Elisa Huéscar Hernández1, Juan Antonio Moreno-Murcia2, Luís Cid3,4, Diogo Monteiro3,4, Filipe Rodrigues3,4,5. 1. Psicología de la Salud Department, Edificio Altamira, Universidad Miguel Hernández de Elche, Avda. Universidad, s/n, 30202 Elche, Alicante, Spain. 2. Sport Research Center, Universidad Miguel Hernández de Elche, Avda. de la Universidad, s/n, 03130 Elche, Alicante, Spain. 3. Sport Science School of Rio Maior (ESDRM-IPSantarém), Av. Dr. Mário Soares n-110, 2040-413 Rio Maior, Portugal. 4. Research Center in Sport Sciences, Health Sciences and Human Development (CIDESD), 5001-801 Vila Real, Portugal. 5. Life Quality Research Center (CIEQV), 2040-413 Santarém, Portugal.
Abstract
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 effect 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 effect 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 effects 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 effect. CONCLUSIONS: Current results shed new insights on how perseverance can shape student motivation and school success considering the autonomy support induced by teachers.
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 effect 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 effect 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 effects 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 effect. CONCLUSIONS: Current results shed new insights on how perseverance can shape student motivation and school success considering the autonomy support induced by teachers.
Authors: Noomen Guelmami; Nasr Chalghaf; Amayra Tannoubi; Luca Puce; Fairouz Azaiez; Nicola Luigi Bragazzi Journal: Front Public Health Date: 2022-03-03