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A Structural Equation Model of Perceived Autonomy Support and Growth Mindset in Undergraduate Students: The Mediating Role of Sense of Coherence

ABSTRACT: Although prior research has extensively documented the correlates of growth mindset, little is known about its antecedents in undergraduate students. Guided by the self-determination theory, the current study investigated the association of perceived autonomy support (i.e., parental autonomy support and teacher autonomy support) with growth mindset and assessed whether sense of coherence mediated this association. A total of 1,030 Chinese undergraduate students (62.4% females; Mage = 20.44, SD = 1.52) aged from 18 to 25 years were involved in this study; they were asked to fill out a set of self-reported questionnaires. Results of the structural equation modeling showed that sense of coherence fully mediated the association between parental autonomy support and growth mindset and between teacher autonomy support and growth mindset. More precisely, parental autonomy support and teacher autonomy support were each positively associated with sense of coherence, which in turn was positively related to growth mindset. The current findings further confirm the beneficial effect of autonomy support on individuals’ adaptive skills in a collective cultural context, suggesting that autonomy-supportive parents and teachers can contribute to undergraduate students’ growth mindset through the role of sense of coherence.

SUBMITTER: Ma C

PROVIDER: S-EPMC7494807 | biostudies-literature | 2020 Jan

REPOSITORIES: biostudies-literature

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Project description:ObjectiveThis study aims to explore the effect of perceived social support on college students' autonomous fitness behavior, and the mediating role of mental toughness and exercise self-efficacy.MethodologyA survey participated by 985 college Students (average age, 19.55) was conducted by applying the following scales: The Perceived Social Support Scale, the Adolescent Self-Government Behavior Scale, the Mental Toughness Scale, and the Exercise Self-efficacy Scale (ESES).Results(1) Perceived social support can directly and positively predict autonomous fitness behavior, mental toughness, and exercise self-efficacy; mental toughness can directly and positively predict exercise self-efficacy. Likewise, perceived social support, mental toughness, and exercise self-efficacy can positively predict autonomous fitness behavior. (2) The indirect effect of the path with mental toughness as the mediating variable is 0.078, the indirect effect of the path with exercise self-efficacy as the mediating variable is 0.122, and the indirect effect of the path with mental toughness and exercise self-efficacy as the mediating variable is 0.082. (3) The total of all indirect effects is 0.282, and the effects of the three indirect pathways account for 18.25, 28.62, and 19.37% of the total, respectively.ConclusionThe perceived social support can indirectly predict college students' autonomous fitness behavior through the independent mediating effect of mental toughness and self-efficacy, as well as the chain mediating effect of the two. The claim that mental toughness and exercise self-efficacy perform a chain-mediate role in the positive effect brought by perceived social support on autonomous fitness behavior has been supported. This study revealed the relationship and mechanism between perceived social support and college students' autonomous fitness behavior and further improved the research on the impact of perceived social support on college students' autonomous fitness behavior.

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A Structural Equation Model of Perceived Autonomy Support and Growth Mindset in Undergraduate Students: The Mediating Role of Sense of Coherence

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