Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease
DC Field | Value | Language |
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dc.contributor.author | Matos, Lennia | - |
dc.contributor.author | Reeve, Johnmarshall | - |
dc.contributor.author | Herrera, Dora | - |
dc.contributor.author | Claux, Mary | - |
dc.date.accessioned | 2021-09-02T21:15:28Z | - |
dc.date.available | 2021-09-02T21:15:28Z | - |
dc.date.created | 2021-06-16 | - |
dc.date.issued | 2018 | - |
dc.identifier.issn | 0022-0973 | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/80949 | - |
dc.description.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. | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.publisher | ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD | - |
dc.subject | SELF-DETERMINATION THEORY | - |
dc.subject | PHYSICAL-EDUCATION TEACHERS | - |
dc.subject | INTRINSIC MOTIVATION | - |
dc.subject | FOCUSED INTERVENTION | - |
dc.subject | SCHOOL ENGAGEMENT | - |
dc.subject | STYLE | - |
dc.subject | EXPERIENCES | - |
dc.subject | BEHAVIORS | - |
dc.subject | RELATE | - |
dc.subject | UNIQUE | - |
dc.title | Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Reeve, Johnmarshall | - |
dc.identifier.doi | 10.1080/00220973.2018.1448746 | - |
dc.identifier.scopusid | 2-s2.0-85046627989 | - |
dc.identifier.wosid | 000453362600006 | - |
dc.identifier.bibliographicCitation | JOURNAL OF EXPERIMENTAL EDUCATION, v.86, no.4, pp.592 - 609 | - |
dc.relation.isPartOf | JOURNAL OF EXPERIMENTAL EDUCATION | - |
dc.citation.title | JOURNAL OF EXPERIMENTAL EDUCATION | - |
dc.citation.volume | 86 | - |
dc.citation.number | 4 | - |
dc.citation.startPage | 592 | - |
dc.citation.endPage | 609 | - |
dc.type.rims | ART | - |
dc.type.docType | Article | - |
dc.description.journalClass | 1 | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Education & Educational Research | - |
dc.relation.journalResearchArea | Psychology | - |
dc.relation.journalWebOfScienceCategory | Education & Educational Research | - |
dc.relation.journalWebOfScienceCategory | Psychology, Educational | - |
dc.subject.keywordPlus | SELF-DETERMINATION THEORY | - |
dc.subject.keywordPlus | PHYSICAL-EDUCATION TEACHERS | - |
dc.subject.keywordPlus | INTRINSIC MOTIVATION | - |
dc.subject.keywordPlus | FOCUSED INTERVENTION | - |
dc.subject.keywordPlus | SCHOOL ENGAGEMENT | - |
dc.subject.keywordPlus | STYLE | - |
dc.subject.keywordPlus | EXPERIENCES | - |
dc.subject.keywordPlus | BEHAVIORS | - |
dc.subject.keywordPlus | RELATE | - |
dc.subject.keywordPlus | UNIQUE | - |
dc.subject.keywordAuthor | Agency | - |
dc.subject.keywordAuthor | agentic engagement | - |
dc.subject.keywordAuthor | autonomy support | - |
dc.subject.keywordAuthor | engagement | - |
dc.subject.keywordAuthor | motivating style | - |
dc.subject.keywordAuthor | self-determination theory | - |
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