Manifestation of Learner Agency in Primary Education: Goal Setting, Implementation, and Reflection in the Context of Competency-Based Learning

This article explores the manifestation of learner agency among primary school students within the context of competency-based education. Grounded in social cognitive theory and self-determination principles, the study examines how fourth-grade students set, implement, and reflect on personal learning goals through action research conducted in two Lithuanian schools. A total of 108 students participated by documenting their goals and reflections in journals, while teachers provided insights through interviews. The results reveal that students are capable of demonstrating agency through meaningful goal setting and reflective learning practices, especially when supported by a safe environment, constructive feedback, and opportunities for choice. However, the findings also highlight challenges—such as vague or overly ambitious goals, incomplete reflections, and concerning trends like excessive gaming or emotionally charged goals. The study underscores the critical role of teacher support in scaffolding goal-setting skills and fostering student motivation, while also emphasizing the need for early interventions in emotional literacy and digital well-being. It concludes that learner agency is a developable capacity requiring intentional pedagogical strategies and a reflective school culture.