Agency as a fourth aspect of students' engagement during learning activities

Contemporary Educational Psychology

Volumn 36, Issue 4, 2011, Pages 257-267

  Reeve, Johnmarshall ^a   Tseng, Ching Mei ^b  

^a Korea University   (South Korea)

^b UNIVERSITY OF IOWA   (United States)

Author keywords

Achievement; Agency; Agentic engagement; Engagement; Self determination theory

Indexed keywords

EID: 80052430448     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2011.05.002     Document Type: Article

References (69)

1. Alexander K.L., Entwisle D.R., Dauber S.L. First-grade classroom behavior: Its short- and long-term consequences for school performance. Child Development 1993, 64:801-814.
2. Bandura A. Self-efficacy: The exercise of control 1997, W.H. Freeman, New York.
3. Bandura A. Toward a psychology of human agency. Perspectives on Psychological Science 2006, 1:164-180.
4. Bentler P.M. Comparative fit indexes in structural models. Psychological Bulletin 1990, 107:238-246.
5. Birch S.H., Ladd G.W. The student-teacher relationship and children's early school adjustment. Journal of School Psychology 1997, 35:61-79.
6. Black A.E., Deci E.L. The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self- determination theory perspective. Science Education 2000, 84:740-756.
7. Brislin, R. (1980). Translation and content analysis of oral and written material. In H. C. Triandis & J. W. Berry (Eds.), Handbook of cross-cultural psychology (Vol. 2, pp. 389-444). Boston: Allyn & Bacon.
8. Christenson S.L., Reschly A.L., Wylie C. The handbook of research on student engagement 2011, Springer Science, New York.
9. Connell J.P., Wellborn J.G. Competence, autonomy, and relatedness: A motivational model of self-system processes. Minnesota Symposia on Child Psychology 1991, 23:43-77.
10. Davidson A. Negotiating social differences: Youth's assessments of educator's strategies. Urban Education 1999, 34:338-369.
11. deCharms, R. (1976). Enhancing motivation: Change in the classroom. New York: Irvington.
12. Elliot A.J., McGregor H.A., Gable S. Achievement goals, study strategies, and exam performance. A meditational analysis. Journal of Educational Psychology 1999, 91:549-563.
13. Ericsson K.A., Krampe R.T., Tesch-Romer C. The role of deliberate practice in the acquisition of expert performance. Psychological Review 1993, 100:363-406.
14. Fiedler M.L. Bidirectionality of influence in classroom interaction. Journal of Educational Psychology 1975, 67:735-744.
15. Fredricks J.A., Blumenfeld P.C., Paris A.H. School engagement: Potential of the concept, state of the evidence. Review of Educational Research 2004, 74:59-109.
16. Furrer C., Skinner E.A. Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology 2003, 95:148-162.
17. Gagne' M. The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion 2003, 27:199-223.
18. Glaserfeld E. Cognition, construction of knowledge, and teaching. Synthese 1989, 80:121-140.
19. Gottfried A.E. Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology 1990, 82:525-538.
20. Greene B.A., Miller R.B., Crowson M., Duke B.L., Akey K.L. Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology 2004, 29:462-482.
21. Hansen D.A. Lesson evading and lesson dissembling: Ego strategies in the classroom. American Journal of Education 1989, 97:184-208.
22. Hardre P.L., Reeve J. A motivational model of rural students' intentions to persist in, versus drop out of, high school. Journal of Educational Psychology 2003, 95:347-356.
23. Harper B.E. 'I've never seen or heard it this way! Increasing student management through the use of technology-enhanced feedback. Teaching Educational Psychology 2009, 3:1-8.
24. Hu L., Bentler P.M. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 1999, 6:1-55.
25. Jang, H., Kim, E. J., & Reeve, J. (in preparation). Longitudinal test of self-determination theory's motivation mediation model in a naturally-occurring classroom context.
26. Jang H., Reeve J., Deci E.L. Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology 2010, 102:588-600.
27. Jang H., Reeve J., Ryan R.M., Kim A. Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented South Korean adolescents?. Journal of Educational Psychology 2009, 101:644-661.
28. Jimerson S.J., Campos E., Grief J.L. Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist 2003, 8:7-27.
29. Joreskog K.G., Sorbom D. LISREL 8: Structural equation modeling with the SIMPLIS command language 1996, Scientific Software International, Hillsdale, NJ.
30. Strategic help seeking: Implications for learning and teaching 1998, Lawrence Erlbaum, Mahwah, NJ. S.A. Karabenick (Ed.).
31. Help seeking in academic settings: Goals, groups, and contexts 2006, Lawrence Erlbaum, Hahwah, NJ. S.A. Karabenick, R.S. Newman (Eds.).
32. Kline R.B. Principles and practice of structural equation modeling 2011, Guilford Press, New York. 3rd ed.
33. Koenigs S.S., Fiedler M.L., deCharms R. Teacher beliefs, classroom interaction and personal causation. Journal of Applied Social Psychology 1977, 7:95-114.
34. Ladd G.W., Dinella L.M. Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade?. Journal of Educational Psychology 2009, 101:190-206.
35. Mayer R.E., Stull A., DeLeeuw K., Almeroth K., Bimber B., Chun D., et al. Clickers in college classrooms: Fostering learning with questioning methods in large lecture classrooms. Contemporary Educational Psychology 2009, 34:51-57.
36. Miserandino M. Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology 1996, 88:203-214.
37. Murray C., Greenberg M.T. Children's relationship with teachers and bonds with school. Journal of School Psychology 2000, 38:423-445.
38. National Research Council (2004). Engaging schools: Fostering high school students' motivation to learn. Washington, DC: The National Academies Press.
39. Nett U.E., Goetz T., Hall N.C. Coping with boredom in school: An experience sampling perspective. Contemporary Educational Psychology 2011, 36:49-59.
40. Pajares F., Cheong Y.F., Oberman P. Psychometric analysis of computer science help-seeking scales. Educational and Psychological Measurement 2004, 64:496-513.
41. Pelletier L.G., Seguin-Levesque C., Legault L. Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology 2002, 94:186-196.
42. Pelletier L.G., Vallerand R.J. Supervisors' beliefs and subordinates' intrinsic motivation: A behavioral confirmation analysis. Journal of Personality and Social Psychology 1996, 71:331-340.
43. Pintrich P.R. The role of goal orientation in self-regulated learning. Handbook of self-regulation 2000, 451-502. Academic, San Diego, CA. M. Boekaerts, P.R. Pintrich, M. Zeidner (Eds.).
44. Pintrich P.R. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review 2004, 16:385-407.
45. Pintrich P.R., De Groot E.V. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 1990, 82:33-40.
46. Pintrich P.R., Smith D., Garcia T., McKeachie W. Predictive validity and reliability of the Motivated Strategies for Learning Questionnaire. Educational and Psychological Measurement 1993, 53:801-813.
47. Prawat R.S. Teachers beliefs about teaching and learning: A constructivist perspective. American Journal of Education 1992, 3:215-226.
48. Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding the sociocultural influences on student motivation. In D. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning: Big theories revisited (Vol. 4, pp. 31-59). Greenwich, CT: Information Age.
49. Reeve J., Jang H., Carrell D., Jeon S., Barch J. Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion 2004, 28:147-169.
50. Reeve J., Nix G., Hamm D. Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology 2003, 95:375-392.
51. Reeve J., Sickenius B. Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation: The AFS scales. Educational and Psychological Measurement 1994, 54:506-515.
52. Richardson J.T.E. Instruments for obtaining student feedback: A review of the literature. Assessment & Evaluation in Higher Education 2005, 30:387-415.
53. Ryan R.M., Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 2000, 55:68-78.
54. Schrodt P., Witt P., Myers S., Turman P., Barton M., Jernberg K. Learner empowerment and teacher evaluations as functions of teacher power use in the college classroom. Communication Education 2008, 57:180-200.
55. Skinner E.A., Belmont M.J. Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology 1993, 85:571-581.
56. Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63, (2-3, Whole No. 204).
57. Skinner E.A., Furrer C., Marchand G., Kindermann T. Engagement and disaffection in the classroom: Part of a larger motivational dynamic?. Journal of Educational Psychology 2008, 100:765-781.
58. Skinner E.A., Kindermann T.A., Connell J.P., Wellborn J.G. Engagement and disaffection as organizational constructs in the dynamics of motivational development. Handbook of motivation in school 2009, Erlbaum, Malwah, NJ. K. Wentzel, A. Wigfield (Eds.).
59. Skinner E.A., Kindermann T.A., Furrer C.J. A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement 2009, 69:493-525.
60. Sproston C. When students negotiate: An action research case study of a Year 8 English class in a secondary college in Victoria, Australia. Educational Action Research 2008, 16:187-208.
61. Steiger J.H. Structural model evaluation and modification: An interval estimation approach. Multivariate Behavioral Research 1990, 25:173-180.
62. Turner J., Thorpe P., Mayer D. Students' reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology 1998, 90:758-771.
63. Wellborn, J. G. (1991). Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain. Unpublished doctoral dissertation, University of Rochester.
64. Wentzel K.R. Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology 1997, 89:41-419.
65. Wentzel K.R. Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development 2002, 73:287-301.
66. Winograd K. The negotiative dimension of teaching: Teachers sharing power will the less powerful. Teaching and Teacher Education 2002, 18:343-362.
67. Wolters C.A. Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist 2003, 38:189-205.
68. Wolters C.A. Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology 2004, 96:236-250.
69. Zimmerman B.J. Becoming a self-regulated learner: An overview. Theory into Practice 2002, 41:64-70.