Teacher-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 (M_age = 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.

中文翻译：

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评估伊比利亚美洲国家自治支持与学生群体凝聚力之间的关系。


教师认可的支持行为是学生适应性学术和社会功能的关键影响因素。本文的目的是双重的。首先，本研究试图测试一个模型，在该模型中，考虑到基本心理需求满足和内在动机的中介作用，学生感知到的自主支持与群体凝聚力相关。其次，当前的研究考察了五个西方国家（即西班牙、葡萄牙、巴西、智利和墨西哥）的模型维度。招募了 3033 名大学生（ M_年龄= 21.51 ± SD = 3.71）作为方便样本进行分析。结果显示，感知到的自主支持与需求满足呈正相关，因此与内在动机相关，并最终与团队凝聚力相关。此外，多组分析显示，该模型对于来自不同国家的大学生来说是不变的。目前的结果是围绕促进教师使用自主支持行为来培养学生在积极的社会关系方面的适应性结果进行讨论的，并且伊比利亚美洲国家的文化在这个过程中是等效的。