Author(s): Hernández, Elisa Huéscar ; Moreno-Murcia, Juan Antonio ; Cid, Luis ; Monteiro, Diogo ; Rodrigues, Filipe
Date: 2020
Persistent ID: http://hdl.handle.net/10400.15/2877
Origin: Repositório Científico do Instituto Politécnico de Santarém
Subject(s): teachers’ motivational styles; grit; self-determination theory; autonomy support
Background: Individuals who possess passion and perseverance to extensively work and studythroughchallengesandadversitytoachieveasetofgoalsarelikelytoreachhigherachievement 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 needssatisfaction,intrinsicmotivation,andgritastwo-independentfactors. Methods: Aconvenience 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: Themeasurementandstructuralmodeldisplayedacceptablefit,hencedirectandindirecteffectswere examinedamongthevariablesofinterest. Basicpsychologicalneedsandintrinsicmotivationseemto 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.
