Is the Effect of Psychological Safety on Observations and Experiments Groups to Promote Critical Discussion Moderated by Motivation?

Abstract

The purpose of this study is to examine whether the effects of psychological safety for observation and experimental groups on critical discussion are moderated by self-efficacy and interest value. The results of the analysis suggest that psychological safety had a positive effect on critical discussion in high self-efficacy students. There was also a positive effect of psychological safety on critical discussion in the low interest value students. These findings suggest that students with high self-efficacy and psychological safety are fully capable of engaging in critical discussions. On the other hand, students who are low in either self-efficacy or psychological safety may not be able to engage in sufficient critical discussion. In addition, students with low interest value may be able to engage in critical discussions with a higher level of psychological safety.