Abstract

Research has shown that teachers’ autonomy support and provision of structure relate to students’ agentic and behavioral engagement. Moreover, agentic engagement elicits higher teacher autonomy support. In the present 5-week diary study, we investigated the dynamic nature of this interplay between teachers and students through their cross-assessment of students’ agentic and behavioral engagement. We also considered the week-to-week student-reported teacher autonomy support and provision of structure as well as two student personal characteristics — proactive personality and situational autonomous versus controlled motivation. Two hundred fifty-seven Turkish middle school students and their teachers from 13 classes participated in the study. Multilevel analyses showed that students’ week-to-week perceived autonomy support and initial level of autonomous motivation positively predicted week-to-week agentic engagement (teacher- and student-reported). Students’ week-to-week perceived structure positively predicted week-to-week agentic and behavioral engagement (student-, but not teacher-, reported). These findings indicate the interplay between students’ situational engagement and teachers’ situational motivating style (i.e., autonomy support and provision of structure). They also suggest greater predictive power for students’ situational motivation over the personal trait of proactive personality.

摘要

研究表明，教师的自主支持和结构提供与学生的能动性和行为参与有关。此外，代理参与会引发更高的教师自主支持。在目前为期 5 周的日记研究中，我们通过对学生的能动性和行为参与的交叉评估，调查了师生之间这种相互作用的动态性质。我们还考虑了每周学生报告的教师自主支持和结构提供以及学生的两个个人特征——积极主动的个性和情境自主与受控动机。来自 13 个班级的 257 名土耳其中学生和他们的老师参加了这项研究。多层次分析表明，学生每周感知的自主支持和自主动机的初始水平积极预测每周的代理参与（教师和学生报告）。学生每周的感知结构积极预测每周的代理和行为参与（学生，但不是教师，报告）。这些发现表明学生的情境参与和教师的情境激励方式（即自主支持和提供结构）之间存在相互作用。他们还表明，学生的情境动机对积极主动人格的个人特质具有更大的预测能力。学生每周的感知结构积极预测每周的代理和行为参与（学生，但不是教师，报告）。这些发现表明学生的情境参与和教师的情境激励方式（即自主支持和提供结构）之间存在相互作用。他们还表明，学生的情境动机对积极主动人格的个人特质具有更大的预测能力。学生每周的感知结构积极预测每周的代理和行为参与（学生，但不是教师，报告）。这些发现表明学生的情境参与与教师的情境激励方式（即自主支持和提供结构）之间存在相互作用。他们还表明，学生的情境动机对积极主动人格的个人特质具有更大的预测能力。