Matos, L., Reeve, J., Herrera, D. & Claux, M. (2018). Students' agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease. Journal of Experimental Education,86(4), 579-596. United States of America: Routledge. Retrieved from https://doi.org/10.1080/00220973.2018.1448746
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.
Institute for Positive Psychology and Education
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