Week-to-week interplay between teachers’ motivating style and students’ engagement

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buir.contributor.authorMichou, Aikaterini
buir.contributor.authorAltan, Servet
buir.contributor.authorMouratidisa, Athanasios
buir.contributor.orcidMichou, Aikaterini|0000-0003-4324-5326
buir.contributor.orcidAltan, Servet|0000-0003-4219-7940
buir.contributor.orcidMouratidisa, Athanasios|0000-0003-0325-8077
dc.citation.epage20en_US
dc.citation.spage1en_US
dc.contributor.authorMichou, Aikaterini
dc.contributor.authorAltan, Servet
dc.contributor.authorMouratidisa, Athanasios
dc.contributor.authorReeveb, J.
dc.contributor.authorMalmbergc, L.
dc.date.accessioned2022-02-15T07:06:43Z
dc.date.available2022-02-15T07:06:43Z
dc.date.issued2021-03-15
dc.departmentDepartment of Psychologyen_US
dc.departmentGraduate School of Educationen_US
dc.departmentM.A. in Curriculum and Instructionen_US
dc.description.abstractResearch 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.en_US
dc.identifier.doi10.1080/00220973.2021.1897774en_US
dc.identifier.issn0022-0973
dc.identifier.urihttp://hdl.handle.net/11693/77349
dc.language.isoEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.isversionofhttps://doi.org/10.1080/00220973.2021.1897774en_US
dc.source.titleThe Journal of Experimental Educationen_US
dc.subjectAgentic engagementen_US
dc.subjectBehavioral engagementen_US
dc.subjectAutonomy supporten_US
dc.subjectStructureen_US
dc.subjectAutonomous motivationen_US
dc.subjectIntrapersonal analysisen_US
dc.subjectDiary studyen_US
dc.titleWeek-to-week interplay between teachers’ motivating style and students’ engagementen_US
dc.typeArticleen_US

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M.A. in Curriculum and Instruction
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