Agency and responsibility in adolescent students
A challenge for the societies of tomorrow
Bibliographic Data
| ID | 5263345 |
|---|---|
| Authors | Consuelo Mameli (0000-0001-5701-0902, Department on Education Sciences University of Bologna Italy, corresponding author), Luisa Molinari (0000-0002-8055-5385, Department of Humanities, Social Sciences and Cultural Industries University of Parma Italy), Passini (0000-0001-8887-0999, University of Bologna), Stefano Passini (Department on Education Sciences University of Bologna Italy) |
| Year | 2019 |
| Volume | 89 |
| Issue | 1 |
| Pages | 41-56 |
| Publication date | 2019-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12215 |
| PMID | 29473147 |
| OpenAlex | W2791406804 |
| Language | EN |
| Citations received | 15 |
| References cited | 73 |
BackgroundThe 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.AimsIn 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.ParticipantsThe study was held on a sample of 911 high school students equally distributed between males and females.MethodData 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 conclusionsStructural 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
Academic achievement · Agency (philosophy) · Economic Justice · Interpersonal communication · Pedagogy · Self-efficacy · Sociology · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Motivation and Self-Concept in Sports · Psychology · Social Psychology
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Teachers’ perceptions and responses to student agency. An experimental study
That's not fair! The effects of teacher justice and academic achievement on Self and Other's resistant agency
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Engaging students in learning activities
Engagement and disaffection in the classroom
Agency as a fourth aspect of students’ engagement during learning activities
The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores
Applications of self-efficacy theory to the understanding and treatment of career indecision
Tests of the Three-Path Mediated Effect
Classroom justice
Homework practices and academic achievement
A self-determination theory approach to predicting school achievement over time
The personal belief in a just world and domain-specific beliefs about justice at school and in the family
A Self-determination Theory Perspective on Student Engagement
Autonomy, competence, and relatedness in the classroom
Understanding and measuring student engagement in school
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Relationships Matter
Evaluation of a Short Form of the Career Decision-Making Self-Efficacy Scale
Moral Virtues, Fairness Heuristics, Social Entities, and Other Denizens of Organizational Justice
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The development of the five mini-theories of self-determination theory
The Reciprocal Links Between School Engagement, Youth Problem Behaviors, and School Dropout During Adolescence
How students create motivationally supportive learning environments for themselves
Cutoff criteria for fit indexes in covariance structure analysis
Species Richness of Parasite Assemblages
School Engagement
Agency and learning
The grammar of agency
On the notion of agency in studies of interaction and learning
Examining children's agency within participatory structures in primary science investigations
Development and Validation of a Brief Measure of the Three Psychological Needs Underlying Intrinsic Motivation
Psychological Needs as Basic Motives, Not Just Experiential Requirements
Self-efficacy
Justice in grades allocation
Classroom justice and psychological engagement
The belief in a just world and distress at school
Basic psychological needs and school engagement
Acting as accountable authors
Parent and Teacher Relationships as Predictors of School Engagement and Functioning Among Low-Income Urban Youth
School Engagement Among Urban Adolescents of Color
Intrinsic and Extrinsic Motivations
Ideal versus ought predilections for approach and avoidance distinct self-regulatory systems
Overview of Problem-based Learning
Principles and Practice of Structural Equation Modeling
With great control comes great responsibility
Making My Future Work
Unfolding Justice Research in the Realm of Education
Examining the Interplay of Justice Perceptions, Motivation, and School Achievement among Secondary School Students
| Unique citing works | 15 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |