Students' Beliefs about Agentic Engagement: A Phenomenological Study in Urban High School Physical Science and Engineering Classes

Autor/inn/en	Zambrano, Jeanette; Kennedy, Alana A. U.; Aguilera, Crystal; Yates, Nicole; Patall, Erika A.
Titel	Students' Beliefs about Agentic Engagement: A Phenomenological Study in Urban High School Physical Science and Engineering Classes
Quelle	In: Journal of Educational Psychology, 114 (2022) 5, S.1028-1047 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zambrano, Jeanette) ORCID (Kennedy, Alana A. U.) ORCID (Aguilera, Crystal) ORCID (Yates, Nicole) ORCID (Patall, Erika A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000690
Schlagwörter	Learner Engagement; Urban Schools; High School Students; Student Diversity; Minority Group Students; Disproportionate Representation; Females; African American Students; Hispanic American Students; Student Attitudes; Personality Traits; Gender Differences; Student Motivation; STEM Education; Charter Schools; Magnet Schools; Public Schools + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Weibliches Geschlecht; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülerverhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Geschlechterkonflikt; Schulische Motivation; STEM; Charter school; Charter-Schule; Public school; Öffentliche Schule
Abstract	Agentic engagement refers to students' proactive and constructive contribution into the flow of classroom instruction and activities. Given its potential as a student-initiated pathway to promoting motivation and learning, the goal of this study was to describe agentic engagement from the perspectives of racially diverse students in urban high school science classrooms. A secondary goal was to consider the relation between belonging to an underrepresented group in science (i.e., female, Black, and/or Latino) and thoughts and behaviors pertaining to agentic engagement. We conducted focus groups and interviews with 68 students using phenomenological methods to examine what, how, why, when, and who questions regarding the use of agentic engagement in science classes. Results focused on the following themes. (a) Students identified a variety of strategies for enacting agentic engagement (e.g., suggestions), though their use was described as rare. (b) Students emphasized the importance of style or approach for enacting agentic engagement in constructive and effective ways, with Black and Latino students noting the importance of avoiding disrespect and approaching teachers privately and girls mentioning using a group approach. (c) Students identified three rationales for agentically engaging, including to elicit teacher support, support personal experiences of motivation and learning, and create a more desirable learning environment for the classroom community. (d) Students discussed a variety of factors that made agentic engagement more or less likely, including teacher factors (e.g., encouragement, discouragement) and student factors (e.g., personality). Boys mentioned teacher encouragement more frequently than girls. Implications for theory, research, and practice are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01