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Vol. 15 No. 41 (2024)
Desarrollo, cognición y educación en la era digital: Retos y oportunidades para la formación de estudiantes y sociedades del siglo XXI más justas y equitativas

Temática central

Enhancing Student Agency through Autonomy Support in Elementary Education

https://doi.org/10.19053/uptc.22160159.v15.n41.2024.16734

Published 2024-08-27

  • Nathalia Mejia Cifuentes
    • ,
  • Natalia López Giraldo
    • ,
  • Solanlly Ochoa Angrino

Nathalia Mejia Cifuentes
Pontificia Universidad Javeriana Cali

Natalia López Giraldo
Pontificia Universidad Javeriana Cali

Solanlly Ochoa Angrino
Pontificia Universidad Javeriana Cali

Abstract

This research investigates the dynamic relationship between autonomy support provided by teachers and the emergence of student agency in elementary education. Employing a non experimental quantitative design, the study involved 5 teachers and 176 students from a private school in Pasto. Data collection relied on the observation of 15 classroom videos (3 videos per grade). Two distinct observation frameworks were applied: the Autonomy Promotion Observation System and the Agency Commitment Observation Guideline. A total of 507 instances of “student agency” were identified, primarily associated with addressing student inquiries (73.4%) and making requests (19.1%). Notably, autonomy support was more pronounced in the pre-emergence phase of student agency. In summary, teacher-student interactions that foster student agency prioritize student engagement and active participation in the learning process.

Keywords

student participation, teacher-student relationship, educational interaction process, learning, basic education

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