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      • M.A. in Curriculum and Instruction
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      Week-to-week interplay between teachers’ motivating style and students’ engagement

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      Author(s)
      Altan, Servet
      Michou, Aikaterini
      Mouratidisa, Athanasios
      Reeveb, Johnmarshall
      Malmbergc, Lars-Erik
      Date
      2021-03-15
      Source Title
      The Journal of Experimental Education
      Print ISSN
      0022-0973
      Publisher
      Routledge
      Pages
      1 - 20
      Language
      English
      Type
      Article
      Item Usage Stats
      60
      views
      182
      downloads
      Abstract
      Research has shown that teachers’ autonomy support and provision of structure relate to students’ agentic and behavioral engagement. Moreover, agentic engagement elicits higher teacher autonomy support. In the present 5-week diary study, we investigated the dynamic nature of this interplay between teachers and students through their cross-assessment of students’ agentic and behavioral engagement. We also considered the week-to-week student-reported teacher autonomy support and provision of structure as well as two student personal characteristics — proactive personality and situational autonomous versus controlled motivation. Two hundred fifty-seven Turkish middle school students and their teachers from 13 classes participated in the study. Multilevel analyses showed that students’ week-to-week perceived autonomy support and initial level of autonomous motivation positively predicted week-to-week agentic engagement (teacher- and student-reported). Students’ week-to-week perceived structure positively predicted week-to-week agentic and behavioral engagement (student-, but not teacher-, reported). These findings indicate the interplay between students’ situational engagement and teachers’ situational motivating style (i.e., autonomy support and provision of structure). They also suggest greater predictive power for students’ situational motivation over the personal trait of proactive personality.
      Keywords
      Agentic engagement
      Behavioral engagement
      Autonomy support
      Structure
      Autonomous motivation
      Intrapersonal analysis
      Diary study
      Permalink
      http://hdl.handle.net/11693/77349
      Published Version (Please cite this version)
      https://doi.org/10.1080/00220973.2021.1897774
      Collections
      • Department of Psychology 216
      • Graduate School of Education 115
      • M.A. in Curriculum and Instruction 6
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