How Teachers Can Support Students' Agentic Engagement

Autor/inn/en	Reeve, Johnmarshall; Shin, Stephanie H.
Titel	How Teachers Can Support Students' Agentic Engagement
Quelle	In: Theory Into Practice, 59 (2020) 2, S.150-161 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1702451
Schlagwörter	Learner Engagement; Student Participation; Personal Autonomy; Teacher Role; Student Role; Student Motivation; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individuelle Autonomie; Lehrerrolle; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Agentic engagement represents students' constructive contribution into the flow of instruction they receive, as students express their interests and offer their input. It is a purposive, proactive, and reciprocal type of engagement that is integral to promoting important student outcomes (e.g., learning, achievement), but its essential purpose is to recruit greater autonomy support from the teacher. We first highlight the different ways that teachers typically respond to student displays of agentic engagement (i.e., support, indifference, or control). We then recommend that teachers adopt an autonomy-supportive motivating style that will allow teachers to become increasingly in sync with their students as agents. Thus, the purpose of the article is to explain how teachers might best support students' agentic engagement during classroom instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01