Who I Am and What I Do Is in My Hands: A Qualitative Study on High-Achieving College Students' Perceptions of Agency Experiences
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| Title: | Who I Am and What I Do Is in My Hands: A Qualitative Study on High-Achieving College Students' Perceptions of Agency Experiences |
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| Language: | English |
| Authors: | Rachael A. Cody (ORCID |
| Source: | Journal of Advanced Academics. 2026 37(2):276-306. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | High Achievement, College Students, Student Attitudes, Academic Achievement, Student Motivation, Personal Autonomy, Goal Orientation, Self Efficacy, Self Determination, Locus of Control, Student Empowerment, Student Responsibility, Authentic Learning |
| DOI: | 10.1177/1932202X251387414 |
| ISSN: | 1932-202X 2162-9536 |
| Abstract: | This qualitative research study investigated the agency perceptions of students who had applied to a highly selective research program at a northeastern university in the United States. The purpose of this study was to examine the extent to which high-achieving college students feel it is important to experience ownership over educational experiences and how these students describe their responses to agentic opportunities. This study was modeled in accordance with Social Cognitive Theory, which posits that individuals desire and exercise agency through self-regulative, evaluative, and adaptive behaviors and constructivism, which suggests that individuals actively construct knowledge informed by their interactions with their environments. Eleven undergraduate students were selected to participate in two interviews. Thematic Analysis was used to analyze data across these interviews. This study revealed three themes: (a) Recognition of Personal Agency; (b) Authenticity; and (c) Taking Initiative. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504548 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwG7tREwiwCltXiI2Cj7cYVgAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDAhClSd6_DUx_o8fhwIBEICBm9flTy-FxfjXfcA-pvK_EILL3oK0T2HOgw-TQMRfOBLyW0xBW_8h06YDUwkk_MCZEhwWlebZtoZKxFKtp_5i-sYCYXO9dMy1frULPeANx5636tW7D19vpuys25EUAgwhbb76kNXIuBfEJLBtN72wvZEA67-4ckpW1sBcUXLSWGylFXL5wLXBxy4_kJKWZycyEoU_v-NdPY6EyQeW Text: Availability: 1 Value: <anid>AN0193364110;[261p]01may.26;2026May04.05:11;v2.2.500</anid> <title id="AN0193364110-1">Who I Am and What I Do Is in My Hands: A Qualitative Study on High-Achieving College Students' Perceptions of Agency Experiences </title> <p>This qualitative research study investigated the agency perceptions of students who had applied to a highly selective research program at a northeastern university in the United States. The purpose of this study was to examine the extent to which high-achieving college students feel it is important to experience ownership over educational experiences and how these students describe their responses to agentic opportunities. This study was modeled in accordance with Social Cognitive Theory, which posits that individuals desire and exercise agency through self-regulative, evaluative, and adaptive behaviors and constructivism, which suggests that individuals actively construct knowledge informed by their interactions with their environments. Eleven undergraduate students were selected to participate in two interviews. Thematic Analysis was used to analyze data across these interviews. This study revealed three themes: (a) Recognition of Personal Agency; (b) Authenticity; and (c) Taking Initiative.</p> <p>Keywords: achievement; motivation; qualitative; postsecondary; honors</p> <hd id="AN0193364110-2">Introduction</hd> <p>Examining the role of agency requires a close examination of how individuals have <emph>experienced</emph> agency in their education and how important individuals believe these experiences to be in educational settings. Previous studies involving agency have focused on students' self-reported beliefs about agency and their observable actions ([<reflink idref="bib36" id="ref1">36</reflink>]), but few have examined students' reflections on their actions. The purpose of this study is to examine high-performing college students' interpretations of their agentic experiences. Specifically, this study sought to understand the agentic needs of high-achieving students as they attempt to make meaning of agentic experiences within the context of demanding academic environments. [<reflink idref="bib4" id="ref2">4</reflink>] claimed that acting as an agent necessitates self-reflection, because, as he explained, self-reflection allows people to "evaluate their motivation, values, and the meaning of their life pursuits" (p. 10). Exploring the reflections of these individuals regarding how they value their experiences of agency in educational experiences may help to reveal the importance of agentic experiences on these individuals' demonstrations of high potential. This could be particularly important for students who require support related to navigating issues of sustained motivation, persistence, and a sense of ownership over learning in rigorous educational contexts.</p> <hd id="AN0193364110-3">Literature Review</hd> <p>According to [<reflink idref="bib4" id="ref3">4</reflink>], agency involves intentional planning, as individuals set goals for themselves, consider the potential consequences of their actions, and create courses of action that they believe will lead to the acquisition of their goals. [<reflink idref="bib8" id="ref4">8</reflink>] used the term autonomy to refer to the individual's ability to make their own decisions about what they think and do. [<reflink idref="bib42" id="ref5">42</reflink>] echoed this focus on intentionality, recognizing learners as "agents involved in determining their own outcomes" (p. 47), as did [<reflink idref="bib37" id="ref6">37</reflink>], who claimed that agency is characterized by an individual's forethought and intentionality. This includes the self-reflectiveness and self-reactiveness that are necessary for an individual to ensure that an activity occurs. Thus, upon examining the agentic experience of the individual, it is important to organize an understanding of agency in such a way as to include as many of these definitions and subdimensions as possible.</p> <hd id="AN0193364110-4">Characteristics of the Agentic Experience</hd> <p>The experience of agency is not limited to a singular feeling or act. It is possible for individuals to experience agency in accordance with their individual characteristics or in response to a variety of contexts. [<reflink idref="bib41" id="ref7">41</reflink>] explores various dimensions of agency, describing these in the following way:</p> <p>Agency is associated with: (a) dispositional dimensions of individuals who act and transform environments; (b) motivational dimensions of individuals who regulate their actions, exist within contexts, and make choices and decisions; and (c) positionality of individuals in that individuals negotiate and interact within complex social contexts. (p. 110)</p> <p>These dimensions involve (a) individuals' personal dispositions and characteristics; (b) individuals' abilities to regulate their own actions and to reflect on these actions; and (c) individuals' interactions across a variety of social contexts, respectively. In Vaughn's definition of agency, there are possibilities to explore a range of differing experiences across the dimensions of agency.</p> <p>[<reflink idref="bib26" id="ref8">26</reflink>] described several characteristics of agency experiences, such as (a) instrumental agency; (b) effortful agency; and (c) authorial agency. To establish an individual's <emph>instrumental agency</emph>, it is necessary to strengthen the individual's ability to successfully accomplish a task that has been preset in advance. An individual who exudes sufficient strength in determination and will to commit themselves to a task (one that has also been preset in advance) exercises e<emph>ffortful agency</emph>. Individuals who demonstrate effortful agency exhibit enthusiasm regarding their mostly constrained learning procedures. <emph>Authorial agency</emph>, on the other hand, allows an individual to choose for themselves which tasks they will carry out and, in so doing, help to produce culture rather than to sustain it. Matusov argued that "agency is best defined through socially recognized personal transcendence of the given" (p. 434), which can be accomplished when exercising authorial agency as individuals work to set their own goals and regulate their behaviors and mindsets to help propel them toward accomplishing these goals. In the following section, we will describe several constructs (self-efficacy, motivation, control, and autonomy), outlining how these concepts shaped an understanding of how individuals demonstrate a personal sense of agency over their education, how they perceive learning experiences as authentic, and how they initiate action in pursuit of their authentic learning goals. These concepts ultimately informed the emergent themes of the study, namely, authenticity, initiative, and goal-directed agency.</p> <hd id="AN0193364110-5">Goal-Setting</hd> <p>Individuals demonstrate the desire to set their own goals as they engage in the construction of their own experiences ([<reflink idref="bib28" id="ref9">28</reflink>]). When setting a goal on behalf of another individual, as is often the case in educational settings, educators may reveal an openness to students' personal beliefs, passions, and/or desires, which is helpful in demonstrating the personal relevance of academic goals. The need to recognize a goal as personally relevant is shown in the context of K-12 educational settings. [<reflink idref="bib6" id="ref10">6</reflink>] found a strong connection between providing students with authentic opportunities to develop skills that help them progress toward their own visions of the future and sustained student interest in academic content. This idea is supported by [<reflink idref="bib18" id="ref11">18</reflink>], who encouraged teachers to explain the relevance of required tasks to the personal interests and goals of their students when offering agentic opportunities. Of course, it is important to examine the beliefs regarding self-efficacy that individuals hold, considering that individuals' goals are predicated upon their beliefs about what is possible for them to achieve.</p> <hd id="AN0193364110-6">Self-Efficacy</hd> <p>[<reflink idref="bib41" id="ref12">41</reflink>] described the relationship between interests and agency by saying that the individual learns to perceive themselves as "someone able to pursue their interests" (p. 112). This perception is associated with a sense of self-efficacy. Bandura asserted that self-efficacy is a fundamental component of agency as well, stating that "unless people believe they can produce desired results and forestall detrimental ones by their actions, they have little incentive to act or to persevere in the face of difficulties" (p. 10). Students reveal their sense of motivation through their personal beliefs about their abilities, their futures, and how the two relate.</p> <p>Learning to make decisions based on a belief in one's abilities is an important skill to instill in the minds of students, as the lasting decisions students make about their future educational and professional paths are more often determined by motivational beliefs than by students' objective capabilities ([<reflink idref="bib27" id="ref13">27</reflink>]). Other researchers ([<reflink idref="bib2" id="ref14">2</reflink>]; [<reflink idref="bib36" id="ref15">36</reflink>]) have affirmed this relationship between self-efficacy and student agency. The belief in one's ability to act on behalf of their own personal beliefs, passions, and/or desires is an essential component of the agentic experience. However, this belief in ability is only the beginning. To fulfill one's self-selected goals, an individual must muster up enough motivation to begin working toward their goals and exercise control over their efforts.</p> <hd id="AN0193364110-7">Motivation</hd> <p>Motivation is reflected in the amount of work an individual is willing to exert in the pursuit of their desires. According to [<reflink idref="bib41" id="ref16">41</reflink>], motivation refers to students' ability to regulate their actions and ideas, reflect on their skills, and persist in making decisions when obstacles are presented. [<reflink idref="bib17" id="ref17">17</reflink>] portrayed motivation as an individual's "intense commitment to an activity" (p. 5). [<reflink idref="bib26" id="ref18">26</reflink>] described the same concept as effort, where an individual has a "strong enough desire and commitment to carry out an action preset in advance" (p. 428). These descriptions of motivation and effort are compatible with the concept of task commitment that has been used to characterize highly intelligent students ([<reflink idref="bib31" id="ref19">31</reflink>]). Thus, it is no surprise that educational researchers such as [<reflink idref="bib2" id="ref20">2</reflink>] have been drawn to the connection between motivation and achievement, as their results have lent credence to a strong relationship between the two. This motivation demonstrates an individual's desire to initiate action and to sustain their efforts while pursuing their goals.</p> <p> <emph>The Self-Determination Theory of Motivation</emph>. Within the Self-Determination Theory of motivation (SDT; [<reflink idref="bib15" id="ref21">15</reflink>], [<reflink idref="bib16" id="ref22">16</reflink>]), [<reflink idref="bib14" id="ref23">14</reflink>] discussed the two types of internalization that individuals may demonstrate, which include <emph>introjection</emph> (taking in a value or regulatory process but not accepting it as one's own) and <emph>integration</emph> (wherein regulation is assimilated with one's core sense of self). SDT is foundational to research involving how individuals move from behaviors driven by their environment to behaving in ways that are autonomous and goal-directed ([<reflink idref="bib35" id="ref24">35</reflink>]). SDT focuses on the types of human motivation, emphasizing the role of autonomous motivation, controlled motivation, and lack of motivation on individuals' performance, relational, and well-being outcomes. In this study, SDT helps to ground concepts like "control" and "autonomy" in more broadly applicable theories regarding individuals' academic motivations.</p> <hd id="AN0193364110-8">Control</hd> <p>In addition to motivation and effort, individuals need to feel as though they have control over their activities, their functioning, and their environment. The "locus of control," introduced by Rotter in 1954 (as cited in [<reflink idref="bib19" id="ref25">19</reflink>]), can be used to explain how much control an individual believes they have over life events. While some individuals believe that they are the ones responsible for their life events, others are convinced that their life events are driven by outside forces. Previous research ([<reflink idref="bib5" id="ref26">5</reflink>]; [<reflink idref="bib19" id="ref27">19</reflink>]) has suggested that individuals who demonstrate an internal locus of control accomplish greater academic achievement than individuals who demonstrate an external locus of control.</p> <p>[<reflink idref="bib37" id="ref28">37</reflink>] recognized control as a fundamental construct of human agency, finding that the provision of some level of control helped to promote positive student outcomes. According to [<reflink idref="bib2" id="ref29">2</reflink>], the strength of a student's perception of control is a predictor of their academic achievement. When individuals feel as though they are the ones who are responsible for their actions, they are able to assume control over the impending future ([<reflink idref="bib27" id="ref30">27</reflink>]). This control may be desirable for some individuals more than others, as some students demonstrate a need for control no matter how much struggle and frustration this may cause them ([<reflink idref="bib17" id="ref31">17</reflink>]).</p> <p>Finally, an individual's determination to achieve a goal also involves the self-regulatory practices of setting goals, monitoring progress pertaining to those goals, and evaluating whether these goals have been achieved ([<reflink idref="bib20" id="ref32">20</reflink>]). According to [<reflink idref="bib4" id="ref33">4</reflink>], behaving as a self-regulator is necessary to perform various acts of agency. Engaging in self-regulation requires a great deal of personal effort in the task at hand. Recognizing that accomplishments have stemmed from personal effort can elicit an emotional response. [<reflink idref="bib17" id="ref34">17</reflink>] examined students' reflections about project ownership, with some students describing accomplishments as "exciting," "a relief," and a "boost in morale" (p. 10). Some students shared that they felt "confident" and "able to solve those problems" (p. 11). Recognizing the potential for exerting personal agency in the context of one's environment is an essential reflection that enables individuals to set personal goals into motion.</p> <hd id="AN0193364110-9">Agency in the Act of Overcoming Challenges</hd> <p>Performing acts of agency empowers individuals to successfully manipulate their environment and to recognize that they have done so. Given that individuals may not consider learning goals as worthy of their attention without a perception of the utility of their learning ([<reflink idref="bib25" id="ref35">25</reflink>]), it is worth considering the factors that individuals use to measure the utility of their learning. Individuals recognize the need for educational content that is relevant and useful ([<reflink idref="bib6" id="ref36">6</reflink>]), and for some individuals, the most relevant and useful information involves overcoming the barriers that society has set before them. According to [<reflink idref="bib34" id="ref37">34</reflink>], agency may help to enable students to persist as they overcome obstacles pertaining to marginalization. In this way, agency is a necessary component of education for individuals who seek to offset challenges they face within educational settings.</p> <p>[<reflink idref="bib8" id="ref38">8</reflink>] argued that a person is autonomous only to the degree they are capable of determining what they think and do for themselves. To practice autonomy, an individual must possess both the <emph>ability</emph> and the <emph>freedom</emph> to make choices within their environment. If either component is unsupported in the classroom, individuals cannot practice agency in their educational settings. As a result, opportunities to exhibit academic strengths and high potential may be constrained. [<reflink idref="bib27" id="ref39">27</reflink>] demonstrated that individuals who showed the highest levels of achievement and motivation perceived themselves as agents of their learning, thus revealing the importance of cultivating a sense of agency in maintaining academic achievement.</p> <p>[<reflink idref="bib26" id="ref40">26</reflink>] described teachers' heightened interest in students' willingness to "study and learn the curricula preset by society in a sustained and energetic manner" (p. 428). Teachers may be willing to accommodate a degree of agentic and authorial creative behaviors as long as students are actively participating in the existing culture, though doing so contradicts other researchers' understanding of what it means to practice agency ([<reflink idref="bib24" id="ref41">24</reflink>]; [<reflink idref="bib25" id="ref42">25</reflink>]; [<reflink idref="bib28" id="ref43">28</reflink>]). In these cases, students might not perceive that these opportunities authentically align with their educational goals and preferences, even while teachers are telling them differently.</p> <hd id="AN0193364110-10">Theoretical/Conceptual Frame</hd> <p>To inform the interpretation of the qualitative data that was gathered through the course of this study, we relied on two theoretical frameworks: Constructivism ([<reflink idref="bib7" id="ref44">7</reflink>]) and Social Cognitive Theory ([<reflink idref="bib4" id="ref45">4</reflink>]; [<reflink idref="bib33" id="ref46">33</reflink>]). According to constructivists, concepts are "constructed through assimilation, fitting new experiences to existing concepts or accommodations, revising concepts or creating more sophisticated ways to explain experiences" ([<reflink idref="bib12" id="ref47">12</reflink>]). In other words, individuals seek to understand the world surrounding them, based on the developed subjective meanings of experiences (meanings directed toward certain objects or things). Interpreting individuals' subjective meanings of experiences requires a heavy and intentional reliance on research participants' views of situations ([<reflink idref="bib13" id="ref48">13</reflink>]). Exploring the environmental factors that influence an individual's conceptual awareness is an important part of constructivism, as [<reflink idref="bib1" id="ref49">1</reflink>] suggested in their explanation of constructivism as the active construction of knowledge based on an individual's interaction with their environments. In accordance with the Constructivist framework, we designed this study to allow participants to discuss the environmental factors that may have shaped their educational experiences and their perceptions of agentic opportunities.</p> <p>Regarding the Social Cognitive Theory, Bandura explained that:</p> <p>Agency embodies the endowments, belief systems, self-regulatory capabilities and distributed structures and functions through which personal influence exercised, rather than residing as a discrete entity in a particular place. The core features of agency enable people to play a part in their self-development, adaptation, and self-renewal with changing times. ([<reflink idref="bib4" id="ref50">4</reflink>], p. 2)</p> <p>Social Cognitive Theory suggests that individuals not only exercise agency by using their self-regulative, evaluative, and adaptive capabilities, but that they strive for agency as well ([<reflink idref="bib33" id="ref51">33</reflink>]). This study also relies on Bandura's Social Cognitive Theory to organize an understanding of agency as a concept as well as the various dimensions that may surround the concept, including the focus on intentionality, forethought, self-regulation by self-reactive influence, and self-reflectiveness about one's capabilities, quality of functioning, and the meaning and pursuits of one's life pursuits.</p> <hd id="AN0193364110-11">Methodology and Study Design</hd> <p>In this qualitative study, we recruited high-achieving undergraduate students to discuss their educational experiences and their perceptions of the role of agency within these educational experiences. We then engaged in a purposeful sampling procedure ([<reflink idref="bib30" id="ref52">30</reflink>]), where participants who exhibit similar characteristics (e.g., high achievement and the desire to apply for a position of academic prestige) were selected in an attempt to explore the similarities of experience. The following research question guided this study: <emph>How do high achieving college students describe their responses to agentic opportunities?</emph></p> <hd id="AN0193364110-12">Participants</hd> <p>In consideration of [<reflink idref="bib11" id="ref53">11</reflink>] suggestions regarding sample sizes in qualitative research studies, we intended to recruit 10–12 participants for interviews. The sample of this study involved undergraduate students who applied for acceptance into a prestigious university research program at a northeastern university in the United States. This research program allows students to design and pursue an in-depth research or creative project and to design a learning plan that supports their academic goals and interests during the final three semesters of their undergraduate experience. To apply to this program, applicants must submit a research proposal that outlines their interests, an individual learning plan, and their anticipated project goals to an interdisciplinary committee of faculty members.</p> <p>The desired list of participants included those who were and those who were not accepted into the program. There were 16 students who had applied in the previous academic year (2022–2023), and these students were emailed an explanation of the proposed study as well as a link to the Qualtrics form that indicated interest in the study. Of the 16 applicants, 11 applicants completed the consent form and indicated interest in the study. Each individual completed the study and received a $50 gift card as compensation for their time and effort. These participants were each interviewed in the first semester of the academic year, regardless of how far along they were in the completion of the university research program.</p> <p>This purposive sample was selected due to the participants' demonstration of high achievement, as evidenced by their applications to the highly prestigious university research program. All but one of the participants was in the Honors program (and the one participant who was not in the Honors program was accepted into the university research program), including those who were not recognized as university researchers for this program. Their Grade Point Averages (GPA; collected at the time of application) ranged from 3.58 to 4.0. Notably, seven participants boasted GPAs above 3.9, with two participants achieving a perfect 4.0 GPA. Additionally, seven of these participants were pursuing double majors. Participants were pursuing majors across a variety of academic disciplines, including: (a) Molecular and Cell Biology; (b) Physics; (c) Political Science; (d) English; (e) Mathematics; (f) Pharmacy; (g) Communication; (h) Accounting; (i) Nutritional Sciences; (j) Geographic Information Science; (k) Biomedical Engineering; (l) Individualized: Government, Policymaking, and Law; (m) Mathematics/Statistics; and (n) Animal Science. The disciplinary diversity of these participants suggest that their academic peer groups and mentors did not overlap. However, the study did not systematically collect information about whether or not participants shared the same mentors.</p> <p>While it was necessary to choose a sample that demonstrated high levels of achievement, it is possible that interviewing university students who did not apply to the university research program would yield entirely different data. The homogeneity of the sample does not diminish the potential of this study, but it should be noted that the insights gleaned from such a study are not broadly generalizable to all postsecondary students, as perceptions of agency in educational experiences could vary greatly by using a more diverse sample. Due to the small sample size, it was not possible to determine whether the differences of opinion were related to differences in participant characteristics related to race, socio-economic status, gender, or field of interest.</p> <hd id="AN0193364110-13">Data Analysis</hd> <p>Qualitative data were secured through conducting two semi-structured interviews with each participant that lasted approximately an hour each, an examination of the participants' individual learning plans, and their research proposals. This triangulation of qualitative data sources (interview transcriptions, the learning plans of each participant that outline their intended course of study, and the research proposals that participants submitted) shaped the questions for the second interview that allowed participants to respond to interview questions in a way that was unique to their individual experiences. The triangulation of these data sources supported the credibility of themes, ensuring that the findings were grounded in multiple forms of evidence.</p> <p>The interview questions prepared for each interview are provided in Appendix A. While the interview questions followed a sequential order, the exact order of the questions varied based on participants' responses and conversational flow. This approach is in alignment with best practices in qualitative research that prioritize the flexibility and subjectivity of the conversational and participant-driven tone of interviews ([<reflink idref="bib39" id="ref54">39</reflink>]). While participants were also prompted to describe the various supports they received, these questions were intentionally phrased in a way that invited participants to reflect on their personal sense of agency. The questions were informed based on the literature involving agency-related constructs, but these questions were intentionally broad and open-ended to allow for deeper participant reflection on their own experiences. Thus, the themes were not determined a priori, but rather the questions were informed by prior literature on agency and the questions were framed to be open-ended.</p> <p>The Thematic Analysis coding process as described by [<reflink idref="bib9" id="ref55">9</reflink>] was used to analyze the interview transcriptions. The steps in this process include: (a) familiarizing yourself with the data; (b) generating initial codes; (c) searching for themes; (d) reviewing themes; (e) defining themes; and (f) producing a written report. We also used three codebooks to integrate deductive and inductive coding ([<reflink idref="bib44" id="ref56">44</reflink>]) throughout the data analysis process. This is an approach that [<reflink idref="bib10" id="ref57">10</reflink>] have espoused in their explanation of the reflexive Thematic Analysis method, claiming that themes do not exist within data, waiting to be identified by the researcher, but are rather "creative and interpretive stories about the data, produced at the intersection of the researcher's theoretical assumptions, their analytic resources and skill, and the data themselves" (p. 594). We recorded analytic memos ([<reflink idref="bib32" id="ref58">32</reflink>]) as we coded to ensure the preservation of early observations and interpretations of data ([<reflink idref="bib38" id="ref59">38</reflink>]; [<reflink idref="bib40" id="ref60">40</reflink>]). [<reflink idref="bib45" id="ref61">45</reflink>] identified several strategies for establishing trustworthiness while conducting Thematic Analysis. The audit trail developed through writing memos, reflexive journaling, auditing trails of code generation, and accuracy checking to ensure the reliability of this study's analytical process enhanced the dependability of the findings. Finally, the transferability of the findings is supported by the rich, contextualized description and participant quotes, which enable researchers to determine the relevance of these findings to other settings.</p> <p>Interviews were digitally recorded and transcribed through either Webex or a word processing program (i.e., the transcription feature in Microsoft Word). We then engaged in accuracy checking each transcript several times prior to coding. Although traditional inter-rater reliability emphasizes coder agreement as a marker of quality, [<reflink idref="bib9" id="ref62">9</reflink>] emphasize thematic analysis's preference for subjectivity and research interpretation through reflexive thematic analysis. Thus, rather than traditional interrater reliability calculations, we employed the critical friend approach ([<reflink idref="bib3" id="ref63">3</reflink>]; [<reflink idref="bib21" id="ref64">21</reflink>]) and consistently met with a colleague to discuss my coding process. This approach aligns with the goals of reflexive thematic analysis, enhancing the transparency and depth of analysis through collaborative coding functions to support analytic rigor.</p> <p>We went through three rounds of coding, the first of which involved initial coding of every question in the second interview, creating a codebook, and sharing this codebook with a critical friend. A codebook was also created for the second round of coding, which involved grouping initial codes into categories of related ideas, furthering my understanding of the relationship between codes through a process similar to axial coding as I identified connections across codes to develop early conceptual categories. The codebook was then modified based on the critical friend's recommendations. Reflecting on the codes in this way supported reflexivity and consistency across coding rounds. Finally, the third round involved thematic consolidation, during which initial codes were refined to develop broader themes across the transcripts as we re-read transcripts of each of the participants' two interviews to ensure analytic relevance and confirm that the final themes captured the nuances of participants' reflections.</p> <hd id="AN0193364110-14">Senior Author's Subjectivity Statement</hd> <p>Reflexive journaling throughout the data collection and analysis process gave me the opportunity to consider my own evolving assumptions and positionality, further contributing to the confirmability and dependability of the study. I was homeschooled as a child, and most of my learning was self-guided. I have always felt that my learning was my own and that my success, though propelled by the resources available to me, was also my own. Additionally, my experience as a teacher has informed me that there are many reasons why students may feel capable, or incapable, of academic success, based on their abilities, but also based on the support they receive and their beliefs involving the support they receive. I believe that understanding students' academic success must include researching how students interpret and respond to agentic opportunities in their educational experiences.</p> <hd id="AN0193364110-15">Findings</hd> <p>Participants recognized the personal agency that they already possessed, independent of external situations, and exemplified this recognition through observable academic activities as well as shifts in personal beliefs. Additionally, participants expressed a strong sense of self-awareness pertaining to personal desires, abilities, and goals. Finally, participants portrayed themselves as self-starters; the ones who were willing to take the necessary actions to create the changes that they wanted to see. Thus, the three primary themes that resulted from the interview responses were: (a) recognition of personal agency; (b) authenticity; and (c) taking initiative. Table 1 shows the study's research questions, primary themes, and relevant subthemes. <emph>Recognition of Personal Agency</emph> was a theme that pertained specifically to the role of internal and external factors on ownership over learning; while the themes <emph>Authenticity</emph> and <emph>Taking Initiative</emph> were revealed through participants' responses about the agentic opportunities that took place in their educational experiences and how participants responded to these opportunities. These themes represent distinct dimensions of the agentic experience, wherein recognition is related to self-efficacious beliefs about the ability of an individual to act, whereas initiative involves outward, goal-directed behavior as individuals exercise motivation to begin and sustain their actions. The results of this study will exhibit these distinctions to better capture the progression of agentic beliefs and behaviors within the context of highly competitive academic environments.</p> <p>Table 1. Themes in Relation to Specific Research Questions.</p> <p>Graph</p> <p> <ephtml> &lt;table&gt;&lt;colgroup&gt;&lt;col align="left" /&gt;&lt;col align="left" /&gt;&lt;col align="left" /&gt;&lt;col align="left" /&gt;&lt;/colgroup&gt;&lt;thead&gt;&lt;tr&gt;&lt;th align="left"&gt;Research question&lt;/th&gt;&lt;th align="left"&gt;Interview questions&lt;/th&gt;&lt;th align="left"&gt;Subthemes&lt;/th&gt;&lt;th align="left"&gt;Primary themes&lt;/th&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;RQ3: How do high-achieving college students describe their responses to agentic opportunities?&lt;/td&gt;&lt;td&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&lt;italic&gt;How much of your learning, as well as your achievements, would you say belongs to you?&lt;/italic&gt;&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;&lt;italic&gt;Have you ever felt as though your learning or achievements belonged to anyone else? If so, who?&lt;/italic&gt;&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;&lt;italic&gt;Have you ever wished that someone else would take control over your learning or decisions?&lt;/italic&gt;&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;&lt;italic&gt;How important is it for you to believe that you are the one who is responsible for making your own decisions?&lt;/italic&gt;&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;&lt;italic&gt;Please describe an educational experience where you were able to pursue your own hopes and ambitions&lt;/italic&gt;&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;&lt;italic&gt;What were the outcomes of this opportunity?&lt;/italic&gt;&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;&lt;italic&gt;Please describe opportunities that you have had where you have had to take control of your learning and the resources that helped you to accomplish that&lt;/italic&gt;&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;td&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Ownership Over Learning and Achievements&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Importance of Personal Ownership&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Self-Evaluation&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Personal Sense of Obligation&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Desire for Authentic Learning Opportunities&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Determination&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Sustained Motivation Despite Challenges&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;td&gt;Recognition of Personal AgencyAuthenticityTaking Initiative&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <hd id="AN0193364110-16">Recognition of Personal Agency</hd> <p>Participants recognized that the behaviors they engaged in were indicative of a strong sense of personal agency. They believed themselves to be agentic and capable of shaping their environments. Participants very seldom spoke of the agency that they lacked, but the agency that they had and what had been required of them to apply their agentic will. The subthemes pertaining to the recognition of personal agency include (a) ownership over learning and achievements, and (b) the importance of ownership. Within these reflections, an understanding regarding mentor relationships and beliefs about the consequences of giving away control was also made evident.</p> <hd id="AN0193364110-17">Ownership Over Learning and Achievements</hd> <p>In discussing their ownership over learning and achievement, participants went into detail about how much work they put into their projects. Alex said that a "really high portion" of his achievements belong to him and that he can achieve "if I put in the work" (November 8, 2023). Emily's response was similar as she declared that her learning "belongs to me because I put in the work" (Interview 2, November 7, 2023). Aaron stated, "I would say I've worked for a lot of the achievements I've earned" (Interview 2, November 1, 2023). While Barrett pointed to factors that contributed to his success, he believed he had significant ownership of his success, saying, "I've worked hard as well" (Interview 2, October 25, 2023). Jane asserted that, "I think the hard work has come from me" (Interview 2, October 25, 2023). Of his achievements, Roger said:</p> <p>I know that I've put in the work, especially during this, the application process, to make myself stand out. To really show who I am and what I've done. So are the achievements mine, I'd say so, yeah. I mean, I don't think anyone else is doing my work for me. (Interview 2, November 2, 2023)</p> <p>Three of the other participants posed a similar notion that there has been no one else to complete the work for them. Mila said, "If you don't do it, nobody's going to do it" (Interview 2, November 10, 2023). Aaron said that "it's not like anybody's applying for awards on your behalf" or "doing all your life for you," believing that "it's still me" (Interview 2, November 1, 2023). Caroline explained that "for the most part, no one's ever told me to go and do something' (Interview 2, October 31, 2023).</p> <hd id="AN0193364110-18">The Importance of Ownership</hd> <p>Participants expressed that the responsibility of control was important to them. Participants conveyed a strong desire to be responsible for their learning and their decisions. They described this responsibility as "important" (Emily, Jane), "pretty important" (Alex), "super important" (Barrett), "very important" (Aaron, James, Sam), and the "most important thing to me" (Mila). According to Mila:</p> <p>That is the most important thing for me. I think that I need to. I need to know that I can control the environment around me. I need to know that who I am and what I do is in my hands. (Interview 2, November 10, 2023)</p> <p>Mila went on to clarify which decisions were the most important to have control over, saying, "somebody else can decide where we eat, but I don't want somebody else to decide what my career would be like" (Interview 2, November 10, 2023).</p> <p>Caroline observed a similar type of internal commitment associated with her actions. She explained that she assumed responsibility over her decisions, saying that she keeps herself "pretty accountable for what I need to do," which allows her to lead herself well (Interview 2, October 31, 2023). Emily's discussion also centered on her beliefs about personal accountability and assuming ownership over outcomes. She explained that she did not want to blame someone else for the outcomes of decisions, voicing her opinion that:</p> <p>Wherever I end up, whether it's a pro or whether it's a con, I made an informed decision when I made this decision. Does it always go well? No, but it was my decision at the end of the day and therefore, I will take ownership for however it goes. (Interview 2, November 7, 2023)</p> <p>Participants listed various educational mentors who had played a role in offering agentic educational opportunities through their academic journeys. These include faculty members, advisors, principal investigators, teachers, and professors. Sam reflected on the role of faculty members and other educational supports in the following way:</p> <p>I have a good handful of faculty members and people that are just <emph>champions of my learning</emph> and that's something that, as a first-generation student, I really, really value because it's someone outside of my family that's telling me I'm capable and that I'm good enough. But also actually giving me the resources to enhance my learning which is great. (Interview 2, November 3, 2023)</p> <p>Of his achievements, James said "I attribute some to myself, but a lot of it to the people who have supported me throughout the projects" (Interview 2, October 25, 2023). James was appreciative of the role that mentors played in helping him to recover when his projects "didn't go so well." Barrett's gratitude to this professor was evident as he expressed his belief that "If I just had a dozen bad professors for all of my physics classes, that would have killed the sparks" and that "that's what happens to a lot of physics students" (Interview 2, October 25, 2023). Aaron said that "teachers get you to where you can achieve things" (November 1, 2023) and that the professors in his department do a "really good job" of spreading awareness about internships and job opportunities. In this quote, Aaron demonstrates a belief in the mentor's responsibility for sharing information, as well as implying that it is up to the student to pursue the opportunities that they learn about through their mentors.</p> <p>Jane discussed the consequences of not being given decisions by saying that, if she feels like something is not her own choice, "I don't think I'd feel proud of it in the same way. I don't think it would ignite the same sense of pride in me. I think pride is really important in my own work" (Interview 2, October 25, 2023). She depicted the feeling of sharing her own work as:</p> <p>It's a glowing sense that carries me throughout the rest of the day. And I think that goes away if I don't feel pride in my work. Like I'm just going through the motions or I'm doing something someone else laid out for me.</p> <p>She also shared:</p> <p>I think there's a sense of pride that comes from you taking the initiative to make the story happen or the essay happen, or the work happen or the research happen. This program, this grad program that you're in or this career that you're pursuing. I think the fact that it's me behind it makes me really happy and I'm a very ambitious person. I like to be proud of what I do and I don't think you can be proud of what you do if it's not you. It's the coal behind the fire. (Interview 2, October 25, 2023)</p> <p>Jane's response demonstrates her belief that she would be losing a part of the experience if she did not feel responsible for her learning and decisions. The part that she would be losing, it seems, is a part that she believes to be an essential element of success. James revealed a similar idea as he claimed that "it's very important to me to know that I'm the one making the decision" (Interview 2, October 25, 2023). He imparted an openness to the advice that others may have to offer but acknowledged that the opinions of others must take the form of guidance and advice, not "them telling me what to do or how to do something," adding "it can be my decision with the advice of somebody else. But if it's me, I'm not going to feel comfortable with it unless I made the final decision" (Interview 2, October 25, 2023).</p> <hd id="AN0193364110-19">Authenticity</hd> <p>Participants understood themselves as the origin of their personal motivations and desires, reflecting a high valuation of self-originated truths. That is, participants held strong estimations of the beliefs, values, and desires that had sustained them over time. The beliefs about self-originated truth were drawn from participants' reflections through their discussions involving subthemes such as: (a) self-evaluation; (b) personal sense of obligation, and (c) a desire for authentic learning opportunities.</p> <hd id="AN0193364110-20">Self-Evaluation</hd> <p>Participants also emphasized the significance of individual truth when setting goals. For example, although Roger saw the benefit in considering the advice that some people had to offer, he pointed out, "I don't like when I get too clouded by other people's perspectives because then I don't really listen to what I'm thinking about" (Interview 2, November 2, 2023). Kimberley brought up the advice she received as she described the various tracks that were available to her in the field of pharmacy. In her response, she showed her willingness to dismiss advice in favor of pursuing what she knew what she was interested in. She said:</p> <p>What I want to do is an academic track. Because through all my experiences, somebody had mentioned, for one of your rotations in your fourth year, what I'm on right now, I don't think you should do an academic track because your entire time here as a student has been in academic rotation and I was like, "Oooh, but I liked that. I learned a lot from that." (Interview 2, October 27, 2023)</p> <p>Authenticity as self-originated truth was a reflection that participants discussed in relation to their pursuit of personal beliefs, passions, and/or desires. Participants expressed their interest in "finding my own sense of being able to learn" (Alex, Interview 2, November 8, 2023), "evaluating values" (Kimberley, Interview 2, October 27, 2023); and "learning more about myself as a person" (Emily, November 7, 2023). Sam considered the evolution of her goals over time by saying, "I need to make sure that the energy I put into things is #1 authentic, but also that I'm enjoying it" (Interview 2, November 3, 2023). She believed that she had "catered my educational experiences around my personal beliefs." Caroline felt that her "goals are pretty consistent with who I am" (Interview 2, October 31, 2023). Roger claimed that "If you're having someone make a decision for you, I don't know how helpful that would be for you because you know yourself best" (Interview 2, November 2, 2023). Mila suggested, "I think when you do that [giving up control], you probably want to do that. And if you want to take it back, you will. But if you're enjoying it, you won't" (Interview 2, November 10, 2023). According to Mila, the decisions that an individual makes unveil their desires. In identifying desires, beliefs, and personal characteristics, participants showed that a degree of self-awareness was necessary.</p> <hd id="AN0193364110-21">Personal Sense of Obligation</hd> <p>Participants exhibited a strong commitment to satisfy their internal drives. This urge to follow through with what they wanted to do was described as "feeling compelled" in one case (Aaron) or as a "need" in others (Mila, Alex, Roger, Sam, Jane). Mila expounded her thoughts about the obligation to oneself in the following way, "Everybody has some sort of drive and you just need to understand that you have that and be honest with yourself about what that is" (Interview 2, November 10, 2023). Regarding his experience applying to the university research program, Aaron said, "I just felt compelled because of my own passion for research and wanting to sort of serve a greater good through my research" and that "I think I definitely exercised agency in that way" (Interview 2, November 1, 2023). Roger also spoke of research opportunities, stating that once he became aware of specific research opportunities, he thought "I think it really was, okay yes, I need to do this. I mean I need to, I need to take control of this" (Interview 2, November 2, 2023). Jane expressed her commitment to herself by saying:</p> <p>It wasn't my parents putting these expectations on me. It wasn't anyone in particular. It was just me growing up in the world and thinking about what I had to do and what I should do to fill the image of the person I wanted to be. That successful person who created an aspirational life for themselves, but then I kind of realized that I need to do this in my own way. (Interview 2, October 25, 2023)</p> <p>Sam detailed her experience with internal pressure as well. She took care to recognize the support that her family showed her but explained that she experienced internal pressure anyway. Regarding this, she said:</p> <p>It's almost like self-induced pressure. I think I talked about it with them a lot, like a lot of times. They're like, you do not need to be like, like you're fine. You could do nothing and we would still love you. And I'm like, yeah I know, but like I just want, I just want to do this. For everyone. (November 3, 2023)</p> <hd id="AN0193364110-22">Desire for Authentic Learning Opportunities</hd> <p>To be authentic, a learning opportunity must be able to relate to an individual's self-originated truth. This occurs when learners recognize educational content and practices as personally relevant. Participants expressed a desire to engage in learning opportunities that were relevant to the interests they held and the goals that stemmed from their self-reported interests. When asked to describe an educational opportunity where he was able to pursue his own hopes and ambitions, as well as why this experience stood out to him, Barrett expressed that it "was the first time I felt like I was actually doing something relevant to my long-term goals" (Interview 2, October 25, 2023). For Roger, this looked like developing skills that were applicable in his daily life. He desired, and sought, opportunities to develop skills that he believed "are important for everyone to have," that were "vital to this day and age" (Interview 2, November 2, 2023). Aaron also believed it was necessary to supply students with the knowledge they needed to enter the world. However, Aaron did not believe that the majority of his educational experiences prior to university provided enough authentic learning opportunities. He posed the following sentiments about the state of K-12 education:</p> <p>K through 12 is very outdated in terms of the skills and the things that people need to know. And, more so, things that cater to people's interests and allow them to sort of find their own passions and interests before they go off to college. I would just say that I wish I had a little bit more of a diversified education maybe in K-12 or that I was able to choose my own adventure, if you will, a little bit more. (Interview 2, November 1, 2023)</p> <p>Alex also noted that it was important to support "individuals who are preparing for the real world" (Interview 2, November 8, 2023). Similar to Aaron, Alex believed that it was important to provide explorative opportunities that would assist students in identifying their passions. During his sophomore year of college, Alex was happy to learn that he could alter the course of his education to "try to do something a little more <emph>relevant</emph> to myself," thinking, "wow, classes can be fun," and that "I realized that there are different ways that you continue to explore academics while also still focusing on my career" (Interview 2, November 8, 2023). While some participants believed that they were receiving these authentic learning opportunities in their undergraduate experience, others believed that they could be pursuing authentic learning opportunities even further. Caroline was one of such participants who expressed an interest in having more opportunities during her undergraduate education to make choices about what she learned. She elaborated, "It would be nice to determine what it is that I'll be learning and, you know, like assurance, knowing going in, knowing I'm interested in this," suggesting that this sort of learning would help in "supplementing my personal learning and growth" (Interview 2, October 31, 2023).</p> <p>Sam shared a story about a writing professor who offered students the opportunity to write about what they were interested in regarding the course content. This professor was open to the various connections that the students could make with what was being covered and what they were interested in outside of class, which was a new experience for Sam. She had a positive experience in this class, saying:</p> <p>I could kind of go in a different direction and take in my own way which I thought was really awesome. And it was one of those classes where I felt like my writing was actually really strong. I mean, I do think I'm a strong writer, but I felt really, really confident in that class because I think I had a lot of freedom in what I was writing about. (Interview 2, November 3, 2023)</p> <p>Emily described a situation in which she was able to research a topic of interest within a required course. She appreciated the opportunity to pursue the topic she was interested in while exerting the same amount of time and effort on the task that she would have done anyway. She agreed that she would appreciate these opportunities as long as "the assignment is designed so it's no extra work for me to do something I'm actually passionate about" (Interview 2, November 7, 2023). As long as pursuing topics of interest was an option for substitution, or built in to the assignment, then she would take advantage of these opportunities. However, if this assignment required more work and time, she would not be inclined to pursue this learning opportunity. Ultimately, individuals are the ones who decide which learning experiences are most pertinent to their self-originated truth and their self-selected goals.</p> <hd id="AN0193364110-23">Taking Initiative</hd> <p>Noticing available agentic opportunities does not result in observable achievement if individuals do not take advantage of the opportunities that are presented to them. The choice to take advantage of these opportunities was another theme evident across participants' responses, leading to the development of the theme <emph>taking initiative</emph>. Subthemes related to taking initiative include <emph>determination</emph> and <emph>sustained motivation despite challenges</emph>.</p> <p>Every participant in this study provided some description about the initiative that they have had to draw upon in their educational experiences. Roger recognized that the applications he was submitting "aren't opportunities that everyone's applying for" (Interview 2, November 2, 2023), and Caroline believed "I've always seen something and saw the opportunity and went for it" (Interview 2, October 31, 2023). Alex imparted a similar idea, saying, "I have always tried to find ways where I can continue exploring things that are like my own passions as well and trying to find ways that I can connect my interests to different academic courses" (Interview 2, November 8, 2023).</p> <hd id="AN0193364110-24">Determination</hd> <p>Determination involves committing to a task and engaging in the work that the task requires. Participants demonstrated their determination through seeking and initiating agentic opportunities. Approaching professors was one of the ways that participants independently initiated learning opportunities. Sam did this by converting various courses to honors courses, which she explained was a benefit of being in the university's honors program. She said, "I have to go out of my way to ask the professor to convert the class and make a proposal of what I think would be sufficient for an honors conversion" (Interview 2, November 3, 2023), which is something that she did on several occasions. Aaron said that "you have to create your own opportunities," and described his own process for doing this, saying that he had to "research and find grant opportunities on my own, opportunities to work with professors and really go out of my way to make this happen" (Interview 2, November 1, 2023). Emily claimed that "my go-to is to find people" and that she has found opportunities through "word of mouth through professors and a lot of brute force" (Interview 2, November 7, 2023). Barrett described himself as "self-motivated and independent," and recalled his high school experiences reaching out to professors who would be interested in providing him with opportunities to work on their research projects. He explained:</p> <p>I cold-emailed probably 50 professors in high school and that'll kind of blast away any shame you might have. The worst is they can say no. Better than that is they're not responding. Then better than that is them saying yes. So yeah, I don't think I've ever really had issues asking for what I want. (Interview 2, October 25, 2023)</p> <p>James discussed his experience creating a project that he wanted to know about through his experience as a freshman researcher. Like the university research program, the freshman research program also gives students the opportunity to pursue independent research, design, or creative projects. Several participants in this study had been a part of this freshman research program prior to applying to the university research program. However, this program is only for first-year honors students. James said that "in a lot of ways, the rest of my educational experience has been because I took that initiative in my first semester" (Interview 2, October 25, 2023). He also mentioned his interest in pushing himself to learn, communicating that he is:</p> <p>Trying to push myself in everything that I do; it has played itself out educationally. Not necessarily by pushing myself by taking honors courses or pushing myself by taking classes outside of my major. Pushing myself, you know, pushing myself to be like-the professor doesn't say we need to read these treaties. Or that we need to understand this. But we talked about it, so I'm interested to know more about how this evolved or how this changed. So, kind of really trying to take charge of my education and be like, I'm doing this for me and because I'm interested in the learning process. (Interview 2, October 25, 2023)</p> <p>Participants revealed a strong sense of themselves as the origin of the efforts that they put into their learning. In relation to her research project, Jane expressed that "No one would be mad at me if I like, didn't write quickly, if I didn't prioritize this project in the way I do, but I would be mad at me" (Interview 2, October 25, 2023). Emily understood herself not only as the source of the motivation for her work, but as the force behind her work as well, asserting that:</p> <p>I had a brief idea, kind of what I wanted to do, and so my, as you can tell, I brute force everything. I was very passionate about service and I quite literally signed up for, I think all in all, 20 or 30 organizations my freshman year and then whittled it down within 2 weeks to like four or five. (Interview 2, November 7, 2023)</p> <p>Mila's view of herself as the primary driver of change over her life events caused her to diminish the role of random variables in her personal life. In fact, she is dismissive of the notion that random variables control the courses of action that take place in her life. For Mila, everything in life is intentional. She stated:</p> <p>I don't believe in chance, necessarily. I don't necessarily believe in luck either. I think that everything in my life has always felt very controlled. If I need something, it will happen. I will do it. If it will happen, I will do it. If I want something, I will get it. (Interview 2, November 10, 2023)</p> <p>Alex also stated that, "If I really put my mind to something, then I can do it. I really believe that" (Interview 2, November 8, 2023). Kimberley expressed a similar idea when explaining the decision-making processes that she and her classmates had to undergo when selecting which colleges they would attend. For some of her classmates, the educational resources that were available in various institutions were a factor in helping them make their decisions, but not for Kimberley. She said that her classmates:</p> <p>Wanted to go to places like Boston, because they were like, "oh, there's so many resources there," and I was like, "okay, well even if [I] come and [the college] doesn't have it, then I'll just find my way there. If they don't have it, I'll make it." (Interview 2, October 27, 2023)</p> <hd id="AN0193364110-25">Sustained Motivation Despite Challenges</hd> <p>To continue working toward a goal required a self-evaluation process, often in the face of obstacles or limitations that had the potential to take away feelings of agency in participants' educational experiences. Some of these barriers were perceived to be minor or commonplace, as Kimberley mentioned that she was "used to working around barriers" (Interview 2, October 27, 2023), and Emily explained that "every educational experience has limitations that you're working within" (Interview 2, November 7, 2023). Some of these challenges were even taken on voluntarily, as seen in Roger's example of improving his public speaking abilities, which he claimed, "were not an inherent skill," but he wanted to be able to improve his ability to "work under pressure" (Interview 2, November 2, 2023). Alex wanted to learn "how to be independent myself, but also not getting discouraged," asking himself, "How can I manage resources but also manage myself?" (Interview 2, November 8, 2023). James described overcoming challenge, which he labeled "grit," as "taking the initiative or the ability to go and do something, to find an effort, to make progress, and to make change" (Interview 2, October 25, 2023). He shared his thoughts about agency through the lens of his research project, which focuses heavily on space exploration. He spoke of agency and sustained motivation through challenge in the following way:</p> <p>I think that's what a lot of space exploration is. I mean, it's naturally a hostile environment as the early explorers were learning about when they were trying to launch things into space. And so, really, it had to take a certain kind of grit. To just sit there and say, Ok, this $15 million rocket blew up. Let's do it again. Let's learn about it. But we're just going to keep going because this is important to us. (Interview 2, October 25, 2023)</p> <p>James mirrored this evaluative approach later in the interview, when describing his own response to academic setbacks. He stated that his self-evaluation process involved:</p> <p>Taking a little bit of time to be like, ok, that didn't go well. Let's accept that it didn't go well, you know, feel those feelings of upset or whatever, and then be like ... it wasn't necessarily a failure. It was a setback that I can overcome. (Interview 2, October 25, 2023)</p> <p>Barrett and Roger believed that it was an inevitable process to undergo a certain level of discomfort in the pursuit of one's goals. Speaking of his experience applying to the university research program, Roger expressed, "I shouldn't be afraid to apply to these things, to take action, to step out of my comfort zone. Yeah, I'm going to be uncomfortable for a while, but I think it all pays off in the end" (Interview 2, November 2, 2023). Similarly, Barrett stated:</p> <p>It's really rewarding to finally find something you really, really are passionate about and that you know you're going to be able to do for the rest of your life, you know, like that's great. But you need some pleasure and pain in there to feel that way, I guess. (Interview 2, October 25, 2023)</p> <p>This sense of passion and ownership over the work that one pursued seemed to be a barrier for some participants (Barrett, Alex, Sam, and Jane) in overcoming challenges pertaining to their academic fields. Regarding academics, Sam said, "I like doing what I do no matter how stressful it is, it's something that goes back to that sense of ownership, like it's mine" (Interview 2, November 3, 2023). Jane suggested that she "wouldn't be able to put all the work and effort that I put into creative writing and English if I didn't love it so much" (Interview 2, October 25, 2023). She went on to say:</p> <p>I think I'm kind of a leader in my school and when it comes to that, like that fact that I won the contest, that I was editor in chief of the magazine, I'm really proud of those accomplishments. I don't think I could have had similar experiences at another major, even though I probably could have gotten good grades. (Interview 2, October 25, 2023)</p> <p>This reflection shows that, although a decent educational experience can come out of non-agentic opportunities, providing agentic opportunities in education can elevate highly capable students to greater accomplishments. Furthermore, this quote demonstrates the importance of authenticity in decision-making. Although Jane abandoned career trajectories that might have made her happy, she prioritized the pursuit of what she believed would make her the happiest version of herself.</p> <hd id="AN0193364110-26">Discussion</hd> <p>In this study, agency was defined as "the intentionality that individuals sense and apply to the decisions they make in their lives" and the perception of agency as "the extent to which an individual feels capable of shaping their environment." This definition bears close resemblance to [<reflink idref="bib4" id="ref65">4</reflink>] understanding of agency as one's intentionality to make things happen through one's actions, as well as [<reflink idref="bib8" id="ref66">8</reflink>] description of autonomy as an individual's ability to make their own decisions about what they think and do. In this study, participants shared insights related to how they interpreted the role of agency in their educational experiences and their expressed needs involving agency-supportive contexts. Participants, though they sometimes held opposing beliefs about achievement and ownership, shared similar perspectives related to three separate themes: (a) recognition of personal agency; (b) authenticity; and (c) taking initiative.</p> <hd id="AN0193364110-27">Recognition of Personal Agency</hd> <p>The first major finding resulting from this study is participants' recognition of the agentic behaviors that they already engaged in and the beliefs about themselves as agentic individuals that they already possessed. The strong sense of personal agency that these high-achieving individuals possessed is mirrored in literature that suggests a sense of agency is required for productive self-regulation and goal attainment ([<reflink idref="bib20" id="ref67">20</reflink>]; [<reflink idref="bib26" id="ref68">26</reflink>]). These responses demonstrate participants' desire to exert control over their educational experiences as well as reveal the nuances that might exist between individuals' interpretations of what it means to exert control over experiences.</p> <hd id="AN0193364110-28">Authenticity</hd> <p>Participants understood themselves as the origin of their personal motivations and desires, reflecting a high valuation of self-originated truths. These participants revealed a commitment to their inner selves and a desire to learn more about what it was that they wanted and felt that they needed. Many of the actions that participants described taking stemmed from a self-evaluative process where they determined whether their actions were conducive to the life that they desired. For this reason, Authenticity is the theme that I have defined to categorize participants' reflections of what it means to perceive agency over educational experiences. Subthemes pertaining to authenticity included: (a) self-evaluation; (b) aspiration; (c) desire for authentic learning opportunities; and (d) flexibility.</p> <p>The relationship between authenticity and agency is one that has also been explored in literature, such as in [<reflink idref="bib43" id="ref69">43</reflink>] study on authenticity and student engagement. As [<reflink idref="bib29" id="ref70">29</reflink>] explained, "Because the kind of constraint upon the person's will originates from within the person, it is not externally, and thus, heteronomously imposed – volitional necessity is an expression of a person's authenticity" (p. 414). Oshana went on to explore the common understanding of authenticity as "certain traits of character that are intractable aspects of a person's self-conception, some because their absence is unthinkable, others because they are inescapable" (p. 419). Oshana would argue that authenticity is not necessary to behave autonomously, but that authenticity could be an important concept to consider when examining the decisions that individuals make. [<reflink idref="bib22" id="ref71">22</reflink>] also believed that authenticity and autonomy were separable concepts but admitted that authenticity was still an important concept related to decision-making. I used the term "authenticity" to define the theme that organized findings related to aspects of participants' self-conception and the volitional necessity that accompanies this self-conception.</p> <hd id="AN0193364110-29">Taking Initiative</hd> <p>Every participant shared their self-initiated actions as a primary feature of their achievement. Without the self-starter approach that these participants adopted, they believed that achievement would not have been possible. Taking initiative could involve seeking out opportunities independently, taking advantage of opportunities that were presented, and/or creating the resources that participants needed as they became aware of these needs. At times, this involved pursuing educational opportunities and circumventing unsupportive advisors or environments, which previous researchers have recognized as a successful agentic approach to overcome patterns of marginalization ([<reflink idref="bib34" id="ref72">34</reflink>]). The desire to self-start was also made evident through descriptions of participants' strong personal work ethics and the desire to produce high-quality work.</p> <hd id="AN0193364110-30">Implications for Practice</hd> <p>Educators in higher education institutions can use the results of this study to establish a deeper understanding of the agentic needs that their high-achieving students may possess and how that might inform their experiences at university. Rigidity in traditional classrooms was noted by many participants of this study, and several of them responded well to nontraditional educational experiences. For some students, opportunities to develop their own learning trajectory are a new experience and one that they may require some guidance when doing for the first time. To provide agentic opportunities in higher education, educators and academic counselors should consider exposing students to potential interests, allowing them to identify interests, and engaging in opportunities to further develop their interests through project-based learning. Additionally, participants in this study indicated an interest in interdisciplinary learning, where they would be allowed to integrate their interests across various academic disciplines, which is another approach that has been revered in educational research ([<reflink idref="bib23" id="ref73">23</reflink>]). Future research in this area should examine which educational experiences impede student agency and how these barriers might be exacerbated by gender, race, socioeconomic status, or other factors not explored in this article.</p> <hd id="AN0193364110-31">Limitations and Suggestions for Future Research</hd> <p>It is important to note that this participant pool was primarily composed of honors students. These participants are in the process of engaging in competitive academic environments that many would regard to be an ideal scenario for high-potential students. Thus, these students may have responded differently to topics involving work ethic and the quality of work than typical postsecondary students and students who are not in honors programs. Additionally, participants may have responded differently to questions that were more focused on the value of collaborative work. Further research should account for how participants' reported experiences regarding personal agency may differ when prompted to consider the value of collaboration and collective effort. While these participants were selected based on their high achievement, and this likely shaped the salience of certain themes, this limitation is also a strength of this study, as it helps to illuminate how high-achieving students perceive their role in shaping their own learning, which has been underexamined in research involving students who demonstrate advanced academic potential. Finally, conducting studies to evaluate the agentic perceptions of underperforming students would also provide necessary information about the importance of agentic opportunities in educational experiences. Researchers who are interested in further exploring agentic perceptions should conduct studies using larger, more diverse samples of students from a wider range of institutional types, academic preparation levels, and student demographics. Educational interventions or programmatic changes that stem from this research may be particularly well suited to high-achieving students and may require significant adaptation to support diverse student populations.</p> <hd id="AN0193364110-32">Appendix A</hd> <p></p> <hd id="AN0193364110-33">Interview Questions</hd> <p></p> <hd id="AN0193364110-34">Interview # 1 Questions</hd> <p></p> <ulist> <item> Please describe your educational background.</item> <p></p> <item> What types of schools did you go to? (Public, charter, private, etc.)</item> <p></p> <item> Did you participate in gifted programs?</item> <p></p> <item> Did your teachers provide any additional opportunities for advanced learning? Please describe these opportunities as well as your participation in these activities.</item> <p></p> <item> Did you earn any awards related to your academic achievements in your K-12 education? Did you receive any academic distinction (graduated with honors, valedictorian, etc.)? What about during college?</item> <p></p> <item> Please describe any enrichment activities that you participated in during your K-12 education.</item> <p></p> <item> Please describe your extracurricular activities and interests. What did you choose to participate in?</item> <p></p> <item> What made those activities worthwhile for you?</item> <p></p> <item> Do you still have the same extracurricular interests that you did in high school?</item> <p></p> <item> Do you have any new extracurricular interests?</item> <p></p> <item> When in your life have you felt the most satisfied with your academic performance?</item> <p></p> <item> When in your life have you experienced the most validation from others about your academic achievements?</item> <p></p> <item> What do you know about yourself as a learner?</item> <p></p> <item> Is there anything else you would like to share about your academic background?</item> </ulist> <hd id="AN0193364110-35">Interview #2 Questions</hd> <p></p> <ulist> <item> Please describe an educational experience where you were able to pursue your own hopes and ambitions.</item> <p></p> <item> Explain why this experience stood out to you.</item> <p></p> <item> What were the outcomes of this opportunity?</item> <p></p> <item> Do you desire more of these opportunities in your educational experiences? Why or why not?</item> <p></p> <item> How much of your learning, as well as your achievements, would you say belongs to you?</item> <p></p> <item> How would you describe achievement?</item> <p></p> <item> In what ways do your learning and achievements belong to you?</item> <p></p> <item> Have you ever felt as though your learning or achievements belonged to anyone else? If so, who?</item> <p></p> <item> How do you feel about sharing ownership over your work?</item> <p></p> <item> Please describe opportunities that you have had where you have had to take control of your learning and the resources that helped you to accomplish that.</item> <p></p> <item> Where did you find these opportunities? How did you know they were there?</item> <p></p> <item> Were these opportunities given to you? By whom?</item> <p></p> <item> Did you create these opportunities? How?</item> <p></p> <item> Have you ever wished that someone else would take control of your learning or decisions?</item> <p></p> <item> Describe resources that may have helped you make your own decisions.</item> <p></p> <item> Consider the evolution of your learning goals and beliefs over time: Which goals have changed and which have stayed the same?</item> <p></p> <item> Can you give me an example of a goal that you had in the past that you do not have anymore?</item> <p></p> <item> Are there goals that have stayed the same over your life?</item> <p></p> <item> What new goals do you have now that may have surprised a younger version of yourself?</item> <p></p> <item> How have your personal beliefs influenced your educational experiences?</item> <p></p> <item> Consider why you achieve: What is it that you want?</item> <p></p> <item> How important is it to accomplish a goal?</item> <p></p> <item> What do you experience when you accomplish a goal?</item> <p></p> <item> Do you feel more confident after you accomplish a goal? If so, does that always happen? Why or why not?</item> <p></p> <item> How important is it for you to believe that you are the one who is responsible for making your own decisions?</item> <p></p> <item> Let's talk a little about your experience applying to the [name of university research program].</item> <p></p> <item> Do you believe that you exercised agency when you applied to the university research program? Why or why not?</item> <p></p> <item> What informed your decision to apply?</item> <p></p> <item> How did your experience with the university research program inform your experience of agency?</item> </ulist> <ref id="AN0193364110-36"> <title> References </title> <blist> <bibl id="bib1" idref="ref49" type="bt">1</bibl> <bibtext> Anagün S. S. (2018). Teachers' perceptions about the relationship between 21st century skills and managing constructivist learning environments. 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Jean Gubbins https://orcid.org/0000-0002-8957-0637</bibtext> </blist> <blist> <bibtext> The authors received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> </ref> <aug> <p>By Rachael A. Cody; Catherine A. Little; E. Jean Gubbins; Del Siegle; Jennifer Lease-Butts; Kenneth Cormier and Shannon McDonald</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author</p> <p></p> <p>Rachael A. Cody is a postdoctoral scholar at Oregon State University studying how institutions of higher education approach research translation. She earned her PhD in Educational Psychology from the University of Connecticut, specializing in Giftedness, Creativity, and Talent Development, and also holds degrees in special education and secondary education. Her research has examined teachers' responses to professional learning, postsecondary students' perceptions of agency, and postsecondary students' choice to leave their majors. She is particularly interested in how educational systems foster environments that support giftedness and student agency while advancing broader efforts to translate research into practice.</p> <p>Catherine A. Little, PhD, is a Professor in Giftedness, Creativity, and Talent Development in the Department of Educational Psychology at the University of Connecticut. She received her MA and PhD in gifted education from William and Mary and worked in the Center for Gifted Education there prior to coming to UConn. Her research interests include professional learning, differentiation of curriculum and instruction for advanced learners, and classroom questioning practices. Catherine currently works as the Project Director for Project SPARK and Project LIFT, two Javits-funded initiatives focused on working with schools and teachers to recognize and respond to advanced academic potential in the early grades, particularly in students from underserved populations. She previously served on the NAGC Board of Directors as a Member-at-Large, as Treasurer, and as Governance Secretary.</p> <p>E. Jean Gubbins, PhD, was a professor in the Department of Educational Psychology, University of Connecticut. Through grant funding from the United States Department of Education, Jacob K. Javits Gifted and Talented Students Education Program, she held research and leadership positions on multiple Javits research center and model project grants.</p> <p>Del Siegle is the Lynn and Ray Neag Endowed Chair for Talent Development in the Neag School of Education at the University of Connecticut, where he was honored as a teaching fellow. Prior to earning his PhD, Del worked as a gifted and talented coordinator in Montana. He is past president of the National Association of Gifted Children and has served on the board of directors of The Association for the Gifted. He is also past chair of the AERA Research on Giftedness, Creativity, and Talent SIG. He has been co-editor of the Journal of Advanced Academics and Gifted Child Quarterly. He writes a technology column for Gifted Child Today. Del's research interests include web-based instruction, motivation of gifted students, and teacher bias in the identification of students for gifted programs. Along with Gary Davis and Sylvia Rimm, he is an author of the popular textbook, Education of the Gifted and Talented (6th and 7th ed.). He is the Director of the National Center for Research on Gifted Education (NCRGE), which replaces the former National Research Center on the Gifted and Talented (NRC/GT).</p> <p>Jennifer Lease-Butts is responsible for policy, strategic planning, curriculum, personnel, alumni affairs, and fundraising for Honors and Enrichment programs. She chairs the Honors Board of Associate Directors and works closely with faculty and administrators in all schools and colleges.</p> <p>Kenneth Cormier earned his PhD, MA, and BA in English at UConn, in addition to an MA in English/Creative Writing at Eastern Michigan University. He is the author of two books of stories and poems: Balance Act and The Tragedy in My Neighborhood. Ken's scholarly work is interdisciplinary in nature, focusing on the history of audio recording, multitrack production, life stories, poetry, and performance. He taught English and Creative Writing at Quinnipiac University (2010–2022), where he also served as the first director of Creative Writing, building the program from the ground up with a focus on student engagement and diverse voices. Prior to his roles at Quinnipiac, Ken served as Assistant Director and then Associate Director of UConn's Creative Writing Program and Co-Director of the Writing Center. He joined IISP in 2022.</p> <p>Shannon McDonald is a doctoral candidate, course instructor, and graduate assistant researcher for Project Focus (PI: Dr. Catherine Little). She holds a Master of Arts in Teaching in Gifted Education and Equitable Instruction, a two-year post-baccalaureate certificate in secondary education, and a BA in English Literature. As a former middle and high school English language arts teacher, Shannon taught in Washington State classrooms designed to support the needs of students with advanced abilities. Her research interests focus on talent development, with particular attention to psychosocial development and family support.</p> </aug> <nolink nlid="nl1" bibid="bib36" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib42" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib37" firstref="ref6"></nolink> <nolink nlid="nl4" bibid="bib41" firstref="ref7"></nolink> <nolink nlid="nl5" bibid="bib26" firstref="ref8"></nolink> <nolink nlid="nl6" bibid="bib28" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib18" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib27" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib17" firstref="ref17"></nolink> <nolink nlid="nl10" bibid="bib31" firstref="ref19"></nolink> <nolink nlid="nl11" bibid="bib15" firstref="ref21"></nolink> <nolink nlid="nl12" bibid="bib16" firstref="ref22"></nolink> <nolink nlid="nl13" bibid="bib14" firstref="ref23"></nolink> <nolink nlid="nl14" bibid="bib35" firstref="ref24"></nolink> <nolink nlid="nl15" bibid="bib19" firstref="ref25"></nolink> <nolink nlid="nl16" bibid="bib20" firstref="ref32"></nolink> <nolink nlid="nl17" bibid="bib25" firstref="ref35"></nolink> <nolink nlid="nl18" bibid="bib34" firstref="ref37"></nolink> <nolink nlid="nl19" bibid="bib24" firstref="ref41"></nolink> <nolink nlid="nl20" bibid="bib33" firstref="ref46"></nolink> <nolink nlid="nl21" bibid="bib12" firstref="ref47"></nolink> <nolink nlid="nl22" bibid="bib13" firstref="ref48"></nolink> <nolink nlid="nl23" bibid="bib30" firstref="ref52"></nolink> <nolink nlid="nl24" bibid="bib11" firstref="ref53"></nolink> <nolink nlid="nl25" bibid="bib39" firstref="ref54"></nolink> <nolink nlid="nl26" bibid="bib44" firstref="ref56"></nolink> <nolink nlid="nl27" bibid="bib10" firstref="ref57"></nolink> <nolink nlid="nl28" bibid="bib32" firstref="ref58"></nolink> <nolink nlid="nl29" bibid="bib38" firstref="ref59"></nolink> <nolink nlid="nl30" bibid="bib40" firstref="ref60"></nolink> <nolink nlid="nl31" bibid="bib45" firstref="ref61"></nolink> <nolink nlid="nl32" bibid="bib21" firstref="ref64"></nolink> <nolink nlid="nl33" bibid="bib43" firstref="ref69"></nolink> <nolink nlid="nl34" bibid="bib29" firstref="ref70"></nolink> <nolink nlid="nl35" bibid="bib22" firstref="ref71"></nolink> <nolink nlid="nl36" bibid="bib23" firstref="ref73"></nolink> |
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| Header | DbId: eric DbLabel: ERIC An: EJ1504548 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Who I Am and What I Do Is in My Hands: A Qualitative Study on High-Achieving College Students' Perceptions of Agency Experiences – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rachael+A%2E+Cody%22">Rachael A. Cody</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7025-6595">0000-0001-7025-6595</externalLink>)<br /><searchLink fieldCode="AR" term="%22Catherine+A%2E+Little%22">Catherine A. Little</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6720-943X">0000-0001-6720-943X</externalLink>)<br /><searchLink fieldCode="AR" term="%22E%2E+Jean+Gubbins%22">E. Jean Gubbins</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8957-0637">0000-0002-8957-0637</externalLink>)<br /><searchLink fieldCode="AR" term="%22Del+Siegle%22">Del Siegle</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Lease-Butts%22">Jennifer Lease-Butts</searchLink><br /><searchLink fieldCode="AR" term="%22Kenneth+Cormier%22">Kenneth Cormier</searchLink><br /><searchLink fieldCode="AR" term="%22Shannon+McDonald%22">Shannon McDonald</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Advanced+Academics%22"><i>Journal of Advanced Academics</i></searchLink>. 2026 37(2):276-306. – Name: Avail Label: Availability Group: Avail Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 31 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22High+Achievement%22">High Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Locus+of+Control%22">Locus of Control</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Responsibility%22">Student Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1177/1932202X251387414 – Name: ISSN Label: ISSN Group: ISSN Data: 1932-202X<br />2162-9536 – Name: Abstract Label: Abstract Group: Ab Data: This qualitative research study investigated the agency perceptions of students who had applied to a highly selective research program at a northeastern university in the United States. The purpose of this study was to examine the extent to which high-achieving college students feel it is important to experience ownership over educational experiences and how these students describe their responses to agentic opportunities. This study was modeled in accordance with Social Cognitive Theory, which posits that individuals desire and exercise agency through self-regulative, evaluative, and adaptive behaviors and constructivism, which suggests that individuals actively construct knowledge informed by their interactions with their environments. Eleven undergraduate students were selected to participate in two interviews. Thematic Analysis was used to analyze data across these interviews. This study revealed three themes: (a) Recognition of Personal Agency; (b) Authenticity; and (c) Taking Initiative. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1504548 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1504548 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/1932202X251387414 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 276 Subjects: – SubjectFull: High Achievement Type: general – SubjectFull: College Students Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Personal Autonomy Type: general – SubjectFull: Goal Orientation Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Self Determination Type: general – SubjectFull: Locus of Control Type: general – SubjectFull: Student Empowerment Type: general – SubjectFull: Student Responsibility Type: general – SubjectFull: Authentic Learning Type: general Titles: – TitleFull: Who I Am and What I Do Is in My Hands: A Qualitative Study on High-Achieving College Students' Perceptions of Agency Experiences Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rachael A. Cody – PersonEntity: Name: NameFull: Catherine A. Little – PersonEntity: Name: NameFull: E. Jean Gubbins – PersonEntity: Name: NameFull: Del Siegle – PersonEntity: Name: NameFull: Jennifer Lease-Butts – PersonEntity: Name: NameFull: Kenneth Cormier – PersonEntity: Name: NameFull: Shannon McDonald IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1932-202X – Type: issn-electronic Value: 2162-9536 Numbering: – Type: volume Value: 37 – Type: issue Value: 2 Titles: – TitleFull: Journal of Advanced Academics Type: main |
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