Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease

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The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “For instance, teachers’ openness (e.g., Reeve et al. 2018) or lack of conscientiousness (e.g., Bolding 2017) may predict their greater wait-and-see attitude.”
How teachers can support students’ agentic engagement (2020, background): “These studies were all longitudinal in design, and the consistent finding was that the more students displayed agentic engagement in the classroom, the more autonomy-supportive their teachers became toward them (Matos et al., 2018; Reeve, 2013; Shin & Reeve, 2020).”
Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “Recent research (Jang et al. 2016; Matos et al. 2018) suggests that it is a reciprocal relationship: more (specifically more active) student engagement leads to more motivating teaching beha-”