Students' agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease
Journal article
Matos, Lennia, Reeve, Johnmarshall, Herrera, Dora and Claux, Mary. (2018). Students' agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease. Journal of Experimental Education. 86(4), pp. 579 - 596. https://doi.org/10.1080/00220973.2018.1448746
Authors | Matos, Lennia, Reeve, Johnmarshall, Herrera, Dora and Claux, Mary |
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Abstract | Recognizing that teachers' motivating styles predict students' classroom engagement, we investigated whether students' classroom engagement might predict a change in teachers' motivating styles, though we investigated only students' perceptions of these changes. Using a self-determination theory framework and a classroom-based longitudinal research design, 336 Peruvian university students self-reported their teachers' perceived autonomy-supportive teaching and four aspects of their own engagement (behavioral, emotional, agentic, and cognitive) at the beginning (T1) and end (T2) of a semester. As expected, earlysemester perceived autonomy-supportive teaching predicted longitudinal increases in all four aspects of students' late-semester engagement. More importantly, students' early-semester agentic engagement predicted longitudinal increases in perceived autonomy-supportive teaching, which suggests that students' classroom engagement may recruit greater perceived autonomy support. |
Keywords | agency; agentic engagement; autonomy support; engagement; motivating style; self-determination theory |
Year | 2018 |
Journal | Journal of Experimental Education |
Journal citation | 86 (4), pp. 579 - 596 |
Publisher | Routledge |
ISSN | 0022-0973 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/00220973.2018.1448746 |
Scopus EID | 2-s2.0-85046627989 |
Page range | 579 - 596 |
Research Group | Institute for Positive Psychology and Education |
Publisher's version | File Access Level Controlled |
Place of publication | United States of America |
https://acuresearchbank.acu.edu.au/item/8651q/students-agentic-engagement-predicts-longitudinal-increases-in-perceived-autonomy-supportive-teaching-the-squeaky-wheel-gets-the-grease
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