Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease

Lennia Matos, Johnmarshall Reeve, Dora Herrera, Mary Claux

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

72 Citas (Scopus)

Resumen

Recognizing that teachers' motivating styles predict students' classroom engagement, we investigated whether students' classroom engagement might predict a change in teachers' motivating styles, though we investigated only students' perceptions of these changes. Using a self-determination theory framework and a classroom-based longitudinal research design, 336 Peruvian university students self-reported their teachers' perceived autonomy-supportive teaching and four aspects of their own engagement (behavioral, emotional, agentic, and cognitive) at the beginning (T1) and end (T2) of a semester. As expected, earlysemester perceived autonomy-supportive teaching predicted longitudinal increases in all four aspects of students' late-semester engagement. More importantly, students' early-semester agentic engagement predicted longitudinal increases in perceived autonomy-supportive teaching, which suggests that students' classroom engagement may recruit greater perceived autonomy support.

Idioma originalInglés
Páginas (desde-hasta)592-609
Número de páginas18
PublicaciónJournal of Experimental Education
Volumen86
N.º4
DOI
EstadoPublicada - 2 oct. 2018

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