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Background: The transition to motherhood involves significant changes, extending from pregnancy to the early years of a child's life. This period, characterized by multiple stressors and adjustments, can profoundly impact maternal well-being. For this reason, the aim of this study was to investigate the associations between work-family balance, need satisfaction, depression, anger, vitality and sleep–wake problems, using Self-determination Theory (SDT) as a theoretical framework. Methods: Participated in this study 218 working mothers in Italy with children aged between 1 and 36 months. Using a correlational design, SEM with latent variables was used to test an integrative model. Results: Results revealed significant positive associations between work-family balance and need satisfaction, and vitality, and negative direct associations of need satisfaction with sleep–wake problems, depression, and anger. Indirect associations were also visible between work-family balance and psychological outcomes through need satisfaction. Conclusions. Overall, findings underscore the importance of conditions that support the satisfaction autonomy, competence, and relatedness of working mothers during this critical life stage. These insights have implications for organizational policies and interventions aimed at supporting the mental health of working mothers. [ABSTRACT FROM AUTHOR]

Background: Numerous studies have demonstrated that low, unstable, or contingent self-esteem negatively affects youth development and is linked to adolescent psychopathology. However, most previous studies have applied variable-oriented approaches, and less is known about the natural combination of self-esteem facets in school-aged adolescents, how parental conditional regard affects self-esteem profiles, and how these profiles relate to self-kindness, self-judgement, and life satisfaction., Methods: By employing a longitudinal person-oriented approach (i.e., latent profile analysis and latent transition analysis) on two-wave longitudinal data from 587 German secondary school students (52.3% female, M age =13.52 years), this study aims to (1) identify adolescents' self-esteem profiles based on the level, stability, and contingency of self-esteem; (2) examine the impact of parental conditional regard on the self-esteem profiles explained using self-determination theory; and (3) examine these profiles' relationship with self-kindness, self-judgement, and life satisfaction., Results: Four self-esteem profiles were derived: optimal-secure (~ 8%), good (~ 18%), average (~ 36%), and low-insecure (~ 38%). The results reveal a concerningly high proportion as well as a high stability of low-insecure self-esteem (~ 98%) and indicate the strong negative influence of parental conditional regard on the development of optimal-secure self-esteem. Furthermore, the results demonstrate strong correlations between optimal-secure self-esteem, highly developed self-kindness, and high life satisfaction., Conclusions: Using a longitudinal person-oriented approach, it was possible to identify a group with highly vulnerable self-esteem, characterised by particularly low self-kindness, strong self-judgment, and lower life satisfaction. The findings of this study support the need for prevention and intervention targeting adolescents with low-insecure self-esteem., (© 2023. BioMed Central Ltd., part of Springer Nature.)

Purpose: The purpose of this study is to examine the relationship between employees' career adaptability and work engagement. Specifically, this study investigates the mediating role of person‒organization fit in the relationship between career adaptability and work engagement as well as the moderating role of job insecurity in this mediating effect. Methods: We collected data from 248 full-time employees in China and utilized robust statistical techniques to test a moderated mediation model that includes the constructs of career adaptability, person‒organization fit, job insecurity, and work engagement. Results: Career adaptability is positively related to employees' work engagement, and person‒organization fit mediates the relationship between career adaptability and work engagement. Job insecurity moderates the mediating effects of person‒organization fit in this context. The relationship between person‒organization fit and work engagement is stronger at low (vs. high) levels of job insecurity. Conclusion: This research contributes to theory by demonstrating that the mediating effect of person‒organization fit and the moderating effect of job insecurity represent additional explanations of the impact of career adaptability on work engagement. [ABSTRACT FROM AUTHOR]

Background Mindfulness and academic self-efficacy were proposed as mediating variables, with successful academic identity as an exogenous variable. The backdrop for this research centers on the significance of psychological factors in shaping academic identity among first-grade high school students. Objectives The primary aim of the research was to investigate the relationship between fundamental psychological needs, mindfulness, academic self-efficacy, and successful academic identity. Specifically, the study explored the direct and indirect impacts of basic psychological needs on successful academic identity mediated by mindfulness and academic self-efficacy. Method The research employed a descriptive method, utilizing correlational studies and structural equation modeling. A sample of 355 undergraduate students at Henan Judicial Police Vocational College, Henan, China, was randomly selected through multistage cluster sampling. Data were collected using established scales, including the Basic Psychological Needs Scale, Baer Mindfulness Scale, Jenkins and Morgan Academic Self-Efficacy Scale, and Vas and Isakson Successful Academic Identity Scale. The data analysis was conducted using AMOS 22 software. Findings The research findings revealed that fundamental psychological needs directly and indirectly significantly impact successful academic identity. Mindfulness played a mediating role in this relationship. However, academic self-efficacy did not considerably mediate the influence of fundamental psychological needs on successful academic identity (p>0.05). These results highlight the complex dynamics between psychological needs, mindfulness, academic self-efficacy, and successful academic identity among high school students in the specified academic year. Conclusions The findings suggest targeted interventions, such as workshops for families and teachers to address basic needs and psychologist and school counselor interventions to increase mindfulness. Additionally, organizing educational classes is imperative for fostering a supportive environment conducive to successful academic identity among undergraduate students. [ABSTRACT FROM AUTHOR]

Background: Previous studies have shown that the satisfaction of basic psychological needs is related to psychological well-being. Improving satisfaction will increase personal well-being, promote positive health outcomes, and improve disease recovery. However, no research has focused on the basic psychological needs of stroke patients. Therefore, this study aims to determine the basic psychological needs experience, satisfaction, and its influencing factors of stroke patients. Methods: 12 males and 6 females in the non-acute phase with stroke were recruited in the Department of Neurology, Nanfang Hospital. The individual, semi-structured interviews were conducted in a separate room. The data were imported to Nvivo 12 and analyzed using the directed content analysis approach. Results: Three main themes consisting of 9 sub-themes were derived from the analysis. These three main themes focused on the needs for autonomy, competence, and relatedness of stroke patients. Conclusion: Participants have different degrees of satisfaction of their basic psychological needs, which may be related to their family environment, work environment, stroke symptoms, or other factors. Stroke symptoms can significantly reduce the patients' needs for autonomy and competence. However, the stroke seems to increase the patients' satisfaction of the need for relatedness. [ABSTRACT FROM AUTHOR]

Background: The prolonged transitions to adulthood strengthen interest in parenting characteristics that can shape emerging adults' development and progression to full-fledged adulthood. It also strengthens interest in instruments suitable for measuring such parenting characteristics. The current study contributes to this area of research by applying the Interpersonal Behavior Questionnaire (IBQ), to assess parenting behaviors that are pertinent for emerging adults' development and wellbeing, and seeks evidence of its dimensional structure and criterion validity. Method: The sample of the study consisted of 600 emerging adults (Mage = 24.94, SDage = 3.03, range 19–29 years; 52.3% women). The dimensionality of IBQ was assessed by testing a sequence of theoretically plausible models representing alternative factor score structures. Criterion validity was investigated by exploring the associations between the IBQ dimensions and basic psychological need satisfaction and frustration, negative affectivity, and thriving. Results: The findings provide evidence of a hypothesized six-factor structure, but advocate for the use of exploratory structural equation as it may more accurately reflect associations between the six dimensions. Findings also provide evidence of criterion validity. Conclusions: The findings indicate that IBQ applied to parenting targets dimensions highly relevant for EAs' flourishing or impoverished functioning. Findings also offer evidence of structure and criterion validity for the IBQ applied to emerging adults' parent behaviors. As such, researchers may find IBQ attractive, as it is relatively concise yet also a holistic measure that captures the behaviors that both support and thwart an emerging adult's need for autonomy, competence, and relatedness. Findings also shed light on the process of becoming an adult, the shift in parent–child relationships during this process, and emerging adults' wellbeing. [ABSTRACT FROM AUTHOR]

Background: The coach-coachee working alliance and coachee motivation seem important factors for achieving positive coaching results. Self-determination theory, specifically basic psychological need theory, has been proposed as a relevant framework for understanding these relationships. The current longitudinal survey study therefore investigates prospective associations between coachees' appraisal of the working alliance, basic psychological need satisfaction, and the coaching outcome indicators goal attainment, wellbeing, absence of psychopathology, and personal growth initiative. Methods: The sample (N = 181) consisted of Dutch coachees that were recruited across a range of coaching settings and contexts. Online self-report questionnaires were administered twice (T0 and T1), with an intervening time of 3 weeks, assessing working alliance, basic psychological need satisfaction, goal attainment, wellbeing, absence of psychopathology, and personal growth initiative. Parallel analysis with Monte Carlo simulations and confirmatory factor analyses were performed to assess the dimensionality of working alliance and basic psychological need satisfaction scores. Multiple regression analyses (stepwise) were used to examine prospective (T0 to T1) associations between working alliance and basic psychological need satisfaction, and their association with outcome indicators. Results: The coachees' perception of the working alliance was positively and reciprocally, although modestly, associated with basic psychological need satisfaction. In addition, both working alliance and basic psychological need satisfaction were prospectively associated with goal attainment, but not with other outcome indicators. Conclusions: Results provide tentative support for a role of basic psychological need satisfaction in facilitating the establishment of a good working alliance. Additionally, the perception of a good quality, need supportive relationship with the coach appears to be associated with better goal achievement, but not with other outcome indicators. Associations were generally modest, and more research is needed to better measure and comprehend the unique contributions of specific relational and motivational factors to outcomes in coaching and assess the robustness of the current study findings. [ABSTRACT FROM AUTHOR]

Background: Mindfulness and academic self-efficacy were proposed as mediating variables, with successful academic identity as an exogenous variable. The backdrop for this research centers on the significance of psychological factors in shaping academic identity among first-grade high school students., Objectives: The primary aim of the research was to investigate the relationship between fundamental psychological needs, mindfulness, academic self-efficacy, and successful academic identity. Specifically, the study explored the direct and indirect impacts of basic psychological needs on successful academic identity mediated by mindfulness and academic self-efficacy., Method: The research employed a descriptive method, utilizing correlational studies and structural equation modeling. A sample of 355 undergraduate students at Henan Judicial Police Vocational College, Henan, China, was randomly selected through multistage cluster sampling. Data were collected using established scales, including the Basic Psychological Needs Scale, Baer Mindfulness Scale, Jenkins and Morgan Academic Self-Efficacy Scale, and Vas and Isakson Successful Academic Identity Scale. The data analysis was conducted using AMOS 22 software., Findings: The research findings revealed that fundamental psychological needs directly and indirectly significantly impact successful academic identity. Mindfulness played a mediating role in this relationship. However, academic self-efficacy did not considerably mediate the influence of fundamental psychological needs on successful academic identity (p > 0.05). These results highlight the complex dynamics between psychological needs, mindfulness, academic self-efficacy, and successful academic identity among high school students in the specified academic year., Conclusions: The findings suggest targeted interventions, such as workshops for families and teachers to address basic needs and psychologist and school counselor interventions to increase mindfulness. Additionally, organizing educational classes is imperative for fostering a supportive environment conducive to successful academic identity among undergraduate students., (© 2024. The Author(s).)

Introduction: Medical schools throughout the world were forced to modify their programming during the COVID-19 pandemic. In Malaysia, virtual learning plans were implemented for non-clinical programming, while clinical posting modifications were designed to meet local SOPs. The prolonged enforcement of these modifications to undergraduate medical education will have affected student experiences, including well-being. Since these feelings can relate to perceived relatedness, autonomy, and competence, it is important to identify any potential factors that may lead to reduced intrinsic motivation in students. It is also important to consider how demographic features may contribute to student perspectives, which can be studied using the unique diversity represented by Malaysian students. Methods: A quantitative survey was distributed to Malaysian medical students to assess their overall wellbeing, autonomy in educational decision making, student experiences, and position on changes to graduation timing. Intrinsic components were identified using Principal Component Analysis and were aligned with the three needs for self-determination, namely relatedness, autonomy, and competence. Finally, trends in responses for participants from various sub-populations were assessed using ANOVA testing. Results: Responses were collected from 442 students representing 23 accredited Malaysian medical schools. Upon validation and reliability testing, eight components were identified with themes relating to: mental health, social concerns, communication, timing of modifications, depth of learning, and student-centred learning. Of these, gender was related to mental health, student-centred learning, and delayed graduation, while stage was related to student-centred learning and delayed graduation in addition to concerns about depth of learning and timing of modifications. Interestingly, ethnicity was related to differences in opinions about delayed graduation and income was related to social concerns. Conclusion: The results of this study indicate that, while students were satisfied in general with the content and delivery of their programmes given the circumstances, there is evidence to suggest negative effects on emotional wellbeing and expression of student voice, due to the modifications that were made. Additionally, these feelings related to the three motivational needs, suggesting that students were experiencing a dampened motivational profile during the pandemic. Further, motivational profiles were distinct between student sub-groups, providing insight for developing appropriate and inclusive accommodations moving forward. [ABSTRACT FROM AUTHOR]