Volume 6, Issue 4 (Vol 6, No 4 (22)- In Press 2026)
2026, 6(4): 556-581 |
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Hedayati Varkiani M, Ayati M, Akbaribooreng M. (2026). Learner Agency in Children: Identifying Indicators and a Framework for Promoting Health and Effective Learning. Journal of Childhood Health and Education. 6(4), 556-581. doi:10.32598/JECHE.6.4.378.1
URL: http://jeche.ir/article-1-390-en.html
URL: http://jeche.ir/article-1-390-en.html
1- Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Birjand, Birjand, Iran.
Abstract: (158 Views)
Background and Aim Today, children's health is considered a fundamental basis for their comprehensive development. Accordingly, the present study aimed to identify indicators of learner agency in children and redefine this concept with an emphasis on promoting health and effective learning.
Research Methods This research was conducted using a qualitative research synthesis approach based on a systematic review of theoretical foundations. The research field comprised 783 valid documents from reputable databases, from which 53 relevant sources were purposefully selected. Data were analyzed using Altheid's qualitative content analysis method, and inter-coder reliability was assessed using Cohen's kappa coefficient. MAXQDA software (version 22) was also employed for organizing and managing the qualitative data.
Results The findings revealed that learner agency in children encompasses five key domains: cognitive, social, behavioral, emotional, and environmental. Within these domains, children respectively demonstrate self-developmental capabilities, active participation and stable relationships in society, facilitation of progress through targeted behavior management and learning skills, emotional independence and positive interaction with feelings, and effective interaction with the environment and resource management, which leads to enhanced learning.
Conclusion Learner agency is defined as a strategic, conscious, and intentional psychological construct that enables the learner to manage his/her own learning processes. Furthermore, this study provided a new framework for conceptualizing learner agency that can serve as a foundation for developing innovative educational strategies.
Research Methods This research was conducted using a qualitative research synthesis approach based on a systematic review of theoretical foundations. The research field comprised 783 valid documents from reputable databases, from which 53 relevant sources were purposefully selected. Data were analyzed using Altheid's qualitative content analysis method, and inter-coder reliability was assessed using Cohen's kappa coefficient. MAXQDA software (version 22) was also employed for organizing and managing the qualitative data.
Results The findings revealed that learner agency in children encompasses five key domains: cognitive, social, behavioral, emotional, and environmental. Within these domains, children respectively demonstrate self-developmental capabilities, active participation and stable relationships in society, facilitation of progress through targeted behavior management and learning skills, emotional independence and positive interaction with feelings, and effective interaction with the environment and resource management, which leads to enhanced learning.
Conclusion Learner agency is defined as a strategic, conscious, and intentional psychological construct that enables the learner to manage his/her own learning processes. Furthermore, this study provided a new framework for conceptualizing learner agency that can serve as a foundation for developing innovative educational strategies.
Type of Study: Research |
Subject:
General
Received: 2025/12/1 | Accepted: 2026/01/3 | Published: 2026/01/3
Received: 2025/12/1 | Accepted: 2026/01/3 | Published: 2026/01/3
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