When students show some initiative: Two experiments on the benefits of greater agentic engagement

Reeve, Johnmarshall; Jang, Hye-Ryen; Shin, Stephanie Hyewon; Ahn, Jiseul Sophia; Matos, Lennia; Gargurevich, Rafael

doi:10.1016/j.learninstruc.2021.101564

Cited by 18 publications

(24 citation statements)

References 28 publications

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“…However, what is needed to unlock and gain access to these autonomy-supportive affordances is the initiative and agentic involvement of the learners themselves. Explicit training as the first step to modelling and bringing to the surface what it takes to be more agentically engaged has been proposed by Reeve et al (2021), who show that students can learn to be more effective in recruiting greater autonomy support from their environment. Similar workshops could be held with SALC staff and the students who work there.…”

Section: Discussionmentioning

confidence: 99%

Self-Determination Theory: A Proposed Framework for Self-Access Language Learning

Mynard¹,

Shelton-Strong²

2022

JPLL

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The field of self-access language learning (SALL), which is an established way of supporting language learners outside the classroom through the provision of resources and spaces, spans more than five decades and is currently in a phase that Mynard (2019a) refers to as the ‘basic psychological needs and wellbeing’ phase. This is a turning point in SALL wherein the focus has shifted towards the need for (more explicitly) facilitating an autonomy-supportive environment outside the classroom. This focus supports language learners’ needs for autonomy, relatedness and competence, and as such, aims to provide the conditions needed to foster language learning in an environment in which they can thrive and grow in psychologically healthy ways (Ryan & Deci, 2020). In this theoretical article, the authors make a case for using self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2017) as an overarching framework for future developments in the field of SALL. The article gives an overview of four key SALL support systems, showing how they can fulfil students’ basic psychological needs. These four key support systems are: advising in language learning; structured awareness raising; conversation lounges; and interest-based, student-led learning communities.

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Section: Discussionmentioning

confidence: 99%

Self-Determination Theory: A Proposed Framework for Self-Access Language Learning

Mynard¹,

Shelton-Strong²

2022

JPLL

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“…The student-facilitating path model (see Figure 1B) investigates the effect of student initiative on autonomy-supportive teaching (Matos et al, 2018; Michou et al, 2023; Patall et al, 2019, 2021; Reeve, 2013; Reeve et al, 2022). Prior research has also found this path to be positive and significant.…”

Section: Teacher-facilitating and Student-facilitating Pathsmentioning

confidence: 99%

“…Previous research showed that the teacher can initiate this process by being autonomy supportive (Benlahcene et al, 2022; Michou et al, 2023; Reeve et al, 2020). Likewise, students can initiate it by being agentically engaged (Patall et al, 2019; Reeve, 2013; Reeve et al, 2022). Therefore, it is necessary to investigate the bidirectionality of agentic engagement and autonomy support in a more robust way.…”

Section: Teacher-facilitating and Student-facilitating Pathsmentioning

confidence: 99%

“…Accordingly, such student agency tends to longitudinally increase the teacher’s autonomy-supportive instructional behavior (Matos et al, 2018; Patall et al, 2021; Reeve et al, 2020). Students’ agentic engagement is educationally important not only because such acts of agency help students create a more supportive learning environment for themselves but also because they enable greater academic motivation, learning, and achievement (Patall et al, 2021; Reeve, 2013; Reeve et al, 2020, 2022; Reeve & Tseng, 2011).…”

Section: Teacher-facilitating and Student-facilitating Pathsmentioning

confidence: 99%

“…Theoretically and empirically, the relationship between autonomy support and agentic engagement has been established (Bordbar, 2019, 2021; Jiang & Zhang, 2021; Matos et al, 2018; Michou et al, 2023; Patall et al, 2019, 2021, 2022; Reeve, 2013; Reeve et al, 2020, 2022). Previous research, however, has some limitations that need to be addressed to establish the causality between autonomy support and agentic engagement (prerequisites b and c).…”

Section: Teacher-facilitating and Student-facilitating Pathsmentioning

confidence: 99%

See 2 more Smart Citations

Longitudinal reciprocal effects of agentic engagement and autonomy support: Between- and within-person perspectives.

Jang,

Basarkod,

Reeve

et al. 2024

Journal of Educational Psychology

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Autonomy-supportive teachers energize students’ agency and initiative. However, few studies consider whether agentically engaged students energize more autonomy-supporting teachers. We asked 2,908 middle and high school students in physical education courses to report their agentic engagement and the autonomy supportiveness of their teachers. Data were collected at four time points over one academic year. We tested two reciprocal effects models relating student perceptions of autonomy-supportive teaching and their agentic engagement: a between-person cross-lag-panel model (CLPM) and a within-person CLPM with random intercept. Both models supported the bidirectional reciprocal relations between perceived autonomy-supportive teaching and agentic engagement. Based on student perceptions, prior agentic engagement led to increased autonomy-supportive teaching and prior autonomy-supportive teaching led to greater agentic engagement. We discuss the practical implications of these findings for classroom research and recommend teachers to inform students early in the school year that they will welcome students’ input and initiatives.

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Dynamics of teacher autonomy support in early adolescence: feedforward and feedback effects with students’ autonomy, competence, relatedness, and engagement

Rickert,

Dancis,

Skinner

2024

Eur J Psychol Educ

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When students show some initiative: Two experiments on the benefits of greater agentic engagement

Cited by 18 publications

References 28 publications

Self-Determination Theory: A Proposed Framework for Self-Access Language Learning

Self-Determination Theory: A Proposed Framework for Self-Access Language Learning

Longitudinal reciprocal effects of agentic engagement and autonomy support: Between- and within-person perspectives.

Dynamics of teacher autonomy support in early adolescence: feedforward and feedback effects with students’ autonomy, competence, relatedness, and engagement

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