University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective.

ABSTRACT: As a relatively new dimension of student engagement, agentic engagement has received growing research interest in recent years, as it not only predicts academic achievement and other positive outcomes, but also benefits reciprocal teacher-student relations. In the educational context, teachers' teaching style exerts a crucial impact on students' engagement. However, research on how perceived teachers' teaching style influences students' agentic engagement is inconclusive. To address this lacuna, this study, taking an integrated perspective that draws on Self-determination Theory and Achievement Goal Theory, investigated the relationship of three types of teaching style (i.e., perceived autonomy support, social relatedness, and controlling) to university students' agentic engagement in EFL

SUBMITTER: Jiang AL 

PROVIDER: S-EPMC8222777 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature