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Teacher Autonomy Support and Academic Engagement: The Chain-Mediated Role of Personal Growth Initiative and Academic Grit
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Abstract
This study investigated the chain-mediated effects of personal growth initiative and academic grit within the context of teacher autonomy support and their impact on academic engagement. A total of 703 Chinese adolescents were surveyed using the Teacher Autonomy Support, Academic Engagement, Personal Growth Initiative, and Academic Grit questionnaires. The results indicated that academic grit played a significant mediating role in the relationship between teacher autonomy support and academic engagement, while personal growth initiative did not exhibit a statistically significant mediating effect. However, a significant chain-mediated effect involving both personal growth initiative and academic grit was observed. These findings provide insights into strategies for enhancing the academic development of adolescents, suggesting that fostering teacher autonomy support can indirectly improve academic engagement through increased academic grit.
Title: Teacher Autonomy Support and Academic Engagement: The Chain-Mediated Role of Personal Growth Initiative and Academic Grit
Description:
Abstract
This study investigated the chain-mediated effects of personal growth initiative and academic grit within the context of teacher autonomy support and their impact on academic engagement.
A total of 703 Chinese adolescents were surveyed using the Teacher Autonomy Support, Academic Engagement, Personal Growth Initiative, and Academic Grit questionnaires.
The results indicated that academic grit played a significant mediating role in the relationship between teacher autonomy support and academic engagement, while personal growth initiative did not exhibit a statistically significant mediating effect.
However, a significant chain-mediated effect involving both personal growth initiative and academic grit was observed.
These findings provide insights into strategies for enhancing the academic development of adolescents, suggesting that fostering teacher autonomy support can indirectly improve academic engagement through increased academic grit.
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