Evidence map›Paper›PMID 40479431›Full record

ArticleEuropean journal of psychology of education = Journal europeen de psychologie de l'education2022

Understanding shifts in students' academic motivation across a school year: the role of teachers' motivating styles and need-based experiences.

Rinat Cohen, Idit Katz, Nathalie Aelterman, Maarten Vansteenkiste

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Article in European journal of psychology of education = Journal europeen de psychologie de l'education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Article
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Rinat CohenDepartment of Education, Ben-Gurion University of the Negev, P.O.B 538, 8499000 Beer-Sheva, Israel.
Idit KatzDepartment of Education, Ben-Gurion University of the Negev, P.O.B 538, 8499000 Beer-Sheva, Israel.ORCID 0000-0002-6216-0013
Nathalie AeltermanDepartment of Social, Personality and Developmental Psychology, University of Ghent, Ghent, Belgium.
Maarten VansteenkisteDepartment of Social, Personality and Developmental Psychology, University of Ghent, Ghent, Belgium.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Students' adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on self-determination theory (SDT), we investigated whether changes in teachers' motivating style and students' associated need-based experiences could explain the motivational decline documented in the literature. A total of 472 Israeli seventh and eighth graders (in their first and second years of middle school) completed questionnaires at the beginning and end of the school year. Students reported their perceptions of their teachers' (de)motivating styles (i.e., autonomy support, structure, control, and chaos), the extent to which their psychological needs were satisfied or frustrated, and their motivation to study. There was a significant decrease from the beginning to the end of the school year in 7

Indexed as

Need satisfactionSelf-determination theoryStudents’ motivationTeacher motivating styles

Identifiers

PMID40479431
PMCPMC9546755

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.