{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,5]],"date-time":"2026-09-05T19:39:40Z","timestamp":1788637180230,"version":"build-2803163510"},"reference-count":62,"publisher":"Human Kinetics","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,8,1]]},"abstract":"<jats:p>\n                    Engagement\u2014students\u2019 active involvement in learning activities\u2014enables achievement and is enabled by interpersonal support. In a physical education class, one\u2019s teacher and one\u2019s classmates potentially provide such interpersonal support. The present study focused specifically on agentic engagement (the student\u2019s constructive input into the learning environment) and on peer support (one\u2019s classmates\u2019 effort encouragement, improvement focus, and relatedness support) to propose and test a reciprocal effects model in which agentic engagement and peer support positively facilitated each other over time. In a preregistered, three-wave, within-person survey study, 740 South Korean secondary students (41.6% females;\n                    <jats:italic>M<\/jats:italic>\n                    <jats:sub>age<\/jats:sub>\n                    \u2009=\u200915.4) from 24 physical education classes completed the same questionnaire at the beginning, middle, and end of an 18-week semester. We tested for reciprocal effects, using a random-intercept cross-lagged panel model. Peer-directed agentic engagement prospectively predicted subsequent perceived supportive peer climate (\n                    <jats:italic>B<\/jats:italic>\n                    \u2009=\u20090.32,\n                    <jats:italic>SE<\/jats:italic>\n                    \u2009=\u20090.10,\n                    <jats:italic>t<\/jats:italic>\n                    \u2009=\u20093.29,\n                    <jats:italic>p<\/jats:italic>\n                    \u2009=\u2009.001), and perceived supportive peer climate prospectively predicted subsequent peer-directed agentic engagement (\n                    <jats:italic>B<\/jats:italic>\n                    \u2009=\u20090.20,\n                    <jats:italic>SE<\/jats:italic>\n                    \u2009=\u20090.06,\n                    <jats:italic>t<\/jats:italic>\n                    \u2009=\u20093.51,\n                    <jats:italic>p<\/jats:italic>\n                    \u2009&lt;\u2009.001). These findings suggest a mutually facilitative process in physical education in which a student\u2019s agentic contributions into their peer interactions and their perceptions of peer support during those interactions prospectively, reciprocally, and positively facilitate each other over time.\n                  <\/jats:p>","DOI":"10.1123\/jsep.2025-0324","type":"journal-article","created":{"date-parts":[[2026,7,6]],"date-time":"2026-07-06T10:10:38Z","timestamp":1783332638000},"page":"241-251","source":"Crossref","is-referenced-by-count":1,"title":["Physical Education Students Can Create a More Supportive Learning Environment for Themselves: Reciprocal Relations Between Agentic Engagement and Peer Support"],"prefix":"10.1123","volume":"48","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1476-0532","authenticated-orcid":true,"given":"Chang-Ha","family":"Im","sequence":"first","affiliation":[{"name":"Center for Curriculum and Instruction Studies, Korea University, Seongbuk-gu, Seoul, Republic of Korea"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4317-3895","authenticated-orcid":true,"given":"Sung","family":"Hyeon Cheon","sequence":"additional","affiliation":[{"name":"Department of Physical Education, Korea University, Seongbuk-gu, Seoul, Republic of Korea"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6609-1791","authenticated-orcid":true,"given":"Kyoung-Eun","family":"Yoo","sequence":"additional","affiliation":[{"name":"Department of Physical Education, Korea University, Seongbuk-gu, Seoul, Republic of Korea"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7047-6173","authenticated-orcid":true,"given":"Yong-Gwan","family":"Song","sequence":"additional","affiliation":[{"name":"Division of Smart Healthcare, Pukyong National University, Busan, Republic of Korea"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6827-293X","authenticated-orcid":true,"given":"Johnmarshall","family":"Reeve","sequence":"additional","affiliation":[{"name":"Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia"},{"name":"Department of Education, Korea University, Seongbuk-gu, Seoul, Republic of Korea"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2775-4860","authenticated-orcid":true,"given":"Youngsun","family":"Lee","sequence":"additional","affiliation":[{"name":"Department of Special Education, Ewha Womans University, Seodaemun-gu, Seoul, Republic of Korea"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4676-7322","authenticated-orcid":true,"given":"Hye-Ryen","family":"Jang","sequence":"additional","affiliation":[{"name":"Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"100","reference":[{"issue":"2","key":"r1","series-title":"Perspectives on Psychological Science,","doi-asserted-by":"publisher","first-page":"164","DOI":"10.1111\/j.1745-6916.2006.00011.x","article-title":"Toward a psychology of human agency","volume":"1","author":"Bandura, A.","year":"2006","unstructured":"Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164\u2013180. 10.1111\/j.1745-6916.2006.00011.x"},{"key":"r2","series-title":"Contemporary Educational Psychology,","doi-asserted-by":"publisher","DOI":"10.1016\/j.cedpsych.2026.102447","article-title":"Greater autonomy need satisfaction with a little help from my friends: A randomized controlled trial to increase peer-directed agentic engagement","volume":"85","author":"Cheon, S.H.","year":"2026","unstructured":"Cheon, S.H., Reeve, J., Huang, D., Patall, E.A., Im, C.-H., & Kim, U.N. (2026). Greater autonomy need satisfaction with a little help from my friends: A randomized controlled trial to increase peer-directed agentic engagement. Contemporary Educational Psychology, 85, Article 102447. 10.1016\/j.cedpsych.2026.102447"},{"issue":"5","key":"r3","series-title":"Journal of Sport and Exercise Psychology,","doi-asserted-by":"publisher","first-page":"266","DOI":"10.1123\/jsep.2024-0102","article-title":"Two randomized control trials to help teachers develop physical education students\u2019 course-specific grit-perseverance and mental toughness","volume":"46","author":"Cheon, S.H.","year":"2024","unstructured":"Cheon, S.H., Reeve, J., Joo, W.-Y., Song, Y.-G., Ryan, R.M., & Jang, H. (2024). Two randomized control trials to help teachers develop physical education students\u2019 course-specific grit-perseverance and mental toughness. Journal of Sport and Exercise Psychology, 46(5), 266\u2013282. 10.1123\/jsep.2024-0102"},{"issue":"1","key":"r4","series-title":"Journal of Sport and Exercise Psychology,","doi-asserted-by":"publisher","first-page":"26","DOI":"10.1123\/jsep.2021-0337","article-title":"Autonomy-supportive teaching enhances prosocial and reduces antisocial behavior via classroom climate and psychological needs: A multilevel randomized control intervention","volume":"45","author":"Cheon, S.H.","year":"2023","unstructured":"Cheon, S.H., Reeve, J., & Marsh, H. (2023). Autonomy-supportive teaching enhances prosocial and reduces antisocial behavior via classroom climate and psychological needs: A multilevel randomized control intervention. Journal of Sport and Exercise Psychology, 45(1), 26\u201340. 10.1123\/jsep.2021-0337."},{"issue":"7","key":"r5","series-title":"American Psychologist,","doi-asserted-by":"publisher","first-page":"856","DOI":"10.1037\/amp0001130","article-title":"Cluster randomized control trial to reduce peer victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders","volume":"78","author":"Cheon, S.H.","year":"2023","unstructured":"Cheon, S.H., Reeve, J., Marsh, H., & Jang, H.-R. (2023). Cluster randomized control trial to reduce peer victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders. American Psychologist, 78(7), 856\u2013872. 10.1037\/amp0001130"},{"key":"r6","series-title":"Learning and Instruction,","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2019.101223","article-title":"An intervention to help teachers establish a prosocial peer climate in physical education","volume":"64","author":"Cheon, S.H.","year":"2019","unstructured":"Cheon, S.H., Reeve, J., & Ntoumanis, N. (2019). An intervention to help teachers establish a prosocial peer climate in physical education. Learning and Instruction, 64, Article 101223. 10.1016\/j.learninstruc.2019.101223"},{"key":"r7","series-title":"Journal of School Psychology,","doi-asserted-by":"publisher","DOI":"10.1016\/j.jsp.2025.101431","article-title":"Bystanders tend to defend victims in a supportive classroom climate: A cluster randomized control trial and an observational study","volume":"110","author":"Cheon, S.H.","year":"2025","unstructured":"Cheon, S.H., Reeve, J., Yoo, K.-E., Song, Y.-G., Marsh, H.W., Jang, H.-R., & Lee, Y. (2025). Bystanders tend to defend victims in a supportive classroom climate: A cluster randomized control trial and an observational study. Journal of School Psychology, 110, Article 101431. 10.1016\/j.jsp.2025.101431"},{"issue":"2","key":"r8","series-title":"Structural Equation Modeling,","doi-asserted-by":"publisher","first-page":"233","DOI":"10.1207\/S15328007SEM0902_5","article-title":"Evaluating goodness-of-fit indexes for testing measurement invariance","volume":"9","author":"Cheung, G.W.","year":"2002","unstructured":"Cheung, G.W., & Rensvold, R.B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233\u2013255. 10.1207\/S15328007SEM0902_5"},{"key":"r9","series-title":"Handbook of student engagement interventions: Working with disengaged youth","year":"2019","unstructured":"Fredricks, J. A., Christenson, S. L., & Reschly, A. L. (Eds.). (2019). Handbook of student engagement interventions: Working with disengaged youth. Elsevier."},{"key":"r10","series-title":"Frontiers in Psychology,","doi-asserted-by":"publisher","first-page":"1","DOI":"10.3389\/fpsyg.2015.00850","article-title":"Relational perceptions in high school physical education: Teacher- and peer-related predictors of female students\u2019 motivation, behavioral engagement, and social anxiety","volume":"6","author":"Gairns, F.K.","year":"2015","unstructured":"Gairns, F.K., Whipp, P., & Jackson, B. (2015). Relational perceptions in high school physical education: Teacher- and peer-related predictors of female students\u2019 motivation, behavioral engagement, and social anxiety. Frontiers in Psychology, 6, 1\u201313. 10.3389\/fpsyg.2015.00850"},{"key":"r11","series-title":"Psychology of Sport and Exercise,","doi-asserted-by":"publisher","DOI":"10.1016\/j.psychsport.2023.102471","article-title":"Association of parent, coach, and peer motivational climate with high school athlete burnout and engagement: Comparing mediation and moderation models","volume":"68","author":"Habeeb, C.M.","year":"2023","unstructured":"Habeeb, C.M., Barbee, J., & Raedeke, T.D. (2023). Association of parent, coach, and peer motivational climate with high school athlete burnout and engagement: Comparing mediation and moderation models. Psychology of Sport and Exercise, 68, Article 102471. 10.1016\/j.psychsport.2023.102471"},{"issue":"1","key":"r12","series-title":"Psychological Methods,","doi-asserted-by":"publisher","first-page":"102","DOI":"10.1037\/a0038889","article-title":"A critique of the cross-lagged panel model","volume":"20","author":"Hamaker, E.L.","year":"2015","unstructured":"Hamaker, E.L., Kuiper, R.M., & Grasman, R.P. (2015). A critique of the cross-lagged panel model. Psychological Methods, 20(1), 102\u2013116. 10.1037\/a0038889"},{"issue":"1","key":"r13","series-title":"Structural Equation Modeling: A Multidisciplinary Journal,","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/10705519909540118","article-title":"Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives","volume":"6","author":"Hu, L.T.","year":"1999","unstructured":"Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1\u201355. 10.1080\/10705519909540118."},{"issue":"2","key":"r14","series-title":"Journal of Educational Psychology,","doi-asserted-by":"publisher","first-page":"350","DOI":"10.1037\/a0026339","article-title":"Indirect effects of child reports of teacher\u2013student relationship on achievement","volume":"104","author":"Hughes, J.Y.","year":"2011","unstructured":"Hughes, J.Y., Wu, O.M., Kwok, V., Villarreal, A.Y., & Johnson, J.N. (2011). Indirect effects of child reports of teacher\u2013student relationship on achievement. Journal of Educational Psychology, 104(2), 350\u2013365. 10.1037\/a0026339."},{"issue":"1","key":"r15","series-title":"Journal of Educational Psychology,","doi-asserted-by":"publisher","first-page":"20","DOI":"10.1037\/edu0000815","article-title":"Longitudinal reciprocal effects of agentic engagement and autonomy support: Between- and within-person perspectives","volume":"116","author":"Jang, H.-R.","year":"2024","unstructured":"Jang, H.-R., Basarkod, G., Reeve, J., Marsh, H.W., Cheon, S.H., & Guo, J. (2024). Longitudinal reciprocal effects of agentic engagement and autonomy support: Between- and within-person perspectives. Journal of Educational Psychology, 116(1), 20\u201335. 10.1037\/edu0000815"},{"key":"r16","series-title":"Journal of Educational Psychology.","doi-asserted-by":"publisher","DOI":"10.1037\/edu0001048","article-title":"Psychological need satisfaction and behavioral engagement reciprocally enhance each other\u2014Unless one\u2019s teacher is highly controlling","author":"Jang, H.-R.","year":"2026","unstructured":"Jang, H.-R., Reeve, J., Cheon, S.H., Guo, J., Marsh, H.W., Dicke, T., Huang, D., & Kim, S. (2026). Psychological need satisfaction and behavioral engagement reciprocally enhance each other\u2014Unless one\u2019s teacher is highly controlling. Journal of Educational Psychology. 10.1037\/edu0001048"},{"issue":"3","key":"r17","series-title":"Psychology of Sport and Exercise,","doi-asserted-by":"publisher","first-page":"257","DOI":"10.1016\/j.psychsport.2011.12.001","article-title":"Youth athletes\u2019 perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effects","volume":"13","author":"J\u00f5esaar, H.","year":"2012","unstructured":"J\u00f5esaar, H., Hein, V., & Hagger, M.S. (2012). Youth athletes\u2019 perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effects. Psychology of Sport and Exercise, 13(3), 257\u2013262. 10.1016\/j.psychsport.2011.12.001"},{"issue":"1","key":"r18","series-title":"Journal of Educational Psychology,","doi-asserted-by":"publisher","first-page":"190","DOI":"10.1037\/a0013153","article-title":"Continuity and change in early school engagement: Predictive of children\u2019s achievement trajectories from first to eighth grade?","volume":"101","author":"Ladd, G.W.","year":"2009","unstructured":"Ladd, G.W., & Dinella, L.M. (2009). Continuity and change in early school engagement: Predictive of children\u2019s achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101(1), 190\u2013206. 10.1037\/a0013153"},{"issue":"4","key":"r19","series-title":"Educational Psychology Review,","doi-asserted-by":"publisher","first-page":"2697","DOI":"10.1007\/s10648-022-09662-9","article-title":"Directional ordering of self-concept, school grades, and standardized tests over five years: New tripartite models juxtaposing within- and between-person perspectives","volume":"34","author":"Marsh, H.W.","year":"2022","unstructured":"Marsh, H.W., Pekrun, R., & L\u00fcdtke, O. (2022). Directional ordering of self-concept, school grades, and standardized tests over five years: New tripartite models juxtaposing within- and between-person perspectives. Educational Psychology Review, 34(4), 2697\u20132744. 10.1007\/s10648-022-09662-9"},{"issue":"1","key":"r20","series-title":"Review of Educational Research,","doi-asserted-by":"publisher","first-page":"327","DOI":"10.3102\/0034654308325583","article-title":"Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice","volume":"79","author":"Martin, A.J.","year":"2009","unstructured":"Martin, A.J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327\u2013365. 10.3102\/0034654308325583"},{"issue":"4","key":"r21","series-title":"Journal of Experimental Education,","doi-asserted-by":"publisher","first-page":"579","DOI":"10.1080\/00220973.2018.1448746","article-title":"Students\u2019 agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease","volume":"86","author":"Matos, L.","year":"2018","unstructured":"Matos, L., Reeve, J., Herrera, D., & Claux, M. (2018). Students\u2019 agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease. Journal of Experimental Education, 86(4), 579\u2013596. 10.1080\/00220973.2018.1448746"},{"issue":"1","key":"r22","series-title":"Journal of Business and Psychology,","doi-asserted-by":"publisher","first-page":"47","DOI":"10.1007\/s10869-021-09736-5","article-title":"Doubly latent multilevel procedures for organizational assessment and prediction","volume":"37","author":"Morin, A.J.S.","year":"2022","unstructured":"Morin, A.J.S., Blais, A.-R., & Ch\u00e9nard-Poirier, L.A. (2022). Doubly latent multilevel procedures for organizational assessment and prediction. Journal of Business and Psychology, 37(1), 47\u201372. 10.1007\/s10869-021-09736-5"},{"issue":"4","key":"r23","series-title":"Structural Equation Modeling: A Multidisciplinary Journal,","doi-asserted-by":"publisher","first-page":"638","DOI":"10.1080\/10705511.2020.1784738","article-title":"Three extensions of the random intercept cross-lagged panel model","volume":"28","author":"Mulder, J.D.","year":"2021","unstructured":"Mulder, J.D., & Hamaker, E.L. (2021). Three extensions of the random intercept cross-lagged panel model. Structural Equation Modeling: A Multidisciplinary Journal, 28(4), 638\u2013648. 10.1080\/10705511.2020.1784738"},{"key":"r24","series-title":"Mplus user\u2019s guide","author":"Muth\u00e9n, L.","year":"2019","unstructured":"Muth\u00e9n, L., & Muth\u00e9n, B. (2019). Mplus user\u2019s guide. Muth\u00e9n & Muth\u00e9n."},{"issue":"1","key":"r25","series-title":"Developmental Psychology,","doi-asserted-by":"publisher","first-page":"213","DOI":"10.1037\/a0024934","article-title":"A longitudinal examination of coach and peer motivational climates in youth sport: Implications for moral attitudes, well-being, and behavioral investment","volume":"48","author":"Ntoumanis, N.","year":"2012","unstructured":"Ntoumanis, N., Taylor, I.M., & Th\u00f8gersen-Ntoumani, C. (2012). A longitudinal examination of coach and peer motivational climates in youth sport: Implications for moral attitudes, well-being, and behavioral investment. Developmental Psychology, 48(1), 213\u2013223. 10.1037\/a0024934"},{"issue":"4","key":"r26","series-title":"Journal of Sport and Exercise Psychology,","doi-asserted-by":"publisher","first-page":"432","DOI":"10.1123\/jsep.27.4.432","article-title":"Peer motivational climate in youth sport: Measurement development and validation","volume":"27","author":"Ntoumanis, N.","year":"2005","unstructured":"Ntoumanis, N., & Vazou, S. (2005). Peer motivational climate in youth sport: Measurement development and validation. Journal of Sport and Exercise Psychology, 27(4), 432\u2013455. 10.1123\/jsep.27.4.432."},{"issue":"2","key":"r27","series-title":"Psychological Methods,","doi-asserted-by":"publisher","first-page":"421","DOI":"10.1037\/met0000499","article-title":"Effect size guidelines for cross-lagged effects","volume":"29","author":"Orth, U.","year":"2024","unstructured":"Orth, U., Meier, L.L., B\u00fchler, J.L., Dapp, L.C., Krauss, S., Messerli, D., & Robins, R.W. (2024). Effect size guidelines for cross-lagged effects. Psychological Methods, 29(2), 421\u2013433. 10.1037\/met0000499"},{"issue":"3","key":"r28","series-title":"Motivation Science,","doi-asserted-by":"publisher","first-page":"222","DOI":"10.1037\/mot0000332","article-title":"Agentic engagement: Transcending passive motivation","volume":"10","author":"Patall, E.A.","year":"2024","unstructured":"Patall, E.A. (2024). Agentic engagement: Transcending passive motivation. Motivation Science, 10(3), 222\u2013233. 10.1037\/mot0000332"},{"key":"r29","series-title":"Contemporary Educational Psychology,","doi-asserted-by":"publisher","first-page":"102097","DOI":"10.1016\/j.cedpsych.2022.102097","article-title":"The relations between Urban high school science students\u2019 agentic mindset, agentic engagement, and perceived teacher autonomy support and control","volume":"71","author":"Patall, E.A.","year":"2022","unstructured":"Patall, E.A., Kennedy, A.A.U., Yates, N., Zambrano, J., Lee, D., & Vite, A. (2022). The relations between Urban high school science students\u2019 agentic mindset, agentic engagement, and perceived teacher autonomy support and control. Contemporary Educational Psychology, 71, 102097. 10.1016\/j.cedpsych.2022.102097"},{"key":"r30","series-title":"Journal of Applied Development Psychology,","doi-asserted-by":"publisher","first-page":"77","DOI":"10.1016\/j.appdev.2019.01.004","article-title":"Agency and high school science students\u2019 motivation, engagement, and classroom support experiences","volume":"62","author":"Patall, E.A.","year":"2019","unstructured":"Patall, E.A., Pituch, K.A., Steingut, R.R., Vasquez, A.C., Yates, N., & Kennedy, A.A.U. (2019). Agency and high school science students\u2019 motivation, engagement, and classroom support experiences. Journal of Applied Development Psychology, 62, 77\u201392. 10.1016\/j.appdev.2019.01.004"},{"key":"r31","series-title":"Contemporary Educational Psychology,","doi-asserted-by":"publisher","first-page":"180","DOI":"10.1016\/j.cedpsych.2016.06.002","article-title":"Daily interest, engagement, and autonomy support in the high school science classroom","volume":"46","author":"Patall, E.A.","year":"2016","unstructured":"Patall, E.A., Vasquez, A.C., Steingut, R.R., Trimble, S.S., & Pituch, K.A. (2016). Daily interest, engagement, and autonomy support in the high school science classroom. Contemporary Educational Psychology, 46, 180\u2013194. 10.1016\/j.cedpsych.2016.06.002"},{"issue":"2","key":"r32","series-title":"Journal of Educational Psychology,","doi-asserted-by":"publisher","first-page":"368","DOI":"10.1037\/edu0000614","article-title":"Promoting an agentic orientation: An intervention in university psychology and physical science courses","volume":"114","author":"Patall, E.A.","year":"2022","unstructured":"Patall, E.A., Zambrano, J., Kennedy, A.A.U., Yates, N., & Vall\u00edn, J.A. (2022). Promoting an agentic orientation: An intervention in university psychology and physical science courses. Journal of Educational Psychology, 114(2), 368\u2013392. 10.1037\/edu0000614"},{"issue":"1","key":"r33","series-title":"Journal of Educational Psychology,","doi-asserted-by":"publisher","first-page":"83","DOI":"10.1037\/0022-0663.99.1.83","article-title":"Early adolescents\u2019 perceptions of the classroom social environment, motivational beliefs, and engagement","volume":"99","author":"Patrick, A.M.","year":"2007","unstructured":"Patrick, A.M., Ryan, A., & Kaplan, H. (2007). Early adolescents\u2019 perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83\u201398. 10.1037\/0022-0663.99.1.83"},{"key":"r34","series-title":"Handbook of research on student engagement","first-page":"365","article-title":"Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions","author":"Pianta, R.C.","year":"2012","unstructured":"Pianta, R.C., Hamre, B.K., & Allen, J.P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp.\u00a0365\u2013386). Springer."},{"key":"r35","series-title":"Classroom Assessment Scoring System\u2122: Manual K-3","author":"Pianta, R.C.","year":"2008","unstructured":"Pianta, R.C., La Paro, K.M., & Hamre, B.K. (2008). Classroom Assessment Scoring System\u2122: Manual K-3. Paul H. Brookes Publishing."},{"issue":"2","key":"r36","series-title":"Review of Educational Research,","doi-asserted-by":"publisher","first-page":"345","DOI":"10.3102\/0034654316669434","article-title":"Longitudinal and contextual associations between teacher\u2013student relationships and student engagement: A systematic review","volume":"87","author":"Quin, D.","year":"2017","unstructured":"Quin, D. (2017). Longitudinal and contextual associations between teacher\u2013student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345\u2013387. 10.3102\/0034654316669434"},{"issue":"3","key":"r37","series-title":"Journal of Educational Psychology,","doi-asserted-by":"publisher","first-page":"579","DOI":"10.1037\/a0032690","article-title":"How students create motivationally supportive learning environments for themselves: The concept of agentic engagement","volume":"105","author":"Reeve, J.","year":"2013","unstructured":"Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579\u2013595. 10.1037\/a0032690"},{"issue":"1","key":"r38","series-title":"Educational Psychology Review,","doi-asserted-by":"publisher","DOI":"10.1007\/s10648-025-09989-z","article-title":"Specialized purpose of each type of student engagement: A meta-analysis","volume":"37","author":"Reeve, J.","year":"2025","unstructured":"Reeve, J., Basarkod, G., Jang, H.-R., Gargurevich, R., Jang, H., & Cheon, S.H. (2025). Specialized purpose of each type of student engagement: A meta-analysis. Educational Psychology Review, 37(1), Article 13. 10.1007\/s10648-025-09989-z"},{"issue":"1","key":"r39","series-title":"Educational Psychologist,","doi-asserted-by":"publisher","first-page":"54","DOI":"10.1080\/00461520.2020.1862657","article-title":"Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice","volume":"56","author":"Reeve, J.","year":"2021","unstructured":"Reeve, J., & Cheon, S.H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54\u201377. 10.1080\/00461520.2020.1862657"},{"key":"r40","series-title":"Teaching and Teacher Education,","doi-asserted-by":"publisher","DOI":"10.1016\/j.tate.2024.104702","article-title":"Learning how to become an autonomy-supportive teacher begins with perspective taking: A randomized control trial and model test","volume":"148","author":"Reeve, J.","year":"2024","unstructured":"Reeve, J., & Cheon, S.H. (2024). Learning how to become an autonomy-supportive teacher begins with perspective taking: A randomized control trial and model test. Teaching and Teacher Education, 148, Article 104702. 10.1016\/j.tate.2024.104702"},{"key":"r41","series-title":"Contemporary Educational Psychology,","doi-asserted-by":"publisher","DOI":"10.1016\/j.cedpsych.2020.101899","article-title":"How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power","volume":"62","author":"Reeve, J.","year":"2020","unstructured":"Reeve, J., Cheon, S.H., & Jang, H. (2020). How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power. Contemporary Educational Psychology, 62, Article 101899. 10.1016\/j.cedpsych.2020.101899"},{"issue":"4","key":"r42","series-title":"International Journal of Behavioral Development,","doi-asserted-by":"publisher","first-page":"325","DOI":"10.1177\/0165025420911103","article-title":"An autonomy-supportive intervention to develop students\u2019 resilience by boosting agentic engagement","volume":"44","author":"Reeve, J.","year":"2020","unstructured":"Reeve, J., Cheon, S.H., & Yu, T.H. (2020). An autonomy-supportive intervention to develop students\u2019 resilience by boosting agentic engagement. International Journal of Behavioral Development, 44(4), 325\u2013338. 10.1177\/0165025420911103"},{"key":"r43","series-title":"Learning and Instruction,","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2021.101564","article-title":"When students show some initiative: Two experiments on the benefits of greater agentic engagement","volume":"80","author":"Reeve, J.","year":"2022","unstructured":"Reeve, J., Jang, H.-R., Shin, S.H., Ahn, J.S., Matos, L., & Gargurevich, R. (2022). When students show some initiative: Two experiments on the benefits of greater agentic engagement. Learning and Instruction, 80, Article 101564. 10.1016\/j.learninstruc.2021.101564"},{"issue":"4","key":"r44","series-title":"Contemporary Educational Psychology,","doi-asserted-by":"publisher","first-page":"257","DOI":"10.1016\/j.cedpsych.2011.05.002","article-title":"Agency as a fourth aspect of student engagement during learning activities","volume":"36","author":"Reeve, J.","year":"2011","unstructured":"Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36(4), 257\u2013267. 10.1016\/j.cedpsych.2011.05.002"},{"key":"r45","series-title":"Handbook of research on student engagement","year":"2022","unstructured":"Reschly, A. L., & Christenson, S. L. (Eds.) (2022). Handbook of research on student engagement (2nd ed.). Springer."},{"key":"r46","series-title":"Psychology of Sport and Exercise,","doi-asserted-by":"publisher","first-page":"288","DOI":"10.1016\/j.psychsport.2019.04.002","article-title":"Coaching the coach: Intervention effects on need-supportive coaching behavior and athlete motivation and engagement","volume":"43","author":"Reynders, B.","year":"2019","unstructured":"Reynders, B., Vansteenkiste, M., Van Puyenbroeck, S., Aelterman, N., De Backer, M., Delrue, J., De Muynck, G.-J., Fransen, K., Haerens, L., & Vande Broek, G. (2019). Coaching the coach: Intervention effects on need-supportive coaching behavior and athlete motivation and engagement. Psychology of Sport and Exercise, 43, 288\u2013300. 10.1016\/j.psychsport.2019.04.002"},{"issue":"1","key":"r47","series-title":"Journal of Educational Psychology,","doi-asserted-by":"publisher","first-page":"170","DOI":"10.1037\/a0037252","article-title":"To what extent do teacher\u2013student interaction quality and student gender contribute to fifth graders\u2019 engagement in mathematics learning?","volume":"107","author":"Rimm-Kaufman, A.E.","year":"2015","unstructured":"Rimm-Kaufman, A.E., Baroody, R.A., Larsen, T.W., Curby, T., & Abry, S.E. (2015). To what extent do teacher\u2013student interaction quality and student gender contribute to fifth graders\u2019 engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170\u2013185. 10.1037\/a0037252."},{"key":"r48","series-title":"The transactional model of development: How children and contexts shape each other","doi-asserted-by":"publisher","DOI":"10.1037\/11877-000","year":"2009","unstructured":"Sameroff, A. (Ed.). (2009). The transactional model of development: How children and contexts shape each other. American Psychological Association. 10.1037\/11877-000"},{"issue":"4","key":"r49","series-title":"Journal of Educational Psychology,","doi-asserted-by":"publisher","first-page":"571","DOI":"10.1037\/0022-0663.85.4.571","article-title":"Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year","volume":"85","author":"Skinner, E.A.","year":"1993","unstructured":"Skinner, E.A., & Belmont, M.J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571\u2013581. 10.1037\/0022-0663.85.4.571"},{"issue":"4","key":"r50","series-title":"Journal of Educational Psychology,","doi-asserted-by":"publisher","first-page":"765","DOI":"10.1037\/a0012840","article-title":"Engagement and disaffection in the classroom: Part of a larger motivational dynamic?","volume":"100","author":"Skinner, E.A.","year":"2008","unstructured":"Skinner, E.A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765\u2013781. 10.1037\/a0012840"},{"issue":"3","key":"r51","series-title":"Educational and Psychological Measurement,","doi-asserted-by":"publisher","first-page":"493","DOI":"10.1177\/0013164408323233","article-title":"A motivational perspective on engagement and disaffection: Conceptualization and assessment of children\u2019s behavioral and emotional participation in academic activities in the classroom","volume":"69","author":"Skinner, E.A.","year":"2009","unstructured":"Skinner, E.A., Kindermann, T.A., & Furrer, C. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children\u2019s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493\u2013525. 10.1177\/0013164408323233"},{"key":"r52","article-title":"A-priori sample size calculator for structural equation models","author":"Soper, D.S.","year":"2024","unstructured":"Soper, D.S. (2024). A-priori sample size calculator for structural equation models [software]. https:\/\/www.danielsoper.com\/statcalc"},{"issue":"3","key":"r53","series-title":"Review of Educational Research,","doi-asserted-by":"publisher","first-page":"357","DOI":"10.3102\/0034654313483907","article-title":"A review of school climate research","volume":"83","author":"Thapa, A.","year":"2013","unstructured":"Thapa, A., Cohen, J., Guffey, S., & Higgins-D\u2019Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357\u2013385. 10.3102\/0034654313483907"},{"issue":"6","key":"r54","series-title":"School Psychology International,","doi-asserted-by":"publisher","first-page":"663","DOI":"10.1177\/0143034318809762","article-title":"Authoritative classroom climate and its relations to bullying victimization and bystander behaviors","volume":"39","author":"Thornberg, R.","year":"2018","unstructured":"Thornberg, R., Wanstrom, L., & Jungert, T. (2018). Authoritative classroom climate and its relations to bullying victimization and bystander behaviors. School Psychology International, 39(6), 663\u2013680. 10.1177\/0143034318809762"},{"issue":"2","key":"r55","series-title":"Psychology of Sport and Exercise,","doi-asserted-by":"publisher","first-page":"215","DOI":"10.1016\/j.psychsport.2005.08.007","article-title":"Predicting young athletes\u2019 motivational indices as a function of their perceptions of the coach- and peer-created climate","volume":"7","author":"Vazou, S.","year":"2006","unstructured":"Vazou, S., Ntoumanis, N., & Duda, J.L. (2006). Predicting young athletes\u2019 motivational indices as a function of their perceptions of the coach- and peer-created climate. Psychology of Sport and Exercise, 7(2), 215\u2013233. 10.1016\/j.psychsport.2005.08.007"},{"key":"r56","series-title":"Developmental Review,","doi-asserted-by":"publisher","DOI":"10.1016\/j.dr.2020.100912","article-title":"Classroom climate and children\u2019s academic and psychological wellbeing: A systematic review and meta-analysis","volume":"57","author":"Wang, M.-T.","year":"2020","unstructured":"Wang, M.-T., Degol, J.L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children\u2019s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, Article 100912. 10.1016\/j.dr.2020.100912"},{"key":"r57","series-title":"Contemporary Educational Psychology,","doi-asserted-by":"publisher","first-page":"303","DOI":"10.1016\/j.cedpsych.2017.08.001","article-title":"Peer and teacher influences on the motivational climate in physical education: A longitudinal perspective on achievement goal adoption","volume":"51","author":"Warburton, V.E.","year":"2017","unstructured":"Warburton, V.E. (2017). Peer and teacher influences on the motivational climate in physical education: A longitudinal perspective on achievement goal adoption. Contemporary Educational Psychology, 51, 303\u2013314. 10.1016\/j.cedpsych.2017.08.001"},{"issue":"1","key":"r58","series-title":"Child Development,","doi-asserted-by":"publisher","first-page":"164","DOI":"10.1111\/1467-8624.00130","article-title":"A secure base from which to explore close relationships","volume":"71","author":"Waters, E.","year":"2000","unstructured":"Waters, E., & Cummings, E.M. (2000). A secure base from which to explore close relationships. Child Development, 71(1), 164\u2013172. 10.1111\/1467-8624.00130"},{"key":"r59","series-title":"Teaching and Teacher Education,","doi-asserted-by":"publisher","first-page":"103247","DOI":"10.1016\/j.tate.2020.103247","article-title":"Self-determination theory in physical education: A systematic review of qualitative studies","volume":"99","author":"White, R.L.","year":"2021","unstructured":"White, R.L., Bennie, A., Vasconcellos, D., Cinelli, R., Hilland, T., Owen, K.B., & Lonsdale, C. (2021). Self-determination theory in physical education: A systematic review of qualitative studies. Teaching and Teacher Education, 99, 103247. 10.1016\/j.tate.2020.103247"},{"issue":"1","key":"r60","series-title":"Educational Psychology Review,","doi-asserted-by":"publisher","first-page":"107","DOI":"10.1007\/s10648-021-09628-3","article-title":"Student engagement: Current state of the construct, conceptual refinement, and future research directions","volume":"34","author":"Wong, Z.Y.","year":"2022","unstructured":"Wong, Z.Y., & Liem, G.A.D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107\u2013138. 10.1007\/s10648-021-09628-3"},{"issue":"1","key":"r61","series-title":"Journal of Educational Psychology,","doi-asserted-by":"publisher","first-page":"48","DOI":"10.1037\/edu0000833","article-title":"Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis","volume":"116","author":"Wong, Z.Y.","year":"2024","unstructured":"Wong, Z.Y., Liem, G.A.D., Chan, M., & Datu, J.A.D. (2024). Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis. Journal of Educational Psychology, 116(1), 48\u201375. 10.1037\/edu0000833"},{"issue":"12","key":"r62","series-title":"Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues,","doi-asserted-by":"publisher","first-page":"10776","DOI":"10.1007\/s12144-023-05200-0","article-title":"The influence of perceived teacher and peer support on student engagement in physical education of Chinese middle school students: Mediating role of academic self-efficacy and positive emotions","volume":"43","author":"Zhang, T.","year":"2024","unstructured":"Zhang, T., Zhao, J., & Shen, B. (2024). The influence of perceived teacher and peer support on student engagement in physical education of Chinese middle school students: Mediating role of academic self-efficacy and positive emotions. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 43(12), 10776\u201310785. 10.1007\/s12144-023-05200-0"}],"container-title":["Journal of Sport &amp; Exercise Psychology"],"original-title":[],"link":[{"URL":"https:\/\/journals.humankinetics.com\/view\/journals\/jsep\/48\/4\/article-p241.xml","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.humankinetics.com\/downloadpdf\/journals\/jsep\/48\/4\/article-p241.xml","content-type":"text\/html","content-version":"vor","intended-application":"syndication"},{"URL":"https:\/\/journals.humankinetics.com\/downloadpdf\/journals\/jsep\/48\/4\/article-p241.xml","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,7,29]],"date-time":"2026-07-29T21:48:48Z","timestamp":1785361728000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.humankinetics.com\/view\/journals\/jsep\/48\/4\/article-p241.xml"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,8,1]]},"references-count":62,"journal-issue":{"issue":"4"},"URL":"https:\/\/doi.org\/10.1123\/jsep.2025-0324","relation":{},"ISSN":["0895-2779","1543-2904"],"issn-type":[{"value":"0895-2779","type":"print"},{"value":"1543-2904","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,8,1]]}}}