Predicting Diverse High School Students' Well-Being From Agentic Orientation, Teacher Autonomy Support, and Teacher Control

• In Event: Motivational and Cognitive Processes in Understudied and Minoritized Student Populations: Centering Voices and Experiences

Abstract

Our study used multigroup SEM to examine the extent to which agentic orientation (a combination of agentic engagement behaviors and mindset), teacher autonomy support, and teacher control predict the well- and ill-being of diverse high school students in physical science classes. We found that agentic orientation was the best predictor of students’ well- and ill-being across racial/ethnic groups and gender. Results of this study indicate that teachers may support their students’ well-being, particularly during a challenging event, by specifically promoting agentic engagement behaviors and mindset.

Authors

• Nicole M. Yates, University of Southern California

• Erika A. Patall, University of Southern California

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

• Jeanette Zambrano, University of Southern California

• Amanda Vite, University of Southern California

• Diane Lee, University of Southern California