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Item type:Publication, When students show some initiative: two experiments on the benefits of greater agentic engagement(Elsevier Ltd, 2022-08-01)Correlational and longitudinal research suggests that agentically-engaged students experience multiple educational benefits. Recognizing this, two experiments tested the causal capacity of manipulated agentic engagement to create three categories of benefits: a supportive learning environment; motivational satisfactions; and effective functioning (e.g., engagement, performance). Study 1 used the teacher–student laboratory paradigm to place 121 same-sex pairs of preservice teachers into the roles of teacher and student during a videotaped 12-min instructional episode. Teachers were randomly assigned to be autonomy supportive or not, while students were randomly assigned to be agentically engaged or not. MANOVAs on 10 self-reported and rater-scored dependent measures showed that manipulated agentic engagement enhanced both a supportive learning environment and greater motivational satisfaction but not more effective functioning. Study 2 used the same teacher-student paradigm to randomly assign 74 same-sex pairs into one of three conditions: agentic engagement to change the environment (as in Study 1); agentic engagement to change one's functioning (a new Study 2 manipulation); and a neutral control. The first manipulation again enhanced the supportive learning environment and motivational satisfaction but not effective functioning, while the second manipulation produced no benefits. Collectively, these findings confirm some limited causal benefits from agentic engagement and therefore provide guidance for future research, including the design and implementation of student-focused agentic engagement interventions.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, A global experiment on motivating social distancing during the COVID-19 pandemic(National Academy of Sciences, 2022-05-31)Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Specialized of Each Type of Student Engagement: A Meta-Analysis(Springer, 2025-03-01)Students involve themselves in learning activities multidimensionally, including behaviorally, cognitively, emotionally, and agentically. This multidimensional involvement predicts important outcomes, but it is also possible that each type of engagement might have its own specialized purpose or function. To investigate this possibility, we proposed and tested the specialized purpose hypothesis, which is that each type of engagement has its own specialized function targeted toward a specific purpose, such as to boost achievement, social support, motivation, or well-being. To test this hypothesis, we conducted four meta-analyses, utilizing multilevel random effects models. Each meta-analysis tested whether type of engagement differentially predicted students’ achievement (meta-analysis #1), social support (meta-analysis #2), motivation (meta-analysis #3), or well-being (meta-analysis #4). The database included 652 effect sizes from 62 studies within 54 articles involving 32,403 P-16 student-participants (Mage = 16.8 years-old; 51.2% female). All 62 studies measured all four types of engagement so that we could compare the relative strength of association between each type of engagement and each correlate. Behavioral engagement was the strongest predictor of achievement. Agentic engagement was the strongest predictor of social support. Cognitive engagement did not show a specialized relation with any outcome. Emotional engagement was strongly associated with both motivation and well-being. These findings generally support the specialized purpose hypothesis, but they also raise important and challenging questions for future theory and research about how to better conceptualize and measure each type of engagement.3 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Psychometric properties of the SRQ-Reading Motivation in primary students from Lima(Pontificia Universidad Católica del Perú, 2025-01-01)Cette recherche a étudié les propriétés psychométriques du questionnaire d’autorégulation-lecture de motivation (SRQ-Reading Motivation) dans des contextes de lecture académique; plus précisément, dans l’espace de la bibliothèque scolaire. Dans un échantillon de 235 élèves de quatrièmes et cinquièmes années d’une école privée de Lima, la structure interne de l’échelle a été étudiée à l’aide d’une analyse factorielle confirmatoire. Les résultats ont mis en évidence un modèle à deux facteurs faisant référence à une motivation autonome et à une motivation contrôlée envers la lecture. Les résultats obtenus à partir des preuves de validité convergente et discriminante étaient comme prévu. La fiabilité des scores obtenus aux était également adéquate. Les résultats sont discutés à la lumière du côté lumineux et du côté obscur de la motivation dans le cadre de la théorie de l’autodétermination.2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Need-relevant parenting and Peruvian high school students' affect and academic achievement : the differential role of need satisfaction and need frustration(Springer, 2025)This study examined the mediating role of need-related experiences in the relation between need supportive and need thwarting parenting, positive and negative affect and grades among 304 high school students (M age = 14.91; SD age = 0.91; 53% female) from a Peruvian private school. Grounded in Self-Determination Theory (SDT) and considering latest empirical findings, a dual pathway, involving a bright and dark path, was hypothesized with need satisfaction and frustration mediating the relation from, respectively, need supportive parenting to positive affect and grades and from need thwarting parenting to negative affect. Using structural equation modeling we found evidence for the proposed mediation model, with the exception that academic achievement was predicted directly by parental need support. The present results highlight the importance of fostering students’ psychological needs to promote optimal emotional and academic functioning through parents’ need support.23