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首页> 外文期刊>International Journal of Environmental Research and Public Health >Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students
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Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students

机译：激情或坚持不懈？感知自主支持与砂砾对大学生学术成绩的影响

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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 ( M age = 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.
机译：背景：拥有激情和坚持不懈地通过挑战和逆境的个人通过挑战和逆境来实现一系列目标的个人可能会达到更高的成就，而与缺乏类似的方面的其他人则可能会达到更高的成就。然而，一项受到研究的问题潜在教师诱导的行为对学术成果等绩效等程度的影响。本研究的目的是审查教师引起的自治支持和学生学术表现之间的关系，考虑到基本心理需求的介导，内在动机和砂砾作为双独立因素。方法：474体育科学生（M年龄= 21.83岁; SD = 3.91）的便利样本参与了该研究。所有参与者完成了一项多节调查，评估了分析下的变量。结果：在感兴趣的变量中检测了可接受的拟合的测量和结构模型，因此在感兴趣的变量中进行了直接和间接影响。基本的心理需求和内在动机似乎通过坚持不懈地显示了感知自主支持和学术表现之间的调解作用。相反，砂砾激情没有表现出显着的间接效果。结论：目前的结果阐述了关于持续反馈如何塑造学生动机和学校成功的新见解，考虑教师诱导的自治支持。

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