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Assessing the relationship between autonomy support and student group cohesion across Ibero-American countries

dc.contributor.authorMoreno-Murcia, Juan
dc.contributor.authorHuéscar-Hernández, Elisa
dc.contributor.authorCid, Luís
dc.contributor.authorMonteiro, Diogo
dc.contributor.authorRodrigues, Filipe
dc.contributor.authorTeixeira, Diogo
dc.contributor.authorLópez-Walle, Jeanette
dc.contributor.authorVergara-Torres, Argenis
dc.contributor.authorTristan, José
dc.contributor.authorGastélum-Cuadras, Gabriel
dc.contributor.authorGuedea-Delgado, Julio C.
dc.contributor.authorSoto-Peña, Juan
dc.contributor.authorRentería, Iván
dc.contributor.authorVargas, Rodrigo
dc.contributor.authorAlmonacid-Fierro, Alejandro
dc.contributor.authorValero-Valenzuela, Alfonso
dc.contributor.authorFlandez Valderrama, Jorge
dc.contributor.authorNodari, Rudy
dc.contributor.authorFin, Gracielle
dc.contributor.authorRocha-Calomeni, Mauricio
dc.contributor.authorMartins, Divaldo
dc.contributor.authorde Souza, César
dc.date.accessioned2020-09-29T15:32:08Z
dc.date.available2020-09-29T15:32:08Z
dc.date.issued2020
dc.identifier.urihttp://repositorio.ucm.cl/handle/ucm/3079
dc.description.abstractTeacher-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.es_CL
dc.language.isoenes_CL
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/*
dc.sourceInternational Journal of Environmental Research and Public Health, 17(11), 3981es_CL
dc.subjectCross-culturales_CL
dc.subjectSelf-determination theoryes_CL
dc.subjectMotivational styleses_CL
dc.subjectSocial cohesiones_CL
dc.subjectStudentses_CL
dc.titleAssessing the relationship between autonomy support and student group cohesion across Ibero-American countrieses_CL
dc.typeArticlees_CL
dc.ucm.facultadFacultad de Ciencias de la Educaciónes_CL
dc.ucm.indexacionScopuses_CL
dc.ucm.indexacionIsies_CL
dc.ucm.doidoi.org/10.3390/ijerph17113981es_CL


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Atribución-NoComercial-SinDerivadas 3.0 Chile
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