How students create motivationally supportive learning environments for themselves: The concept of agentic engagement.

By J. Reeve. 2013

974 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6584e72d1a0589ef1670e5c4b1aa984591ab7eac

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Digital support for student engagement in blended learning based on self-determination theory (2021, methodology): “Behavioral, emotional, cognitive and agentic engagement are energized by intrinsic motivation, understood as a prerequisite for students to engage in learning (Reeve, 2013); therefore, they can be explained by SDT (Losier et al.”
Basic psychological need theory: Advancements, critical themes, and future directions (2020, neutral): “2019; Reeve 2013).”
Determinants of classroom engagement: a prospective test based on self-determination theory (2018, background): “These results are in line with those provided by Reeve and Tseng (2011), who conclude that psychological needs significantly influence each of the four types of classroom engagement. It should be noted that autonomy had a similar effect on agentic, behavioural, and cognitive engagement and a stronge”
Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games☆ (2015, methodology): “The 3-part ASIP provided to coaches in the experimental condition was based on our previously-utilized 3-part ASIP with physical education (PE) teachers (Cheon & Reeve, 2013, 2015; Cheon et al., 2012, 2014).”
The use of flipped classrooms in higher education: A scoping review (2015, methodology): “Osman 2014 Malaysia Use of FC based on Reeves (2013)”
Engaging Struggling Adolescent Readers to Improve Reading Skills (2017, background): “In addition, recent research has suggested that “agentic engagement,” such as “students’ constructive contribution into the flow of organized discussion,” may also contribute to student achievement (Reeve & Tseng, 2011, p. 258; see also Reeve, 2013).”
How teachers can support students’ agentic engagement (2020, background): “Agentic engagement is students’ constructive contribution into the flow of instruction they receive; it is what students say and do to create a more motivationally supportive learning environment for themselves (Matos, Reeve, Herrera, & Claux, 2018; Reeve, 2013; Reeve & Tseng, 2011).”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, neutral): “, Deci, Schwartz, Scheinman, & Ryan, 1981), longitudinal (e.g., Jang, Kim, & Reeve, 2016; Reeve, 2013), observational (e.”
Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021, methodology): “and will internalize their experience and evince greater engagement (Reeve, 2013; Ryan & Deci, 2017, 2020).”
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016, methodology): “To assess agentic engagementedisengagement, we used the 5-item agentic engagement and the 5-item agentic disengagement scales from the Agentic Engagement Scale (Reeve, 2013).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, positive): “The increase in autonomy-supportive teaching may also be accounted for by the positive spiral that unfolds between students and teachers, with students’ agentic engagement (Reeve 2013; Matos et al. 2018) affecting the quality of student–teacher interactions.”
When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students (2020, methodology): “To assess agentic engagement, students completed the 5-item agentic engagement scale (Reeve, 2013; “I let my PE teacher know what I need and want”; as¼ 0.92, 0.95, 0.96, and 0.96).”
A classroom-based intervention to help teachers decrease students' amotivation (2015, positive): “…highly capable of involving, vitalizing, and satisfying students’ psychological needs and of creating opportunities for students to develop and embrace autonomous forms of classroom motivation (high intrinsic motivation, high identified regulation; Cheon & Reeve, 2013; Cheon, Reeve, & Moon, 2012).”
A structural equation model of predictors of online learners’ engagement and satisfaction (2019, methodology): “The engagement scale developed by Reeve (2013) was adopted for this study in order to measure engagement.”
How parents contribute to children's psychological health: the critical role of psychological need support (2017, background): “Clearly, SDT highlights children’s agency in the socialization process (Reeve, 2013; Soenens et al., 2015).”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “Because he found that metacognitive strategies cross-loaded with behavioral engagement (Reeve & Tseng, 2011), Reeve (2012, 2013) stated that cognitive learning strategies were the better indicators of cognitive engagement.”