How teachers can support students’ agentic engagement

Journal article

Johnmarshall Reeve and Stephanie H. Shin. (2020). How teachers can support students’ agentic engagement. Theory into Practice. 59(2), pp. 150-161. https://doi.org/10.1080/00405841.2019.1702451
AuthorsJohnmarshall Reeve and Stephanie H. Shin
Abstract

Agentic engagement represents students’ constructive contribution into the flow of instruction they receive, as students express their interests and offer their input. It is a purposive, proactive, and reciprocal type of engagement that is integral to promoting important student outcomes (e.g., learning, achievement), but its essential purpose is to recruit greater autonomy support from the teacher. We first highlight the different ways that teachers typically respond to student displays of agentic engagement (i.e., support, indifference, or control). We then recommend that teachers adopt an autonomy-supportive motivating style that will allow teachers to become increasingly in sync with their students as agents. Thus, the purpose of the article is to explain how teachers might best support students’ agentic engagement during classroom instruction.

Year2020
JournalTheory into Practice
Journal citation59 (2), pp. 150-161
PublisherRoutledge
ISSN0040-5841
Digital Object Identifier (DOI)https://doi.org/10.1080/00405841.2019.1702451
Scopus EID2-s2.0-85082092738
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Controlled
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Deposited28 Apr 2021
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