How teachers can support students' agentic engagement
Bibliographic Data
| ID | 4255534 |
|---|---|
| Authors | Johnmarshall Reeve (0000-0002-6827-293X, Australian Catholic University, corresponding author), Stephanie Hyewon Shin (0000-0001-5448-5718, Michigan State University) |
| Year | 2020 |
| Volume | 59 |
| Issue | 2 |
| Pages | 150-161 |
| Publication date | 2020-04-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2019.1702451 |
| OpenAlex | W2996228069 |
| Language | EN |
| Citations received | 63 |
| References cited | 30 |
Agentic engagement represents students' constructive contribution into the flow of instruction they receive, as students express their interests and offer their input. It is a purposive, proactive, and reciprocal type of engagement that is integral to promoting important student outcomes (e.g., learning, achievement), but its essential purpose is to recruit greater autonomy support from the teacher. We first highlight the different ways that teachers typically respond to student displays of agentic engagement (i.e., support, indifference, or control). We then recommend that teachers adopt an autonomy-supportive motivating style that will allow teachers to become increasingly in sync with their students as agents. Thus, the purpose of the article is to explain how teachers might best support students' agentic engagement during classroom instruction
Autonomy · Constructive · Mathematics education · Pedagogy · Reciprocal · Student engagement · Style (visual arts · Computer Science · Impact of Technology on Adolescents · Motivation and Self-Concept in Sports · Psychology · Youth Development and Social Support
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Self-Efficacy
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Choice is good, but relevance is excellent
| Unique citing works | 63 |
|---|---|
| Citations per year | 12,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 63 |