Agency for Learning: Intention, Motivation, Self-Efficacy and Self-Regulation
By Jillianne R. Code. Frontiers in Genetics, 2020
148 citations recorded by the source corpus.
Agency is inherent in students’ ability to regulate, control, and monitor their own learning. A learners’ effectiveness in regulating their cognitive, affective, and behavioral processes as they interact within the learning environment is critical to their academic success. This article advances a theory of learner agency, or agency for learning (AFL), as an emergent capacity that is intentional, self-generated, and reactive to social factors in the learning context. This article further traces the development of the Agency for Learning Questionnaire (AFLQ) and examines the internal consistency, predictive validity, and psychometric properties covering four dimensions of agentic functioning including intentionality (planfulness, decision competence), forethought (intrinsic and extrinsic motivation), self-regulation, and self-efficacy. Results of this research demonstrate that the AFLQ provides a reliable, valid, multidimensional measure of AFL based on existing theoretical and empirical findings, advancing both theory and practice. Understanding how agency develops and emerges within learning environments is a key factor in identifying why learning occurs enabling educational psychologists to potentially identify, measure, and study agentic processes in the context of learning across a variety of research designs.
Subfields: Developmental and Educational Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/021d5c18054c72c48744605c015a0f93ba2b1049
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In Developmental and Educational Psychology
In Education
In Social Psychology
Citations in the corpus
- Impact of AI assistance on student agency (2023, background): “This dynamic perspective on student agency aligns with the understanding that agency is inherent in students ’ ability to effectively regulate and control their learning processes (Code, 2020).”