Psicología de la Salud Department, Edificio Altamira, Universidad Miguel Hernández de Elche, Avda. Universidad, s/n, 30202 Elche, Alicante, Spain.
Sport Research Center, Universidad Miguel Hernández de Elche, Avda. de la Universidad, s/n, 03130 Elche, Alicante, Spain.
Int J Environ Res Public Health. 2020 Mar 24;17(6):2143. doi: 10.3390/ijerph17062143.
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.
A convenience sample of 474 Sports Science students ( = 21.83 years; = 3.91) participated in the study. All participants completed a multi-section survey assessing the variables under analysis.
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.
Current results shed new insights on how perseverance can shape student motivation and school success considering the autonomy support induced by teachers.
与缺乏类似品质的人相比，那些拥有广泛的工作和学习热情以及毅力，能够通过挑战和逆境实现一系列目标的人，更有可能取得更高的成就。然而，一个研究不足的问题仍然存在，即教师诱导行为对学业成绩（如成绩和表现）的影响。本研究的目的是检验教师诱发的自主性支持与学生学业表现之间的关系，同时考虑到基本心理需求满足、内在动机和坚毅这两个独立因素的中介作用。
本研究采用方便抽样法，共选取 474 名体育科学专业的学生（平均年龄为 21.83 岁，标准差为 3.91）参与研究。所有参与者均完成了多部分的问卷调查，评估分析中涉及的变量。
测量和结构模型显示出可接受的拟合度，因此对感兴趣变量之间的直接和间接效应进行了检验。基本心理需求和内在动机似乎在感知到的自主性支持与学业表现之间通过毅力发挥了中介作用。相反，坚毅热情并没有表现出显著的间接影响。
当前的研究结果为如何通过教师的自主性支持来塑造学生的动机和学业成功提供了新的见解，考虑到毅力的作用。
