REL Southwest Ask A REL Response
Social and Emotional Learning:
Relationship Between Student Agency at School and Student Outcomes
February 2019
Question:
What is the relationship between student agency at school and student outcomes?
Response:
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Thank you for the question you submitted to our REL Reference Desk. We have prepared the following memo with research references to help answer your question. For each reference, we provide an abstract, excerpt, or summary written by the study’s author or publisher. Following an established Regional Educational Laboratory (REL) Southwest research protocol, we conducted a search for research reports as well as descriptive study articles on the relationship between student agency and student outcomes.
We have not evaluated the quality of references and the resources provided in this response. We offer them only for your reference. Also, we searched the references in the response from the most commonly used resources of research, but they are not comprehensive, and other relevant references and resources may exist. References provided are listed in alphabetical order, not necessarily in order of relevance. We do not include sources that are not freely available to the requestor.
For the purpose of this response, student agency is defined as placing students in the role of active agents of their own learning.1 A recent synthesis of this concept noted that there are past, present, and future components to student agency:
- Setting advantageous goals.
- Initiating action toward those goals.
- Reflecting on and regulating progress toward those goals.2
This response will include references and resources addressing classroom environments and interventions that seek to promote student agency. It also includes research on self-regulation, which involves setting and initiating goals and reflecting on goal progress.
1 Williams, P. (2017). Student agency for powerful learning. Knowledge Quest, 45(4), 8–15. https://eric.ed.gov/?id=EJ1136307
2 Poon, J. D. (2018, September 11). Part 1: What do you mean when you say “student agency?” [Blog post]. Retrieved from https://education-reimagined.org/what-do-you-mean-when-you-say-student-agency/.
Research References
Dynan, L., Cate, T., & Rhee, K. (2008). The impact of learning structure on students’ readiness for self-directed learning. Journal of Education for Business, 84(2), 96–100. Retrieved from https://www.researchgate.net/publication/254344825
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Educational Psychology Review, 16(3), 235–266. Retrieved from http://kanagawa.lti.cs.cmu.edu/olcts09/sites/default/files/Hmelo-Silver_2004.pdf
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problembased learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411–427. Retrieved from https://link.springer.com/article/10.1007/s10648-008-9082-7
Ramdass, D., & Zimmerman, B. (2011). Developing self-regulation skills: The important role of homework. Journal of Advanced Academics, 22(2), 194–218. Retrieved from https://www.davidsongifted.org/Search-Database/entry/A10702
Shannon, D., Salisbury-Glennon, J., & Shores, M. (2012). Examining the relationships among classroom goal structure, achievement goal orientation, motivation and self-regulated learning for ethnically diverse learners. Journal of Research in Education, 22(2), 136–168. https://eric.ed.gov/?id=EJ1098427
What Works Clearinghouse. (2017). Self-regulated strategy development (What Works Clearinghouse Intervention Report). Washington, DC: Institute of Education Sciences, U.S. Department of Education. https://eric.ed.gov/?id=ED577336
Additional Organizations to Consult
Collaborative for Academic, Social, and Emotional Learning (CASEL) — http://www.casel.org/
U.S. Department of Education, “Competency-Based Learning or Personalized Learning” — https://www.ed.gov/oii-news/competency-based-learning-or-personalized-learning
Methods
Keywords and Search Strings
The following keywords and search strings were used to search the reference databases and other sources:
- Student agency and achievement
- (“student voice and student agency”) AND “achievement”
- (“student voice” OR “student agency”) AND “achievement”
- Student agency
- Self-directed learning
- Self-regulated learning and student achievement
- “Self-regulated learning” OR “Student agency”
- Self-regulated learning
- Student empowerment
- Self-regulated learning and achievement
Databases and Resources
We searched ERIC for relevant, peer-reviewed research references. ERIC is a free online library of more than 1.6 million citations of education research sponsored by the Institute of Education Sciences (IES). Additionally, we searched the What Works Clearinghouse.
Reference Search and Selection Criteria
When we were searching and reviewing resources, we considered the following criteria:
- Date of the publication: References and resources published from 2004 to present, were include in the search and review.
- Search priorities of reference sources: Search priority is given to study reports, briefs, and other documents that are published and/or reviewed by IES and other federal or federally funded organizations, academic databases, including ERIC, EBSCO databases, JSTOR database, PsychInfo, PsychArticle, and Google Scholar.
- Methodology: The following methodological priorities/considerations were given in the review and selection of the references: (a) study types—randomized control trials, quasi-experiments, surveys, descriptive data analyses, literature reviews, policy briefs, and so forth, generally in this order; (b) target population, samples (representativeness of the target population, sample size, volunteered or randomly selected, and so forth), study duration, and so forth; and (c) limitations, generalizability of the findings and conclusions, and so forth.