Exploring the Interplay Between Agentic Engagement and Psychological Needs in Iranian EFL Learners: A Self-Determination Theory Perspective on Practices and Perceptions

The present study examined the predictive role of agentic engagement on both psychological needs satisfaction and self-actualization among Iranian learners of English as a Foreign Language (EFL). Grounded in Self-Determination Theory (SDT) and enriched by principles of Humanistic Psychology, the study addressed two primary research questions: (۱) Does agentic engagement significantly predict psychological needs (autonomy, competence, relatedness) among Iranian EFL learners? and (۲) Does agentic engagement significantly predict learners' self-actualization? A mixed-methods sequential design was employed, integrating quantitative structural equation modeling (SEM) with qualitative thematic analysis. Participants consisted of adult EFL learners across public and private institutions in central Iran. Quantitative results demonstrated that agentic engagement significantly predicted psychological needs (ẞ = ۰.۴۱, t = ۲.۵۷) and self-actualization (ẞ = ۰.۳۷, t = ۳.۱۳). Qualitative findings revealed that learners' self-initiated contributions were frequently constrained by contextual, cultural, and institutional factors, yet those who displayed agency reported greater personal growth, self-confidence, and purpose-driven learning. The integration of results highlights the transformative role of student agency in traditionally teacher-centered educational environments. Implications for autonomy-supportive pedagogy and motivational design are discussed.

کلیدواژه ها:

agentic engagement ، psychological needs ، self-actualization ، Self-Determination Theory ، Iranian EFL learners ، mixed-methods