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Guided by the bright and dark side described in Self-Determination Theory, and following hierarchical and integrative conceptualisation of motivational climates, the primary objective of this research was to test the predictive relationships between pre-service teachers' perceptions of educator-created (dis-)empowering climates and need-based and novelty-based experiences with their academic self-concept. Bearing in mind that the pre-service teachers' academic self-concept might vary depending on the knowledge domain, a secondary objective was to test invariance in the predictive model across the four knowledge domains (i.e. STEM, social studies, language, and physical education). The convenience sample included 1,410 pre-service secondary teachers (40.30% men; M[subscript age] = 23.85; SD[subscript age] = 5.13; domain: 23.2% STEM, 24.8% social studies, 30.5% language, and 21.4% physical education) who participated in this cross-sectional study. The results from the structural equation modelling showed positive relationships between an educator-created empowering climate and need and novelty satisfaction, and negative relationships with need and novelty frustration. A disempowering climate was positively associated with need and novelty frustration, and negatively related to novelty satisfaction. Need satisfaction and novelty satisfaction were positively associated with academic self-concept, while need frustration and novelty frustration were associated negatively. The paths were invariant across the knowledge domains of STEM, social studies, language, and physical education. The results show that, regardless of the knowledge domain, the educator-created motivational climate represents a differential social-contextual factor explaining the need-based and novelty-based experiences, and academic self-concept of pre-service teachers throughout their initial teacher education programme.

The objective of this research was to analyze the mediation of academic engagement and the satisfaction of basic needs between teaching styles and academic confidence amongst teachers during initial training. The research design was observational, descriptive, cross-sectional, and non-randomized. In total, 920 university students in initial teacher training participated (61.85% women) (M[subscript age] = 24.73; SD = 5.34). The scales of interpersonal teaching styles, the satisfaction of basic psychological needs, academic engagement, and academic confidence were used, and a structural equation analysis with latent variables was carried out. The results highlight the important mediating role played by the satisfaction of basic psychological needs between the autonomous support style and the academic confidence of the trainee teachers. This research also highlights the importance, both for teachers and researchers, of using an autonomous support style, as well as the creation of a context for encouraging the satisfaction of basic psychological needs, to promote academic confidence in initial teacher training programs at university.

The aims of this study were: (i) to provide evidence of reliability and validity regarding the dimensionality of the Spanish version of two correlated subscales measuring Academic Self-Concept (ASC); (ii) to analyze factorial invariance according to sex and the educational level; (iii) to analyze a higher-order model from the two ASC subscales; and (iv) to study the predictive relationship of the ASC to academic engagement. An observational, descriptive, and cross-sectional study was designed in which 681 undergraduate university students (M[subscript age] = 24.55; SD[subscript age] = 5.35) (58% girls) and students of the Master's in Teacher Education participated. The scale's psychometric properties were analyzed using different exploratory and confirmatory analyses demonstrating that this instrument with two correlated factors (academic confidence and academic effort) is valid, reliable, and invariant in terms of gender and academic level. Higher-order factors from the two correlated factors showed an excellent goodness-of-fit. A regression model with latent variables was conducted showing a higher and positive prediction of academic self-concept for the two factors of academic engagement (willingness to study and satisfaction with studies). The ASC has shown itself to be a valid and reliable instrument for use with Spanish university students and may be of special interest, both to teachers and to the students themselves, as it allows us to reflect on the importance of developing confidence and effort during the students' academic lives.

The aim of this study was to provide evidence of the validity and reliability of the dimensionality of the Spanish adaptation of two correlated subscales to assess motivational climate in the university education context: Mastery motivational climate and performance motivational climate. Two different studies with cross-sectional design and different samples of university students were used to accomplish this research (Study 1: 181 students, mean age = 20.83, SD = 1.76; Study 2: 354 students, mean age = 21.84; SD = 1.98). In Study 1, Exploratory Structural Equation Modeling, Confirmatory Factor Analysis (CFA), and reliability analysis of the scale were conducted. In Study 2, CFA, reliability analysis, discriminant validity, temporal stability, factorial invariance across gender, and nomological validity were managed through a regression model measuring the relationships between democratic and autocratic behavior, mastery climate, and performance climate. The final version of the Motivational Climate in Education Scale showed acceptable goodness of fit and values of discriminant validity, reliability, temporal stability, and invariance across gender. According to its nomological validity, democratic behavior was shown to be a statistically significant predictor of mastery climate, and the teacher's autocratic behavior was shown to be a statistically significant predictor of performance climate. This scale is a valid and reliable instrument to assess mastery climate and performance climate in the Spanish university educational context.

The purpose of this research study was to determine to what extent the motivational climate perceived by students in Physical Education (PE) classes predicts self-determined motivation, and satisfaction with physical education classes. Questionnaires were administered to 758 high school students aged 13-18 years. We used the Spanish versions of the PE adaptations of instruments: Sport Satisfaction Instrument, Sport Motivation Scale and Learning and Performance Orientations in PE Classes Questionnaire. We conducted a descriptive statistical analysis and correlations with structural equation modeling. The results showed the highest mean values in satisfaction / fun, intrinsic motivation and motivational task-oriented climate. By using a structural equation model, we found a positive association between a task-oriented climate and students' intrinsic motivation (? = 0.69) and their satisfaction in PE classes (ß = 0.56).

Building upon Self-Determination Theory, the objective of this research was to gather validity and reliability evidence on the use of the Interpersonal Behaviors Questionnaire (IBQ-Self) in the Spanish physical education (PE) teacher training context. Participants were 419 pre-service PE teachers (48.45% women; M age = 26.97; SD = 6.49) from eight public universities; all were enrolled in the Professional Master's program in Education. We found psychometric support for a 24-item six-factor correlated model of the IBQ-Self that was invariant across gender. There was also evidence for discriminant validity and reliability of this instrument. Criterion validity was provided by positive relationships found between need satisfaction and need-supportive behaviors, and between need frustration and need-thwarting behaviors. Overall, the IBQ-Self is a valid and reliable measure of Spanish pre-service PE teachers' perceptions of their own need-supportive and need-thwarting behaviors. [ABSTRACT FROM AUTHOR]

The study of optimal best practice, coinciding with a person's 'motivational mindset', is an interesting research inquiry for development. Optimal best practice, in brief, relates to the maximization of a person's state of functioning (e.g., cognitive functioning). Moreover, the nature of optimal best practice is positive and motivational, helping individuals to flourish in different courses of action (e.g., academic performance at school). Several research undertakings, non-experimental in design, have provided clear and consistent evidence to substantiate the existing viewpoints and perspectives of optimal best practice. Our proposed investigation, which involved physical education pre-service teacher students from Spain (N = 681), explored one notable focus of inquiry–namely, the formation of optimal best practice and its predictive and explanatory account on future adaptive outcomes. As such, using Likert-scale measures and path analysis techniques, we were able to identify two associative patterns: achievement of optimal best practice is positively accounted for by academic self-concept, optimism, and current best practice and, in contrast, negatively accounted for by pessimism; and that optimal best practice could act as a determinant of academic engagement for effective learning. Such associations are significant, providing relevant information for different teaching and research purposes. [ABSTRACT FROM AUTHOR]

The aim of this research was to find out how self-determined motivation and perceived motivational climate predict the importance and usefulness of Physical Education (PE). The sample consisted of 2002 Spanish students aged between 12 and 19 years. A questionnaire was used composed of the 'Sports Motivation Scale' (SMS), the 'Learning and Performance Orientations in Physical Education Classes Questionnaire' (LAPOPECQ) and the 'Importance of Physical Education' (IPE). Descriptive statistical analysis, MANOVA and multiple regression analysis were applied. The results of this study show the importance of intrinsic motivation for both boys and girls as a predictor of the importance and usefulness of PE for the participants, although girls were affected by a greater number of variables. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the cross-country invariance of five well-established measures of body weight and shape concern-related attitudes and behaviors (i.e., drive for leanness, drive for muscularity, strategies to increase muscle, strategies to lose weight, and weight and shape concerns). A secondary objective was to examine the effects of several sociodemographic factors (age, BMI, socioeconomic status, and gender) on item and latent factor scores of these constructs. A total of 6272 emerging adults (4218 women; M age = 21.46, SD = 3.11) from Australia, Belgium, Canada, China, Italy, Japan, Spain, and the U.S. completed a self-report online survey as part of a larger study. Overall, support for partial invariance both across countries and in terms of the considered sociodemographic factors was found for reduced versions of the five measures. Significant differences in latent means were found across countries, these being of greater magnitude for drive for leanness and strategies to lose weight. The considered sociodemographic factors (most notably BMI and gender) were associated with the latent mean scores of the assessed constructs. The present study contributes to current literature by providing cross-cultural invariant versions of several measures of relevance in the field of body image., Competing Interests: Declaration of Competing Interest The authors report no declarations of interest., (Copyright © 2020 Elsevier Ltd. All rights reserved.)

This study examined the measurement invariance of three scales that assessed emotional eating, restrained eating, and intuitive eating across eight countries (Australia, Belgium, Canada, China, Italy, Japan, Spain and the United States) in order to determine their suitability for cross-country body image research. A total of 6272 young adults took part in this study. Participants completed an online survey including the Emotional Eating subscale of the Three Factor Eating Questionnaire-Revised 21, the Restraint subscale of the Eating Disorder Examination Questionnaire, and the Reliance on Hunger and Satiety Cues subscale of The Intuitive Eating Scale-2. Multi-group confirmatory factor analysis was used to evaluate potential cross-country differences in functioning of the measures. Partial invariance for all three scales was found, with only minor levels of non-invariance identified. Multiple indicator multiple cause models identified BMI and gender as potential influences on scores for these measures. Sources of invariance across groups are discussed, as well as implications for further substantive research across countries involving these measures., Competing Interests: Declaration of Competing Interest The authors reported no declarations of interest., (Copyright © 2020 Elsevier Ltd. All rights reserved.)

The aim of the current study was to examine the psychometric properties of two well-established measures of sociocultural influence and internalization of the thin/low body fat ideal and muscular ideal. Data from 6272 emerging adults (68.9 % female), aged 18-30 years from Australia, Belgium, Canada, China, Italy, Japan, Spain, and the U.S. were included in this study. Participants completed measures of pressure from mother, fathers, peers, and media, to both increase muscles and lose weight, as well as internalization of the thin/low body fat ideal and muscular ideal. Overall, support for partial invariance was found across the scales. In addition, group level differences were found between countries as well as along demographic factors including gender, age, body mass index, and socioeconomic status. These findings make an important contribution by identifying these scales as useful tools that will support future cross-country and cross-cultural examinations of explanatory models of the development of body image and eating concerns grounded within sociocultural theories., (Copyright © 2020. Published by Elsevier Ltd.)

The implementation of the pedagogical model has meant an increase in rigour and coherence in Physical Education (PE) classes. The objectives of the study were twofold; (a) to delimit the characteristics and elements that make up Attitudinal Style as a pedagogical model; (b) to analyze the perception of future teachers on the usefulness and transferability of the model in their classes. Twelve future PE teachers (seven women and five men) with an age of 20.14 ± 1.48 participated. All of them were part of the University of Burgos (Spain). A qualitative approach was used with two data collection instruments (reflective group journals and discussion group) and two categories of analysis were established: (a) usefulness in the construction of professional identity; (b) transferability of the Attitudinal Style in the school. The results showed how future PE teachers consider the model as a transcendental methodological tool in understanding and addressing PE at school. Interpersonal relationships in the classroom, student autonomy and group responsibility are highlighted as necessary aspects with high transferability to the school.

The objective of this work was to provide evidence on the dimensionality of the Spanish version of Sport Motivation Scale II adapted to physical education (SMS-II-PE) in one of its hypothesized models (6 factors). A sample of 1055 secondary education students of the Region of Murcia, Spain, aged between 12 and 17 years, was used. As an instrument, the SMS-II-PE was used. The factorial structure was examined with confirmatory factor analysis, and internal consistency and invariance by sex were evaluated. The results confirmed that the Spanish model of 6 factors and 18 items presented good adjustment indicators and is valid for its application in the educational field of Physical Education lessons.

The aim of the current research is to ascertain any possible relationship that could exist between the alcohol consumption of the population and several sociodemographic variables, in addition to the influence of physical exercise/sports on the creation of healthy lifestyle habits. The sample comprised 1102 subjects from Almeria Spain, over 14 years of age, to whom we administered the "physical exercise/sporting habits and life styles" questionnaire, selecting the sections on physical exercise/sporting habits in leisure, fitness and state of health perception and alcohol consumption habits, related to attitudes, behavioural and sociodemographic variables. We used an innovative tool for data analysis in the sphere of physical exercise, known as the Bayesian networks, emphasizing a positive relationship between alcohol consumption and physical exercise/sporting activities, it being the active people, with an interest in physical exercise/sports, who have a good perception of their health and physical fitness who are the ones who make habitual and occasional use of this substance. The profile of the individual who does not drink alcohol is female, over 44 years of age, with no studies, housewives who have a poor perception of their health, and who do not do any physical exercise or plays sports, whereas the populations with health risks, are men between 15 and 44 years of age who have secondary school studies or a degree and who work in the public or private sector.