Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease |
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| Authors: | Lennia Matos Dora Herrera Mary Claux |
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| Institution: | Department of Psychology, Pontifical Catholic University of Peru, Lima, Peru |
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| 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. |
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| Keywords: | Agency agentic engagement autonomy support engagement motivating style self-determination theory |
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