How teachers can support students’ agentic engagement

Reeve, Johnmarshall; Shin, Stephanie Hyewon

doi:10.1080/00405841.2019.1702451

Cited by 121 publications

(100 citation statements)

References 28 publications

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“…The social context and relationships have a significant impact on basic psychological needs and well-being, being able to enhance or affect them [15], and are key to the influence that teachers have on student motivation [64]. This way, the more the teachers implement a motivating interpersonal style of autonomy support during their classes, the greater the student's involvement, levels of autonomy, competence, relationship, self-determined motivation [65] and involvement [22,34,35]. As a consequence, the closer and gentle treatment of the teacher with his students has been key since he has built trust and openness for meeting and discussion in classroom spaces.…”

Section: Discussionmentioning

confidence: 99%

“…When these are satisfied, students report more motivation and involvement [17,18] and are more likely to deeply process the learning material, producing better performance [19], greater well-being [20], higher educational aspirations, persistence in educational pathways and lower levels of academic dropout [21]. That is, when teachers support the preferences of students in the pursuit of their personal interests and goals, they become more and better engaged in their learning process [22].…”

Section: Importance Of the Teacher's Motivating Interpersonal Stylementioning

confidence: 99%

“…However, qualitatively based observational studies are not common. Based on this analysis, it can be considered that the success or failure in the academic experience of the students is subject to the teacher's motivating interpersonal style in the processes in higher education, which will highlight the self-determined motivation of the students and their academic involvement [22].…”

Section: Importance Of the Teacher's Motivating Interpersonal Stylementioning

confidence: 99%

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Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

2021

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Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.

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Section: Discussionmentioning

confidence: 99%

Section: Importance Of the Teacher's Motivating Interpersonal Stylementioning

confidence: 99%

Section: Importance Of the Teacher's Motivating Interpersonal Stylementioning

confidence: 99%

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Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

2021

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“…Behavioral engagement refers to student's observable intention to actively participate in the learning process, cognitive engagement relates to student's effort to enhance his/her thinking processes, whereas emotional engagement is exhibited through student's positive reactions or noticeable states, such as enthusiasm, enjoyment etc. (Reeve & Shin, 2020;Skinner, Kindermann, Connell et al, 2009;Skinner, Kindermann, & Furrer, 2009). Consequently, engagement refers to the degree in which students involve in a learning activity and can be ascertained behaviorally, emotionally or cognitively (Panisoara et al, 2019), through students' observable conducts, attitudes, or reactions.…”

Section: Student Engagementmentioning

confidence: 99%

The Effects of Online Teaching on Students’ Academic Progress in Stem

Pânișoară

Chirca

Lazar

2020

JBSE

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Online teaching environment is a challenge for science, technology, engineering, and mathematics (STEM) in-service teachers who feel worried about their ability to succeed in what might be an unfamiliar learning environment. This research focused on testing the effects of perceived risks and concerns by in-service teachers during online-only classes due to the coronavirus outbreak on student academic progress requirements across the different STEM disciplines. The research hypotheses were tested on a sample of 1444 in-service teachers teaching exclusively in the online environment, in Romania. A structural equation model was used to explore the possible links among two external variables (pedagogical and technological perceived risks), one mediator variable (student engagement), one control variable (school settings), and one output variable (student academic progress requirements). The results revealed significant negative paths from challenges mediated by student engagement to student academic progress, as well as positive paths from them to mediator factor. The school setting categories were negatively correlated with both perceived risk dimensions. The moderator role of student engagement on the challenges-outcome link was supported. The online teaching effects on student’s academic progress varied across the different STEM disciplines. The relevant common features for all STEM disciplines were further then demonstrated. Keywords: online class, pandemic emergency, STEM, structural equation modelling, student academic progress, in-service teachers

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“…One of the teaching dilemmas is finding the balance between the use of less controlling and active teaching-learning styles or more controlling and direct instruction methodologies [3]. It is true that group behaviour can influence the type of teaching style used by the teacher and vice versa [4]. However, the goal of every teacher is to get their student to learn and to feel interest in what they are learning [5].…”

Section: Introductionmentioning

confidence: 99%

Predictive Model for Amotivation and Discipline in Physical Education Students Based on Teaching–Learning Styles

et al. 2020

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One of the purposes of teachers is to ensure the motivation of the students in their classes and to maintain disciplined behaviours. However, the teaching styles and methodologies used do not always have a positive effect on student’s motivation and discipline. This study analysed the relationship between student’s perceptions of the controlling behaviours of their physical education teacher, together with amotivation and discipline styles from Self-Determination Theory. The sample comprised 922 students, aged between 14 and 18 years (M = 14.95; SD = 0.98). Students’ perceptions of less controlling discipline styles (control of the use of rewards) negatively predicted the thwarting of autonomy need. Conversely, a more controlling discipline style (judging and devaluing) positively predicted the thwarting of autonomy need, and this, positively predicted amotivation, which negatively predicted disciplinary behaviours and positively predicted undisciplined behaviours. Teachers must avoid using controlling behaviours like judging and devaluing, as this reinforces amotivation towards physical education and undisciplined student behaviours. The importance of designing classes where the student has responsibilities to make decisions and to be part of their own learning is pointed out.

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How teachers can support students’ agentic engagement

Cited by 121 publications

References 28 publications

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

The Effects of Online Teaching on Students’ Academic Progress in Stem

Predictive Model for Amotivation and Discipline in Physical Education Students Based on Teaching–Learning Styles

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