Show simple item record

From autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher education

dc.contributor.authorLOZANO-JIMÉNEZ, JOSÉ EDUARDOspa
dc.contributor.authorHuéscar, Elisaspa
dc.contributor.authorMoreno-Murcia, Juan Antoniospa
dc.date.accessioned2021-02-02T19:13:09Z
dc.date.available2021-02-02T19:13:09Z
dc.date.issued2021-01-08
dc.identifier.issn1664-1078spa
dc.identifier.urihttps://hdl.handle.net/11323/7807spa
dc.description.abstractUsing 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 of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoeng
dc.publisherCorporación Universidad de la Costaspa
dc.rightsCC0 1.0 Universalspa
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/spa
dc.sourceFrontiers in Psychologyspa
dc.subjectMotivationspa
dc.subjectCohesionspa
dc.subjectUniversity studentsspa
dc.subjectTeaching stylespa
dc.subjectAutonomy supportspa
dc.titleFrom autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher educationspa
dc.typeArtículo de revistaspa
dc.source.urlhttps://www.frontiersin.org/articles/10.3389/fpsyg.2020.579492/fullspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2020.579492spa
dc.identifier.instnameCorporación Universidad de la Costaspa
dc.identifier.reponameREDICUC - Repositorio CUCspa
dc.identifier.repourlhttps://repositorio.cuc.edu.co/spa
dc.relation.referencesAkbağ, M., and Ümmet, D. (2017). Predictive role of grit and basic psychological needs satisfaction on subjective well-being for young adults. J. Educ. Pract. 8, 127–135.spa
dc.relation.referencesAmbrey, C., Ulichny, J., and Fleming, C. (2017). The social connectedness and life satisfaction Nexus: a panel data analysis of women in Australia. Fem. Econ. 23, 1–32. doi: 10.1080/13545701.2016.1222077spa
dc.relation.referencesAtienza, F., Balaguer, I., and García, M. (2003). Satisfaction with life scale: analysis of factorial invariance across sexes. Personal. Individ. Differ. 35, 1255–1260. doi: 10.1016/S0191-8869(02)00332-Xspa
dc.relation.referencesAtienza, F., Pons, D., Balaguer, I., and García, M. (2000). Propiedades Psicométricas de la Escala de Satisfacción con la Vida en Adolescentes. Psicothema 12, 314–319.spa
dc.relation.referencesBeattie, G., Laliberté, J., and Oreopoulos, P. (2018). Thrivers and divers: using non-academic measures to predict college success and failure. Econ. Educ. Rev. 62, 170–182. doi: 10.1016/j.econedurev.2017.09.008spa
dc.relation.referencesBollen, K., and Hoyle, R. (1990). Perceived cohesion: a conceptual and empirical examination. Soc. Forces 69, 479–504. doi: 10.2307/2579670spa
dc.relation.referencesBorae, J., and Kim, J. (2017). Grit, basic needs satisfaction, and subjective well-being. J. Individ. Differ. 38, 29–35. doi: 10.1027/1614-0001/a000219spa
dc.relation.referencesBravo, R., Catalán, S., and Pina, J. (2018). Analysing teamwork in higher education: an empirical study on the antecedents and consequences of team cohesiveness. Stud. High. Educ. 44, 1153–1165. doi: 10.1080/03075079.2017.1420049 CrossRef Full Text | Google Scholar Bronson, S. (2016). Autonomy support environment and autonomousmotivation on nursing student academic performance: an exploratory analysis. Nurse Educ. Today 44, 103–108. doi: 10.1016/j.nedt.2016.05.013spa
dc.relation.referencesByrne, B. M., Shavelson, R. J., and Muthén, B. (1989). Testing for the equivalence of factor covariance and means structures: the issue of partial measurement invariance. Psychol. Bull. 105, 456–466. doi: 10.1037/0033-2909.105.3.456spa
dc.relation.referencesCea, M. (2002). Análisis multivariable: teoría y práctica en la investigación social. Madrid: Sintésis.spa
dc.relation.referencesCheung, G. W., and Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Struct. Equ. Model. 9, 233–255. doi: 10.1207/S15328007SEM0902_5spa
dc.relation.referencesChin, W., Salisbury, W., Pearson, A., and Stollak, M. (1999). Perceived cohesion in small groups: adapting and testing the perceived cohesion scale in a small-group setting. Small Group Res. 30, 751–766. doi: 10.1177/104649649903000605spa
dc.relation.referencesClark, K., and Malecki, C. (2019). Academic grit scale: psychometric properties and associations with achievement and life satisfaction. J. Sch. Psychol. 72, 49–66. doi: 10.1016/j.jsp.2018.12.001spa
dc.relation.referencesCortez, A., Winer, L., Kim, Y., Hanseman, D., Athota, K., and Quillin, R. (2019). Predictors of medical student success on the surgery clerkship. Am. J. Surg. 217, 169–174. doi: 10.1016/j.amjsurg.2018.09.021spa
dc.relation.referencesDatu, J. (2017). Sense of relatedness is linked to higher grit in a collectivist setting. Personal. Individ. Differ. 105, 135–138. doi: 10.1016/j.paid.2016.09.039spa
dc.relation.referencesDeci, E. L. (2004). “Intrinsic motivation and self-determination” in Encyclopedia of applied psychology. Vol. 2. ed. C. Spielberg (Oxford, UK: Elsevier), 437–448.spa
dc.relation.referencesDepasque, S., and Tricomi, E. (2015). Effects of intrinsic motivation on feedback processing during learning. NeuroImage 119, 175–186. doi: 10.1016/j.neuroimage.2015.06.046spa
dc.relation.referencesDiener, E. (2000). Subjective well-being: the science of happiness and a proposal for an national index. Am. Psychol. 55, 34–43. doi: 10.1037/0003-066X.55.1.34spa
dc.relation.referencesDuckworth, A., and Quinn, P. (2009). Development and validation of the short grit scale (Grit-S). J. Pers. Assess. 91, 166–174. doi: 10.1080/00223890802634290spa
dc.relation.referencesDuckworth, A. L., Peterson, C., Matthews, M. D., and Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. J. Pers. Soc. Psychol. 92, 1087–1011. doi: 10.1037/0022-3514.92.6.1087spa
dc.relation.referencesFarruggia, S., Han, C., Watson, L., Moss, T., and Bottoms, B. (2018). Non cognitive factors and college student success. J. Coll. Stud. Ret. Res. Theory Pract. 20, 308–327. doi: 10.1177/1521025116666539spa
dc.relation.referencesFomunyam, K. G., and Mnisi, T. (2017). Temperament as a determinant of success in formative assessment in engineering education. Int. J. Appl. Eng. Res. 12, 4152–4161.spa
dc.relation.referencesFrielink, N., Schuengel, C., and Petri, J. C. M. (2018). Autonomy support, need satisfaction, and motivation for support among adults with intellectual disability: testing a self-determination theory model. Am. J. Intellect. Dev. Disabil. 123, 33–49. doi: 10.1352/1944-7558-123.1.33spa
dc.relation.referencesFroiland, J., and Worrell, F. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychol. Sch. 53, 321–336. doi: 10.1002/pits.21901spa
dc.relation.referencesGillet, N., Rosnet, E., and Vallerand, R. J. (2008). Développement d’une échelle de satisfaction des besoins fondamentaux en contexte sportif [Development of a scale of satisfaction of the fundamental requirements in sporting context]. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 40, 230–237. doi: 10.1037/a0013201spa
dc.relation.referencesGonzález, O., Canning, J. R., Smyth, H., and MacKinnon, D. P. (2019). A psychometric evaluation of the short grit scale: a closer look at its factor structure and scale functioning. Eur. J. Psychol. Assess. 36, 646–657. doi: 10.1027/1015-5759/a000535spa
dc.relation.referencesGriffin, B. (2016). Perceived autonomy support, intrinsic motivation, and student ratings of instruction. Stud. Educ. Eval. 51, 116–125. doi: 10.1016/j.stueduc.2016.10.007spa
dc.relation.referencesHaerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., and Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychol. Sport Exerc. 16, 26–36. doi: 10.1016/j.psychsport.2014.08.013spa
dc.relation.referencesHershberger, S. L. (2006). “The problem of equivalent structural models” in Structural equation modeling: A second course. eds. G. R. Hancock and R. O. Mueller (Greenwich, CT: Information Age Publishing), 13–42.spa
dc.relation.referencesHu, L., and Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct. Equ. Model. 6:55. doi: 10.1080/10705519909540118spa
dc.relation.referencesIsenberg, G., Brown, A., DeSantis, J., Veloski, J., and Hojat, M. (2020). The relationship between grit and selected personality measures in medical students. Int. J. Med. Educ. 11, 25–30. doi: 10.5116/ijme.5e01.f32dspa
dc.relation.referencesKa, K., and Zhoun, M. (2019). Examining the relationship between grit and academic achievement within K-12 and higher education: a systematic review. Psychol. Sch. 56, 1654–1686. doi: 10.13140/RG.2.2.36583.19362spa
dc.relation.referencesKhalaila, R. (2014). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects. Nurse Educ. Today 35, 432–438. doi: 10.1016/j.nedt.2014.11.001spa
dc.relation.referencesKim, Y., Kim, B., Hwang, H., and Lee, D. (2019). Social media and life satisfaction among college students: a moderated mediation model of SNS communication network heterogeneity and social self-efficacy on satisfaction with campus life. Soc. Sci. J. 57, 85–100. doi: 10.1016/j.soscij.2018.12.001spa
dc.relation.referencesKingsford-Smith, A., and Evans, P. (2019). A longitudinal study of psychological needs satisfaction, value, achievement, and elective music intentions. Psychol. Music 30, 1–17. doi: 10.1177/0305735619868285spa
dc.relation.referencesKlem, L. (1995). “Path analysis” in Reading and understanding multivariate statistics. eds. L. G. Grimm and P. R. Yarnold (New York: American Psychological Association), 65–97.spa
dc.relation.referencesLeenknecht, M., Wijnia, L., Loyens, S., and Rikers, R. (2017). Need-supportive teaching in higher education: configurations of autonomy support, structure, and involvement. Teach. Teach. Educ. 68, 134–142. doi: 10.1016/j.tate.2017.08.020spa
dc.relation.referencesLeón, J., Domínguez, E., Núñez, J. L., Pérez, A., and Martín Albo, J. (2011). Translation and validation of the Spanish version of the Échelle de satisfaction des Besoins Psychologiques in academic context. Anales De Psicología 27, 405–411. doi: 10.6018/analespsspa
dc.relation.referencesLi, J.-B., Salcuni, S., and Delvecchio, E. (2019). Meaning in life, self-control and psychological distress among adolescents: a cross-national study. Psychiatry Res. 272, 122–129. doi: 10.1016/j.psychres.2018.12.033spa
dc.relation.referencesMarentes-Castillo, M., Zamarripa, J., and Castillo, I. (2019). Validation of the grit scale and the Treatment Self-Regulation Questionnaire (TSRQ) in the Mexican context. Revista Latinoamericana de Psicología 51, 9–18. doi: 10.14349/rlp.2019.v51.n1.2spa
dc.relation.referencesMarmarosh, C., and Markin, R. (2007). Group and personal attachments: two is better than one when predicting college adjustment. Group Dyn. Theory Res. Pract. 11, 153–164. doi: 10.1037/1089-2699.11.3.153spa
dc.relation.referencesMarsh, H. W. (1993). The multidimensional structure of physical fitness: invariance over gender and age. Res. Q. Exerc. Sport 64, 256–273.spa
dc.relation.referencesMarsh, H., Hau, K., Roche, L., Craven, R., Balla, J., and McInerney, V. (1994). Problems in the application of structural equation modeling: comment on Randhawa, Beamer, and Lundberg (1993). J. Educ. Psychol. 86, 457–462. doi: 10.1037/0022-0663.86.3.457spa
dc.relation.referencesMartín-Albo, J., Núñez, J., Navarro, J., and Grijalvo, F. (2009). Un modelo motivacional explicativo del bienestar psicológico en la universidad. Revista Mexicana de Psicología 26, 41–50.spa
dc.relation.referencesMartinek, D., Zumbach, J., and Carmignola, M. (2020). The impact of perceived autonomy support and autonomy orientation on orientations towards teaching and self-regulation at university. Int. J. Educ. Res. 102, 1–8. doi: 10.1016/j.ijer.2020.101574spa
dc.relation.referencesMcLachlan, S., and Hagger, M. (2010). Effects of an autonomy-supportive intervention on tutor behaviors in a higher education context. Teach. Teach. Educ. 26, 1204–1210. doi: 10.1016/j.tate.2010.01.006spa
dc.relation.referencesMeng, L., and Ma, Q. (2015). Live as we choose: the role of autonomy support in facilitating intrinsic motivation. Int. J. Psychophysiol. 98, 441–447. doi: 10.1016/j.ijpsycho.2015.08.009spa
dc.relation.referencesMiller-Matero, L., Martinez, S., MacLean, L., Yaremchuk, K., and Ko, A. (2018). Grit: a predictor of medical student performance. Educ. Health 31, 109–113. doi: 10.4103/efh.EfH_152_16spa
dc.relation.referencesMoreno-Murcia, J., Huéscar, E., Cid, L., Monteiro, D., Rodrigues, F., Teixeira, D., et al. (2020). Assessing the relationship between autonomy support and student group cohesion across Ibero-American countries. Int. J. Environ. Res. Public Health 17:3981. doi: 10.3390/ijerph17113981spa
dc.relation.referencesMoreno-Murcia, J., and Silveira, Y. (2015). Perfiles motivacionales de estudiantes universitarios. Procesos de estudio y satisfacción con la vida. Revista Electronica Interuniversitaria de Formacion del Profesorado 18, 169–181. doi: 10.6018/reifop.18.3.200441spa
dc.relation.referencesMoreno-Murcia, J. A., Huéscar, E., Pintado, R., and Marzo, J. C. (2019). Diseño y validación de la Escala de Apoyo a la Autonomía en educación superior: Relación con la competencia laboral del discente. Revista Española de Orientación y Psicopedagogía 30, 116–130. doi: 10.5944/reop.vol.30.num.1.2019.25197spa
dc.relation.referencesNegovan, V., Sterian, M., and Colesniuc, G. (2015). Conceptions of learning and intrinsic motivation in different learning environments. Procedia. Soc. Behav. Sci. 187, 642–646. doi: 10.1016/j.sbspro.2015.03.119spa
dc.relation.referencesNúñez, J., Martín-Albo, J., and Navarro, J. (2005). Validación de la versión española de la Échelle de Motivation en Éducation. Psicothema 17, 344–349.spa
dc.relation.referencesOrsini, C., Binnie, V., and Tricio, J. (2018). Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile. J. Educ. Eval. Health Prof. 15, 1–6. doi: 10.3352/jeehp.2018.15.11spa
dc.relation.referencesPang, H. (2018). Microblogging, friendship maintenance, and life satisfaction among university students: the mediatory role of online selfdisclosure. Telematics Inform. 35, 2232–2241. doi: 10.1016/j.tele.2018.08.009spa
dc.relation.referencesRobbins, J., and Madrigal, L. (2019). Team cohesion: demonstrating one Team’s strong bonds in relation to environment, leadership and attitude. Strategies 32, 36–40. doi: 10.1080/08924562.2018.1538833spa
dc.relation.referencesRocchi, M., Pelletier, L., Cheung, S., Baxter, D., and Beaudry, S. (2017). Assessing need-supportive and need-thwarting interpersonal behaviours: the Interpersonal Behaviours Questionnaire (IBQ). Personal. Individ. Differ. 104, 423–433. doi: 10.1016/j.paid.2016.08.034spa
dc.relation.referencesRodríguez, M. N., and Ruiz, M. A. (2008). Atenuación de la asimetría y de la curtosis de las puntuaciones observadas mediante transformaciones de variables: Incidencia sobre la estructura factorial. Psicológica 29, 205–227.spa
dc.relation.referencesRyan, R. M., and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 55, 68–78. doi: 10.1037//0003-066x.55.1.68spa
dc.relation.referencesRyan, R. M.Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Publications.spa
dc.relation.referencesRyan, R., and Deci, E. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemp. Educ. Psychol. 61:101860. doi: 10.1016/j.cedpsych.2020.101860spa
dc.relation.referencesScherer, S., Talley, C., and Fife, J. (2017). How personal factors influence academic behavior and GPA in African American STEM students. SAGE Open 7, 1–14. doi: 10.1177/2158244017704686spa
dc.relation.referencesSeong-Lee, J., and Chen-Hsieh, J. (2019). Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts. System 82, 63–73. doi: 10.1016/j.system.2019.03.002spa
dc.relation.referencesSlavin, R. (2014). Cooperative learning and academic achievement: why does Groupwork work? Anales de Psicología 30, 785–791. doi: 10.6018/analesps.30.3.201201spa
dc.relation.referencesSoenens, B., Vansteenkiste, M., Van Petegem, S., Beyers, W., and Ryan, R. M. (2018). “How to solve the conundrum of adolescent autonomy? On the importance of distinguishing between independence and volitional functioning” in Autonomy in adolescent development: Towards conceptual clarity. eds. B. Soenens, M. Vansteenkiste, and S. Van Petegem. (Abingdon, UK: Routledge), 1–32.spa
dc.relation.referencesStroet, K., Opdenakker, M., and Minnaert, A. (2013). Effects of need supportive teaching on early adolescents’ motivation and engagement: a review of the literature. Educ. Res. Rev. 9, 65–87. doi: 10.1016/j.edurev.2012.11.003spa
dc.relation.referencesTahrekhani, M., and Sadeghian, Z. (2015). Intrinsic motivation comparative investigation between nursery, midwifery, and medicine students during internship in Iran. Procedia. Soc. Behav. Sci. 185, 185–189. doi: 10.1016/j.sbspro.2015.03.447spa
dc.relation.referencesTavernier, R., Hill, G. C., and Adrien, T. V. (2019). Be well, sleep well: an examination of directionality between basic psychological needs and subjective sleep among emerging adults at university. Sleep Health 5, 288–297. doi: 10.1016/j.sleh.2019.02.007spa
dc.relation.referencesTaylor, G., Jungert, T., Mageau, G., Schattke, K., Dedic, H., Rosenfield, S., et al. (2014). A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation. Contemp. Educ. Psychol. 39, 342–358. doi: 10.1016/j.cedpsych.2014.08.002spa
dc.relation.referencesThornton, C., Miller, P., and Perry, K. (2019). The impact of group cohesion on key success measures in higher education. J. Furth. High. Educ. 44, 1–12. doi: 10.1080/0309877X.2019.1594727spa
dc.relation.referencesTynan, M., Credé, M., and Harms, P. (2020). Are individual characteristics and behaviors necessary-but-not-sufficient conditions for academic success? A demonstration of Dul’s (2016) necessary condition analysis. Learn. Individ. Differ. 77:101815. doi: 10.1016/j.lindif.2019.101815spa
dc.relation.referencesVallerand, R. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Adv. Exp. Soc. Psychol. 29, 271–360. doi: 10.1016/S0065-2601(08)60019-2spa
dc.relation.referencesVallerand, R., Blais, M., Brière, N., and Pelletier, L. (1989). Construction et validation de l’échelle de motivation en éducation (EME) [Construction and validation of the motivation toward education scale]. Can. J. Behav. Sci. 21:323349. doi: 10.1037/h0079855spa
dc.relation.referencesVermote, B., Aelterman, N., Beyers, W., Aper, L., Buysschaert, F., and Vansteenkiste, M. (2020). The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach. Motiv. Emot. 44, 270–294. doi: 10.1007/s11031-020-09827-5spa
dc.relation.referencesWang, J., Hefetz, A., and Liberman, G. (2017). Applying structural equation modelling in educational research. Cult. Educ. 29, 563–618. doi: 10.1080/11356405.2017.1367907spa
dc.relation.referencesWeidinger, A., Spinath, B., and Steinmayr, R. (2016). Why does intrinsic motivation decline following negative feedback? The mediating role of ability self-concept and its moderation by goal orientations. Learn. Individ. Differ. 47, 117–128. doi: 10.1016/j.lindif.2016.01.003spa
dc.relation.referencesZamzami, Z., and Corinne, J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. J. Furth. High. Educ. 43, 115–126. doi: 10.1080/0309877X.2017.1356916spa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501spa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/articlespa
dc.type.redcolhttp://purl.org/redcol/resource_type/ARTspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersionspa
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2spa


Files in this item

Thumbnail
Name:
From autonomy support and grit.pdf
Size:
794.6Kb
Format:
PDF
View/Open
Thumbnail
Name:
license_rdf
Size:
701bytes
Format:
application/rdf+xml
View/Open

This item appears in the following Collection(s)

  • Artículos científicos [3154]
    Artículos de investigación publicados por miembros de la comunidad universitaria.

Show simple item record

CC0 1.0 Universal
Except where otherwise noted, this item's license is described as CC0 1.0 Universal