How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement
DC Field | Value | Language |
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dc.contributor.author | Reeve, Johnmarshall | - |
dc.date.accessioned | 2021-09-05T23:14:18Z | - |
dc.date.available | 2021-09-05T23:14:18Z | - |
dc.date.created | 2021-06-14 | - |
dc.date.issued | 2013-08 | - |
dc.identifier.issn | 0022-0663 | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/102564 | - |
dc.description.abstract | The present study introduced "agentic engagement" as a newly proposed student-initiated pathway to greater achievement and greater motivational support. Study 1 developed the brief, construct-congruent, and psychometrically strong Agentic Engagement Scale. Study 2 provided evidente for the scale's construct and predictive validity, as scores correlated with measures of agentic motivation and explained independent variance in course-specific achievement not otherwise attributable to students' behavioral, emotional, and cognitive engagement. Study 3 showed how agentically engaged students create motivationally supportive learning environments for themselves. Measures of agentic engagement and teacher-provided autonomy support were collected from 302 middle-school students in a 3-wave longitudinal research design. Multilevel structural equation modeling showed that (a) initial levels of students' agentic engagement predicted longitudinal changes in midsemester perceived autonomy support and (b) early-semester changes in agentic engagement predicted longitudinal changes in late-semester autonomy support. Overall, these studies show how agentic engagement functions as a proactive, intentional, collaborative, and constructive student-initiated pathway to greater achievement (Study 2) and motivational support (Study 3). | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.publisher | AMER PSYCHOLOGICAL ASSOC | - |
dc.subject | SELF-DETERMINATION THEORY | - |
dc.subject | INTRINSIC MOTIVATION | - |
dc.subject | SCHOOL ENGAGEMENT | - |
dc.subject | AUTONOMY SUPPORT | - |
dc.subject | TEACHERS | - |
dc.subject | CLASSROOM | - |
dc.subject | INTERNALIZATION | - |
dc.subject | ACHIEVEMENT | - |
dc.subject | PERFORMANCE | - |
dc.subject | BEHAVIORS | - |
dc.title | How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Reeve, Johnmarshall | - |
dc.identifier.doi | 10.1037/a0032690 | - |
dc.identifier.scopusid | 2-s2.0-84881648981 | - |
dc.identifier.wosid | 000322752200002 | - |
dc.identifier.bibliographicCitation | JOURNAL OF EDUCATIONAL PSYCHOLOGY, v.105, no.3, pp.579 - 595 | - |
dc.relation.isPartOf | JOURNAL OF EDUCATIONAL PSYCHOLOGY | - |
dc.citation.title | JOURNAL OF EDUCATIONAL PSYCHOLOGY | - |
dc.citation.volume | 105 | - |
dc.citation.number | 3 | - |
dc.citation.startPage | 579 | - |
dc.citation.endPage | 595 | - |
dc.type.rims | ART | - |
dc.type.docType | Article | - |
dc.description.journalClass | 1 | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Psychology | - |
dc.relation.journalWebOfScienceCategory | Psychology, Educational | - |
dc.subject.keywordPlus | SELF-DETERMINATION THEORY | - |
dc.subject.keywordPlus | INTRINSIC MOTIVATION | - |
dc.subject.keywordPlus | SCHOOL ENGAGEMENT | - |
dc.subject.keywordPlus | AUTONOMY SUPPORT | - |
dc.subject.keywordPlus | TEACHERS | - |
dc.subject.keywordPlus | CLASSROOM | - |
dc.subject.keywordPlus | INTERNALIZATION | - |
dc.subject.keywordPlus | ACHIEVEMENT | - |
dc.subject.keywordPlus | PERFORMANCE | - |
dc.subject.keywordPlus | BEHAVIORS | - |
dc.subject.keywordAuthor | achievement | - |
dc.subject.keywordAuthor | agency | - |
dc.subject.keywordAuthor | agentic engagement | - |
dc.subject.keywordAuthor | autonomy support | - |
dc.subject.keywordAuthor | student engagement | - |
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