Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease
- Authors
- Matos, Lennia; Reeve, Johnmarshall; Herrera, Dora; Claux, Mary
- Issue Date
- 2018
- Publisher
- ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
- Keywords
- Agency; agentic engagement; autonomy support; engagement; motivating style; self-determination theory
- Citation
- JOURNAL OF EXPERIMENTAL EDUCATION, v.86, no.4, pp.592 - 609
- Indexed
- SSCI
SCOPUS
- Journal Title
- JOURNAL OF EXPERIMENTAL EDUCATION
- Volume
- 86
- Number
- 4
- Start Page
- 592
- End Page
- 609
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/80949
- DOI
- 10.1080/00220973.2018.1448746
- ISSN
- 0022-0973
- 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.
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Collections - College of Education > Department of Education > 1. Journal Articles
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