Agency and Responsibility in Adolescent Students: A Challenge for the Societies of Tomorrow

Autor/inn/en	Mameli, Consuelo; Molinari, Luisa; Passini, Stefano
Titel	Agency and Responsibility in Adolescent Students: A Challenge for the Societies of Tomorrow
Quelle	In: British Journal of Educational Psychology, 89 (2019) 1, S.41-56 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12215
Schlagwörter	Personal Autonomy; Learning Processes; Student Responsibility; Independent Study; Educational Experience; Academic Achievement; Career Choice; Self Efficacy; Decision Making; Psychological Needs; Interpersonal Relationship; Structural Equation Models; Teaching Methods; Accountability; Prediction; Secondary School Students + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Learning process; Lernprozess; Selbststudium; Bildungserfahrung; Schulleistung; Self-efficacy; Selbstwirksamkeit; Decision-making; Entscheidungsfindung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung; Vorhersage; Sekundarschüler
Abstract	Background: The literature in educational psychology converges on the idea that students should take an active and accountable position in their learning processes. Nevertheless, there is still a lack of research that has systematically put the constructs of agency and responsibility at the core of their interests. Aims: In this study, we explore whether good experiences at school -- here conceptualized as the general level of basic needs fulfilment and interpersonal justice -- impact on student agency and responsibility, which in turn are considered as possible mediators between a good educational experience and two outcome measures, that is, academic achievement and career decision-making self-efficacy. Participants: The study was held on a sample of 911 high school students equally distributed between males and females. Method: Data were collected through the use of a questionnaire comprising six measures assessing students' basic psychological need fulfilment, interpersonal justice, agentic engagement, responsibility for learning, academic achievement, and career decision-making self-efficacy. Results and conclusions: Structural equation modelling indicated that basic needs fulfilment positively predicts agency, responsibility, academic achievement, and career decision-making self-efficacy. Interpersonal justice positively predicts responsibility. The indirect effect from basic psychological needs on career decision-making self-efficacy through the mediating effects of student agentic engagement and student responsibility was significant. The indirect effect from interpersonal justice on career decision-making self-efficacy through the mediating effect of student responsibility for learning was significant. These results are commented at the light of their implications for teacher practices, as they emphasize the importance of good experiences at school for promoting in students an active civic sense and a greater accountability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01