Figure 1.

A hypothesized model of the direct and interactive associations of teacher autonomy support, two dimensions of grit, and students’ gender with social competence. Note: We conceptually regard teacher autonomy support as an independent variable and the two dimensions of grit and students’ gender as moderators. Although the interaction between two moderators (i.e., Perseverance/Consistency × Gender) on social competence is not our research focus, it should be established as one of the necessary steps to create a three-way interaction term.