Agentic engagement and disengagement emerged within self-determination theory to describe students? deliberate efforts to elicit teacher support. While these constructs have been studied from students? perspectives, they remain underexplored from the teacher?s viewpoint, due to absence of validated teacher measures. Thus, the aim of this study was to adapt and validate teacher versions of the Agentic Engagement Scale and the Agentic Disengagement Scale. The study utilized a sample of 205 teachers, who reported on their teaching styles and their students? agentic, behavioral and emotional (dis)engagement. The results demonstrate that the adapted teacher versions are a reliable and valid way to measure the unidimensional constructs of agentic (dis)engagement. Furthermore, they assess distinct components of (dis)engagement and have logical associations with teacher styles. The scales provide critical tools for advancing research on student agency, enabling exploration of its role in fostering supportive teaching.
Krpanec et al. (Thu,) studied this question.