Agency and high school science students' motivation, engagement, and classroom support experiences
By Erika A. Patall, Keenan A. Pituch, R. Steingut, Ariana C. Vasquez, Nicole Yates, Alana A. U. Kennedy. Journal of Applied Developmental Psychology, 2019
92 citations recorded by the source corpus.
Abstract Agentic engagement is a potential gateway to improving the classroom climate and adolescent students' motivation. The current investigation provided the first test of daily and short-term longitudinal relations between U.S. high school science students' agentic engagement during class and their psychological need satisfaction, other forms of engagement (behavioral, cognitive, emotional), and perceptions of teachers' autonomy relevant practices. Analyses were based on a six-week diary study with 208 urban and suburban U.S. high school students from 41 science classes. Multilevel modeling analyses suggested that agentic engagement predicted an increase in concurrent and longitudinal perceived teacher autonomy support, need satisfaction, and other forms of engagement. Mediational analyses supported theoretical depictions of agentic engagement as emerging out of an autonomy supportive context and dynamically shaping that context and students' motivational experiences over the course of an instructional unit. The implications and fit of the findings with theory are discussed.
Subfields: Education, Safety Research, Social Psychology
View Paper: https://www.semanticscholar.org/paper/f84793919bf04b648dd96ac052312dfb884a4bbe
Citations in the corpus
- Basic psychological need theory: Advancements, critical themes, and future directions (2020, unknown): “People should also gravitate towards need-supportive contexts, a tendency more visible for those with high levels of agency (Legault et al. 2017; Patall et al. 2019; Reeve 2013).”
- Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “More recently, using a diary method with students in science courses, Patall et al. (2019) found that in lessons wherein teachers engaged in autonomy-supportive behaviors such as offering choice, providing rationales, focusing on students interests or questions, and other specific…”