Acceso usuarios
[1]
;
Anna Sverdlik
[1]
;
Robert J. Vallerand
[2]
;
Catherine Maheux
[1]
CA.10.05.43027, Canadá
Canadá
Passion in education, both for teachers and students, plays a critical role in shaping learning experiences and outcomes. This study explores the interplay between students’ perceptions of their teachers’ passion for the field, perceived social support, and students’ passion for their field of study. Using a mixed-methods approach, we surveyed 355 university students from various disciplines and analyzed their perceptions of teacher passion and social support, alongside their own passion for their field of study. Results indicated that both perceived teacher passion and social support significantly predicted students’ passion for their field of study, with an interaction effect suggesting that the highest levels of student passion occur when both teacher passion and social support are perceived as high. Qualitative data further illustrate the dynamic qualities students report when they think of passionate teachers, such as enthusiasm, energy, and engagement. Students also reported on their multifaceted conceptualizations regarding passion for their own field of study, emphasizing intellectual curiosity, practical applications, and problem-solving. These findings contribute to the understanding of motivational factors in educational settings, highlighting the influential relationship between teacher and student passion. This research provides valuable insights into the development of passion in higher education contexts, as well as practical implications for fostering supportive and passionate teaching environments.
