Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease. Issue 4 (2nd October 2018)

• Record Type: Journal Article
• Authors: Matos, Lennia; Reeve, Johnmarshall; Herrera, Dora; Claux, Mary
• Is Part Of: Journal of experimental education. Volume 86:Issue 4(2018)
• Page Start: 579
• Page End: 596
• Publication Date: 2018-10-02
• Subjects: Agency -- agentic engagement -- autonomy support -- engagement -- motivating style -- self-determination theory; Education -- Experimental methods -- Periodicals; Educational psychology -- Periodicals; Education -- Periodicals; Psychology, Experimental -- Periodicals; 370.15
• DOI: 10.1080/00220973.2018.1448746
• Languages: English
• ISSNs: 0022-0973

Abstract

ABSTRACT: 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.