Agency and high school science students' motivation, engagement, and classroom support experiences

Patall, Erika A.; Pituch, Keenan A.; Steingut, Rebecca R.; Vasquez, Ariana C.; Yates, Nicole; Kennedy, Alana A. U.

doi:10.1016/j.appdev.2019.01.004

Cited by 60 publications

(62 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Consistent with the growth-instead of deficit-oriented character of basic needs within BPNT, people would have a propensity to actively seek activities, goals, and relationships in which they can experience a sense of volition, mastery, and connection, and to avoid need frustrating counterparts (Laporte et al 2019;Weinstein et al 2016a). People should also gravitate towards need-supportive contexts, a tendency more visible for those with high levels of agency (Legault et al 2017;Patall et al 2019;Reeve 2013). Conceptually, these psychological needs thus not only serve as nutrients at the 'input'-side (cfr.…”

Section: Associated Criteriamentioning

confidence: 99%

Basic psychological need theory: Advancements, critical themes, and future directions

2020

View full text Add to dashboard Cite

The study of basic psychological needs has witnessed a strong revival, in part spurred by Basic Psychological Need Theory (BPNT), one of the six mini-theories within Self-Determination Theory. Empirical studies on BPNT have increased exponentially since the millennium turn, leading to refinements and extensions in theory. In this contribution we review these two decades of research in order to introduce two special issues on BPNT. We first discuss key criteria that define and identify a basic need within BPNT. We then review several need-relevant themes, highlighting advancements and trends that characterize contemporary research on BPNT. Specifically, we address potential extensions of the shortlist of basic psychological needs, the role of psychological need frustration in increasing vulnerability to maladjustment, the study of the interface between individuals' psychological and physical needs (e.g., sleep, sex, hunger), novel insights into critical need-supportive and need-thwarting practices, and the universality (versus variability) of effects of need satisfactions and supports across demographics, psychological characteristics, and cultural contexts. We also situate each of the 19 contributions that appear in this special double-issue on BPNT within these themes, while suggesting avenues for further research on the role of basic psychological needs in motivation, adjustment, and wellness.

show abstract

Section: Associated Criteriamentioning

confidence: 99%

Basic psychological need theory: Advancements, critical themes, and future directions

2020

View full text Add to dashboard Cite

show abstract

“…Previous studies showed that students' perceptions of need-supportive teachers relate to increased educational outcomes (Ryan and Deci 2020;Deci et al 1991). For example, students' perceptions of their instructors' autonomy-supportive behaviors explained increases in their interest in the material (Black and Deci 2000;Patall et al 2019). Cheon, Reeve, and Vansteenkiste (2020) showed how teachers who learned to provide structure in an autonomy-supportive way were able to generate important benefits both for themselves (e.g.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Sensemaking in supervisor-doctoral student relationships: revealing schemas on the fulfillment of basic psychological needs

Janssen

Vuuren

Jong

2020

Studies in Higher Education

View full text Add to dashboard Cite

Mentoring relationships between research supervisors and doctoral students play a key role in doctoral students' success. Self-determination theory assumes that the quality of these relationships can be defined in terms of fulfillment of students' basic psychological needs for autonomy, competence, and relatedness. Studies on how supervisors and students build need-supportive relationships are, however, lacking. Taking a schema-based perspective, this article investigates supervisors' and doctoral students' (mis)alignments in schemas on how to fulfill students' basic needs in their relationship. Qualitative data were obtained from a sample of 18 interviews (nine dyads) to reveal the schema-driven sensemaking of students and their supervisors. Findings show that the idea of schema similarity might be too simple: For each of the three basic needs, tensions arise between students' and supervisors' schemas. These need-based schemas in action offer a fresh perspective for understanding why some supervisor-doctoral student relationships are experienced as successful while others are not.

show abstract

“…In the context of undergraduate instruction, active learning represents classroom contexts in which students may-to a greater extent than in lecture-based learning-(a) exercise agency to be interactive learners, (b) have forethought to set achievement goals, (c) react accordingly in the classroom to achieve these goals, and (d) evaluate how well they are progressing (or have progressed) to achieve their desired learning outcomes. We extend Bandura's definition, which is focused more on individual self-regulation, by incorporating the affordance of agency as a central construct: Active learning positions students to experience greater levels of autonomy via an environment in which the instructor effectively supports that increased autonomy (Patall et al, 2019).…”

Section: A Working Definition Of Active Learningmentioning

confidence: 99%

“…Agentic engagement, which has been characterized as “students’ proactive, constructive attempts to assert their agency and influence the flow of instruction” (Patall et al, 2019, p. 77), may be a particularly important component in undergraduate education. In a recently proposed framework, Patall et al (2019) suggested that students’ social-behavioral, emotional, and cognitive components of engagement deepen their agentic engagement by increasing competency in learning tasks, personal connectedness to the learning topics and subject, and autonomy in constructing meaning. Patall et al (2019) also posited that increased levels of students’ agentic engagement can help create classroom environments where the teachers increasingly support their students’ autonomy for learning.…”

Section: Past Views On Active Learning and Its Measurementmentioning

confidence: 99%

The Curious Construct of Active Learning

Lombardi

Shipley

Team³

2021

Psychol Sci Public Interest

183

View full text Add to dashboard Cite

The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology and discipline-based education research (DBER). Our collaboration examined active learning from two different perspectives (i.e., psychology and DBER) and surveyed the current landscape of undergraduate STEM instructional practices related to the modes of active learning and traditional lecture. On that basis, we concluded that active learning—which is commonly used to communicate an alternative to lecture and does serve a purpose in higher education classroom practice—is an umbrella term that is not particularly useful in advancing research on learning. To clarify, we synthesized a working definition of active learning that operates within an elaborative framework, which we call the construction-of-understanding ecosystem. A cornerstone of this framework is that undergraduate learners should be active agents during instruction and that the social construction of meaning plays an important role for many learners, above and beyond their individual cognitive construction of knowledge. Our proposed framework offers a coherent and actionable concept of active learning with the aim of advancing future research and practice in undergraduate STEM education.

show abstract

Agency and high school science students' motivation, engagement, and classroom support experiences

Cited by 60 publications

References 54 publications

Basic psychological need theory: Advancements, critical themes, and future directions

Basic psychological need theory: Advancements, critical themes, and future directions

Sensemaking in supervisor-doctoral student relationships: revealing schemas on the fulfillment of basic psychological needs

The Curious Construct of Active Learning

Contact Info

Product

Resources

About