Agency and responsibility in adolescent students: A challenge for the societies of tomorrow

Abstract

Structural equation modelling indicated that basic needs fulfilment positively predicts agency, responsibility, academic achievement, and career decision-making self-efficacy. Interpersonal justice positively predicts responsibility. The indirect effect from basic psychological needs on career decision-making self-efficacy through the mediating effects of student agentic engagement and student responsibility was significant. The indirect effect from interpersonal justice on career decision-making self-efficacy through the mediating effect of student responsibility for learning was significant. These results are commented at the light of their implications for teacher practices, as they emphasize the importance of good experiences at school for promoting in students an active civic sense and a greater accountability.

Personality traits and job exploration among Latino business students: An exploratory investigation

“…The 25‐item Career Decision Self‐Efficacy Scale‐Short Form (CDSES‐SF) was designed to explore how individuals feel confident in their ability to successfully perform tasks in their career decision process (Betz et al, 1994; Taylor & Betz, 1983). This measurement scale has been identified and well fitted to a latent unidimensional structure and extensively applied in the current literature (Mameli, Molinari, & Passini, 2019; Miguel, Silva, & Prieto, 2013); therefore, this scale was adopted in this study. CDSES‐SF includes five career choice competencies: (a) accurate self‐appraisal, (b) gathering occupational information, (c) goal selection, (d) planning for the future, and (e) problem‐solving.…”

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

“…Agentic engagement at the classroom level refers to the observable actions students take to express themselves in the learning process in terms of the extent to which students pose questions, express their preferences, opinions, or needs, communicate their interest, provide input and suggest alternatives, and request assistance (e.g., modeling), feedback, and concrete examples for abstract concepts (Reeve, 2013). This proactive engagement also arises from students' motivational states (e.g., psychological need satisfaction; Reeve & Tseng, 2011) and teachers' instructional supports (e.g., autonomy support, Matos et al, 2018) and positively predicts academic achievement (Reeve, 2013;Reeve et al, 2020) and career decision-making self-efficacy (Mameli et al, 2019). More importantly, agentic engagement links students' actions with teacher instructional behavior (Reeve et al, 2020) showing the "evocative impact" (p. 180) of students on teacher instruction (Nurmi, 2012).…”

International Mindedness: A Revised Conceptual Framework

“…Through metacognition (planning, goal-setting, self-monitoring, social processing, and help-seeking), students will build their capacity to monitor and become more responsible for their own learning (p 585). To help teachers and administrators to create programs in schools that will better develop students who can become responsible global citizens, Mameli et al (2019) confirmed the importance of providing experiences that help students to be "actors and protagonists of their own learning environment" (p 50). These experiences foster student agency, taking self-directed actions to regulate and monitor their own learning.…”