Hernández, Elisa HuéscarMoreno-Murcia, Juan AntonioCid, LuisMonteiro, DiogoRodrigues, Filipe2020-04-162020-04-162020-03Huéscar Hernández, E.; Moreno-Murcia, J.A.; Cid, L.; Monteiro, D. & Rodrigues, F. (2020).Passion or perseverance? The effect of perceived autonomy support and grit on academic performance in college students. Int. J. Environ. Res. Public Health,17(6), 2143.doi:https://doi.org/10.3390/ijerph17062143http://hdl.handle.net/10400.15/2877Background: 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.engteachers’ motivational stylesgritself-determination theoryautonomy supportjournal articlehttps://doi.org/10.3390/ijerph17062143