Teacher-reported strategies show a different pattern: involvement positively predicts student self-determination via relatedness, autonomy support negatively predicts it, and structure does not predict it¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teacher reports of involvement positively predicted student SDI (ß = .23), autonomy support negatively predicted it (ß = -.13), and structure did not predict it (ß = .02). → Taylor 2007 q3 i? Only relatedness mediated the teacher-reported involvement–student SDI relationship; no mediation was found for teacher-reported autonomy support. → Taylor 2007 (2)

Evidence¶

Taylor 2007¶

Taylor, I. M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99, 747-760. https://doi.org/10.1037/0022-0663.99.4.747

q3 · i? · associational · r2

Multilevel regression using teacher reports of the three strategies (51 teachers, 787 students) predicting student SDI. The article reports involvement positive (ß = .23), autonomy support negative (ß = -.13), and structure non-significant (ß = .02).

"Teacher reports of involvement positively predicted student SDI (ß = .23, p < .001), autonomy support negatively predicted student SDI (ß = -.13, p < .05), however, structure did not predict student SDI (ß = .02, p > .05)."

Taylor 2007 (2)¶

Taylor, I. M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99, 747-760. https://doi.org/10.1037/0022-0663.99.4.747

q3 · i? · associational · r2

Multiple-mediator multilevel analysis of teacher-reported strategies (Table 4.4). Teacher-reported involvement predicted relatedness (ß = .23) and relatedness predicted student SDI (ß = .20), so "relatedness mediated the involvement-student SDI relationship"; teacher-reported autonomy support predicted no need satisfaction.

"with student perceptions of relatedness as the mediator, all mediation steps were significant indicating that relatedness mediated the involvement-student SDI relationship."

Discussion¶

Related Claims¶

• Student perceptions of autonomy support, structure, and involvement positively predict student self-determination, mediated by autonomy and competence need satisfaction — related
• Teacher and student perceptions of strategy use converge only for involvement; teacher perceptions of student self-determination predict student-reported self-determination — related
• Teachers' self-determination does not predict students' self-determination or corresponding motivational regulations — related