Co-Development of Student Agency Components and Its Impact on Educational Attainment—Theoretical and Methodological Considerations

Abstract

Studies of co-developmental processes of student agency components, particularly in relation to educational attainment, are still rather scarce to date. To set the stage for the four respective contributions assembled in this issue, the introduction discusses divergent conceptualizations of co-development and shows how these concepts are translated into statistical modeling. Particular attention is paid to the role of the educational context in which the co-development of student agency components and educational attainment are embedded. Drawing on longitudinal data, the four contributions examine these processes from different angles and with regard to the educational contexts of Finland, Switzerland, the United Kingdom, and the United States.