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Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students

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  • Yongfeng Ma

    (College of Educational Science and Technology, Northwest Minzu University, Lanzhou 730030, China)

  • Chunhua Ma

    (College of Educational Science and Technology, Northwest Minzu University, Lanzhou 730030, China)

  • Xiaoyu Lan

    (Department of Developmental Psychology and Socialization, University of Padova, Via Venezia, 8, 35131 Padova, Italy)

Abstract

Does teacher autonomy support significantly facilitate the social competence of undergraduate students in a collective cultural context? Does this study association vary by individual characteristics, such as grit and students’ gender? To answer these research questions, we examine the association between teacher autonomy support and social competence. Moreover, we ascertain whether two dimensions of grit (perseverance and consistency) and/or gender may moderate this association. A convenience sample of 1009 Chinese undergraduate students ( M age = 20.66; SD = 1.30, 47.4% female) was involved in this study, and they were asked to complete a set of self-report questionnaires online. Results of linear regression analyses revealed that (a) teacher autonomy support was positively associated with social competence, and (b) when reporting higher levels of consistency, this association was significantly positive for both males and females; by contrast, when reporting lower levels of consistency, this association was only significant for males but not for females. The current study indicates the beneficial role of teacher autonomy support in undergraduate students’ social competence in a collective cultural context. Furthermore, university-based intervention or prevention programs should focus on facilitating teacher autonomy support for all students; it is noteworthy that, for female students, enhancing consistency should also be incorporated into these programs.

Suggested Citation

  • Yongfeng Ma & Chunhua Ma & Xiaoyu Lan, 2020. "Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students," IJERPH, MDPI, vol. 17(17), pages 1-17, September.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:17:p:6398-:d:407878
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    References listed on IDEAS

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    1. Mia M. Vainio & Daiva Daukantaitė, 2016. "Grit and Different Aspects of Well-Being: Direct and Indirect Relationships via Sense of Coherence and Authenticity," Journal of Happiness Studies, Springer, vol. 17(5), pages 2119-2147, October.
    2. Meng Xuan Zhang & Ngai Lam Mou & Kwok Kit Tong & Anise M. S. Wu, 2018. "Investigation of the Effects of Purpose in Life, Grit, Gratitude, and School Belonging on Mental Distress among Chinese Emerging Adults," IJERPH, MDPI, vol. 15(10), pages 1-12, September.
    3. Sule Alan & Teodora Boneva & Seda Ertac, 2019. "Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 134(3), pages 1121-1162.
    4. Brad Hodge & Brad Wright & Pauleen Bennett, 2018. "The Role of Grit in Determining Engagement and Academic Outcomes for University Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(4), pages 448-460, June.
    5. Elisa Huéscar Hernández & Juan Antonio Moreno-Murcia & Luís Cid & Diogo Monteiro & Filipe Rodrigues, 2020. "Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students," IJERPH, MDPI, vol. 17(6), pages 1-13, March.
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    Cited by:

    1. Xiaoyu Lan & Wenchao Wang, 2020. "Parental Attachment and Problematic Internet Use among Chinese Adolescents: The Moderating Role of Gender and Grit," IJERPH, MDPI, vol. 17(23), pages 1-13, December.
    2. Adem Peker & Serkan Cengiz, 2023. "Academic Monitoring and Support from Teachers and School Satisfaction: The Sequential Mediation Effect of Hope and Academic Grit," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1553-1579, August.
    3. Tianxue Cui & Emily Hongzhen Cheng & Chester Chun Seng Kam & Qimeng Liu, 2023. "A Moderated Mediation Model of Socio-Economic Status, Hope, Teacher-Student Relationship, and Autonomous Learning among Chinese Middle School Students," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(2), pages 671-688, April.

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