The role of perceived autonomy support in predicting university students' academic success mediated by academic self-efficacy and school engagement

被引:80
作者
Gutierrez, Melchor [1 ]
Tomas, Jose M. [2 ]
机构
[1] Univ Valencia, Dept Dev & Educ Psychol, Valencia, Spain
[2] Univ Valencia, Dept Methodol Behav Sci, Av Blasco Ibanez 21, Valencia 46010, Spain
关键词
Academic performance; school satisfaction; self-determined motivation; subjective well-being; Dominican Republic; INTRINSIC MOTIVATION; LIFE SATISFACTION; ACHIEVEMENT; PERFORMANCE; EXPERIENCES; TEACHERS; PARTICIPATION; ADAPTABILITY; ENVIRONMENTS; COMPETENCE;
D O I
10.1080/01443410.2019.1566519
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This research analysed relationships between perceived teachers' autonomy support and academic success, with self-efficacy and school engagement acting as mediators. This was a survey of 870 students from the Universidad Autonoma de Santo Domingo (Dominican Republic), with a mean age of 26.99 years (SD=5.09), 50.6% were men. Factor structure for measures was established. Then a structural equation model based on theoretical considerations was estimated. Final outcomes were grades and subjective well-being. Self-efficacy and school engagement were considered mediators, and the exogenous variable was perceived teacher's autonomy support. This initial model fitted the data well, but several theoretically driven modifications were made and a final model was established. Teacher's autonomy has important direct effects on engagement and self-efficacy, and it also was a direct predictor of subjective well-being. Self-efficacy and engagement had direct effects on subjective well-being. Grades were explained by the effects of self-efficacy, cognitive, and emotional engagement. As a conclusion, the main chain of effects hypothesised among the variables fitted the observed data well, and can, therefore, be tentatively supported: self-efficacy and engagement mediate the effects of autonomy support on academic achievement.
引用
收藏
页码:729 / 748
页数:20
相关论文
共 77 条
[1]  
Al-Alwan A.F., 2014, INT ED STUDIES, V7, P47, DOI [10.5539/ies.v7n4p47, DOI 10.5539/IES.V7N4P47, https://doi.org/10.5539/ies.v7n4p47]
[2]   Relationship Between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study [J].
Alivernini, Fabio ;
Lucidi, Fabio .
JOURNAL OF EDUCATIONAL RESEARCH, 2011, 104 (04) :241-252
[3]   Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork [J].
Assor, A ;
Kaplan, H ;
Roth, G .
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2002, 72 :261-278
[4]   GPA in Research Studies: An Invaluable but Neglected Opportunity [J].
Bacon, Donald ;
Bean, Beth .
JOURNAL OF MARKETING EDUCATION, 2006, 28 (01) :35-42
[5]   The developmental context of school satisfaction: Schools as psychologically healthy environments [J].
Baker, JA ;
Dilly, LJ ;
Aupperlee, JL ;
Patil, SA .
SCHOOL PSYCHOLOGY QUARTERLY, 2003, 18 (02) :206-221
[6]  
Bandalos DL, 2002, J EDUC MEAS, V39, P183
[7]   Sociocognitive self-regulatory mechanisms governing transgressive behavior [J].
Bandura, A ;
Caprara, GV ;
Barbaranelli, C ;
Pastorelli, C ;
Regalia, C .
JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 2001, 80 (01) :125-135
[8]  
Bandura A., 1997, Self-efficacy: The exercise of control
[9]   The impact of within-school autonomy on students’ goal orientations and engagement with mathematics [J].
Carmichael C. ;
Muir T. ;
Callingham R. .
Mathematics Education Research Journal, 2017, 29 (2) :219-236
[10]   Academic Achievement in the High School Years: The Changing Role of School Engagement [J].
Chase, Paul A. ;
Hilliard, Lacey J. ;
Geldhof, G. John ;
Warren, Daniel J. A. ;
Lerner, Richard M. .
JOURNAL OF YOUTH AND ADOLESCENCE, 2014, 43 (06) :884-896