
"the results showed that students' prior grades moderated the effects of the intervention with regard to 3 outcomes: Students with higher grades reported greater optional choices, joy and effort."
Discussion¶
Related Claims¶
- An autonomy-supportive intervention in secondary physics classrooms had a positive average impact on all measured motivational and behavioral outcomes — a broader claim this one bears on
- Most considered student characteristics (gender, effort, interest, extrinsic motivation, self-efficacy, perceived autonomy) showed no reported moderation of intervention effects — possibly the same claim (merge candidate)
- Changes in mathematics self-concept and interest are independent of prior achievement and do not predict later achievement — related
- Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
prior-grades-moderate-autonomy-support-effects |
title |
Students' prior physics grades moderated the intervention's effects on three outcomes, with higher-grade students reporting greater optional choices, joy, and effort |
description |
Students' prior physics grades moderated the intervention's effects on three outcomes, with higher-grade students reporting greater optional choices, joy, and effort |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — flunger-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.