Abstract

This study introduces and validates the concept of "daring energy"—a distinct motivational-cognitive state that emerges under specific environmental conditions in primary education. The research employed a quasi-experimental design during the 2018-2019 academic year at a private school in Almaty, Kazakhstan. The study involved four experimental classes with matched control groups from parallel classes. The intervention, occupying only 10% of academic time, focused on a systematic environmental redesign based on autonomy-supportive principles. Data were analyzed using quantitative methods (t-tests, effect size calculations) and qualitative observations. We demonstrate how this redesign enables extraordinary learning engagement and accelerated cognitive development. Experimental groups showed significant IQ gains and remarkable learning acceleration. These outcomes suggest efficient transformation possibilities within existing educational systems. Our findings extend Self-Determination Theory by demonstrating how institutional structures can systematically support the emergence of intrinsic motivation, offering both a theoretical framework and practical evidence for transforming educational practice. The study highlights key pedagogical insights, providing a replicable model for fostering student agency and deep engagement.

Keywords

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