Teacher and student perceptions of strategy use converge only for involvement; teacher perceptions of student self-determination predict student-reported self-determination¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr2·q3
Currency · newest study 2007 · 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? Teacher reports of involvement predicted student perceptions of involvement (ß = .24), but autonomy support and structure perceptions were unrelated across reporters. → Taylor 2007
q3 i? Teacher perceptions of student SDI predicted student-reported SDI (ß = .19) and all corresponding regulations except external regulation. → 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
Three multilevel regressions tested whether teacher self-reports of each strategy predicted student perceptions of the same strategy (51 teachers, 787 students). Only involvement was significant (ß = .24); the authors call the coefficient "relatively small."
"teachers' reports of their use of involvement strategies predicted student perceptions of teacher involvement (ß = .24, p < .001). Interestingly, teacher perceptions of autonomy support and structure were not related with student perceptions of the corresponding strategy"
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
Multilevel regressions tested accuracy of teacher perceptions of student motivation. Teacher perceptions predicted student-reported SDI (ß = .19) and intrinsic (ß = .35), identified (ß = .29), introjected (ß = .12), and amotivation (ß = .20) regulations, but not external regulation (ß = -.08).
"teacher perceptions of student SDI significantly predicted student reports of their own SDI (ß = .19, p <.001). Furthermore, teacher perceptions of student intrinsic motivation (ß = .35, p <.001), identified regulation (ß = .29, p <.001)"
Discussion¶
Related Claims¶
- Student perceptions of autonomy support, structure, and involvement positively predict student self-determination, mediated by autonomy and competence need satisfaction — related
- Teachers' perceptions of class average self-determination predict their reported use of autonomy support, involvement, and structure — related
- 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 — related
- Teachers' self-determination does not predict students' self-determination or corresponding motivational regulations — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-student-perception-concordance |
title |
Teacher and student perceptions of strategy use converge only for involvement; teacher perceptions of student self-determination predict student-reported self-determination |
description |
Teacher and student perceptions of strategy use converge only for involvement; teacher perceptions of student self-determination predict student-reported self-determination |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2007 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — taylor-2007, taylor-2007-2 |
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