A Novel Approach to Looking at the Role of Autonomy Support in the Development of Passion in Education

• In Event: Motivation and Cognition in Learning and Instruction

Abstract

Based on the Dualistic Model of Passion positing the existence of a harmonious (HP) and obsessive passion (OP), the purpose of this study was to determine the main effects of teacher and parental autonomy support on college students’ (n = 970) passion for science following the quadripartite approach. Receiving autonomy support from both sources was related to higher levels of HP. When teachers were highly autonomy supportive, having parents that were also ensured high levels of HP, while minimizing OP. When teacher autonomy support was low, perceiving support from parents helped with HP, thus highlighting benefits of a single-sided. No support was related to the lowest levels of HP, but not OP.

Authors

• Tanya Chichekian, Université de Sherbrooke

• Jeremie Verner-Filion, Université du Québec à Outaouais

• Robert J. Vallerand, University of Quebec - Montreal

• Annie Taskiran, Univeraite de Sherbrooke