In the face of everyday classroom challenges, students display resilience by responding with increased agentic engagement. We hypothesized that this tendency toward greater initiative and lesser passivity was both an outcome of autonomy need satisfaction and autonomy-supportive teaching and a predictor of students’ future capacity to experience autonomy satisfaction and to recruit autonomy support. Twenty-two physical education (PE) teachers and their 1,422 Korean students (648 females, 773 males; 929 middle schoolers, 493 high schoolers) were randomly assigned to participate in an autonomy-supportive intervention program (ASIP), and we assessed their students’ autonomy satisfaction, autonomy dissatisfaction, agentic engagement, and agentic disengagement at the beginning, middle, and end of an academic year. By midyear, a multilevel structural equation modeling analysis showed that students of teachers who participated in the ASIP reported greater autonomy satisfaction and agentic engagement and lesser autonomy dissatisfaction and agentic disengagement and also that these gains in agentic engagement and declines in agentic disengagement then predicted those students who were able at year-end to self-generate autonomy need satisfaction and recruit teacher-provided autonomy support.

中文翻译：

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一项自主支持干预措施，通过促进代理人参与来培养学生的适应能力

面对日常的课堂挑战，学生通过增加代理参与来表现出应变能力。我们假设这种趋向于更大主动性和更少被动性的趋势既是自主需要满足和自主支持教学的结果，也是学生未来体验自主满足和寻求自主支持的能力的预测指标。随机分配了22名体育（PE）老师和1,422名韩国学生（648名女性，773名男性； 929名初中生，493名高中生）参加了一项自主性支持干预计划（ASIP），我们对他们的学生进行了评估在学年的开始，中期和结束时，自治满意度，自治不满，代理人参与和代理人脱离。到年中