Go beyond autonomy support with competence-supporting behaviors such as high-quality feedback¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 3 studies (1 causal, 1 quant-synthesis, 1 theoretical), q3 · 2 of 3 report an effect size · 4 claims rest on one study

Description¶

Because competence was the strongest need predictor of self-determined motivation, the authors recommend teachers "go beyond autonomy-support to embrace specific behaviors known to increase student competence, such as high-quality feedback", whose purpose is to diminish the gap between students' current and expected performance. The authors themselves flag this recommendation as speculative.

Design Implications¶

Context¶

Requirements¶

• Feedback should aim to "diminish the gap between students’ current performance and their expected performance"

Constraints¶

• The authors call this suggestion "speculative because our findings do not focus on teacher feedback"

Target Learners¶

• students from primary school to university

Target Learning Goals¶

• increasing student competence need satisfaction to foster autonomous motivation

Affordances¶

• Sdt Motivational Sequence Autonomy Support Needs Motivation

Claims¶

• Competence need satisfaction is the strongest psychological-need predictor of students' self-determined motivation types [+W]
• Satisfaction of basic psychological needs is positively associated with autonomous motivation, with competence the strongest predictor [+W]
• Competence is the strongest independent psychological predictor of AI literacy performance, followed by autonomy; relatedness has no significant independent effect [+W]
• Psychological needs correlate more strongly with more self-determined motivation types, from intrinsic motivation down to near-zero with external regulation [+W]

Related Strategies¶

• Target teachers first in autonomy-support interventions to foster student autonomous motivation

Examples¶

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Key Sources¶

• Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46–72. https://doi.org/10.3102/00346543211042426