How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement

Autor/in	Reeve, Johnmarshall
Titel	How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement
Quelle	In: Journal of Educational Psychology, 105 (2013) 3, S.579-595 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0032690
Schlagwörter	Learner Engagement; Learning Motivation; Student Motivation; Academic Achievement; Educational Experiments; Educational Environment; Personal Autonomy; Middle School Students; Longitudinal Studies; Structural Equation Models; Prediction; Foreign Countries; College Students; Factor Analysis; Construct Validity; Self Determination; South Korea + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Schulische Motivation; Schulleistung; Schulversuch; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Individuelle Autonomie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Ausland; Collegestudent; Faktorenanalyse; Selbstbestimmung; Korea; Republik
Abstract	The present study introduced "agentic engagement" as a newly proposed student-initiated pathway to greater achievement and greater motivational support. Study 1 developed the brief, construct-congruent, and psychometrically strong Agentic Engagement Scale. Study 2 provided evidence for the scale's construct and predictive validity, as scores correlated with measures of agentic motivation and explained independent variance in course-specific achievement not otherwise attributable to students' behavioral, emotional, and cognitive engagement. Study 3 showed how agentically engaged students create motivationally supportive learning environments for themselves. Measures of agentic engagement and teacher-provided autonomy support were collected from 302 middle-school students in a 3-wave longitudinal research design. Multilevel structural equation modeling showed that (a) initial levels of students' agentic engagement predicted longitudinal changes in midsemester perceived autonomy support and (b) early-semester changes in agentic engagement predicted longitudinal changes in late-semester autonomy support. Overall, these studies show how agentic engagement functions as a proactive, intentional, collaborative, and constructive student-initiated pathway to greater achievement (Study 2) and motivational support (Study 3). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01