Browsing by Author "Juslin, Olivia"

Introduction. The aim of the present study is to examine using the framework of the self-determination theory to what extent autonomy, competence and relatedness are associated with middle school students' grit. In addition, possible gender differences in grit and basic psychological needs were examined. This study is part of the Growing Mind project, which aims to create ways to develop schools as well as teachers and students at the personal, social and institutional level. The study may help finding ways to increase middle school students’ grit. It is important to support the grit of middle school students since it is associated with better school engagement and academic performance. Methods. The data was collected using online questionnaires from 8th grade students at the Helsinki metropolitan area in the fall of 2022. The data (N=1342, of which 46.1% females, 46.1% males and non-binarity 7.8%) was examined using regression analysis and two independent samples t-test. Gender differences were examined between girls and boys. Results. According to the results, basic psychological needs were positively associated with to students' grit. Basic psychological needs explained 26% of the variation in grit. Gender differences were observed in autonomy, competence, relatedness and grit. Boys reported higher values than girls in all basic psychological needs and grit. Based on the results, we can assume that supporting basic psychological needs is relevant in terms of supporting student’s grit. The national core curriculum for basic education has been assembled according to a learning concept that emphasizes active agency, promoting activities that support basic psychological needs. Thereby the results support the use of the practices of the national core curriculum for basic education, which emphasize the students' active agency and aspirations and skills to improve and learn together with others.