Where Agentic Engagement Meets Autonomy Support: Unpacking the Engagement Nexus Among Moroccan EFL Learners

Abstract

This study examined the association between agentic engagement and perceived teacher autonomy support among 189 First Baccalaureate students at a private secondary school in Marrakesh, Morocco. Grounded in Self-Determination Theory, the study employed a quantitative, cross-sectional correlational design. Data were collected using the five-item Agentic Engagement Scale and a six-item version of the Learning Climate Questionnaire, both rated on seven-point Likert-type scales. Spearman’s rank-order correlation revealed a statistically significant, moderate positive association between the two variables (? = .463, p < .001). Exploratory item-level analyses further revealed variation in the associations between specific engagement behaviors and perceptions of autonomy-supportive teaching. The findings suggest that EFL teachers could encourage students to ask questions, seek assistance, express their interests, and communicate their learning preferences, while ensuring that students feel heard and understood. However, the cross-sectional design and single-school sample limit causal interpretation and the generalizability of the findings.