Percorrer por autor "Moreno-Murcia, Juan Antonio"
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- Assessing the relationship between autonomy support and student group cohesion across Ibero-American countriesPublication . Moreno-Murcia, Juan Antonio; Huéscar Hernández, Elisa; Cid, Luis; Monteiro, Diogo; Rodrigues, Filipe; Teixeira, Diogo; M. López-Walle, Jeanette; Vergara-Torres, Argenis; Tristan, José; Gastélum-Cuadras, Gabriel; Guedea Delgado, Julio Cesar; Soto Peña, Juan Luis; Rentería, Iván; Vargas Vitoria, Rodrigo; Almonacid Fierro, Aquiles Alejandro; Valero-Valenzuela, Alfonso; Flandez, Jorge; Nodari Júnior, Rudy José; Fin, Gracielle; Calomeni, Mauricio Rocha; Martins de Souza, Divaldo; de Souza Santos, César AugustoTeacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (Mage = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process.
- Examining the dark side of motivation on life satisfaction in college students: does grit matter?Publication . Huéscar Hrnández, Elisa; Moreno-Murcia, Juan Antonio; Cid, Luis; Monteiro, Diogo; Rodrigues, FilipeEven though teachers can have an important effect on the regulation of student behavior, the existing scientific literature has hardly explored the simultaneous influence of personal traits and social factors to promote student well-being. This study examined the mediating role of amotivated behavior and the relationship with teacher controlling behaviors, grit, and satisfaction with life. A total of 474 college students (female= 135; male= 339) participated in the study. All participants completed a multi-section survey assessing the constructs under analysis. Results from the structural model analysis displayed acceptable fit and amotivation played a mediating role in the relationship between grit-perseverance and life satisfaction but not for grit-passion. These findings provide evidence regarding adequate teacher behavior and the importance of measuring student grit in the classroom setting. These findings provide new insights into the understanding of teacher motivational behaviors and student learning processes that influence student behavioral regulations and affective outcomes.
- Passion or perseverance? The effect of perceived autonomy support and grit on academic performance in college studentsPublication . Hernández, Elisa Huéscar; Moreno-Murcia, Juan Antonio; Cid, Luis; Monteiro, Diogo; Rodrigues, FilipeBackground: Individuals who possess passion and perseverance to extensively work and studythroughchallengesandadversitytoachieveasetofgoalsarelikelytoreachhigherachievement 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 needssatisfaction,intrinsicmotivation,andgritastwo-independentfactors. Methods: Aconvenience 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: Themeasurementandstructuralmodeldisplayedacceptablefit,hencedirectandindirecteffectswere examinedamongthevariablesofinterest. Basicpsychologicalneedsandintrinsicmotivationseemto 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.