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

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 satis...

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Autores:
LOZANO-JIMÉNEZ, JOSÉ EDUARDO
Huéscar, Elisa
Moreno-Murcia, Juan Antonio
Tipo de recurso:
Article of journal
Fecha de publicación:
2021
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
eng
OAI Identifier:
oai:repositorio.cuc.edu.co:11323/7807
Acceso en línea:
https://hdl.handle.net/11323/7807
https://doi.org/10.3389/fpsyg.2020.579492
https://repositorio.cuc.edu.co/
Palabra clave:
Motivation
Cohesion
University students
Teaching style
Autonomy support
Rights
openAccess
License
CC0 1.0 Universal
id RCUC2_8e9759d13220619596a19cdcd7cf5bc8
oai_identifier_str oai:repositorio.cuc.edu.co:11323/7807
network_acronym_str RCUC2
network_name_str REDICUC - Repositorio CUC
repository_id_str
dc.title.spa.fl_str_mv From autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher education
title From autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher education
spellingShingle From autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher education
Motivation
Cohesion
University students
Teaching style
Autonomy support
title_short From autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher education
title_full From autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher education
title_fullStr From autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher education
title_full_unstemmed From autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher education
title_sort From autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher education
dc.creator.fl_str_mv LOZANO-JIMÉNEZ, JOSÉ EDUARDO
Huéscar, Elisa
Moreno-Murcia, Juan Antonio
dc.contributor.author.spa.fl_str_mv LOZANO-JIMÉNEZ, JOSÉ EDUARDO
Huéscar, Elisa
Moreno-Murcia, Juan Antonio
dc.subject.spa.fl_str_mv Motivation
Cohesion
University students
Teaching style
Autonomy support
topic Motivation
Cohesion
University students
Teaching style
Autonomy support
description 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 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.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-02-02T19:13:09Z
dc.date.available.none.fl_str_mv 2021-02-02T19:13:09Z
dc.date.issued.none.fl_str_mv 2021-01-08
dc.type.spa.fl_str_mv Artículo de revista
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.type.content.spa.fl_str_mv Text
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.issn.spa.fl_str_mv 1664-1078
dc.identifier.uri.spa.fl_str_mv https://hdl.handle.net/11323/7807
dc.identifier.doi.spa.fl_str_mv https://doi.org/10.3389/fpsyg.2020.579492
dc.identifier.instname.spa.fl_str_mv Corporación Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv REDICUC - Repositorio CUC
dc.identifier.repourl.spa.fl_str_mv https://repositorio.cuc.edu.co/
identifier_str_mv 1664-1078
Corporación Universidad de la Costa
REDICUC - Repositorio CUC
url https://hdl.handle.net/11323/7807
https://doi.org/10.3389/fpsyg.2020.579492
https://repositorio.cuc.edu.co/
dc.language.iso.none.fl_str_mv eng
language eng
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spelling LOZANO-JIMÉNEZ, JOSÉ EDUARDOHuéscar, ElisaMoreno-Murcia, Juan Antonio2021-02-02T19:13:09Z2021-02-02T19:13:09Z2021-01-081664-1078https://hdl.handle.net/11323/7807https://doi.org/10.3389/fpsyg.2020.579492Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/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 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.LOZANO JIMÉNEZ, JOSÉ EDUARDO-will be generated-orcid-0000-0002-7596-3640-600Huéscar, ElisaMoreno-Murcia, Juan Antonioapplication/pdfengCorporación Universidad de la CostaCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Frontiers in Psychologyhttps://www.frontiersin.org/articles/10.3389/fpsyg.2020.579492/fullMotivationCohesionUniversity studentsTeaching styleAutonomy supportFrom autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher educationArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersionAkbağ, M., and Ümmet, D. 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