Agency as a fourth aspect of students engagement during learning activities

By J. Reeve, Ching-Mei Tseng. 2011

1,449 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5d59c1b616fad042f75993f475d6d7ad57d81a0f

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Teachers’ accounts of learners’ engagement and disaffection in the language classroom (2020, background): “However, engagement should be viewed as a ‘dialogical process’ (Mercer 2019: 10) as it is co-constructed by teachers and learners, who should be enabled to exercise their agency in the learning process (Reeve 2012; Reeve and Tseng 2011).”
Longitudinal Test of Self-Determination Theory's Motivation Mediation Model in a Naturally Occurring Classroom Context (2012, background): “…as perceived autonomy has been shown to be a direct predictor of students’ persistence (Vansteenkiste, Simons, Lens, Sheldon, & Deci, 2004), positive emotionality (Patrick, Skinner, & Connell, 1993), conceptual understanding (Vansteenkiste et al., 2005), and sense of agency (Reeve & Tseng, 2011).”
Teachers’ estimates of their students’ motivation and engagement: being in synch with students (2012, methodology): “Previous studies using the AEQ to assess agentic engagement have shown the scale to produce strong psychometric properties (i.e. high internal consistency, good construct and predictive validity (Reeve & Tseng, 2011)).”
Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease (2018, neutral): “The AES scale has shown strong psychometric properties (Reeve, 2013; Reeve & Tseng, 2011), and it showed high internal consistency ( a s D .85 and .86) and low class-to-class variability ( ICC D 3.2% at T1, ICC D 4.2% at T2) in the present study.”
The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement (2019, background): “Later Reeve & Tseng (2011) argued about the fourth type of engagement, personal agency or agentic engagement, which reflects students’ constructive engagement with the academic instruction they receive at school.”
Students' Classroom Engagement Produces Longitudinal Changes in Classroom Motivation. (2014, background): “…of students’ three situationally sensitive psychological needs of autonomy, competence, and relatedness, and scores produced by the AFS scales have been shown to predict outcomes such as classroom engagement and course grades (Jang et al., 2009, 2012; Reeve, Nix, & Hamm, 2003; Reeve & Tseng, 2011).”
The Challenges of Defining and Measuring Student Engagement in Science (2015, background): “Research to date suggests that agentic engagement is a statistically distinct construct that is related to the other three dimensions of engagement (behavioral, cognitive, emotional) but independently predicts achievement and motivation (Jang, Kim, & Reeve, 2012; Reeve & Tseng, 2011).”
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization (2018, background): “…(Wilson et al., 2004) and self-reported behavioral engagement (Van der Kaap-Deeder et al., 2016), as indicated by learners’ persistence (Reeve et al., 2011; Skinner et al., 2009), introjected regulation equally relates positively to maladaptive coping (Ryan & Connell, 1989), negative…”
Does student agency benefit student learning? A systematic review of higher education research (2021, background): “Agentic engagement (Reeve and Tseng 2011) was one of the components measured.”
The Use of a Flipped Classroom to Enhance Engagement and Promote Active Learning (2014, background): “Students’ behavioral, emotional and cognitive engagement will exist if there is a relationship with the teacher and instructional support during learning activities (Reeve & Tseng, 2011).”
Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations (2016, background): “Appleton et al. (2006) and Reeve and Tseng (2011) have, in addition, proposed a fourth dimension of engagement.”
Promoting Student Engagement in the Classroom (2014, background): “Reeve and Tseng (2011) argue that an underappreciated aspect of this dimension involves its bidirectional nature; not only do the engagement benefits of such positive relationships flow from teachers to students, but the students’ engagement can in turn affect their teachers’ subsequent…”