Student agency at the crux: Mitigating disengagement in middle and high school

Anderson, Ross; Graham, Matthew; Kennedy, Patrick C.; Nelson, Nancy J.; Stoolmiller, Mike; Baker, Scott K.; Fien, Hank

doi:10.1016/j.cedpsych.2018.12.005

Cited by 37 publications

(22 citation statements)

References 47 publications

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“…We can figure out these adolescents as "middling" and not disturbing students (those who do not make their voices heard even if they feel that their needs for autonomy are ignored by the teachers), presumably neither satisfied nor dissatisfied. In total, more than half of our participants were clustered in one of these two groups, and this finding, although consistent with the literature reporting a decline in students' motivation and commitment from the early years of the secondary school (Anderson et al 2019;Wang and Eccles 2012), is alarming as it denounces a generalized tendency of adolescents to refrain from active participation in school life.…”

Section: Student Profilessupporting

confidence: 89%

Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?

2020

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In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, Mage = 14.24, SDage = .53). Five adolescents’ profiles emerged: disengaged (24%), average students (34%) and committed (28%), with low, mean and high scores, respectively, in both teacher autonomy support and agency; resistant (5%), with low scores in teacher autonomy support and high scores in agency; compliant (9%), with high scores in teacher autonomy support and low scores in agency. Perceptions of interpersonal justice significantly predicted profile membership in the comparison of almost all profiles. Several significant differences in responsibility among profiles also emerged. Implications of the findings for practices and policies are discussed.

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Section: Student Profilessupporting

confidence: 89%

Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?

2020

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“…The nature of arts integration implies that the artistic process is a means to learning, not necessarily driving toward an end product to be exhibited and judged. The development of positive self-beliefs in early adolescence can serve as a protective factor against disengagement and declining grades later in high school (Anderson et al, 2019). To reach this self-belief, diverse opportunities for creative engagement to try, fail, succeed, and experience the full cycle of growth may be paramount.…”

Section: Instructional Approachesmentioning

confidence: 99%

“Mistakes Can be Beautiful”: Creative Engagement in Arts Integration for Early Adolescent Learners

Anderson

Haney

Pitts³

et al. 2019

Journal of Creative Behavior

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In this study we explored students’ perspectives and experiences engaging in an arts integration learning model during middle school through a pluralistic lens of creative engagement in learning. The sample included N = 86 students in Grades 6–7 attending schools in fringe rural and urban locales from small and mid‐sized cities in the Pacific Northwest. We used a grounded theory approach to explore how creative engagement takes shape for the early adolescent learner. Our conceptual framework integrated intrapsychological (inward) processes with interpsychological (outward) exchange in the social environment of an arts integrated classroom. Schools involved in the study were part of a larger mixed‐methods research investigation and received intensive support for school‐wide arts integration development. We found that students valued opportunities in arts integration for (a) choice, (b) the expression of their unique interpretations, (c) taking risks and making mistakes, (d) recognizing and applying their Studio Habits of Mind, and (e) enhancement of motivation and engagement in learning. The need for competency, belonging, and autonomy were important conditions of the learning environment and the need for meaning‐making was paramount in the process of creative engagement.

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“…These past decades, number of studies have steadily investigated about students' motivation which conclude that highly motivated students tend to perform better than less motivated students (Bolkan et al, 2016;Bower, 2019;Smit et al, 2014). This statement is supported by other studies that said lack of motivation has led to the poor performance of the students, disengagement of school, low rate of graduation and the success level of the career (Anderson et al, 2019;Pagani et al, 2009;Spinath et al, 2006). Based on all studies about motivation and its effect to students, Colquit et.al ( 2015) concluded that motivation is determined based on (1) Direction of Effort, which means what we are going to do (2) Intensity of Effort, which means how hard we are going to work on it and (3) Persistence of Effort, which means how long we are going to work on it.…”

Section: Figure 1 Hierarchy Of Leadership Stylesmentioning

confidence: 87%

Teachers’ Leadership and Students’ Motivation to Learn English

Khoirunnisa

Widiati

2021

Jur.Pend.Teo.Pen.Peng.

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Abstract: Teacher leadership is a leadership attitude shown by the teachers involving idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. This study is conducted to investigate the relationship between teacher leadership and students’ motivation to learn English. By knowing the association between these variables, English teachers will be able to strategize in conducting the learning process in class to motivate their students. If students are motivated in learning English, then their performance and achievement might increase too. The design of the study is correlational. The relationship is determined by correlating scores from two questionnaires given to the students. The result indicated that there is a positive moderate relationship between teacher leadership and students’ motivation in learning English. The correlation coefficient is 0.342. It means that the higher the degree of teachers’ leadership, the higher the students’ motivation. In contrast, when the teachers have low degree of leadership, the students will gradually lose their motivation. In conclusion, the result of this study has shown that there is a significant relation between teachers’ leadership and students’ motivation.Abstrak: Kepemimpinan seorang guru dalam melakukan pembelajaran di dalam kelas dapat dilihat melalui beberapa hal, yaitu idealized influence, inspirational motivation, intellectual stimulation, dan individualized consideration. Penelitian ini dilakukan untuk menginvestigasi hubungan antara kepemimpinan guru dengan motivasi siswa dalam belajar Bahasa Inggris. Dengan mengetahui hubungan antar dua variabel ini, guru dapat mengatur strategi lebih baik dalam melakukan proses belajar di kelas. Hasil penelitian mengindikasikan adanya hubungan positif yang sedang antara kepemimpinan guru dengan motivasi siswa dalam belajar bahasa Inggris. Koefisien korelasinya adalah 0.342. Hal ini berarti semakin tinggi kualitas kepemimpinan guru, semakin baik pula motivasi siswa dalam mempelajari Bahasa Inggris. Begitu pula jika guru mempunyai kualitas kepemimpinan yang rendah, maka besar kemungkinan bahwa lambat laun siswa akan kehilangan motivasi dalam belajar Bahasa Inggris. Kesimpulannya, kepemimpinan guru mempunyai hubungan yang signifikan dengan motivasi siswa dalam belajar bahasa Inggris.

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Student agency at the crux: Mitigating disengagement in middle and high school

Cited by 37 publications

References 47 publications

Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?

Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?

“Mistakes Can be Beautiful”: Creative Engagement in Arts Integration for Early Adolescent Learners

Teachers’ Leadership and Students’ Motivation to Learn English

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