How Has the Conceptualisation of Student Agency in Higher Education Evolved? Mapping the Literature from 2000-2022

Autor/inn/en	Torres Castro, Uriel Eduardo; Pineda-Báez, Clelia
Titel	How Has the Conceptualisation of Student Agency in Higher Education Evolved? Mapping the Literature from 2000-2022
Quelle	In: Journal of Further and Higher Education, 47 (2023) 9, S.1182-1195 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torres Castro, Uriel Eduardo) ORCID (Pineda-Báez, Clelia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2023.2231358
Schlagwörter	Personal Autonomy; Higher Education; Social Cognition; Student Motivation; Learner Engagement; Learning Analytics; Electronic Learning; Educational Experience; Authors; College Students; Educational Research; Student Evaluation; Feedback (Response); Foreign Countries; United States; Australia; United Kingdom; Canada; South Africa; China; Finland; Hong Kong; South Korea; Japan + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Kognition; Schulische Motivation; Bildungserfahrung; Author; Autor; Autorin; Collegestudent; Bildungsforschung; Pädagogische Forschung; Schulnote; Studentische Bewertung; Ausland; USA; Australien; Großbritannien; Kanada; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Finnland; Hongkong; Korea; Republik
Abstract	The objective of this article is to analyse the development and content of research in the global literature on student agency in higher education (SAHE) based on a bibliometric review of 224 articles published in the Scopus database during the period 2000-2022. VOSviewer, Excel, and Tableau software were used to analyse the texts. The review documented the growth trajectory and geographic distribution of the literature and identified the intellectual structure of SAHE. The findings show that the SAHE knowledge base has grown dramatically since 2017, particularly in the United States, Australia, and the United Kingdom. Five schools of thought emerged from the literature as the main pillars of agency, or individuals' capacities to take actions to improve their lives (1): the socio-cultural approach of agency (2); the social cognitive framework of agency (3); feedback, assessment, and agency (4); students' motivation and engagement; and (5) learning analytics, online education, and agency. The results show that student agency is framed within a constructivist and sociocultural learning perspective. Findings also demonstrate that agency has significant effects on personalising and increasing the dynamism and potential of academic experiences if students take an active role in managing their own learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01