The Mediating Effect of Basic Psychological Needs in the Relastionship between Rejection Sensitivity and Smartphone Addiction among Elementary Schools Students

2019 ◽  
Vol 6 (2) ◽  
pp. 65-75
Author(s):  
Hye-Ran KIM ◽  
◽  
Kyoung-Suk LEE ◽  
Keyword(s):  
Elementary Schools ◽  
Rejection Sensitivity ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Mediating Effect ◽  
Smartphone Addiction

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

2020 ◽  
Vol 17 (6) ◽  
pp. 2143 ◽  
Author(s):  
Elisa Huéscar Hernández ◽  
Juan Antonio Moreno-Murcia ◽  
Luís Cid ◽  
Diogo Monteiro ◽  
Filipe Rodrigues
Keyword(s):  
Academic Performance ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Structural Model ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Mediating Effect ◽  
Convenience Sample ◽  
Sports Science ◽  
Perceived Autonomy Support

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 (Mage = 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.

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