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

Language

English


Share

COinS