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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...
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Self-determination theory (SDT) foregrounds the role of individual agency and the provision of students’ basic psychological experiences for autonomy, competence, and relatedness. This is particularly helpful as a means of moving away from a ‘deficit’ reading of white-BAME and A-level-BTEC awarding gaps, and towards a framework which focuses on how...
Citations
... In the educational context, subjective well-being is affected by several factors related to the quality of social relationships (Martín-Albo et al., 2009). For example, educational institutions at a system level and teachers at a class level can positively influence well-being by promoting a positive learning climate and group cohesion (Lozano-Jiménez et al., 2021). ...
Introduction: The well-being of students has taken centre stage in recent years due to the increase in anxious and depressive symptoms while studying. Despite extensive research there is no clarity regarding the differential value that different variables of social integration in the academic context have on the subjective well-being of students. The objective of this paper was to evaluate a predictive model for subjective well-being based on perceived social support, sense of belonging and uncertainty in the academic context during university studies. Method: An associative-predictive study was carried out that included 853 (25.6% men, 72.2% women and 2.2% non-binary) students from Psychology (60.6%) and Social Work (39.4%) at a Chilean university. In a cross-section of time, a questionnaire composed of several scales was applied to collect data. Subsequently, a predictive model of subjective well-being was estimated, based on the variables previously indicated, using the Structural Equation Modelling technique using Jasp 0.17.2.1 software. Conclusions: The results showed that both perceived social support and sense of belonging were significant and positive predictors of subjective well-being. Experienced uncertainty did not turn out to be a predictor of subjective well-being, but it was inversely related to support and belonging. These results offer novel evidence of usefulness to incorporate into work to improve levels of well-being among college students.
... By adopting a coaching approach to personal tutoring through Connecting (relational pedagogy), Contracting (setting the boundaries of roles and expectations) and structuring clearly focused coaching Conversations, it is proposed that students will experience an enhanced feeling of autonomy, mastery and purpose, which has been specifically linked to intrinsic motivation (Pink, 2018) and satisfaction Lozano-Jiménez et al. (2021). ...
An environment of high-quality personalised and successful personal tutoring supported through effective staff development, reflection, and evaluation can help universities to meet their regulatory requirements, such as the Office for Students’ B Conditions, specifically B1, 2 and 3. These conditions stipulate providers must establish practices which ensure “high quality, reliable and positive outcomes for all students” (Office for Students, 2022).The reflective process of coaching can help support students to address issues in their personal, academic, or professional life (ICL, 2023). Effective coaching can provide a forum for student stories to be turned into strategies, which will enhance the student experience, leading to success. The training of staff and delivery of this approach to personal tutoring across HE is varied and inconsistent. Through a synthesis of coaching theory and models, this paper takes a practical look at ‘how’ coaching practices can be applied within a personal tutoring session. It provides a practical framework and methodology for those wanting to adopt a coaching approach for the first time, based around the three ‘C’s – ‘Connecting’, ‘Contracting’ and ‘Conversations’. This framework has been adopted in what has become mandatory training for all personal tutors based at one UK HE institution and is used as a structure for interactions with and development of students.
... The items were preceded by the heading: "In my classes, my teachers…" and one example of an item is "Explain why it is important to carry out the activity. " Recently, the validation of the Interpersonal Teaching Style in Higher Education (ITSHE; Espinoza-Gutiérrez et al., 2024) instrument has been published, which represented a more contextualized option for the measurement of perceived autonomy support; however, this instrument had not been published at the time of data collection for this study, so, based on previous research (e.g., Lozano-Jiménez et al., 2021;Ortiz-Rodríguez et al., 2024) that has found good psychometric performance, the scale proposed by Moreno-Murcia et al. (2019) was employed. ...
This study aimed to analyze the relationships between the perception of the autonomy-support style created by the professor, the global academic intrinsic motivation and its three subtypes (to know, toward accomplishments, and to experience stimulation), and the life skills of future physical education (PE) teachers and sports coaches. The participants were 583 students (Mage = 20.77 years, SD = 2.94; 65% were men) belonging to a higher education program specialized in the training of PE teachers and sports coaches in Mexico. The results of the structural equation models showed that the perception of the autonomy-support style adopted by the professors was positively and significantly related to global academic intrinsic motivation and its three subtypes, and these were positively and significantly associated with each life skill. The mediation analyses confirmed the mediating role of global academic intrinsic motivation and subtypes between the perception of the autonomy-support style adopted by the professors and the student’s life skills. In conclusion, to promote the development of life skills in future PE teachers and sport coaches, it will not only be enough for their teachers to generate positive environments of autonomy-supportive styles, but they must also have intrinsic reasons to enhance these skills.
... Further, motivation has been a strong factor in online game addiction in previous studies [97]. Intrinsic motivation leads to active exploration and engagement in learning activities, increasing learning efficiency and performance [98]. When students become more academically engaged, the risk of gaming Internet addiction may subsequently decline. ...
Background
Online game addiction has become a serious global public health problem among adolescents. However, its influencing factors and mediating mechanisms remain ambiguous.
Methods
The present study adopted stratified random sampling to collect 6146 junior high school student samples in mainland China. We used regression analysis, and Bootstrap mediation test through SPSS 26.0 and AMOS 24.0 to reveal the tendency of students’ online game addiction with different background characteristics and whether autonomy support from parents and teachers can effectively reduce online game addiction.
Results
The results showed that parental (β = −0.112, p < 0.001) and teacher (β = −0.225, p < 0.001) autonomy support were conducive to reducing students’ online game addiction. Academic perseverance (β = −0.080, 95% CI = [−0.103, −0.058]) and academic motivation (β = −0.073, 95% CI = [−0.095, −0.052]) partially mediated the relationship between autonomy support and online game addiction.
Conclusion
This result provides a theoretical basis for educational interventions. It suggests that strengthening autonomy support could enhance students’ academic perseverance and motivation and further reduce online game addiction. This study utilized a cross-sectional research design, making it difficult to determine the causal relationship between autonomy support environment and online game addiction.
... Building on SDT , our inference is informed by the theory's emphasis on the essential psychological needs of autonomy, competence, and relatedness, which are foundational for fostering highquality motivation and well-being. In the context of sports teams, team cohesion enhances these psychological needs by providing a supportive environment that promotes a sense of belonging (relatedness), empowers athletes to take initiative and make meaningful contributions (autonomy), and enables them to achieve mastery and effectiveness within their roles (competence) (Lozano-Jiménez et al., 2021). These dynamics are critical as they not only enhance individual satisfaction and engagement but also contribute significantly to collective team performance. ...
The current study anchors on the self-determination theory (SDT) to predict the influence of mindful leadership on sports team performance through the mediator effect of team cohesion and the moderating role of teamwork quality. The study samples athletes and coaches from various sports teams in China and assesses the hypothesized model using Mplus software, appropriate to gauge multilevel modeling (N = 342). Besides, the authors gather data across a two-time wave in order to predict the causal relationships amongst variables. Our findings indicate that mindful leadership significantly predicts team performance via the mediating path of team cohesion. In addition, teamwork quality significantly and positively moderates the linkage between mindful leadership and team creativity (and then team performance via team cohesion). The study explores a moderated mediation model capturing the unique dynamics of leadership and team phenomenon in sports teams. Our findings contribute substantial insights for both theory and practice by assessing the critical roles of leadership and team dynamics to influence team outcomes.
... representativas para dar validez a los modelos encontrados (Gutiérrez et al., 2018;Tomás y Gutiérrez. 2019;Barrientos-Illanes et al., 2021;Lozano-Jiménez et al., 2021;Jiang y Tanaka, 2022;Abellán-Roselló et al., 2023;Jeno et al., 2023). Dentro de las limitaciones reconocidas, cuatro artículos fueron estudios transversales (Gutiérrez et al., 2018;Hernández et al. 2022ª;Johansen et al., 2023y Frikha et al., 2024 por lo que no se puede inferir causalidad. ...
El objetivo de este trabajo fue analizar hallazgos más importantes y características de instrumentos usados para medir apoyo a la autonomía en estudiantes de educación superior en general, resaltando lo realizado en el área de ciencias de la cultura física, reportados recientemente en la literatura. Bases de datos utilizadas fueron: Scielo, EBSCO, Google Académico, Dialnet, Worldwide Science y SCOPUS. Solo 20 trabajos cumplieron con los indicadores CASPE. Todos los estudios utilizaron enfoques cuantitativos, sobresaliendo el diseño correlacional, con tendencia unánime hacia el uso de escalas tipo Likert. Un hallazgo importante fue que, a mayor precepción de los estudiantes de apoyo a la autonomía de sus docentes, mayor es su autoeficacia y compromiso académico, facilitando su aprendizaje.
... This is congruent with reasoning of SDT researchers that motivation interacts with other regulatory resources (Moller et al., 2006). When integrating these findings into the grit and SDT literature further, one has to address that earlier research often focused on the question, if motivational factors mediate the link of grit with outcome variables such as achievement, and well-being (Jin and Kim, 2017;Hong and Lee, 2019;Lozano-Jiménez et al., 2021); or research focused on the question if grit or motivational factors are more suitable for predicting achievement (Muenks et al., 2018;Steinmayr et al., 2018), thereby construeing motivation and grit as competing constructs to explain behavaiour and success. Although these research questions are interesting in their own right, we believe that a focus on the interaction between the two constructs is just as important in order to get a clearer understanding when and under which conditions different variables become important (for similar reasoning see Bonanno and Burton, 2013;Scholer and Miele, 2016). ...
Multitasking during studying is frequent among students. In this experience sampling study we examine if multitasking during studying can be explained by situational study motivation and the personality trait grit; and if grit moderates the relationship of situational motivation and multitasking. Eighty-eight students participated. All participants planned to write an important exam within the upcoming 2 weeks. Situational motivation was conceptualized along the lines of self-determination theory, differentiating between autonomous and controlled motivation. Also, we assessed students’ grit. Hypotheses were tested using multilevel modeling in MPlus. As predicted, students multitasked less when situational study motivation was autonomous (vs. controlled). Contrary to predictions, we did not find a significant main effect of grit on multitasking. However, the interaction effect was significant, indicating that in situations with relatively controlled study motivation grittier students are more likely to refrain from multitasking than their less gritty peers.
... Most life satisfaction studies have focused on social and psychological hazards and stress management in the hope that this feature can predict pathological disorders (Al-Attiyah & Nasser, 2016). Life satisfaction, an individual's overall assessment of life contentment, is the cognitive component of subjective well-being (Lozano-Jiménez et al., 2021). ...
Life satisfaction is an important component of wellbeing. It is influenced by various internal and external factors and evaluated through diversified approaches. Being distinct from the traditional measures of life satisfaction, the Psychosocial Life Satisfaction Scale (PLSS), developed and validated in the current research, focuses on the psychosocial health model and incorporates the sexual, emotional, social, moral, and religious aspects involved in life satisfaction.
... The study by Karlen et al. (2019) showed that students with higher levels of both grit dimensions (i.e., perseverance of effort and consistency of interests) tend to be motivated both intrinsically and extrinsically. Several other studies have also identified a strong association between high levels of grit and intrinsic motivation (Chen and Caza, 2018;De La Cruz et al., 2021;Lozano-Jiménez et al., 2021). This body of evidence appears to indicate that students with high levels of grit dimensions, along with intrinsic and extrinsic motivation, are likely to exhibit strong goal-oriented behaviors aimed at achieving long-term objectives, as previously demonstrated by the strong associations found between motivation and goal orientations (Ntoumanis, 2001;Harwood et al., 2015). ...
... This necessity is underscored by previous studies' Frontiers in Psychology 04 frontiersin.org tendency to focus on limited aspects of the motivational spectrum, often emphasizing intrinsic motivation (Chen and Caza, 2018;Lozano-Jiménez et al., 2021) while neglecting factors like amotivation (Karlen et al., 2019), or concentrating only on one dimension of the motivational mechanism, such as achievement goal orientations (Muenks et al., 2018;Alhadabi and Karpinski, 2020;Liu et al., 2023). Given this, there is a significant need for further investigation to explore the gaps and lack of specificity in our current understanding of how grit dimensions interact with various motivational statuses and achievement goal orientations. ...
... The results of this study indicated that PETE students with higher levels of grit dimensions, including perseverance of effort and consistency of interests, tend to have a positive association with intrinsic motivation and mastery/performance approach goals, while being negatively related to amotivation. These findings reinforce the significant role of both perseverance of effort and consistency of interests in fostering beneficial motivational and goal-oriented behaviors in education, consistent with previous research (Muenks et al., 2018;Karlen et al., 2019;Alhadabi and Karpinski, 2020;Lozano-Jiménez et al., 2021). However, the impact of each grit dimension on motivation and goal orientations has shown complex and varied outcomes in prior studies. ...
Introduction
Grit, a combination of enduring effort and persistent interest, is key to long-term goals. The training of preservice physical education (PE) teachers is vital for child development, emphasizing the need to assess their resilience and commitment. However, research is limited regarding how grit influences motivation and achievement goals in PE. The purpose of this study was to explore how the grit dimensions of preservice PE teachers impact their motivation and achievement goals, which may subsequently shape their future career intentions of becoming PE teachers.
Methods
A total of 279 preservice physical education (PE) teachers (69.5% males; 26.9% PE graduate program) from five South Korean universities participated in the study. They completed validated questionnaires measuring grit, motivation, achievement goal orientations, and career intentions. Descriptive statistics, correlation analysis, and structural equation modeling (SEM) were used to examine variable relationships and test the hypothesis model.
Results
Correlation analysis indicated a spectrum of relationships between facets of grit (perseverance of effort and consistency of interests), motivational parameters, and career intention, with both positive and negative correlations ranging from weak to moderate (r ranging from 0.119 to 0.425, p < 0.05–0.01). SEM confirmed the model’s goodness-of-fit (χ²/df = 1.928, RMSEA = 0.058, IFI = 0.92, TLI = 0.91, CFI = 0.92). Path analysis showed that both perseverance of effort and consistency of interests significantly influenced motivational mechanisms (β ranging from −0.34 to 0.57, p < 0.05–0.01), both directly and indirectly, which then notably impacted career intentions (β = 0.10, p < 0.05). Notably, both grit dimensions significantly impacted mastery approach goals (β ranging from 0.49 to 0.56, p < 0.01). Mastery approach goals, in turn, had a substantial impact on intrinsic motivation (β = 0.27, p < 0.01), which subsequently significantly influenced career intentions (β = 0.32, p < 0.01).
Conclusion
The study illuminated the complex relationships between grit dimensions, motivation, achievement goals, and career intentions of future PE teachers. SEM validation confirmed grit’s direct and indirect influence on goal orientations and motivation, underscoring the importance of incorporating grit-building strategies alongside mastery approach goals in preservice PE programs to enhance resilience, dedication, and long-term career commitment.
... Therefore, it is suggested to have greater academic flexibility in policies and to establish support programs that respond to the particularities of this student population and involve the entire educational community (Flanagan Borquez, 2017). Also, it should be considered to provide training to teachers, tutors, mentors (Cotler, 2016;Lozano-Jiménez et al., 2021) and administrative staff on the characteristics of students in order to reduce situations of discrimination and institutional exclusion; moreover, academic support should be provided so weaker students can catch up; and work with families should be promoted in order to strengthen support networks (Flanagan Borquez, 2017). ...
Introduction
The present quantitative study of predictive design aims to determine the influence of basic psychological needs and some socio-demographic variables on GRIT, in a sample constituted by scholarship students financed by PRONABEC from a private university in Lima.
Methods
The GRIT Scale and Basic Psychological Need Satisfaction and Frustration Scale were applied to 865 students, 54.7% were female, the ages fluctuated between 16 and 47 years of age, 74.5% were residents in Lima.
Results
The results demonstrated that Basic Psychological Need’s satisfaction has a positive influence on GRIT. On the other hand, there is a negative relationship between the GRIT dimensions (consistency and perseverance) and BPN frustration. In addition, women and first generation students showed higher GRIT levels.
Discussion
This research confirms a high degree of influence of the competence needs satisfaction dimension on the GRIT and the influence of sociodemographic variables in achieving objectives.
