The trajectory of student agentic engagement in mathematics: The role of individual variables

IF 9.7 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-10-01 Epub Date: 2025-08-05 DOI:10.1016/j.lindif.2025.102766

Valentina Grazia , Chiara Giberti , Consuelo Mameli

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引用次数: 0

Abstract

This study investigates the longitudinal trajectory of agentic engagement in mathematics over a school year and the influence on it of individual factors, namely student gender and personality traits. Data were collected from more than 400 sixth graders in Northern Italy, by use of the Agentic Engagement Scale and the Big Five Questionnaire for Children. Latent growth curve modeling revealed a significant decline in agentic engagement over time. Initial levels of agentic engagement did not differ between male and female students; however, female students exhibited a steeper decline over time. Personality traits, specifically openness and extraversion, were positively associated with higher initial levels of agentic engagement but did not influence its trajectory. These findings are discussed by highlighting that, while individual characteristics such as gender and personality play a role, the development of agentic engagement cannot be fully understood without considering also the influence of the learning environment.

Educational relevance statement

This study tested the trajectory of agentic engagement in mathematics over a school year in 6th grade, a novel direction of inquiry in the field, while also testing the role of individual variables such as gender and personality traits. The results highlight a concerning declining trend in agentic engagement, which was steeper for female students with respect to their male counterparts, with no significant effect of personality traits. Thus, these findings bring the attention, by exclusion rather than confirmation, on the importance of the learning environment, suggesting urgent reflections on the contemporary topic of students' active participation in learning.

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数学学生主体投入的轨迹：个体变量的作用

本研究探讨了学生在一学年的数学学习中主观投入的纵向轨迹，以及学生性别和人格特质对主观投入的影响。数据来自意大利北部的400多名六年级学生，使用了代理参与量表和儿童五大问卷。潜在增长曲线模型显示，随着时间的推移，代理粘性显著下降。男女学生的初始主观投入水平没有差异；然而，随着时间的推移，女学生表现出更大的下降。性格特征，特别是开放性和外向性，与较高的初始水平的主观投入呈正相关，但对其轨迹没有影响。通过强调，虽然性别和个性等个体特征发挥了作用，但如果不考虑学习环境的影响，就无法充分理解代理参与的发展。教育相关性声明：本研究测试了六年级学生在一学年的数学学习中主观参与的轨迹，这是该领域研究的一个新方向，同时也测试了性别和人格特征等个体变量的作用。研究结果强调了一个令人担忧的下降趋势，与男性相比，女性学生的主观投入下降幅度更大，而人格特质没有显著影响。因此，这些发现通过排除而不是确认，引起了对学习环境重要性的关注，提出了对学生积极参与学习这一当代话题的迫切思考。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).