Award Date
May 2016
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Psychology & Higher Education
First Committee Member
Gewn Marchand
Second Committee Member
LeAnn Putney
Third Committee Member
Lisa Bendixien
Fourth Committee Member
Travis Olson
Number of Pages
151
Abstract
The present study is informed by self-determination theory and explores the relatively new construct of agentic engagement. Measures of agentic engagement, teacher support for autonomy and competence, and relatedness (teacher and classmate) were collected from 172 high-school students in a three wave short term longitudinal design. Regression statistics demonstrated that (a) initial students’ agentic engagement predicted perceived teacher autonomy and perceived teacher relatedness, (b) perceived teacher autonomy, perceived competence, perceived teacher relatedness and perceived classmate support predicted agentic engagement at the end of the semester and (c) reciprocally mid-semester agentic engagement predicted perceived teacher relatedness at the end of the semester.
Keywords
Agentic; Autonomy; Competence; Engagement; Relatedness; Self-determination theory
Disciplines
Education | Educational Psychology
File Format
Degree Grantor
University of Nevada, Las Vegas
Language
English
Repository Citation
Wakefield, Curt Ryan, "Agentic Engagement, Teacher Support, and Classmate Relatedness— A Reciprocal Path to Student Achievement" (2016). UNLV Theses, Dissertations, Professional Papers, and Capstones. 2757.
http://dx.doi.org/10.34917/9112205
Rights
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/