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Cited by 57Motivation and Self-Concept in SportsEducation, Achievement, and GiftednessGrit, Self-Efficacy, and Motivation

University students' need satisfaction trajectories: A growth mixture analysis

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Gillet, Nicolas, Morin, Alexandre J.S., Huyghebaert, Tiphaine, Burger, Lucie, Maillot, Axel, Poulin, Aurélie, Tricard, Elodie·2019·Learning and Instruction
DOI 10.1016/j.learninstruc.2017.11.003
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Claims the paper makes

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  • Findingown data

    The Low-Decreasing profile was associated with lower levels of positive affect, effort, and achievement, and higher levels of negative affect than the Moderate-Increasing profile.

    “In contrast, the Low-Decreasing profile was associated with lower levels of positive affect, effort, and achievement, and higher levels of negative affect than the Moderate-Increasing profile.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Attrition did not introduce bias into the estimated trajectories.
  • Findingown data

    The Moderate-Increasing profile was associated with the highest levels of positive affect and effort.

    “The Moderate-Increasing profile was associated with the highest levels of positive affect and effort.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Attrition did not introduce bias into the estimated trajectories.
  • Findingown data

    Longitudinal growth mixture analyses identified three distinct need satisfaction trajectories: Low-Decreasing, Moderate-Decreasing, and Moderate-Increasing.

    “Longitudinal growth mixture analyses (GMA) revealed three distinct need satisfaction trajectories (Low-Decreasing, Moderate-Decreasing, and Moderate-Increasing).”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Attrition did not introduce bias into the estimated trajectories.
  • Findingown data

    In the middle of the semester, the Moderate-Decreasing profile reported higher expected achievement than the Low-Decreasing profile.

    “It is however interesting to note that in the middle of the semester, students corresponding to the Moderate-Decreasing profile also report higher expected achievement levels than members of the Low-Decreasing profile.”
    Quote in the paperNot a substantial claim
  • Findingown data

    The growth mixture analyses converged on a three-profile solution.

    “The results from the estimation of the alternative GMA solutions converged on a three-profile solution.”
    Quote in the paperSubstantial claim
  • May combine two claims. 34
  • Classified as probably not a substantial claim. 37
  • The quote only partly states this claim. 3

  • May combine two claims.

    Findingown data

    Demographic controls (sex, prior achievement, grade repetition) had no meaningful associations with profile membership or growth factors, supporting the null effects model.

    “Results from models incorporating controls are reported in the bottom section of Table S4 and support the null effects model.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Expected achievement generally followed the same pattern as observed achievement at the first and last time points, with lower levels in the Low-Decreasing profile than in the other two profiles.

    “expected achievement levels generally follow the same pattern of differences than observed achievement at the end of the semester, at least at the first and last time points where these outcomes are lower among the Low-Decreasing profile than among the other two profiles.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Most differences in outcomes across profiles were stable over time, except for the mid-semester expected achievement difference.

    “With the sole exception of the aforementioned difference in expected achievement levels observed in the middle of the semester, most of these differences are stable over time.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Profile 2, the Moderate-Increasing profile, comprised 61.39% of students, had initially moderate global need satisfaction, and showed a slight increase of .106 SD per time point.

    “Profile 2 characterizes 61.39% of the students presenting initially moderate levels of global need satisfaction, which are characterized by a slight increasing tendency Need Satisfaction Trajectories 14 over time (.106 SD units per time point).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Negative affect did not differ between the Moderate-Decreasing and Moderate-Increasing profiles, but both profiles had lower negative affect than the Low-Decreasing profile.

    “Levels of negative affect are undistinguishable between the Moderate-Decreasing and Moderate-Increasing profiles, although both of these profiles present lower levels of negative affect than the Low-Decreasing profile.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Positive affect was highest in the Moderate-Increasing profile, followed by the Moderate-Decreasing profile, and lowest in the Low-Decreasing profile, with all pairwise comparisons significant.

    “However, levels of positive affect are highest among the Moderate-Increasing profile, followed by the Moderate-Decreasing profile, and finally by the Low-Decreasing profile, with all pairwise comparisons being significant.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Effort did not differ between the Moderate-Decreasing and Low-Decreasing profiles, but both profiles had lower effort than the Moderate-Increasing profile.

    “Furthermore, levels of effort are undistinguishable between the Moderate-Decreasing and Low-Decreasing profiles, although both of these profiles present lower levels of effort than the Moderate-Increasing profile.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Profile 1, the Moderate-Decreasing profile, comprised 11.50% of students, had initially moderate global need satisfaction, and showed a slight decrease of -.103 SD per time point.

    “Profile 1 characterizes 11.50% of students with initially moderate levels of global need satisfaction, which are characterized by a slight decreasing tendency over time (corresponding to -.103 SD units per time point).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Profile 3, the Low-Decreasing profile, comprised 27.11% of students, had initially low global need satisfaction, and showed a marked decrease of -.305 SD per year.

    “Profile 3 is the most concerning, and characterizes 27.11% of students presenting an initially low levels of global need satisfaction coupled with a marked decreasing trajectory (-.305 SD units per year).”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingnone given

    Students in the Low-Decreasing profile appear to be at risk for various educational difficulties.

    “these appear to be at risk for a variety of educational difficulties.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Premisenone given

    Previous studies all relied on variable-centered analyses, which assume all students come from a single population following a similar trajectory.

    “It is noteworthy that previous studies all relied on variable-centered analyses, which rest on the assumption that all students are drawn from a Need Satisfaction Trajectories 5 single population following a similar trajectory.”
    Quote in the paperNot a substantial claim

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    Premisecitation

    The satisfaction of these needs is essential for wellbeing and positive educational outcomes.

    “so that their satisfaction is seen as essential both for wellbeing and positive educational outcomes, an assertion that has been supported in a variety of studies and cultural contexts (e.g., Cordeiro et al., 2016;Sheldon & Filak, 2008).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Cordeiro et al., 2016 source

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    • cites Sheldon & Filak, 2008

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    Premisecitation

    SDT proposes that the three psychological needs are essential for survival, growth, and integrity.

    “SDT proposes that the three psychological needs for autonomy, competence, and relatedness are essential nutriments for individuals' survival, growth, and integrity (Deci & Ryan, 2000),”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Deci & Ryan, 2000 source

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    Premisecitation

    Students' psychological need satisfaction appears to explain important educational outcomes such as engagement and achievement across various cultural contexts.

    “In particular, students' psychological need satisfaction appears to be able to explain important educational outcomes such as engagement and achievement (e.g., Jang, Reeve, Ryan, & Kim, 2009), in a variety of cultural contexts (e.g., Belgium, Canada, Korea),”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Jang, Reeve, Ryan, & Kim, 2009 source

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    Premisecitation

    Ratelle and Duchesne (2014) used a restricted form of GMA to identify developmental trajectories of need satisfaction and confirmed substantial developmental heterogeneity.

    “In a study of 609 students followed annually from the end of elementary school to the end of secondary school, Ratelle and Duchesne (2014) relied on a restricted form of GMA to identify specific developmental trajectories of students' need satisfaction over time and confirmed the presence of substantial developmental heterogeneity.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Ratelle & Duchesne, 2014 source

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    Premisecitation

    Person-centered analyses such as GMA are specifically designed to explain longitudinal heterogeneity by separating a general population into profiles with qualitatively and quantitatively different trajectories.

    “Person-centered analyses, such as GMA, are specifically designed to explain longitudinal heterogeneity by separating a general population into profiles of students presenting qualitatively and quantitatively different trajectories (Muthén, 2002).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Muthén, 2002 source

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  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Wandeler and Bundick (2011) found need satisfaction was mainly situational and only moderately stable over time (r = .33 to .49), and hope was minimally related to need satisfaction over time.

    “Interestingly, their results supported the idea that need satisfaction was mainly situational in nature and thus only moderately stable over time (r = .33to .49), and that hope was only very minimally related to students' levels of need satisfaction over time.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Wandeler & Bundick, 2011

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Cheon et al. (2016) demonstrated a teacher-focused intervention could increase students' need satisfaction over time, although rank-order stability remained similar (r = .55 to .69).

    “In line with these results, Cheon et al. (2016) demonstrated that a teacher-focused intervention could result in a positive increase in middle and high school students' levels of need satisfaction over time, although estimates of rank-order stability obtained across four waves of measurement covering a school year remained of a similar magnitude (r = .55to .69).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Cheon et al., 2016 source

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  • The quote only partly states this claim.

    Premisereasoning

    The global level of need satisfaction appears to be at least as critical as the satisfaction of each specific need for predicting outcomes.

    “This observation suggests that, at least from an outcomes perspective, the global level to which students' psychological needs are satisfied appears to be at least as critical as the extent to which each specific need is itself satisfied.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisereasoning

    Rank-order stability does not preclude normative increases or decreases in need satisfaction over time, and observed stability levels are low enough to suggest substantial change occurs for many students.

    “In particular, rank-order stability does not preclude the presence of normative increases or decreases in need satisfaction over time, and the observed levels of rank-order stability also remain low enough to suggest that substantial change still occurs over time for a substantial proportion of the students.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Self-determination theory proposes that satisfying the three psychological needs for autonomy, competence, and relatedness is crucial for the emergence of self-determined goal-directed behaviors.

    “Self-determination theory (SDT; Deci & Ryan, 2000) proposes that the satisfaction of the three psychological needs for autonomy (the need to experience a sense of volition and psychological freedom), competence (the need to feel effective in interacting with one's environment), and relatedness (the need to feel connected with others) plays a crucial role in the emergence of selfdetermined goal-”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Deci & Ryan, 2000 source

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    Premisecitation

    Participants' global levels of need satisfaction were the key component responsible for associations between need satisfaction measures and covariates.

    “Perhaps even more importantly, these studies (e.g., Brunet et al., 2016;Sánchez-Oliva et al., 2017) also reported that participants' global levels of need satisfaction tended to be the key component responsible for associations between need satisfaction measures and a variety of covariates,”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Brunet et al., 2016 source

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    • cites Sánchez-Oliva et al., 2017 source

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    Premisecitation

    Negative affect is a strong predictor of school dropout behavior, which is associated with numerous negative life outcomes.

    “We also consider negative affect, as this outcome is known to be a strong predictor of school dropout behavior (Fortin, Royer, Potvin, Marcotte, & Yergeau, 2004), which is in turn associated with Need Satisfaction Trajectories 8 numerous negative life outcomes in terms of employment and criminality (Bjerk, 2012).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Fortin et al., 2004

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    • cites Bjerk, 2012 source

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    Premisecitation

    The only way to support a substantive interpretation of latent profiles is through construct validation showing meaningful associations with theoretically significant covariates.

    “This is important, since the only way to support a substantive interpretation of latent profiles is through a process of construct validation showing that these profiles present meaningful patterns of associations with theoretically significant covariates (Marsh, Lüdtke, Trautwein, & Morin, 2009;Morin, Morizot, Boudrias, & Madore, 2011).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Marsh et al., 2009 source

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    • cites Morin et al., 2011

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    Premisecitation

    This restrictive assumption has been shown to cause over-extraction of latent profiles, drastically different results from more flexible methods, and biased conclusions.

    “This highly restrictive assumption has been shown to result in the possible over-extraction of latent profiles of students following trajectories of a similar shape but different levels (Bauer & Curran, 2004;Muthén & Muthén, 2000), to result in drastically different results than more flexible methods allowing for the representation of within-and between-profile heterogeneity (Morin, Maïano et al.,”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Bauer & Curran, 2004 source

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    • cites Muthén & Muthén, 2000

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    • cites Morin et al., 2011

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Ratelle and Duchesne (2014) found trajectory group membership was closely associated across the three needs, questioning the necessity of distinguishing specific needs relative to global need satisfaction.

    “Ratelle and Duchesne (2014) further found that trajectory group membership was closely associated for the three needs, calling once again into question the true necessity of distinguishing among these three specific needs relative to a focus on global levels of need satisfaction.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Ratelle & Duchesne, 2014 source

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Prior longitudinal studies suggest need satisfaction trajectories should exhibit some stability, but change is possible over a few months and more likely among older age groups.

    “Although prior longitudinal studies suggest that need satisfaction trajectories should exhibit some stability, they also suggest that change is possible over the course of a few months, and more likely among this older age group (Cheon et al., 2016;Cox et al., 2008;Kipp & Weiss, 2015;Ratelle & Duchesne, 2014;Wandeler & Bundick, 2011).”
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    • cites Cheon et al., 2016 source

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    • cites Cox et al., 2008 source

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    • cites Kipp & Weiss, 2015

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    Premisenone given

    University studies are more typically self-determined than mandatory primary and secondary education.

    “Given that University studies are more typically self-determined, relative to the mandatory nature of primary and secondary education, need satisfaction should thus be most relevant for the prediction of meaningful education outcomes at this level of education.”
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    Premisecitation

    Persistence in University studies is critically important for educational systems worldwide, as higher education is associated with multiple social, economic, and psychological consequences.

    “Finally, persistence in University studies is a critically important consideration for educational systems worldwide, as higher education is associated with multiple social, economic, and psychological consequences for the students themselves as well as the society as a whole (Voelkle & Sander, 2008).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Voelkle & Sander, 2008

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    Premisecitation

    Prior studies have generally supported that higher need satisfaction is associated with more adaptive academic outcomes, consistent with SDT predictions.

    “Consistent with SDT predictions (Deci & Ryan, 2000), prior studies have generally supported the idea that higher levels of need satisfaction tended to be associated with more adaptive academic outcomes.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Deci & Ryan, 2000 source

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    Premisecitation

    Psychological need satisfaction is positively related to positive affect and negatively linked to negative affect.

    “More specifically, research evidence has shown that psychological need satisfaction is positively related to positive affect, and negatively linked to negative affect (Martela & Ryan, 2016;Martela, Ryan, & Steger, 2017;Vandercammen, Hofmans, & Theuns, 2014).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Martela & Ryan, 2016 source

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    • cites Martela et al., 2017

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    • cites Vandercammen et al., 2014 source

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    Premisecitation

    Need satisfaction has positive effects on students' effort and achievement levels.

    “In addition, research has also shown that need satisfaction has positive effects on students' effort and achievement levels (Cerasoli, Nicklin, & Nassrelgrgawi, 2016;Taylor & Lonsdale, 2010).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Cerasoli et al., 2016 source

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    • cites Taylor & Lonsdale, 2010

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    Premisecitation

    Effort and positive affect are key educational outcomes given mounting research evidence supporting their important role in academic success.

    “Thus, we focus on the key educational outcomes of effort and positive affect given mounting research evidence supporting their important role in academic success (Gillet, Vallerand, Lafrenière, & Bureau, 2013;Trautwein & Lüdtke, 2007).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Gillet et al., 2013 source

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    • cites Trautwein & Lüdtke, 2007

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    Premisecitation

    Factor scores preserve the underlying measurement structure, such as invariance, better than scale scores.

    “factors scores are able to preserve the nature of the underlying measurement structure (e.g., invariance) better than scale scores”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Morin, Boudrias, Marsh, Madore, & Desrumaux, 2016

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    • cites Morin, Meyer, Creusier, & Biétry, 2016

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    Study design and conductown data

    Attrition was 8.7% at Time 2 and 17.8% at Time 3.

    “Among these participants, 421 (91.3%) agreed to complete the questionnaire again at Time 2 (five weeks later) and 379 (82.2%) also completed the questionnaire at Time 3 (ten weeks after Time 1).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Attrition did not introduce bias into the estimated trajectories.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    The effort measure consisted of five items and had Cronbach's alpha values of .87, .89, and .90 at the three measurement occasions.

    “Participants' level of effort was assessed using five items (e.g.,”
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    Study design and conductcitation

    Instruments not already available in French were adapted using a standardized back-translation procedure by a panel of experts.

    “All questionnaires were administered in French and instruments not already available in this language were adapted to French using a standardized back-translation procedure (Hambleton, 2005) by a panel of experts.”
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    • cites Hambleton, 2005

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    Study design and conductown data

    The positive affect subscale consisted of three items and had Cronbach's alpha values of .72, .80, and .79 at the three measurement occasions.

    “Participants' levels of positive (3 items; i.e.,”
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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims. The quote only partly states this claim.

    Study design and conductown data

    The negative affect subscale consisted of three items and had Cronbach's alpha values of .66, .75, and .79 at the three measurement occasions.

    “negative (3 items; i.e.,”
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    Premisecitation

    The MLR estimator produces parameter estimates, standard errors, and fit statistics that resist non-normality in the response scales.

    “using the robust Maximum Likelihood (MLR) estimator, which provides parameter estimates, standard errors, and goodness-of-fit indices that are robust to the non-normality of the response scales used in the present study.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Muthén & Muthén, 2015

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    Interpretationown data

    Need satisfaction is at least partly situational and fluctuates over time.

    “Interestingly, our results also supported the idea that need satisfaction is at least partly situational in nature and thus fluctuates over time”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Cheon et al., 2016 source

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    • cites Cox et al., 2008 source

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    • cites Marchand & Skinner, 2007

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    Interpretationown data

    The Low-Decreasing profile showed less positive affect, more negative affect, less effort, and lower achievement than the Moderate-Increasing profile.

    “In comparison to this Moderate-Increasing profile, members of the Low-Decreasing profile display less positive affect and more negative affect, invest less effort in their studies and, possibly as a result of these lower effort levels, present lower levels of achievement.”
    Quote in the paperSubstantial claim

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    Study design and conductown data

    Classification accuracy for the three profiles ranged from 80.2% to 90.4%, with an entropy value of .717.

    “indicate a relatively high level of classification accuracy for members of all three profiles, ranging from 80.2% for the Low-Decreasing profile (3), to 87.8% for members of the Moderate-Decreasing profile (1), and to 90.4% for members of the Moderate-Increasing profile (2), consistent with a relatively high entropy value (.717)”
    Quote in the paperSubstantial claim

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    Premisecitation

    Factor scores offer partial control for measurement error.

    “Although factor scores do not explicitly control for measurement errors the way latent variables do, they do provide a partial control for measurement errors”
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    • cites Skrondal & Laake, 2001

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    Premisecitation

    Full information maximum likelihood is as effective as multiple imputation but more efficient.

    “FIML has comparable efficacy to multiple imputation, while being more efficient”
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    • cites Enders, 2010

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    • cites Graham, 2009 source

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    • cites Jeličič, Phelps, & Lerner, 2009

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    Interpretationown data

    The Moderate-Decreasing profile showed lower positive affect and effort than the Moderate-Increasing profile, but comparable negative affect and achievement.

    “Finally, members of the Moderate-Decreasing profile also present lower levels of positive affect and invest less effort in their studies, but display comparable levels of negative affect and achievement as members of the Moderate-Increasing profile.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    Ratelle and Duchesne (2014) used latent class growth analysis, assuming all students matched their profile's average trajectory and treating each need separately.

    “However, they relied on a restricted form of GMA (i.e., latent class growth analysis) in which it was assumed that all students would correspond exactly to the average longitudinal trajectory identified in their own profile, and treated each need separately without considering evolution in students' global levels of need satisfaction.”
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    • cites Ratelle & Duchesne, 2014 source

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    Study design and conductnone given

    Self-report measures, except observed achievement, may be affected by social desirability and self-report biases.

    “First, we relied on self-report measures, with the exception of observed achievement, and such measures can be impacted by social desirability and selfreport biases.”
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    Interpretationreasoning

    Alternative time frames might have obscured the relations observed in this study.

    “Conversely, these alternative time frames might have hidden the currently observed relations.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Ratelle and Duchesne (2014) identified five distinct need satisfaction profiles for each specific need, confirming substantial developmental heterogeneity.

    “Recently, Ratelle and Duchesne (2014) identified longitudinal trajectories of students' need satisfaction and confirmed the presence of substantial developmental heterogeneity (five distinct profiles for each specific need).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Ratelle & Duchesne, 2014 source

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    Interpretationcitation

    The stability estimates from this study align with those reported in earlier research.

    “which is in line with estimates reported in previous studies (e.g., Cheon et al., 2016;Marchand & Skinner, 2007)”
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    • cites Cheon et al., 2016 source

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    • cites Marchand & Skinner, 2007

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    Premisecitation

    Prior studies have shown that satisfaction of autonomy, competence, and relatedness needs is associated with more positive academic outcomes.

    “Prior studies have shown that the satisfaction of the three psychological needs for autonomy, Need Satisfaction Trajectories 16 competence, and relatedness tended to be associated with more positive academic outcomes”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Cordeiro et al., 2016 source

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    • cites Wang et al., 2017 source

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    Premisecitation

    Recent evidence offers tentative support for the key role of global need satisfaction.

    “Despite recent evidence providing tentative support to the key role played by global need satisfaction (Brunet et al., 2016;Sánchez-Oliva et al., 2017)”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Brunet et al., 2016 source

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    • cites Sánchez-Oliva et al., 2017 source

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    Interpretationown data

    The identified need satisfaction trajectories have practical importance for predicting academic outcomes, with well-differentiated associations.

    “Still, our findings clearly support the practical importance of the identified need satisfaction trajectories in the prediction of academic outcomes, showing well-differentiated associations between profile membership and the various outcomes considered in this study.”
    Quote in the paperSubstantial claim

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    Interpretationreasoning

    Longer time frames might have revealed relations at a more fundamental trait level.

    “whereas relying on longer time frames might have revealed relations occurring at a more fundamental trait level.”
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  • Probably not a substantial claim: may not pass S2 (checkable).

    Premisecitation

    Longitudinal research must always be interpreted with reference to a specific time frame.

    “longitudinal research always needs to be interpreted in relation to a specific time frame (Cole & Maxwell, 2003).”
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    • cites Cole & Maxwell, 2003 source

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    The freshman year is a challenging life transition with major changes in educational and social environments, new academic tasks, and evolving social networks.

    “More generally, the freshman year is known to represent a challenging life transition accompanied by major changes in students' educational and social environments, incorporating new and unfamiliar academic tasks and learning situations, and evolving social networks”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites De Clercq, Galand, & Frenay, 2017

      Not checked in the free run.

    • cites Perry, Hladkyj, Pekrun, & Pelletier, 2001

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationreasoning

    A much shorter time frame, such as a daily diary study, might have allowed detection of finer associations at the state level.

    “relying on a much shorter time frame (e.g., daily diary study) may have allowed us to detect finer associations occurring at the state level of the constructs being studied”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Autonomy-supportive teaching behaviors are positively associated with psychological need satisfaction.

    “numerous studies have shown that autonomy-supportive teaching behaviors were positively related to psychological need satisfaction (Jang et al., 2009;Sheldon & Filak, 2008).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Jang et al., 2009 source

      Not checked in the free run.

    • cites Sheldon & Filak, 2008

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Students who received teaching in their preferred ways perceived their teacher as more autonomy-supportive and showed more positive outcomes.

    “Results revealed that students who received a preferred way of teaching (i.e., teachers take their students' perspective and adjust how they deliver a lesson plan so that it aligns with students' preferred ways of teaching) perceived their teacher as more autonomy-supportive and had more positive outcomes.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Jang, Reeve, and Halusic (2016) source

      Not checked in the free run.

60 of 60

  • The paper relies on this without support.

    The sample is representative of French undergraduate psychology students.

    “The proportion of males and females, and age distribution of this sample is aligned with those of French undergraduate psychology students.”

  • The paper relies on this without support.

    The educational context and curriculum are similar to other French and Western Universities.

    “The educational context and undergraduate psychology curriculum to which students are exposed in this University are similar to those proposed in other French Universities, as well as to those implemented in most Western Universities.”

  • The paper relies on this without support.

    Admission policies and tuition-free status increase the representativeness of the sample.

    “Admission at the undergraduate level is not as restrictive in France as in other countries, and undergraduate studies are tuition-free, contributing to increase the representativeness of this sample.”

  • The paper relies on this without support.

    Attrition did not introduce bias into the estimated trajectories.

    “Among these participants, 421 (91.3%) agreed to complete the questionnaire again at Time 2 (five weeks later) and 379 (82.2%) also completed the questionnaire at Time 3 (ten weeks after Time 1).”
4 of 4

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Promising work among secondary school and university students revealed considerable heterogeneity in need trajectories, although these studies focused on need satisfaction only.

    “Promising work in this are was conducted among secondary school (Ratelle and Duchesne 2014) and university (Gillet et al. 2019) students, thereby revealing considerable heterogeneity in need trajectories, although these studies focused on need satisfaction only.”

    From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Gillet et al. 2019

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • A semester trajectory slope is labeled as yearly

    Minor

    The low-decreasing profile's slope is given in SD units per year, although the model defines each slope unit as one interval between measurement points within the semester.

  • Observed achievement is described as measured at every wave

    Minor

    The analysis description includes observed achievement among outcomes measured at each time point, whereas the paper says grades were obtained at semester's end and Table 2 reports them only for Time 3.

  • The abstract overstates three-wave completion

    Minor

    The abstract says all 461 students completed the measures three times, but the methods report that only 345 completed all three time points.

3 of 3

Cites

Flagged first, then by citations

Research works printed but not linked: 2

  1. Fortin, 2004, Prediction of risk for secondary school dropout: Personal, family and school factors, Canadian Journal of Behavioural Science, 36, 219
  2. Gillet, 2008, Development of a basic need satisfaction scale in the sport context, Canadian Journal of Behavioural Science, 40, 230

Cited by

Sorted by citations

Related

Authors
Gillet, N., Morin, A. J. S., Huyghebaert, T., Burger, L., Maillot, A., Poulin, A., & Tricard, E.
Affiliations
  • Université de Tours (FR)
  • Concordia University (CA)
Corresponding author
Gillet, Nicolas
ORCID
Venue
Learning and Instruction
Publisher
Elsevier BV
Published
2019-04
Volume
60
Pages
275-285
ISSN
0959-4752 (ISSN-L)
DOI
10.1016/j.learninstruc.2017.11.003
OpenAlex
W2768610833
Cited by
57
References
82
Citations by year
2026: 2 · 2025: 7 · 2024: 7 · 2023: 6 · 2022: 8 · 2021: 5 · 2020: 12 · 2019: 7 · 2018: 3
FWCI
8.62
Type
journal article
Language
en
Open access
Licence
Locations
  • Learning and Instruction (acceptedVersion)
  • HAL (submittedVersion, cc-by-nc)
  • HAL (submittedVersion)
Topics
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
Keywords
psychological need satisfaction, self-determination theory, first-year students, positive affect, negative affect, effort, academic performance, growth mixture modeling

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-05.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-05.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

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