Izvorni znanstveni članak
https://doi.org/10.32903/zs.72.1.1
WHAT DOES AGENTIC ENGAGEMENT LOOK LIKE IN CLASSROOMS, AND WHEN IS IT SUCCESSFUL? A QUALITATIVE APPROACH
Eta Krpanec
orcid.org/0000-0002-3830-6166
; Institute of Social Sciences Ivo Pilar, Zagreb
Aleksandra Huić
orcid.org/0000-0002-7818-487X
; Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb
Sažetak
Research on agentic engagement—students’ proactive contributions to instruction—has attracted increasing attention. While prior studies underscore its relevance for students’ achievement, well-being and teacher support, many aspects of agentic engagement remain unclear. Therefore, the aim of this study was to examine students’ perspectives on the concept of agentic engagement and the factors that determine its likelihood and success. We conducted focus groups with 17 university students who reflected on their high school experiences of agentic engagement. Using thematic analysis combining deductive and inductive approaches, we found that the current conceptualisation of agentic engagement may be too narrow. Students reported that agentic engagement often included group-based behaviours outside classroom settings, some of which were aimed at avoiding learning. Additionally, key factors such as student personality, class dynamics and teaching styles were found to affect both the occurrence and effectiveness of agentic engagement. These findings offer important insights for refining the concept and suggest practical implications for teaching and future research.
Ključne riječi
agentic engagement, focus groups, teaching styles, qualitative study
Hrčak ID:
350354
URI
Datum izdavanja:
3.7.2026.
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