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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the present study was to test the measurement quality and valid interpretation of the test scores of the scales for the assessment of self-determined motivation of elementary school children (SESMO) measuring five motivational regulation types posited by self-determination theory (intrinsic, identified, introjected, extrinsic, amotivated). In the present study, this self-report measure for elementary school children was firstly examined by using a sample of N = 679 primary school children from grades 3 to 4 in mathematics and German. When testing the factor structure, multiple confirmatory factor models (CFA) were compared to an exploratory structural equation model (ESEM) and two bi-factor models (B-CFA, B-ESEM), and measurement invariance across gender and grade levels was analyzed. The criterion-related interpretation of the test scores was investigated by exploring the relations to various external criteria (i.e., self-reported grades, self-concept, concentration, student-teacher relationship, enjoyment, and anxiety in class). Results of CFA provided support for the appropriateness of a 5-factor structure in both domains. However, the B-ESEM model showed the best fit to the data when compared to all other models. Measurement invariance across gender and grade levels was sufficiently established. The more self-determined types of motivation (i.e., intrinsic, identified) were more likely to relate to more favorable external criteria than more externally determined types of motivation (i.e., introjected, extrinsic) or amotivation. [ABSTRACT FROM AUTHOR]

Background: Consistent with self-determination theory (SDT), teachers may differ in the motivating style used to motivate students in physical education (PE). When relying on need-supportive behaviors, teachers attempt to provide students with opportunities for choices and initiative (autonomy support), valuable information and feedback (competence support), and an emotional and affective environment (relatedness support). Alternatively, teachers relying on need-thwarting behaviors tend to adopt a controlling language (autonomy thwarting), unclear goals toward the task (competence thwarting), and cold links with students (relatedness thwarting). While competence, autonomy, and relatedness supportive and thwarting behaviors are theoretically distinct in the instructional practice, every teaching behavior may co-occur to different degrees. Grounded in SDT, the only existing person-centered study in PE showed that PE teachers' autonomy-supportive and controlling teaching behaviors can be combined through the students' eyes, being associated with different motivational outcomes. Purpose: Adopting a person-centered approach, this research aimed to extend previous knowledge by examining how different combinations of students' perceptions of autonomy, competence, and relatedness supportive and thwarting teaching behaviors are associated with students' need satisfaction, need frustration, and motivation in PE. Method: A sample of 478 middle school students (53.97% girls) participated in the study. First, a two-step cluster analysis using autonomy, competence, and relatedness supportive and thwarting behaviors was run to identify different motivating teaching profiles. Subsequently, a multivariate analysis of covariance was conducted to examine differences between the retained clusters and students' need-based experiences and motivational regulations. Results: Two of these profiles were characterized by the dominant presence either of need-supportive (i.e. 'high need-support – low need-thwarting') or need-thwarting behaviors (i.e. 'low need-support – high need-thwarting'), while they were found to be similarly present in the two remaining profiles (i.e. 'moderate need-support – need-thwarting', and 'moderate need-support – high need-thwarting'). The 'high need-support – low need-thwarting' profile obtained the highest scores on need satisfaction and autonomous forms of motivation, accompanied by the lowest levels of need frustration and amotivation. The 'moderate need-support – need-thwarting' profile reflected low scores on need frustration, introjected and external regulation, and amotivation. The 'moderate need-support – need-thwarting' and the 'low need-support – high need-thwarting' profiles showed the highest scores on need frustration, introjected and external regulation, and amotivation. Conclusions: This research underscores that teachers may combine need-supportive and need-thwarting behaviors in their instructional practice. Results revealed that the 'high need-support – low need-thwarting' profile showed the most optimal outcomes, while the 'low need-support – high need thwarting' profile yielded the least optimal outcomes. Given that the 'high need-support – low need-thwarting' profile showed a more optimal pattern of outcomes than the 'moderate need-support – high need-thwarting' profile and the 'moderate need-support – need-thwarting', results suggest that students' perception of need-thwarting teaching behaviors is detrimental even when the instructor is additionally perceived to be need-supportive. PE teachers are recommended not only to develop a motivating teaching style characterized by high levels of need-supportive behaviors, but also to avoid need-thwarting behaviors in their instructional practice, in order to enhance students' motivational experiences. [ABSTRACT FROM AUTHOR]

Building upon self-determination theory, the objective of this research was to examine the predictive associations of preservice physical education (PE) teachers' basic psychological need satisfaction (i.e., autonomy, competence, relatedness, and novelty) with their academic engagement via the quality of their motivation. A purposive sample of 920 pre-service PE teachers (569 men and 351 women; Mage = 24.73; SD = 5.34) participated in this cross-sectional research. The results from structural equation modeling revealed that autonomy, competence, and novelty satisfaction positively predicted autonomous motivation, and negatively predicted amotivation. While competence satisfaction positively predicted controlled motivation, novelty satisfaction did it negatively. Autonomous motivation and controlled motivation positively predicted academic engagement, while amotivation was negatively associated with it. This research underscores the importance of considering pre-service PE teachers' autonomy, competence, and, specially, novelty satisfaction in promoting their autonomous motivation and academic engagement in initial teacher education program. [ABSTRACT FROM AUTHOR]

Purpose: Little is known about children's experience with high-intensity interval training (HIIT) during elementary school. Perceptions of enjoyment, perceived competence, and motivation are likely to drive long-term adherence and are, therefore, critical to understanding how HIIT might be implemented in this setting. The purpose of this study was to describe children's vigorous physical activity (VPA), enjoyment, and perceived competency of HIIT activities within a Self-Determination Theory framework (autonomy) in elementary school physical education (PE) classes. Methods: Participants were 402 children from a single, diverse elementary school (49.4% female, 59.6% Non-Hispanic white). Student enjoyment and perceived competency were collected following teacher- (non-autonomous) and student-led (autonomous) conditions. A sub-set of 201 children wore accelerometers to measure percent of time in VPA during HIIT conditions. This mixed factorial design was assessed through a series of repeated measures ANOVAs. Results: While children reported generally positive enjoyment and perceived competence in both conditions (rating over 4.0 on a 5-point scale), children significantly enjoyed (d = 0.44) and felt more competent (d = 0.11) during the autonomous HIIT condition compared to the nonautonomous HIIT condition. In contrast, the percent of time in VPA (d = 0.94) was significantly lower in the autonomous condition. Conclusions: These data illustrate a challenging trade-off with the design of HIIT trials. Increasing autonomy through the inclusion of student choice increased enjoyment and perceived competence of HIIT, which are likely to improve adherence, but lowered VPA, which is likely to reduce cardiometabolic impact.Abbreviations: U.S.: United States; PA: Physical activity; MVPA; Moderate-to-vigorous physical activity; PE: Physical education; CDC: Centers for Disease Control and Prevention; Randomized control trial, RCT; SDT: Self-Determination Theory; HIIT: High-intensity interval training; RCT: Randomized control trial; VPA: Vigorous physical activity; IRB; Institutional Review Board; HFZ: Healthy Fitness Zone; PACES: Physical Activity Enjoyment Scale; M: Mean; SD: Standard deviation [ABSTRACT FROM AUTHOR]

Purpose: Based on a Self-Determination Theory with a person-centered approach, the purposes were: (1) to identify motivational profiles toward physical activity (PA) among high school students, and (2) to compare students' accelerometer-measured PA and sedentary behavior (SB) levels between the motivational profiles toward PA. Methods: The present study followed a cross-sectional design. A total of 394 high school students (173 females; final sample = 360 and 198 for the purposes 1 and 2, respectively) aged 12–16 years completed the study. Participants' PA and SB levels were objectively measured by ActiGraph GT3X+ accelerometers (right hip) during seven consecutive days. Later, motivation toward PA was measured by the Behavioral Regulation in Exercise Questionnaire. Results: Based on a two-stage cluster analysis approach, the results identified three clusters: (1) "Self-determined motivational profile toward PA" (65.3%); (2) "Non-self-determined motivational profile toward PA" (23.9%), and (3) "Controlled motivational profile toward PA" (10.8%). The results of the chi-square test showed that a statistically significantly higher percentage of males were represented in cluster 1 (p <.001). The results of the one-way analysis of variance showed that students from cluster 1 had statistically significantly lower levels of SB, and higher levels of light PA, moderate-to-vigorous PA and total PA than those from cluster 2 (p <.05; |d| = 0.40–0.61). Conclusions: In line with the Self-Determination Theory, the students within the self-determined motivational profile had lower SB and higher PA. This preliminary evidence could inform and guide future policy regarding students' PA promotion. [ABSTRACT FROM AUTHOR]

Recent climate crises have taken the taken the world by storm. Ongoing environmental degradation has raised several questions about human activities that would be effective to protect the ecosystem. Following the climate catastrophe, now a day's businesses are transitioning towards green marketing practices focusing on pro-environmental behaviors of consumers i.e., green purchases, recycling behavior and conservation of energy. This study emphasizes the recycling domain of pro-environmental behaviors. According to a study Pakistan is the 5th most vulnerable country to get affected from climate related crisis. This could only be curtailed if consumers favor 'sustainable consumption' for the use and reuse of products. In this regard this study proposes a comprehensive framework that would investigate what are the motivational drivers that have an impact on 'Consumer Recycling Intention of Pakistani household'. For this purpose, in-depth analysis of recycling motivation and Intention has been conducted for the identification of key motivational factors and drivers that may shape their intentions to recycle in their routine life. Quantitative data has been collected from 303 respondents through structured online questionnaire and was analyzed using SMART PLS(SEM). Findings reveal the significant impact of Basic Psychological needs and Extrinsic Regulations on Extrinsic and Intrinsic motivational factors respectively. Whereas these regulations proved to be significant drivers of self-determined motivation towards recycling Intention. Based on empirical evidence, study has proposed a model, it includes suggested motivational initiatives that businesses may incorporate into their marketing practices and Policy makers may enact laws while keeping determinants of the model in consideration. [ABSTRACT FROM AUTHOR]

Background. Despite the importance attributed to athletes' motivation in sports performance and well-being; no measures of motivation toward sport were found in the Romanian sport context. Objective. Grounded in self-determination theory, this research aimed to adapt and to gather validity and reliability evidence supporting the use of the Behavioral Regulation in Sport Questionnaire (BRSQ) in the Romanian sport domain. Method. The participants were 596 Romanian professional athletes (age: M D22:91, SD D 5:84; sports experience: M D 11:14, SD D 5:03), who 273 practiced individual sports and 323 team sports. They completed an online questionnaire survey assessing their perception of behavioral regulation, resilience and burnout in sport. Results. Confirmatory factor analysis supported the six-factor correlated model, which was invariant across age and sport. Correlations among latent factors configured a simplex structure, underpinning the self-determination continuum. Average variance extracted values from .50 to .70 endorsed convergent validity. Scores for heterotraitmonotrait ratio of correlations as high as .88, as well as 95% confidence intervals of each interfactor correlation that did not include 1.00 supported discriminant validity. Values over .70 for Cronbach's alpha, McDonald's omega and Raykov's coefficients showed a good level of reliability for each factor. Linear regression analysis revealed that while intrinsic motivation, integrated regulation and identified regulation positively predicted resilience, introjected regulation, external regulation and amotivation positively predicted burnout. Conclusions. The BRSQ is shown to be a valid and reliable measure of the six types of behavioral regulation in the Romanian sport context. [ABSTRACT FROM AUTHOR]

Background : Devising a program to increase physical activity (PA)/exercise behavior in patients with type 2 diabetes mellitus (T2DM) can meet with limited effectiveness in real-world settings because of the variety of barriers to PA/exercise that individuals need to overcome. An alternative approach is to explore whether targeting motivation as a facilitator may be effective to increase PA/exercise. This study aimed to understand attitudes toward perceived barriers to PA/exercise by examining individual levels of motivation, grounded on self-determination theory, in patients with T2DM. Methods : This study used an integrated approach combining qualitative and quantitative analysis. Sixteen patients with T2DM were grouped (n = 8 for each group) into either a higher self-motivation (HSM) or lower self-motivation (LSM) group via the Relative Autonomy Index. Thematic and deductive analysis were used to identify attitudes based on ten preconceived barrier themes: apathy, dislike, no priority, lack of support, health problems, lack of knowledge, unfavorable environment, tiredness, lack of time, and financial constraints. Quantitative analysis was to assess statistical differences in the volume of PA/exercise across the two groups, and a mixed-methods analysis was employed to highlight unique cases. Results : Patients in the HSM group expressed positive attitudes toward barriers to PA/exercise, while patients in the LSM group expressed a greater degree of hindrance. Although regular PA/exercise is necessary for T2DM management, patients with LSM considered PA/exercise a lesser priority displaying negative attitudes such as apathy and dislike. Conversely, patients with HSM placed greater emphasis on the benefits of PA/exercise regardless of apathy and dislike. Lack of time and health problems were commonly reported in both groups. The volume of PA/exercise corresponded to motivation levels, but there were some unique cases which arose from active commuting habits and severe health problems. Conclusion : These findings provide insights on how attitudes to perceived barriers to PA/exercise differ by levels of motivation. One insight was that examining motivation should be an essential consideration when designing practical strategies to overcome PA/exercise barriers in patients with T2DM. Lack of time and health problems exist regardless of motivation levels. Future research requires a tailored approach to managing barriers to PA/exercise in patients with T2DM. [ABSTRACT FROM AUTHOR]

As an increasing number of international students are studying in English-speaking universities, there has been growing interest in exploring the factors and complexities that impact international students' academic achievement and adaptation during their studies. The present study aimed to investigate how international students adapt to new academic environments in US universities by exploring the relationships between self-determined motivation, beliefs about classroom assessments, the use of self-regulatory learning strategies, and academic performance based on self-determination theory. To examine international students' learning experiences, 321 international Asian undergraduate students at a large research-intensive midwestern university participated in an online survey. Structural equation modeling was conducted to test the proposed model. The findings demonstrated that self-determined motivation in courses led to adaptive beliefs about classroom assessments, which promoted a variety of self-regulatory learning strategies, including shallow and metacognitive strategies. Metacognitive learning strategies were significantly related to students' academic performance. This study allows us to better understand how Asian international students adapt to US academic environments through their motivation to learn, perspectives about classroom assessments, and learning strategies across different academic disciplines at the university level. [ABSTRACT FROM AUTHOR]

The study deals with the discourse of hope. It is stated that hope is a person’s goal-directed thinking, highlighting the motivated aspiration of objectives. The term “hope” was defined as self-determined motivation. Because hope is assumed to be a positive cognitive state based on a sense of successful goal-directed determination and planning to meet these goals, acmeological approach should be applied to the motivation forming. It is believed that to be in acme means to be at the highest level of hope implementation. The author refers to self-determination theory which states that students are motivated to grow and change as well as to be able to become self-determined by psychological needs: fulfillment of competence, connection, and autonomy. It is concluded that one should know how to transform the motivation into self-determined action that is important for both educators and students. [ABSTRACT FROM AUTHOR]

This study aimed to test whether the Behavioral Regulation in Sport Questionnaire and the Behavioral Regulation in Exercise Questionnaire can measure the same constructs in an equivalent manner. Advanced statistical procedures were used to examine if these scales could be interchangeably applied to the sport and the exercise context. In total, 2256 individuals (athletes = 1099; exercisers = 1157) completed translated and validated questionnaires measuring all types of motivation based on Self-Determination Theory. Several measurement models were tested, such as confirmatory factor models, exploratory structural equation models, and bifactor specifications. The exploratory structural equation modelling approach provided the best fit to the data in both groups. Multigroup analysis was performed within samples and between athletes and exercisers. Measurement model invariance was confirmed between samples from the same context; however, it did not achieve equivalence between scales. We hope this examination of context invariance analysis using specific validated scales can further help advance conceptual understanding of the measurement in sport and exercise. [ABSTRACT FROM AUTHOR]

This research aim was to determine what happens to motivation during compulsory schooling. 743 students from Primary (n = 311) and Secondary School (n = 432) participated: 333 boys and 420 girls; Maged = 12.99, SD = 2.07. Statistically significant differences were found in the educational stage factor in Intrinsic Motivation (IM) (p < .001), Identified Regulation (IdR) (p < .001), Introyected Regulation (InR) (p = .004); In age factor in IM (p < .001), IdR (p < .001); External Regulation (ER) (p = .005) and Demotivacion (Dem) (p < .001). In gender factor in IM (p = .005) and IdR (p = .007). The evidences found showed a decrease of MI in the passage from primary to secondary, as these variables are higher in boys than in girls. The opposite occurs with the RE and the Dem. Based on these results, we must reflect on the teaching practice and methodology used at both educational stages, because IM should prevail towards an activity if we want to promote adherence to physical activity and sport. [ABSTRACT FROM AUTHOR]

Adults (more than 18 years old) are likely to reproduce the habits that they acquired during childhood and adolescence (from 6 to 16 years old). For that reason, teachers and parents have the responsibility to promote an active and healthy lifestyle in children and adolescents. Even though every school subject should promote healthy activities, Physical Education (PE) is the most important subject to foster well-being habits associated to healthy lifestyle during sport practice and other kinds of active tasks. Indeed, there are many factors that influence the acquisition of healthy habits that should be taken into account when programs and activities are implemented in both educational and extracurricular context. In this sense, psychological and social factors are of utmost importance to achieve optimal experiences for an active and healthy lifestyle. However, due to the myriad of studies analyzing different factors in different contexts, there could be confusion when programs and pedagogical strategies are applied in educational or extracurricular contexts. The objective of this investigation is to analyse the state of art of the psychosocial factors which influence the engagement in physical activities and sport practice. The keywords used in this review were mainly: “Self-Determination Theory,” “(intrinsic) motivation,” “Psychological need satisfaction,” “physical activity and sport engagement,” “Elementary Education,” “Secondary Education,” “Physical Education.” In addition, the Boolean data type “and,” “or,” and “not” were also used. The articles were selected according to the following criteria: (a) peer-reviewed original research published in international journals indexed in JCR or SJR, (b) published in English or Spanish, (c) about psychosocial factors which influence the physical activity and sport engagement, (d) in educational or extracurricular context. Research articles selected were found through Web of Science, Scopus, Google Scholar, SportDiscus (EBSCO-host), ERIC, PubMed, Medline, and PsycInfo databases. It was observed that physical activities and sport practice engagement are closely related to psychological factors. In particularly, intrinsic motivation was able to determine the active participation in any activity, including physical activity and sport practice during the implementation of Small-Sided Games and other kinds of pedagogical strategies (e.g., Pedagogical Models). Motivation was also closely related to flow state. Finally, these variables should be considered in order to organize effective programs to promote an active and healthy lifestyle in Physical Education classes.

The purpose of the current study is to examine the factors influencing Physical Education (PE) teachers' use of motivational strategies in the PE classes. Using Self-Determination Theory (SDT; Deci, Ryan, 1985a) as a theoretical framework, this study determines if teachers' autonomous causality orientation, perceived job pressure and perceptions of student selfdetermined motivation, need satisfaction and self-determined motivation predict PE teachers' use of the motivational strategies that facilitate competence, autonomy and relatedness. A total of 101 PE teachers took part in the study. The results of the hierarchical multiple regression found that teachers' autonomous causality orientation, their perceptions of student self-determined motivation, need satisfaction and self-determined motivation, were positive and significant predictors of teachers' use of motivational strategies the PE classroom. The perceptions of job pressure did not predict the use of motivational strategies among the PE teachers in Singapore. Overall, the results showed the three step regression models predicted a total of 38 % variance in teachers' use of motivational strategies in the PE classroom. Therefore, it is important to take into consideration the provision of a working environment for PE teachers where their needs of autonomy, competence and relatedness are facilitated. [ABSTRACT FROM AUTHOR]

Adults (more than 18 years old) are likely to reproduce the habits that they acquired during childhood and adolescence (from 6 to 16 years old). For that reason, teachers and parents have the responsibility to promote an active and healthy lifestyle in children and adolescents. Even though every school subject should promote healthy activities, Physical Education (PE) is the most important subject to foster well-being habits associated to healthy lifestyle during sport practice and other kinds of active tasks. Indeed, there are many factors that influence the acquisition of healthy habits that should be taken into account when programs and activities are implemented in both educational and extracurricular context. In this sense, psychological and social factors are of utmost importance to achieve optimal experiences for an active and healthy lifestyle. However, due to the myriad of studies analyzing different factors in different contexts, there could be confusion when programs and pedagogical strategies are applied in educational or extracurricular contexts. The objective of this investigation is to analyse the state of art of the psychosocial factors which influence the engagement in physical activities and sport practice. The keywords used in this review were mainly: "Self-Determination Theory," "(intrinsic) motivation," "Psychological need satisfaction," "physical activity and sport engagement," "Elementary Education," "Secondary Education," "Physical Education." In addition, the Boolean data type "and," "or," and "not" were also used. The articles were selected according to the following criteria: (a) peer-reviewed original research published in international journals indexed in JCR or SJR, (b) published in English or Spanish, (c) about psychosocial factors which influence the physical activity and sport engagement, (d) in educational or extracurricular context. Research articles selected were found through Web of Science, Scopus, Google Scholar, SportDiscus (EBSCO-host), ERIC, PubMed, Medline, and PsycInfo databases. It was observed that physical activities and sport practice engagement are closely related to psychological factors. In particularly, intrinsic motivation was able to determine the active participation in any activity, including physical activity and sport practice during the implementation of Small-Sided Games and other kinds of pedagogical strategies (e.g., Pedagogical Models). Motivation was also closely related to flow state. Finally, these variables should be considered in order to organize effective programs to promote an active and healthy lifestyle in Physical Education classes. [ABSTRACT FROM AUTHOR]

According to self-determination theory, sexual motivations are cardinal in relation to sexual well-being and functioning. Despite that motivations are thought to occur in combination instead of separately, this proposition has not been explicitly tested in relation to sexual motivations. To address this issue, the present two-study investigation examined the simultaneous cooccurrence of multiple sexual motivations on distinct samples of young adults (N 1 = 679, N 2 = 632) using the novel latent profile analysis. To document the validity of the profiles and the positive and negative aspects of sexuality, theoretically-relevant correlates were also included from inside (sexual passion, sexual satisfaction, positive and negative emotions during sex) and outside (problematic pornography use and life satisfaction) the realm of partnered sexuality. Four highly similar profiles were identified across the two studies: (1) highly self-determined, (2) moderately self-determined, (3) moderately non-self-determined, and (4) highly non-self-determined. These profiles differed from one another on most, but not all, correlates with the more self-determined profiles being associated with more positive correlates. These results contribute to a better understanding of one's underlying sexual motivations by highlighting the importance of simultaneously considering these motivations in regard to sexual well-being. [ABSTRACT FROM AUTHOR]

In this study three different theories grounded on Self-determination macro-theory (Basic Psychological Needs Theory, Organismic Integration Theory, and Hierarchical Model of Intrinsic and Extrinsic Motivation) were combined into a single structural model to evaluate its goodness-of-fit to empirical data. It consisted on a model where basic psychological needs satisfaction was associated directly to well-being, and indirectly through the mediation of self-determined motivation. Since in this model the satisfaction of basic psychological needs would predict positively both self-determined motivation and well-being, basic psychological needs is considered to function as a confounding variable. The participants of the study consisted of 673 Spanish secondary education students (334 girls and 339 boys) with a mean age of 14.0 years (SD = 1.4). The model was confirmed partially. Direct associations between basic psychological needs satisfaction and psychological consequences were found and in the expected directionality. On the contrary, indirect associations between basic psychological needs satisfaction and psychological consequences were found, but generally with the opposite expected directionality. The sign of these indirect associations depended on whether components involved on the associations (basic psychological needs satisfaction, self-determined motivation and psychological consequences) were measured at the same or at different levels. Finally, the results found evidence of the confounding role of basic psychological needs between self-determined motivation and psychological consequences. Implications of these results for Basic Psychological Needs Theory, Organismic Integration Theory, and Hierarchical Model of Intrinsic and Extrinsic Motivation are discussed. [ABSTRACT FROM AUTHOR]

The relationship between perceptions of organizational politics (POPs) and self-determined work motivation has yet to be understood rigorously. Drawing on self-determination theory, affective events theory, and emotion-associated theories, we propose (1) that organizational politics is a crucial factor affecting self-determined motivation in organizations and (2) that work mood (e.g. anxiety and depression) is a psychological mediator affected by POPs and affecting self-determined motivation. We tested the model by using a Taiwanese sample of considerable variability in gender, hierarchical level, and tenure. Analysis results indicate that POPs diminish intrinsic motivation, autonomous extrinsic motivation, and controlled extrinsic motivation, but increase amotivation. Anxiety is a partial mediator in the POPseintrinsic motivation, POPseautonomous extrinsic motivation, and POPsecontrolled extrinsic motivation relationships, but anxiety does not mediate the relationship between POPs and amotivation. In contrast, depression is a partial mediator in the POPseintrinsic motivation and POPseamotivation relationships, and it is a complete mediator in the POPseautonomous extrinsic motivation and POPs econtrolled extrinsic motivation relationships. Given that work motivation is an important determinant of employee work behaviors; our results specify a possible link between POPs and employee outcomes. The distinct mediating roles of anxiety and depression in the POPs-work motivation relationships imply that different types of political behavior might induce distinctive work moods that produce divergent organizational outcomes. [ABSTRACT FROM AUTHOR]

Based on self-determination theory (SDT), the goal of this study was to analyze the relation between satisfaction of basic psychological needs, types of motivation to exercise, and social physique anxiety (SPA). Participants in the study were 398 secondary education students, aged between 12 and 19 years, who completed questionnaires that measured the variables of interest. The results of multiple mediation analysis revealed that satisfaction of the need for competence negatively predicted SPA, both directly and indirectly through the mediation of integrated, identified, and external regulations. Introjected regulation also positively predicted SPA. Gender and body mass index (BMI) affected the relationships analyzed and were also shown to predict SPA. The results of this study further our understanding of the motivational process that explains SPA in adolescents within an exercise context, showing the positive influence of perceived competence and types of self-determined motivation to reduce SPA.

Previous research on aviation safety has mainly focused on pilots and air-traffic controllers, with scant attention to airport security screeners. In addition, most studies have examined the factors that influence the performance of X-ray screening. However, for accurate screening, it is important that screeners acquire expertise through real world experience, which can only be gained over a long period. Therefore, the high turnover rate among airport security screeners is a potential threat to aviation safety. We investigate whether job stress influences screeners' turnover intention and whether job satisfaction mediates this relationship. Also, we examine whether the individual’s motivation level moderates this mediation model by conducting a moderated mediation analysis. We find that high job stress is associated with low job satisfaction, which in turn predicts higher turnover intention. Furthermore, the effects of such a mediation model were significantly larger among security screeners with high self-determined motivation than those with low self-determined motivation. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Based on self-determination theory, the purpose of this study was to analyze the relationship between social physique anxiety and intention to be physically active, while taking into account the mediating effects of the basic psychological needs and behavioral regulations in exercise. Method: Having obtained parents' prior consent, 390 students in secondary school (218 boys, 172 girls; Mage = 15.10 years, SD = 1.94 years) completed a self-administered questionnaire during physical education class that assessed the target variables. Preliminary analyses included means, standard deviations, and bivariate correlations among the target variables. Next, a path analysis was performed using the maximum likelihood estimation method with the bootstrapping procedure in the statistical package AMOS 19. Results: Analysis revealed that social physique anxiety negatively predicted intention to be physically active through mediation of the basic psychological needs and the 3 autonomous forms of motivation (i.e., intrinsic motivation, integrated regulation, and identified regulation). Conclusion: The results suggest that social physique anxiety is an internal source of controlling influence that hinders basic psychological need satisfaction and autonomous motivation in exercise, and interventions aimed at reducing social physique anxiety could promote future exercise. [ABSTRACT FROM AUTHOR]

This study was designed to test a four stage sequence of relationships derived from the coach–athlete motivation model (CAMM; [Mageau, G. A., & Vallerand, R. J. (2003). The coach-athlete relationship: A motivational model.Journal of Sport Sciences,21, 883–904. doi: 10.1080/0264041031000140374]) from interpersonal coaching styles to athletes' basic psychological needs, to self-determined motives, and finally rugby performance. Participants were 221 Canadian Interuniversity Sport (CIS) female rugby players who ranged from 16 to 33 years of age and reported playing rugby for an average of six years. The athletes completed a self-report questionnaire which included demographics, interpersonal coaching styles, basic psychological needs, self-determined motivation, and performance. An analysis of the structural model yielded the following fit index scores; (χ2(157) = 328.00,p = .000; Comparative Fit Index  = .95; Incremental Fit Index  = .95; Root Mean Square Error of Approximation = .07; Standardised Root Mean Square Residual = .09. The interpersonal coaching styles of autonomy support (β = .66), structure (β = .35), and involvement (β = .44) positively predicted the athletes corresponding needs. However, only autonomy significantly (β = .60) predicted self-determined motivation, while competence (β = .01) and relatedness (β = .07) did not. Finally, self-determined motivation moderately predicted rugby performance (β = .35). These findings provide initial support for propositions offered in the CAMM that the structure and involvement provided by coaches are positively associated with optimising the athletic experience. Furthermore, this study contributes to the existing literature by attempting to replicate previous studies that have examined at least one of the relationships examined in the present investigation using a varied population of female rugby players. [ABSTRACT FROM PUBLISHER]

This study was aimed at testing a meditational model in which goal orientation, self-determined motivation, and sportspersonship were predictive factors of aggressiveness. Italian martial artists (N = 366; Mage = 29.53, SD = 9.107; Men = 325, Female = 41) were asked to fill in a questionnaire assessing sport orientation, sport motivation, sportspersonship, and aggressiveness. The path analysis supported the hypothesized model: self-determined motivation mediates the relationship between motivational orientations and sportspersonhip, which in turn mediates the relationship between motivation and aggressiveness. The results suggest considering these motivational factors in order to plan interventions to prevent aggressiveness among athletes. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relationship of students' perceived value of schooling, self-determined motivation and academic performance with evaluation of teachers, on the basis of self-determination theory. The subjects were 365 Iranian college students. Questionnaires were used to assess perceived basic psychological needs satisfaction, perceived value of schooling, academic self-regulation, academic performance and evaluation of teacher. The results of regression analysis showed that the perceived basic psychological needs satisfaction and value of schooling and more self-determined forms of motivation in the classrooms predict more positive evaluation of teachers. The results also showed that academic performance couldn't predict students' evaluation of their teachers. The findings highlight the importance of value of schooling in fostering more self determined forms of motivation at university. [ABSTRACT FROM AUTHOR]

Purpose:Young adolescents who have little interest in participating in competitive team sports are at an increased risk for physical inactivity. Noncompetitive outdoor physical activity can provide young adolescents with increased opportunities to participate in physical activities that appeal to them and have positive health effects. The purpose of this study was to examine factors related to rural young adolescents' participation in noncompetitive outdoor physical activity to inform intervention design.Method:Young adolescents aged 10 to 14 years old (N = 1,032) from 1 rural county completed a self-administered questionnaire assessing constructs from self-determination theory (SDT) and the theory of planned behavior (TPB) related to noncompetitive outdoor physical activity. Structural equation modeling was used to examine an integrated conceptual model of hypothesized relationships among constructs.Results:The hypothesized conceptual model provided a good fit to the data with greater perceptions of autonomy support and self-determined motivation having statistically significant positive indirect effects on participation in noncompetitive outdoor physical activity mediated by the constructs of the TPB. All direct paths in the model were statistically significant; however, the direct effect of attitudes on intention was weak (.08) and self-determined motivation had no indirect effect on intention through attitudes (.03).Conclusions:Constructs of SDT and TPB should be accounted for by interventions targeting noncompetitive outdoor physical activity among young adolescents. More research is needed to determine young adolescents' preferences for noncompetitive and competitive physical activity and the potential influence that noncompetitive outdoor physical activity may have on total daily physical activity. [ABSTRACT FROM PUBLISHER]

Based on self-determination theory, the objective of this study was to analyze the relationship between the reasons for exercise and its reported weekly frequency in a representative sample of an adult urban population. A total of 918 inhabitants, aged between 16 and 89, participated in this study answering the Spanish version of the Exercise Motivations Inventory-2 (EMI-2) and reporting on their exercise frequency. Controlling for the influence of age and gender, multivariate analysis of covariance (MANCOVA) showed that participants who reported the highest exercise frequency had the highest score on both self-determined and controlling exercise motives, except the ill-health avoidance motive. The results support propositions of self-determination theory, and suggest that citizens may internalize exercise behaviour as they become more physically active. However, the results also suggest that some controlling motives are pertinent to exercise. Decision makers of the local sport policy should look into suitable ways of combining both controlling motives and more internalized motives in order to produce long lasting exercise adherence in citizens. [ABSTRACT FROM AUTHOR]

Consumers' clothing consumption is the cause of many social and environmental consequences, especially in emerging economies where consumption continues to escalate. It is therefore vital that consumers adopt more voluntary simplistic lifestyles with sustainable clothing practices. This study relies on the self-determination theory to explore the influence of basic psychological needs (i.e., competence, autonomy, and connectedness) and self-determined motivation (i.e., identified- and integrated regulation as well as intrinsic motivation) on female consumers' voluntary simplistic clothing practices. Data were derived from 469 online questionnaires and structural equation modeling was employed to test the hypotheses. Competence was identified as the most influential basic psychological need, followed by the need for connectedness and autonomy. Moreover, intrinsic motivation is the strongest predictor of voluntary simplistic clothing practices, while integrated regulation is deemed insignificant and identified regulation has a negative association with the practices in question. In summary, it would seem that female consumers are keen on adopting voluntary simplistic clothing behaviors. This may be due to their intrinsic motivation and competence rather than their exposure to extrinsic influences. This study provides valuable insight into the motivational determinants of voluntary simplistic clothing consumption in South Africa and may thus serve as a platform for further investigation into other emerging markets. [ABSTRACT FROM AUTHOR]