Bearing in mind that agentic engagement has a recent history in comparison to the other types of engagement (behavioural, emotional and cognitive), this paper will present a theoretical review of this concept, including the reasons it has been denominated as the fourth type of student engagement . Agentic engagement is understood as the observable classroom event in which the learner constructively contributes to his/her learning and the instruction he/she receives (Reeve, 2012). The revision of research and theory on agentic engagement included in this paper supports the idea that it provides a consistent researchable field. Future research contributions may focus on (1) the disaffected face of agentic engagement, its conceptualization and its effects (Reeve & Tseng, 2011; Reeve, 2013) and (2) the understanding (description, typology and analysis) of students’ self-initiated contributions (proactive actions) in the classroom (Waring, 2011) in order to identify which strategies may facilitate students’ learning processes, teacher’s agentic engagement interventions, and student-teacher interaction.

中文翻译：

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了解代理互动的概念

请记住，与其他类型的参与（行为，情感和认知）相比，代理型参与具有近来的历史，本文将对这一概念进行理论综述，包括其被认为是第四类学生的原因。订婚。代理参与被理解为可观察的课堂活动，在该活动中，学习者对他/她的学习和他/她所接受的指导进行建设性的贡献（Reeve，2012）。本文对代理参与的研究和理论进行了修订，以支持它提供了一个可研究的领域。未来的研究重点可能是（1）代理人参与的不满意面孔，其概念化及其影响（Reeve＆Tseng，2011; Reeve，2013）和（2）理解（描述，