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

2018/05/08 by Lennia Matos, Johnmarshall Reeve, Dora Herrera +2 · 22 citations
Psychology · #Motivation and Self-Concept in Sports #Education, Achievement, and Giftedness #Perfectionism, Procrastination, Anxiety Studies

paper · doi:10.1080/00220973.2018.1448746

Abstract

Recognizing that teachers' motivating styles predict students' classroom engagement, we investigated whether students' classroom engagement might predict a change in teachers' motivating styles, though we investigated only students' perceptions of these changes. Using a self-determination theory framework and a classroom-based longitudinal research design, 336 Peruvian university students self-reported their teachers' perceived autonomy-supportive teaching and four aspects of their own engagement (behavioral, emotional, agentic, and cognitive) at the beginning (T1) and end (T2) of a semester. As expected, earlysemester perceived autonomy-supportive teaching predicted longitudinal increases in all four aspects of students' late-semester engagement. More importantly, students' early-semester agentic engagement predicted longitudinal increases in perceived autonomy-supportive teaching, which suggests that students' classroom engagement may recruit greater perceived autonomy support.

Citations

• Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

Cited by

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• Rethinking the Measurement of Motivational Climate: Understanding and Measuring Student Perceptions in University STEM Classes
• Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement
• The emotional faces of student agency
• Basic psychological need theory: Advancements, critical themes, and future directions
• When students show some initiative: Two experiments on the benefits of greater agentic engagement
• The relations between urban high school science students’ agentic mindset, agentic engagement, and perceived teacher autonomy support and control
• Internalization of Mastery Goals: The Differential Effect of Teachers' Autonomy Support and Control. [europepmc]
• Context Matters: Teaching Styles and Basic Psychological Needs Predicting Flourishing and Perfectionism in University Music Students. [europepmc]
• University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective. [europepmc]
• Autonomy-Supportive Faculty, Students' Self-System Processes, Positive Academic Emotions, and Agentic Engagement: Adding Emotions to Self-System Model of Motivational Development. [europepmc]
• Web-Based and Face-To-Face Autonomy-Supportive Intervention for Physical Education Teachers and Students' Experiences. [europepmc]
• A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners. [europepmc]
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• Developments in early adolescents' self-regulation: The importance of teachers' supportive vs. undermining behavior. [europepmc]
• The Impact of a Challenge-Based Learning Experience in Physical Education on Students' Motivation and Engagement. [europepmc]
• The Interplay of Structuring and Controlling Teaching Styles in Physical Education and Its Impact on Students' Motivation and Engagement. [europepmc]
• Testing self-supportive strategies to regulate autonomy and motivation. [europepmc]
• Beyond words: the relevance of autonomy-supportive language in university syllabi. [europepmc]
• Bibliometric Analysis of Classroom Engagement: A Review Based on Web of Science Database. [europepmc]
• Autonomy support in higher education: a key strategy for the well-being of university students. [europepmc]

Related

• Week-to-week interplay between teachers’ motivating style and students’ engagement
• Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.
• Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice
• What teachers say and do to support students' autonomy during a learning activity.
• Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive