Passion or perseverance? The effect of perceived autonomy support and grit on academic performance in college students
Background: Individuals who possess passion and perseverance to extensively work and study through challenges and adversity to achieve a set of goals are likely to reach higher achievement compared to others who lack similar facets. However, an under-researched question lingers over the e ect of tea...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad Miguel Hernández de Elche |
| Repositorio: | REDIUMH. Depósito Digital de la UMH |
| OAI Identifier: | oai:dspace.umh.es:11000/38438 |
| Acceso en línea: | https://hdl.handle.net/11000/38438 |
| Access Level: | acceso abierto |
| Palabra clave: | Teacher's motivational styles Grit Self-determination theory Autonomy support |
| Sumario: | Background: Individuals who possess passion and perseverance to extensively work and study through challenges and adversity to achieve a set of goals are likely to reach higher achievement compared to others who lack similar facets. However, an under-researched question lingers over the e ect of teacher-induced behaviors on academic outcomes such as grades and performance. The purpose of this study was to examine the relationships between teacher-induced autonomy support and student academic performance considering the mediating e ect of basic psychological needs satisfaction, intrinsic motivation, and grit as two-independent factors. Methods: A convenience sample of 474 Sports Science students (Mage = 21.83 years; SD = 3.91) participated in the study. All participants completed a multi-section survey assessing the variables under analysis. Results: The measurement and structural model displayed acceptable fit, hence direct and indirect e ects were examined among the variables of interest. Basic psychological needs and intrinsic motivation seem to display a mediating role between perceived autonomy support and academic performance, through perseverance. Contrarily, grit-passion did not exhibit a significant indirect e ect. Conclusions: Current results shed new insights on how perseverance can shape student motivation and school success considering the autonomy support induced by teachers. |
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