انگیختگی ادراکی ایجاد حافظه های جدید اپیزودیک را بهبود می بخشد

This research aims at examining the role of autonomy support and passion in the persistence of students involved in higher education. In academic settings, autonomy-supportive environments consider students as self-determined individuals who are capable of making choices. In contrast, controlling academic environments impose pressure on students without giving them a clear rationale for doing so. Because autonomy support facilitates the self-determined internalization of behavior, it is expected to be associated with a harmonious passion and with high persistence into the chosen field of study, whereas less autonomy-supportive environments are expected to relate to obsessive passion and to hinder persistence. The results of two studies involving music students, using correlational and short longitudinal designs, mainly supported these hypotheses. The divergent impact of autonomy support and passion in persistence is discussed.

As with many other achievers, the famous biologist Louis Pasteur was seen by his professors as an average student. Yet, as this quote demonstrates, his persistence throughout the years has led him to obtain the highest academic degree and to discover some of the most influential medical innovations of all times. According to one of his biographers, Pasteur would never have persisted in higher education without the encouragement and support from one of his high school professors (Vallery-Radot, 1994). This anecdote is only one of the many examples of the roles of determination and social support in retention and persistence in education. In fact, researchers in education and in psychology have long held an interest in the subjective (intentions) and objective (dropout rates) components of students' persistence (e.g. Tinto, 2006). In line with Self-Determination Theory (SDT), the persistence that students display towards their own schooling could be partly explained by the autonomy-supportive interpersonal style adopted by their teachers. In addition, The Dualistic Model of Passion proposes that obsessive and harmonious passions towards education can provide some insights regarding the individual processes related to persistence in educational settings. In two studies involving music students, this article addresses the question of how autonomy support and passion facilitate persistence in higher educat