Perceived Autonomy Support and Agentic Engagement among Malaysian Undergraduates: The Mediatory Role of Personal Best Goals

Autor/inn/en	Benlahcene, Abderrahim; Awang-Hashim, Rosna; Kaur, Amrita; Wan-Din, Wan-Zalina
Titel	Perceived Autonomy Support and Agentic Engagement among Malaysian Undergraduates: The Mediatory Role of Personal Best Goals
Quelle	In: Journal of Further and Higher Education, 46 (2022) 1, S.33-45 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benlahcene, Abderrahim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2021.1879743
Schlagwörter	Goal Orientation; Undergraduate Students; Case Studies; Class Activities; Personal Autonomy; Self Determination; Correlation; Student Attitudes; Teaching Styles; Foreign Countries; Measures (Individuals); Learner Engagement; Malaysia + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Case study; Fallstudie; Case Study; Individuelle Autonomie; Selbstbestimmung; Korrelation; Schülerverhalten; Lehrstil; Unterrichtsstil; Ausland; Messdaten
Abstract	Despite continuously growing literature that emphasises the significant role of students' agency in classroom activities, the construct of agentic engagement has received scant attention in recent empirical research. Drawing from the self-determination theory, the present study aims to determine the relationship between teacher autonomy support and agentic engagement, and explore whether personal best goals mediate such associations. For this purpose, using a cross-sectional design, data from 536 university students in northern Malaysia were analysed. The associations among the constructs were evaluated using structural equation modelling. The empirical results indicate that students' perceptions of teacher autonomy support were associated with personal best goals and agentic engagement. In addition, the findings suggest that personal best goals significantly mediate the relationship between teacher autonomy support and agentic engagement. These findings highlight the critical role of personal best goals as a mechanism by which an autonomy-supportive teaching style facilitates students' agency during their learning activities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01