The purpose of this quantitative correlational study was to determine if and to what extent a relationship existed between student agentic engagement and perceived instructor social engagement with students and student self-reported percentage grades. This research examines three theoretical foundations: self-determination theory, social development theory, and social cognitive theory. Using a final sample size of 189 participants located at a small, liberal arts university in Southeastern South Carolina, data were collected via a google form that included the Student Agentic Engagement Scale and the teacher social support subscale (TSSS) of the Child and Adolescent Social Support Scale. Findings from the Spearman Correlation completed in SPSSv27 indicated there was a small, significant correlation between student agentic engagement and student self-reported percentage grades as well as a moderate statistically significant correlation between perceived instructor social engagement with students and student self-reported percentage grades. The results of this quantitative study indicate that the instructor holds a vital role in the academic success of the students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]