Claims

Scaffolding research and frameworks have shifted from motivational-plus-cognitive support toward mostly cognitive support

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q2
Currency · newest study 2013 · 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.

q2 i? Original scaffolding included three motivational and three cognitive strategies, but the field's attention to motivation has largely disappeared from highly cited and framework literature. → Belland Brian R. 2013 q2 i? Of fourteen published scaffolding frameworks examined, only four discussed student motivation, often only as future research. → Belland Brian R. 2013 (2)

Evidence

Belland Brian R. 2013

Belland Brian R., Kim ChanMin, Hannafin Michael J. (2013). A Framework for Designing Scaffolds That Improve Motivation and Cognition. Educational Psychologist. https://doi.org/10.1080/00461520.2013.838920

q2 · i? · theoretical · r3

Bibliometric examination of scaffolding literature reported by the authors. Of the 10 most highly cited articles, only four even mentioned the word motivation, with all mentions described as secondary; none substantiated motivational claims with evidence.

"A search using the keyword scaffolding and the area education/educational research in the Web of Science showed that of the 10 most highly cited articles, only four even mentioned the word motivation"

Belland Brian R. 2013 (2)

Belland Brian R., Kim ChanMin, Hannafin Michael J. (2013). A Framework for Designing Scaffolds That Improve Motivation and Cognition. Educational Psychologist. https://doi.org/10.1080/00461520.2013.838920

q2 · i? · theoretical · r3

The authors' own review of scaffolding frameworks: an examination of 14 published scaffolding frameworks showed that only four discussed student motivation; motivation was often confined to future-research sections. The article also notes scaffolding "in its original sense was equal parts motivational and cognitive support."

"An examination of 14 published scaffolding frameworks"

Discussion

Page metadata
Field Value
type claim
id scaffolding-became-cognitively-skewed
title Scaffolding research and frameworks have shifted from motivational-plus-cognitive support toward mostly cognitive support
description Scaffolding research and frameworks have shifted from motivational-plus-cognitive support toward mostly cognitive support
status review
evidence_strength moderate
newest_evidence 2013
generated by process:wiki-ingest on 2026-10-16
trust unverified — no one has confirmed this page's content
sources 2 — belland-brian-r-2013, belland-brian-r-2013-2

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