Moving from descriptive first-order constructs through translation to third order interpretations

The objective of the interpretations formed through the BES (Table 2.4) was to reveal outcomes that consistently emerged regarding the potential impact and motivational influence of each of the three SDT constructs upon students’ self-reported engagement with learning, and how these are potentially interlinked. The objective for using the outcomes that emerged across the majority, if not all, of the studies was to form second- and third-order

interpretations as the basis for the formation of a proposed motivational pathway model that illustrates some of the key interlinks between the SDT constructs, different motivational types, and students’ motivated engagement with learning (see Table 2.4). First-order

constructs are direct responses acquired from participants, which can only be compared at the descriptive level at which they are made available to the researcher (Burns et al., 2010). The next stage consists of second-order interpretations, which are the researcher’s initial

interpretations of the findings. These lead to third-order interpretations which represent the researcher’s integrated interpretive conclusions (Britten et al., 2002; Noblit and Hare; 1988). These consist of the translation of the primary findings by drawing inferred conclusion from more than what the parts alone imply at the surface level, thereby taking the findings from descriptive to interpretive (Burns et al., 2010; Walsh and Downe, 2005). These inferred conclusions led to interpretations that highlight and explain the psychological interplay and strategies that have been found to have a positive impact upon enhanced student engagement. These interpretations are tested and explored through the two research questions within the two parts of the main study (Chapters 3 and 4).

Table 2.4 summarises the first-order constructs, and second- and third-order interpretations drawn from the synthesis and translation of the 32 studies. These interpretations should be considered alongside sections 2.18 and 2.19, where these are unravelled and discussed in more detail.

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Table 2.4 Best Evidence Synthesis, encompassing concepts (first-order constructs),

second- and third-order interpretations Concepts (First-order interpretations) Second-order interpretations Third-order interpretations

Satisfaction of SDT basic needs leads to enhanced engagement through the cumulative quality of the teacher-student relationship, perceived competence, and autonomy

Students’ optimum

engagement within learning activities is due to the cumulative influence of all three SDT psychological needs being satisfied

Within their professional practices, teachers need to ensure a focus upon strategies that lead to the satisfaction of all three needs

The central importance of relatedness – the quality of the teacher-student relationship – upon context- and subject-specific student engagement

The strength of the interpersonal relationship with the teacher is more influential upon students’ motivation for and engagement with learning, comparative to the students’ perceptions of autonomy and competence

Teachers should emphasise the centrality of the quality of their relationship with their students as this has a stronger impact upon engagement comparative to the need for

competence and autonomy The quality of the teacher-student relationship

(relatedness) influences the students’ perceived competence

The perceived teacher- student relationship quality is the basis for a student being more receptive to the performance-related feedback from the teacher

The more positive the teacher-student relationship, the more positive a student’s perceived competence will be

Students’ perceived competence is enhanced by their

teachers’ performance-related feedback The nature of the teacher’s feedback to a student regarding performance and progress is central to the students’ perceived competence

Teacher feedback has an impact upon the

students’ perceived competence, which in turn influences academic self-efficacy and self- concept

Competence support by the teacher is central to students’ self-efficacious beliefs

Perceived competence has the potential to inform students’ self-efficacy, and, in consequence, impact upon their engagement within learning activities

When utilising competence feedback strategies, teachers need to be aware of the current and future impacts of such feedback, in terms of the impact it will have upon self-efficacy the motivated desire to be more competent

There is a reported association between perceived competence, self-efficacy, academic self-concept and competence need satisfaction

Perceived competence is an overarching concept composed of and influenced by several competence- based psychological responses

When seeking to enhance students’ perceived competence, teachers should consider the current and future impacts of their

feedback, in terms of the impact upon self-efficacy and the motivated desire to be more competent

73 Concepts (First-order interpretations) Second-order interpretations Third-order interpretations

Perceived competence informs students’ autonomous motivation

The more competent an individual perceives

him/herself to be, the greater will be their self-efficacy, which, in turn, will inform the extent and nature of their motivated desire to be autonomous within learning activities

Students will only perceive autonomous motivation and exercise it in situations where prior feedback has enhanced their perceived competence and resultant self-efficacy

Relatedness and competence, but not autonomy, mediate the effect of feedback upon students’ motivation

Feedback is regarded as either positive or negative based upon the perceived quality of the interpersonal relationship with the teacher and the extent to which feedback informs perceived competence Relatedness and competence have a mediational influence upon students’ motivational perceptions and responses predictive of engagement

There are positive associations between teacher support, enhanced feelings of relatedness towards the teacher, and students’ feelings of self-determined motivation

Engagement may be enhanced over time, mediated by relatedness manifested as teacher feedback and support.

Reciprocal effects may exist between prior and later perceptions of engagement, and the motivating and engaging nature of the classroom (Format of the table based upon Britten et al., 2012, p. 213)

N.B. Within the following sections of this chapter, relatedness refers to the students’

perceptions of the teacher-student relationship quality and the behaviours / methods that have an impact upon its quality. Competence refers to the basic psychological need to feel

competent or achieve further competence. Autonomy includes the motivation to be autonomous or to exercise opportunities to be autonomous during learning activities.

2.18 Identifying specific classroom practices that motivate students’ engagement with