Browsing by Author "Moreno-Murcia, Juan Antonio"
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- Examining the dark side of motivation on life satisfaction in college students: does grit matter?Publication . Huéscar Hernández, 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.
- Modelo cognitivo-motivacional para la promoción de la persistencia en Educación Superior: relación entre la organización docente, la competencia del alumnado y el «grit»Publication . Moreno-Murcia, Juan Antonio; Huéscar, Elisa; León, Jaime; Valero-Valenzuela, Alfonso; Fin, Gracielle; Nodari Júnior, Rudy José; Tristán, José-L.; Gastélum-Cuadras, Gabriel; Vargas-Vitoria, Rodrigo; Cid, Luis; Monteiro, Diogo; Teixeira, Diogo-S.The teaching process and the success of learning are closely linked to cognitive and motivational factors. The purpose of this study was to test a multilevel model in higher education students on the relationship between the teaching organization and the dimensions of grit and perceived competence. Participated 3033 students, who answered utility dimension inventories and organization, competition and grit. The results show that at the individual level, the organization by the teaching staff focused on the utility and organization is positively related to the student's scream, this relationship being mediated by the perceived competence. The organizational improvement of the teacher generates student achievements through the positive impact on their competence.
- Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulnessPublication . Moreno-Murcia, Juan Antonio; Huéscar Hernández, Elisa; León, Jaime; Fin, Gracielle; Nodari Júnior, Rudy José; Valero-Valenzuela, Alfonso; Tristán, José; Gastélum-Cuadras, Gabriel; Zueck Enríquez, María del Carmen; Vargas Vitoria, Rodrigo; Cid, Luis; Monteiro, Diogo; Teixeira, DiogoTeacher autonomy support is related to improved student learn-ing. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class con-tent with student autonomy, and, in turn, on motivation to learn. The par-ticipants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the use-fulness of class content, basic psychological need for autonomy, and moti-vation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the stu-dent autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.