Lozano-Jiménez José Eduardo, Huéscar Elisa, Moreno-Murcia Juan Antonio
Faculty of Human and Social Sciences, Universidad de la Costa, Barranquilla, Colombia.
Department of Health Sciences, Miguel Hernández University, Elche, Spain.
Front Psychol. 2021 Jan 8;11:579492. doi: 10.3389/fpsyg.2020.579492. eCollection 2020.
Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher's interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years ( = 21.93; = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher's interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.
本研究以自我决定理论为框架，检验了高等教育机构中教师自主支持的人际风格以及毅力对大学生基本心理需求满意度、内在动机、群体凝聚力和生活满意度的预测能力。研究采用了一个由489名哥伦比亚大学生组成的样本（381名女性和108名男性），年龄在18至41岁之间（平均年龄 = 21.93岁；标准差 = 3.58岁）；他们填写了测量相关变量的问卷。经过结构方程分析，结果表明，自主支持教学风格的感知和毅力对基本心理需求有正向预测作用，而基本心理需求又预测了内在动机，内在动机进而预测了群体凝聚力和生活满意度。该模型描述了在大学环境中促进教师自主支持人际风格对于寻求生活满意度的潜在重要性，以及学生通过基本心理需求满意度、增强的质量动机和高群体凝聚力的中介作用所发挥的积极作用。
