The trajectory of student agentic engagement in mathematics: The role of individual variables

This study investigates the longitudinal trajectory of agentic engagement in mathematics over a school year and the influence on it of individual factors, namely student gender and personality traits. Data were collected from more than 400 sixth graders in Northern Italy, by use of the Agentic Engagement Scale and the Big Five Questionnaire for Children. Latent growth curve modeling revealed a significant decline in agentic engagement over time. Initial levels of agentic engagement did not differ between male and female students; however, female students exhibited a steeper decline over time. Personality traits, specifically openness and extraversion, were positively associated with higher initial levels of agentic engagement but did not influence its trajectory. These findings are discussed by highlighting that, while individual characteristics such as gender and personality play a role, the development of agentic engagement cannot be fully understood without considering also the influence of the learning environment. Educational relevance statement: This study tested the trajectory of agentic engagement in mathematics over a school year in 6th grade, a novel direction of inquiry in the field, while also testing the role of individual variables such as gender and personality traits. The results highlight a concerning declining trend in agentic engagement, which was steeper for female students with respect to their male counterparts, with no significant effect of personality traits. Thus, these findings bring the attention, by exclusion rather than confirmation, on the importance of the learning environment, suggesting urgent reflections on the contemporary topic of students' active participation in learning.