Week-to-week interplay between teachers’ motivating style and students’ engagement (Record no. 44780)
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| 000 -LEADER | |
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| fixed length control field | 02474nam a22002897a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231107155114.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231106b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0022-0973 |
| 037 ## - SOURCE OF ACQUISITION | |
| Source of stock number/acquisition | RIEBPL Library |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.5 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Aikaterini Michou et al... |
| 245 ## - TITLE STATEMENT | |
| Title | Week-to-week interplay between teachers’ motivating style and students’ engagement |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | USA |
| Name of publisher | :Taylor and Francis Group and Routledge |
| Year of publication | ,March 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 166-185 p. |
| 490 ## - SERIES STATEMENT | |
| Series statement | The Journal of Experimental Education, Volume 91,2023 number 1 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract-<br/><br/> 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.<br/><br/><br/><br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | diary study |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Agentic engagement |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | behavioral engagement |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | autonomy support |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | structure |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | autonomous motivation |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | intrapersonal analysis |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1897774?needAccess=true |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Full call number | Koha item type |
|---|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 07.11.2023 | 370.5 | Periodicals |