Relations Between Urban High School Science Students' Agentic Mindset, Agentic (Dis)Engagement, and Perceived Teacher Practice

• In Event: AERA Poster Session 3
  In Poster Session: Examining Motivation and Cognition in Context (San Diego)

Abstract

The current investigation provided the first test of longitudinal relations between urban U.S. high school science students’ (N=556) agentic mindset, agentic (dis)engagement, and perceived teacher autonomy support and control over a 20-week semester, both before and after the onset of COVID-19 school restrictions. Structural equation modeling (SEM) indicated reciprocal relations among the variables. Agentic engagement predicted increases and disengagement predicted decreases in mindset and autonomy support. Perceived autonomy support predicted increases in mindset and engagement, and decreases in disengagement. Mindset predicted decreases in perceived teacher control and vice versa. Moderator analyses suggested that relations varied depending on prior achievement and stereotype vulnerability, but not gender. Different relations emerged depending on timing (i.e., COVID-19 onset).

Authors

• Erika A. Patall, University of Southern California

• Alana Aiko Uilani Kennedy, University of California - Los Angeles

• Nicole M. Yates, University of Southern California

• Jeanette Zambrano, University of Southern California

• Diane Lee, University of Southern California

• Amanda Vite, University of Southern California