Agency and Engagement in the College Classroom: Are Instructors or Students Primarily Responsible for Motivation?. Dennis Bozyk and Stewart Wood Madonna University Empowering Students to Learn Conference, Oakland University, May 15, 2014. Effective College Instructors ….
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Dennis Bozyk and
Empowering Students to Learn Conference, Oakland University, May 15, 2014
Therefore, instructors can reasonably be judged not only in terms of their students’ course achievement but also with respect to their students’ levels of engagement and motivation to achieve in the content area.
Link to Sameroff’s Transactional Model: Children and contexts shape each other.
Agentic engagement is defined as “Students’ constructive contribution into the flow of the instruction they receive” (Reeves & Tseng, 2011).
Scale Items for the AE Construct
During class, I ask questions.
I tell my teacher what I like and what I don’t like.
I let my teacher know what I’m interested in.
During class, I express my preferences and opinions.
I offer suggestions about how to make the class better.
Overview of Achievement GoalsGoals are the purposes that students see in doing schoolwork.Learners constantly ask themselves: ‘Why am I doing this?’
Agentic Engagement:Reeve, J. (2013). How students create motivationally supportive learning environments for themselves. The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595.
Reeve, J. (2013). Students’ classroom engagement produces longitudinal changes in classroom motivation. Online First Publication, November 11, 2013.
Goal Theory: Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.) Handbook of Competence and Motivation (pp. 5272). New York, New York: The Guilford Press.
Pintrich, P. R., & Schunk, D. (2002). Motivation in education: Theory, research and applications (2nd Ed.). Englewood Cliffs, NJ: Merrill PrenticeHall.
Dennis Bozyk: email@example.com
Stewart Wood: firstname.lastname@example.org