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Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students

Author

Listed:
  • Elisa Huéscar Hernández

    (Psicología de la Salud Department, Edificio Altamira, Universidad Miguel Hernández de Elche, Avda. Universidad, s/n, 30202 Elche, Alicante, Spain)

  • Juan Antonio Moreno-Murcia

    (Sport Research Center, Universidad Miguel Hernández de Elche, Avda. de la Universidad, s/n, 03130 Elche, Alicante, Spain)

  • Luís Cid

    (Sport Science School of Rio Maior (ESDRM—IPSantarém), Av. Dr. Mário Soares n-110, 2040-413 Rio Maior, Portugal
    Research Center in Sport Sciences, Health Sciences and Human Development (CIDESD), 5001-801 Vila Real, Portugal)

  • Diogo Monteiro

    (Sport Science School of Rio Maior (ESDRM—IPSantarém), Av. Dr. Mário Soares n-110, 2040-413 Rio Maior, Portugal
    Research Center in Sport Sciences, Health Sciences and Human Development (CIDESD), 5001-801 Vila Real, Portugal)

  • Filipe Rodrigues

    (Sport Science School of Rio Maior (ESDRM—IPSantarém), Av. Dr. Mário Soares n-110, 2040-413 Rio Maior, Portugal
    Research Center in Sport Sciences, Health Sciences and Human Development (CIDESD), 5001-801 Vila Real, Portugal
    Life Quality Research Center (CIEQV), 2040-413 Santarém, Portugal)

Abstract

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.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:6:p:2143-:d:336160
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    Citations

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    Cited by:

    1. Jiunnhorng Lou & Renhau Li & Shuling Chen, 2022. "Development of the Psychological Capital Scale for Male Nursing Students in Taiwan and Testing Its Measurement Invariance between Genders," IJERPH, MDPI, vol. 19(6), pages 1-10, March.
    2. Shi Jiao & Fang Liang, 2022. "Sustainable Development of High School English Learners in China: Motivation and Its Impact on Their English Achievement," Sustainability, MDPI, vol. 14(19), pages 1-19, October.
    3. Filipe Rodrigues & Diogo Monteiro & Diogo S. Teixeira & Luís Cid, 2020. "The Relationship between Teachers and Peers’ Motivational Climates, Needs Satisfaction, and Physical Education Grades: An AGT and SDT Approach," IJERPH, MDPI, vol. 17(17), pages 1-12, August.
    4. Jesús Maya & Jesús Maraver, 2020. "Teaching-Learning Processes: Application of Educational Psychodrama in the University Setting," IJERPH, MDPI, vol. 17(11), pages 1-17, June.
    5. Juan Antonio Moreno-Murcia & Elisa Huéscar Hernández & Luís Cid & Diogo Monteiro & Filipe Rodrigues & Diogo Teixeira & Jeanette M. López-Walle & Argenis Vergara-Torres & José Tristan & Gabriel Gastélu, 2020. "Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries," IJERPH, MDPI, vol. 17(11), pages 1-12, June.
    6. 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.
    7. Frimever T. Engo & Realuz B. Castro & Ariel E. San Jose, 2022. "Making Their Voices Heard: The Experiences of Children Born Outside of Marriage," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(7), pages 647-654, July.

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