Relación entre el Compromiso Agéntico y Apoyo a la Autonomía en Estudiantes de Primaria

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, Colombia. 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.