A mixed-methods investigation of uncertainty-driven inquiry learning on motivation, cognitive flexibility, and academic resilience among Chinese teachers: Understanding through control-value theory

Abstract

This study investigated the effects of an uncertainty-driven inquiry learning intervention on high school teachers’ motivation, cognitive flexibility, and academic resilience, drawing on Pekrun’s (2006) Control-Value Theory. A mixed-methods, quasi-experimental pretest-posttest design was adopted. Ninety high school teachers were assigned to an experimental group (n = 45) that worked on open-ended inquiry tasks characterized by moderate ambiguity and guided scaffolding, or a control group (n = 45) that completed more structured tasks. Quantitative data were obtained through the Academic Motivation Scale, Cognitive Flexibility Scale, and Academic Resilience Scale, while qualitative insights were elicited through focus group discussions focusing on perceived control, task value, emotional responses, and strategy use. The quantitative findings indicated significantly greater gains for the experimental group across motivation, cognitive flexibility, and academic resilience relative to the control group. The qualitative analysis pointed to four themes: heightened perceptions of autonomy and control, strong task value appraisals, a mix of positive and challenging emotions, and active use of cognitive and self-regulated learning strategies when dealing with ambiguity. These findings suggest that purposeful integration of structured uncertainty in teacher education may strengthen key adaptive competencies and align with central propositions of Control-Value Theory.