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Cross-theoretical integration of four motivational theories of teacher influence on engagement

Research Method · All research methods
Evidence · 1 claim (1 for) · 3 studies (2 theoretical, 1 associational), q2–q3 · 0 of 3 report an effect size

Description

The article synthesises four theories of how teachers improve student engagement: self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory. SDT hypothesises three basic psychological needs — competence, autonomy, and relatedness — whose fulfilment leads to optimal motivation and engagement. Achievement goal theory holds that "students with mastery goals... will be more engaged than those who have performance goals". Growth mindset theory recommends praising effort and improvement rather than ability, and transformational leadership theory describes leaders who empower followers beyond their own self-interests. The framework treats these as overlapping and competing sources of behavioural predictions to be assessed simultaneously.

Accounts

  • Cross-theoretical integration of four motivational theories of teacher influence on engagement: The article synthesises four theories of how teachers improve student engagement: self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory. SDT hypothesises three basic psychological needs — competence, autonomy, and relatedness — whose fulfilment leads to optimal motivation and engagement. Achievement goal theory holds that "students with mastery goals... will be more engaged than those who have performance goals". Growth mindset theory recommends praising effort and improvement rather than ability, and transformational leadership theory describes leaders who empower followers beyond their own self-interests. The framework treats these as overlapping and competing sources of behavioural predictions to be assessed simultaneously. (Michael Noetel et al. (2023))

Claims

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Key Sources

  • Michael Noetel, Philip Parker, Theresa Dicke, Mark R. Beauchamp, Nikos Ntoumanis, Ryan M. Hulteen, et al. (2023). Prediction Versus Explanation in Educational Psychology: a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09786-6
Page metadata
Field Value
type research-method
id cross-theoretical-integration-of-four-motivational-theories-of-teacher-influence-on-engage
title Cross-theoretical integration of four motivational theories of teacher influence on engagement
description The article synthesises four theories of how teachers improve student engagement: self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory.
status review
generated by process:settle-candidates on 2026-10-19
trust unverified — no one has confirmed this page's content

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