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Hedayati Varkiani M, Ayati M, Akbaribooreng M. (2026). Learner Agency in Children: Identifying Markers and a Framework for Promoting Health and Effective Learning. Journal of Childhood Health and Education. 6(4), 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 educational sciences, college of educational sciences and psychology, University of Birjand, Birjand, Iran
Abstract: (50 Views)
Background and Aim: In today’s world, children’s mental and physical health is recognized as a fundamental basis for holistic development. This study aimed to identify indicators for assessing learner agency in children and to redefine this concept with an emphasis on the interconnections between education, mental health, and physical development.
Research Methods: This study employed a qualitative approach combined with research synthesis. The population consisted of 783 valid documents from international and domestic databases, of which 51 relevant sources in the fields of child development, educational psychology, and child health were selected. Data were analyzed using qualitative content analysis. The study did not involve interventions, focusing instead on synthesizing existing literature to identify key indicators of learner agency.
Results: Findings revealed that learner agency in children comprises five key domains: cognitive, social, behavioral, emotional, and environmental. In the cognitive domain, children demonstrate self-development capabilities. In the social domain, active participation and stable relationships transform them into effective community members. In the behavioral domain, purposeful behavior management and learning skills facilitate progress. In the emotional domain, emphasis on emotional autonomy and mental health enables positive interaction with emotions. In the environmental domain, effective interaction with the environment and resource management enhances learning opportunities. These findings redefine learner agency as a psychological construct that enables children to strategically and intentionally manage their learning processes.
Discussion: Learner agency is defined as a strategic, conscious, and intentional psychological construct that empowers individuals to manage and sustain their learning processes. This study provides a novel framework for conceptualizing learner agency, which can serve as a foundation for developing innovative educational strategies. Therefore, it appears that in designing and developing curricula aimed at strengthening learner agency—one of the fundamental pillars of education—all determinants of individual agency should be thoroughly considered, while also ensuring their contextualization within local cultural and educational settings.
Research Methods: This study employed a qualitative approach combined with research synthesis. The population consisted of 783 valid documents from international and domestic databases, of which 51 relevant sources in the fields of child development, educational psychology, and child health were selected. Data were analyzed using qualitative content analysis. The study did not involve interventions, focusing instead on synthesizing existing literature to identify key indicators of learner agency.
Results: Findings revealed that learner agency in children comprises five key domains: cognitive, social, behavioral, emotional, and environmental. In the cognitive domain, children demonstrate self-development capabilities. In the social domain, active participation and stable relationships transform them into effective community members. In the behavioral domain, purposeful behavior management and learning skills facilitate progress. In the emotional domain, emphasis on emotional autonomy and mental health enables positive interaction with emotions. In the environmental domain, effective interaction with the environment and resource management enhances learning opportunities. These findings redefine learner agency as a psychological construct that enables children to strategically and intentionally manage their learning processes.
Discussion: Learner agency is defined as a strategic, conscious, and intentional psychological construct that empowers individuals to manage and sustain their learning processes. This study provides a novel framework for conceptualizing learner agency, which can serve as a foundation for developing innovative educational strategies. Therefore, it appears that in designing and developing curricula aimed at strengthening learner agency—one of the fundamental pillars of education—all determinants of individual agency should be thoroughly considered, while also ensuring their contextualization within local cultural and educational settings.
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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