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Objective: The purpose of the current study was to examine the relationship between the level of perceived support for the basic psychological needs of autonomy, competence, and relatedness and satisfaction with health and quality of life among undergraduate college students with disabilities. Method: 286 postsecondary students with disabilities were surveyed in the spring of 2019. Cross-sectional data was analyzed to assess the relationship between students' perceived support for their basic psychological needs and their satisfaction with health and quality of life. Results: Results of the analyses revealed that perceived support for the basic psychological needs of autonomy, competence, and relatedness statistically significantly predicted satisfaction with health and quality of life. Conclusions: The results of this study provide key insights into the nature of the relationship between support for malleable psychosocial factors within the college context and student satisfaction with their health and quality of life in the college context. [ABSTRACT FROM AUTHOR]

Drawing upon the broaden-and-build model and self-determination theory, the present study examined whether and how the fulfillment of basic psychological needs (i.e., autonomy, competence, & relatedness) might mediate the relationship between positive affectivity and distinctive positive outcomes (i.e., life satisfaction, self-esteem, & academic performance) in a sample of 320 (202 females) Chinese adolescents using a six-months' prospective design. Results showed that positive affectivity was positively associated with all basic psychological needs and positive outcomes. Furthermore, results obtained from conducting mediation analyses indicated that competence mediated the link between positive affectivity and subsequent levels of self-esteem, while relatedness mediated the link between positive affectivity and subsequent levels of life satisfaction, and autonomy did not emerge as a significant mediator for any of the positive outcomes studied. Overall, the current study integrated the basic psychological needs theory into the framework of the broaden-and-build model, identifying the unique contribution of the needs in the link between positive affectivity and positive outcomes in Chinese adolescents. [ABSTRACT FROM AUTHOR]

Boys in the Kingdom of Saudi Arabia consistently and significantly underperform compared to girls across different grades and subjects, forming one of the largest gender gaps in student achievement in the world. Saudi Arabia offers a unique setting in which boys and girls attend separate schools on a universal basis starting from grade 1. This means that boys and girls are educated only by male and female teachers, respectively, in effect inhabiting parallel education systems. In this context, this study examines the factors that are associated with student achievement in mathematics and science in grades 4 and 8 and the extent to which these associations are different for boys and girls, in an effort to gain insights into boys' underachievement in mathematics and science in Saudi Arabia. The paper employs data from two recent large-scale assessments of education: Trends in International Mathematics and Science Study (TIMSS) 2019 and Saudi Arabia's National Assessment of Learning Outcomes (NALO) 2018. A series of hierarchical two-level linear regression models showed that in grade 4, school climate was more strongly associated with boys' compared with girls' achievement in both mathematics and science, with boys attending schools of poorer school climate having a considerably lower performance compared with girls attending such schools. The findings also indicated that although greater literacy and numeracy readiness was linked with higher science achievement among boys and girls, grade 4 boys tended to benefit more from this readiness than girls. In addition, the results show that student absenteeism in grade 4 is particularly strongly associated with decreases in mathematics achievement among boys. In grade 8, significant interactions between gender and the extent to which students feel confident in science, the degree of schools' emphasis on academic success, and teachers' age are observed. The paper concludes by discussing some of the implications of these findings for educators and policy makers in Saudi Arabia. [ABSTRACT FROM AUTHOR]

Early attention skills have been found to be a significant and consistent predictor of academic outcomes, grades, and achievement results (Rabiner et al., School Psychology Review, 45(2), 250–267, 2016; Rhoades et al., Early Childhood Research Quarterly, 26(2), 182–191, 2011). A significant portion of students in elementary school experience attention difficulties, which can lead to difficulties attaining fundamental academic skills and enablers (DiPerna & Elliot, School Psychology Review, 31(3), 293–297, 2002; Merrell & Tymms, British Journal of Educational Psychology, 71(1), 43–56, 2001). The current study aimed to investigate the role of four academic enablers—motivation, study skills, interpersonal skills, and engagement—in the relationship between inattention and homework performance. Teachers completed questionnaires on inattention, academic enablers, and homework for 147 students in 1st through 4th grades. Using a multivariate path analytic approach, we tested the hypothesis that the academic enablers would have mediational, and potentially differential, effects on the relationship between inattention and two facets of homework performance—homework responsibility and homework competence. Our proposed model was supported by the data; results suggested that academic enablers play a significant role in the relationship between inattention and homework performance. These findings support a shift in focus to supporting students' academic enabling behavior as a means of providing the necessary academic skills to mitigate the effects of attention difficulties on academic outcomes. [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]

Objectives: Early Buddhist thought clearly recognizes the need for learning how to face one's own mortality, for which purpose mindfulness practice has a central role to play. Fear of death has also been studied in cognitive psychology, leading to what is known as the terror management theory. Actual research evidence in psychology has already shown that mindfulness practice may reduce fear and anxiety in general. However, there is a lack of research examining the specific effects of brief mindfulness practices on the fear of death and dying. In this study we tested the hypothesis that brief mindfulness practices used daily over a period of 6 weeks will result in a reduction of the fear of death and dying when compared to brief contemplative practices used as an active control condition. Methods: Participants (n = 89) were randomly assigned to the mindfulness (n = 44) and the contemplation (n = 45) conditions and completed validated scales measuring four distinct fears related to either the process of dying or the final event of death (dying of oneself, death of oneself, dying of others, and death of others), mindfulness, and self-compassion at baseline, post-intervention (at 6 weeks) and follow up (1‒3 weeks after the end of the 6-week intervention). ANOVA was used to investigate the effects of both interventions on outcome variables over time and between groups. Results: Both mindfulness and contemplative practices were equally effective in reducing fear related to dying of oneself and death of others while increasing fear of dying of others, mindfulness, and self-compassion. No significant intervention effects were found for fear related to death of oneself only. Conclusions: These results suggest that fears related to dying of oneself and death of others can be reduced using both mindfulness and contemplative practices that may simultaneously increase mindfulness and self-compassion. [ABSTRACT FROM AUTHOR]

Healthcare providers who use controlling or coercive strategies may compel short-term enactment of HIV and sexually transmitted infection prevention behaviors but may inadvertently undermine their client's motivation to maintain those behaviors in the absence of external pressure. Autonomous motivation refers to the self-emanating and self-determined drive for engaging in health behaviors. It is associated with long-term maintenance of health behaviors. We used structural equation modeling to investigate whether autonomy support was associated with increased odds of therapeutic serum levels of pre-exposure prophylaxis, through a pathway that satisfies basic psychological needs for autonomous self-regulation and competence regarding pre-exposure prophylaxis use. We also investigated whether autonomy support was associated with decreased odds of condomless anal intercourse via the same psychological needs-satisfaction pathway of autonomous self-regulation and competence regarding condom use. We tested these two theorized pathways using secondary data from a longitudinal sample of Black men who have sex with men from across three cities in the US (N = 226). Data from the sample fit the theorized models regarding the pathways by which autonomy support leads to the presence of therapeutic PrEP levels in serum (χ2 = 0.56; RMSEA = 0.04; CFI =.99, TLI = 0.98) and how it also leads to decreased odds of condomless anal intercourse (χ2 = 0.58; RMSEA = 0.03; CFI = 0.99; TLI = 0.98). These findings provide scientific evidence for the utility of self-determination theory as a model to guide intervention approaches to optimize the implementation and impact of PrEP for Black men who have sex with men. [ABSTRACT FROM AUTHOR]

Motivation is one of the keys to success in challenging courses such as human anatomy and physiology (A&P) and may occur in the form of intrinsic motivation (IM, motivation for enjoyment), extrinsic motivation (EM, motivation for reward), and/or amotivation (AM, lack of motivation). The goal of this study was to identify ways of supporting student success in A&P by identifying sources of motivation correlated with increased performance and determining if motivational efforts change. Three surveys, including the Motivated Strategies for Learning Questionnaire developed by Pintrich in 1990, were administered to students enrolled in A&P I at the University of Mississippi during the fall semester of 2021. Relevant survey questions were categorized to source of motivation and summed motivation scores for each student were analyzed for correlations with student performance on major assessments in the course. EM was not correlated with any assessment score while AM (assessed only on the second survey) was negatively correlated with all assessment scores. IM scores from survey 1 were not correlated with any assessment score. IM scores from survey 2 were positively correlated with exam 1 and 4 scores as well as the total earned course score. IM scores from survey 3 were positively correlated will all assessment scores. For students accustomed to the rewards from EM, IM may be a latent variable that is only accessed by the individual when needed. Further, educators can promote student achievement by guiding students to identify and use IM early and consistently throughout the course. [ABSTRACT FROM AUTHOR]

Background: Over the past two decades, a large body of research has focused on the contribution of equine-assisted therapies to positive psychological changes in at-risk adolescents. The current study aimed to explore the subjective experiences of therapeutic horseback riding (THR, a type of equine-assisted therapy) among at-risk adolescents and examine how they describe the psychological benefits and the mechanisms of change of a THR intervention. Methods: This qualitative study focused on at-risk adolescents living in residential care. In-depth interviews were conducted with 19 adolescents. Results: Thematic analysis revealed three themes: (a) participants' presentation, (b) the benefits of riding as a mechanism of change in the THR intervention, and (c) the benefits of the relationship with the horse as a mechanism of change in the THR intervention. Conclusions: The results of this study emphasize that the riding process and the relationship with the horse are the core mechanisms of THR interventions for at-risk adolescents and provide various psychological, behavioral, and relational benefits. Self-determination theory (SDT) is a relevant framework through which to explore at-risk adolescents' subjective experiences of THR intervention and reveal its benefits for them. [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]

Extant research has demonstrated that underdog expectations—individuals' perceptions that others view them as unlikely to succeed—can have positive implications for motivating performance. In this paper, we draw on self-determination theory to examine how and when underdog expectations can have detrimental consequences for both the employee and the organization. Specifically, we propose that underdog expectations can decrease employees' need fulfillment, which in turn leads to more cheating behavior. Furthermore, we theorize that the indirect effect of underdog expectations on cheating behavior via need fulfillment is weaker when general self-efficacy is high than when it is low. Results from two studies using complementary designs support our predictions. Overall, our research demonstrates a potential dark side to underdog expectations and also contributes to the behavioral ethics literature. [ABSTRACT FROM AUTHOR]

The present study explores the effect of teachers' authentic leadership in second chance programmes on students' psychological need satisfaction climate (according to self-determination theory), and the manner in which teachers' gender moderates this effect. Data collected from 60 teachers and 183 students in second chance programmes in Israel were analysed at the group level. The study found that for male teachers, authentic leadership negatively predicted psychological need satisfaction climate in the classroom. The implications of findings for authentic leadership in general and for teaching in second chance programmes are discussed. [ABSTRACT FROM AUTHOR]

Health behaviors are the cornerstone of cardiovascular risk reduction but change is challenging and maintenance is uncommon. The use of Self-Determination Theory (SDT) can promote long-term change however the pathway is uncertain related to cardiovascular risk reduction. A multi-disciplinary clinical team trained in SDT counseled 294 individuals with high cardiovascular risk. Our participants had a significant decrease in cholesterol as well as a significant increase healthy diet and motivation measures. Autonomous motivation was a critical element in the pathways. We demonstrated that a SDT team-based clinical intervention can promote cardiovascular risk reduction through autonomous motivation. [ABSTRACT FROM AUTHOR]

In contrast to the traditional "variable-centered" approach, this study used a "person-centered" approach to reveal the distinct profiles of aggressive behavior among 851 Chinese college students, and tested how these profiles were related to two potential protective factors (emotional intelligence and self-esteem) and one outcome (friendship quality). Our results showed five different profiles (labeled as low, hostile, indirect, moderate, and high aggression groups) that exhibited different characteristics of aggressive behavior and differential associations with the protective and outcome variables. Three groups (the low, hostile, and indirect aggression groups) had higher levels of emotional intelligence and friendship quality than the other two groups (the moderate and high aggression groups). In terms of self-esteem, the low aggression group showed higher self-esteem than did the hostile, indirect, and moderate aggression groups, who in turn showed higher self-esteem than did the high aggression group. The study suggests that using the "person-centered" approach may considerably deepen our understanding of aggressive behavior among college students and its relationship with other variables. [ABSTRACT FROM AUTHOR]

Employee voice behaviors are critical to enhanced organizational success. The current study applies self-determination theory (SDT) and the job demands-resources model (JD-R) to examine the relationships among job autonomy, work engagement, and voice behaviors and investigates the moderating role of person–organization fit (P-O fit) on these relationships. A total of 262 full-time employees from various industries (e.g., manufacturing, construction, financial, service, and education industries) in Taiwan completed questionnaires across two time points. The results demonstrated that job autonomy was positively related to promotive voice behavior through work engagement. Additionally, P-O fit strengthened the direct effect of work engagement on promotive voice behavior and the indirect effect of job autonomy on promotive voice behavior through work engagement. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Background and Objectives: The COVID-19 lockdowns impacted physical activity for all, but especially parents, because they had to balance home, work and leisure activities. Motivation for exercise is consistently shown to be associated with physical activity levels. Self-determination theory provides a framework through which the motivation for exercise and its social-contextual antecedents can be explored. The purpose of this study is to explore the role of motivation in determining physical activity in parents and carers of English primary school children before, during and after the COVID-19 lockdowns., Design, Setting and Participants: This study uses a mixed-methods design combining quantitative data and individual interviews. Participants were all parents/carers of children in year 6 (aged 10-11 years) at English primary schools in the United Kingdom., Methods: Quantitative data were collected on three occasions: between March 2017 and May 2018 (Wave 0, N  = 1296), between May and December 2021 (Wave 1, N  = 393) and between January and July 2022 (wave 2, N  = 436). Motivation for exercise was assessed using the Behavioural Regulations in Exercise Questionnaire-2 and moderate-to-vigorous physical activity was estimated via waist-worn accelerometers. Data were analysed via regression models. Interviews with a subsample of parents ( N  = 43) were conducted on two occasions: between September and December 2021 and between February and July 2022. Interviews covered the impact of the pandemic on children and parents' physical activity and changes over time. This study focuses on discussions around the parents' own physical activity behaviour and their motivation. The framework method was used for analysis., Results: In separate linear regression models, intrinsic and identified regulation were associated with higher moderate-to-vigorous physical activity in waves 0 and 2. Amotivation was associated with lower moderate-to-vigorous physical activity in waves 0 and 2. In fully adjusted multivariable regression models, identified regulation was associated with a 4.9-minute increase in moderate-to-vigorous physical activity and introjected regulation was associated with a 2.3-minute decrease in moderate-to-vigorous physical activity at wave 0. Associations with moderate-to-vigorous physical activity were different in wave 2, with introjected regulation changing direction and a negative association with amotivation, although confidence intervals were wide due to smaller sample sizes. In the interviews, parents spoke of the effects that the COVID-19 lockdowns had on their motivation to be physically active in four theoretically driven themes: (1) motivation for physical activity, (2) perceived autonomy for physical activity, (3) perceived competence for physical activity and (4) perceived relatedness for physical activity., Limitations: The smaller sample sizes for waves 1 and 2 may have limited the ability to identify associations between behavioural regulations and moderate-to-vigorous physical activity post pandemic. Across all waves, parents were predominantly active, females, white and from higher socioeconomic areas and therefore may not reflect broader experiences., Conclusions and Future Work: Autonomous motivation, especially enjoyment and the importance for mental and physical well-being, was a key driver in keeping parents active during lockdowns and remains important for physical activity post lockdown, with introjected regulation potentially playing an increased role. Parents' interviews highlighted that while for some the lockdowns promoted autonomous motivation for exercise, others had enduring negative influences on their autonomy, competence and relatedness, which could be detrimental to their well-being. Strategies that focus on offering a range of novel activities for parents and that bring parent groups together may be effective., Funding: This article presents independent research funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme as award number NIHR131847.

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).)

Although there are many studies about wellbeing on healthcare professionals, the relationship between hierarchy and well-being has not been studied much. In this study, we focused on surgical branch professionals (anesthesiologists, surgeons, nurses) as organized in a strict hierarchy. We explored the association between the position within the organizational hierarchy in operating theaters and well-being. Data were collected in 2 parts as cross-sectional (baseline) and daily surveys (for 15 days). A total of 226 participants participated in the baseline study and 156 participants in the daily surveys. How hierarchical positions, in-group identification and personality traits were related to the well-being and experiences of surgical team members were investigated. System justification, social dominance orientation, and personality theories were used to investigate personality traits. Emotional stability and identification with other healthcare professionals were positively associated with positive experience and well-being. Daily hierarchical relationship when the team members were in a superior position was positively associated with that day's well-being, positive experience, enjoying working, and motivation to work on the following day. Conversely, the negative effects of daily hierarchical relationships on outcomes were not seen when the participants were in a subordinate position. Our findings were parallel to the literature that perceived autonomy in the workplace has positive impacts on the well-being. Furthermore, we found that in-group identification can protect surgical branch professionals from the adverse effects of the organizational hierarchy. We suppose our findings can contribute to the literature to evaluate organizational structure of operating theaters., Competing Interests: The authors have no funding and conflicts of interest to disclose., (Copyright © 2024 the Author(s). Published by Wolters Kluwer Health, Inc.)

Background: The purpose of this study is to investigate the exposure-risk relationship between psychosocial occupational stress and mental illness. Methods: We conducted a systematic review with meta-analyses as an update of a systematic review published in 2014. The study protocol was registered in PROSPERO (CRD42020170032). Literature searches were carried out in the MEDLINE, PsycINFO, and Embase databases. All procedural steps were performed independently by two reviewers; discordances were solved by consensus. All of the included full texts were subject to a methodological appraisal. Certainty of evidence was determined with the GRADE procedure. Results: The pooled risk of depression was found to be approximately doubled in workers exposed to high job strain, which is defined as high work demands combined with low job control (effect estimate [EE] = 1.99, 95% CI [1.68; 2.35], heterogeneity [I2] = 24.7%, n = 8). In particular, high work demands are associated with incident depression (ES = 13.8 [1.19; 1.61], I2 = 69.0%, n = 9) and with incident anxiety disorder (ES = 1.79 [1.44; 2.23], I2 = 48.1%, n = 5). There were only a small number of methodologically adequate studies available on burnout, somatoform disorders, suicidal ideation, and suicide. Thus, no pooled risk estimates were calculated, although some individual studies showed a considerably increased risk. Conclusion: Psychosocial occupational stress is clearly associated with depression and anxiety disorders. [ABSTRACT FROM AUTHOR]

Our eating behaviors are highly influenced by those of individuals surrounding us and the groups we belong to. The first goal of this experiment was to determine how social norms that encourage (pro-) vs. discourage (anti-) unhealthy eating influence people's intentions and motivations to eat unhealthily. Since these norms can be conveyed by one's group in a manner that either promotes group members' autonomy (i.e., collective autonomy support), or pressures them into eating certain foods (i.e., collective control), the experiment also tests which of these types of messages promotes the highest conformity to group norms. Hence, the second goal of this experiment was to investigate this synergetic effect of pro- vs anti-unhealthy eating norms and of collective autonomy support vs. collective control on participants' unhealthy eating intentions and their motivations for unhealthy eating. An experimental study (N = 341) using a 2 (eating norm: pro-unhealthy eating norm vs. anti-unhealthy eating norm) x 3 (type of group support: collective autonomy support vs. collective control vs. no support) design was conducted. Results showed that pro-unhealthy eating norms increased participants' intentions to eat salty and fatty food, but also their amotivation (i.e., lack of motivation) for unhealthy eating relative to anti-unhealthy eating norms. In addition, when pro-unhealthy eating was encouraged in a controlling (vs. in an autonomy supportive) manner, participants reported higher intentions to eat tofu tacos. Finally, when pro-unhealthy eating was promoted by supporting group members' autonomy, participants reported higher integrated regulation, i.e., a highly internalized motivation, for unhealthy eating. These results demonstrate that eating norms do not impact all types of unhealthy food consumption in the same manner, and that collective control may be motivating in uncertain contexts; furthermore, when individuals' autonomy is supported and promoted by other group members, they are more susceptible to integrate unhealthy eating in their life. [ABSTRACT FROM AUTHOR]

People differ in how they define and pursue happiness and well-being (HWB). Previous studies suggested that the best way to achieve a high level of well-being might be to pursue different facets of HWB simultaneously. We expand on this idea and introduce the concept of complexity of HWB definitions to describe how many HWB definitions people endorse simultaneously, and the complexity of HWB-related intentions to describe how many unique facets of HWB people intend to pursue in everyday life. To operationalize these novel concepts, we developed two parallel measures that integrate psychological and philosophical definitions of HWB. In two independent studies (total N = 542), exploratory and confirmatory factor analyses revealed eight reliable and valid factors for both parallel scales: absence of negativity, positive attitude, tranquility, personal development, luck, joy and desires, purpose, and belonging. Complexity of HWB-related intentions was positively associated with all facets of well-being, whereas complexity of HWB definitions was only positively associated with some facets of well-being. HWB-related intentions and their complexity emerged as more important for the experience of well-being than HWB definitions and their complexity. These studies highlight the importance of a multifaceted conceptualization of HWB when investigating how the pursuit of HWB is related to actual levels of well-being. [ABSTRACT FROM AUTHOR]

Objective: The Reach Ahead for Lifestyle and Health (REAL HEALTH)-Diabetes study assessed the comparative effectiveness of two Look AHEAD (Action for Health in Diabetes)-adapted lifestyle intervention (LI) arms targeting weight loss in type 2 diabetes compared with medical nutrition therapy (MNT) referral. At 1 year, LI had greater weight loss than MNT. This study reports outcomes at 24 (end of LI) and 36 months.Methods: Participants (N = 211) with type 2 diabetes and BMI > 25 kg/m2 were randomly assigned to in-person LI, telephone conference call LI, or MNT. The primary outcome was percentage weight change. Secondary outcomes included 5% and 10% weight loss, glycated hemoglobin (HbA1c), and patient-reported outcomes.Results: Participants were 61.7 (SD 10.2) years old; 55% were female; 77% were non-Hispanic White; and had mean (SD) weight of 98 (18.9) kg and mean (SD) HbA1c of 7.7% (1.2%). Mean (SD) weight change at 24 and 36 months was -4.4% (5.9%) and -4.4% (5.4%) in in-person LI, -4.0% (5.8%) and -5.3% (6.4%) in telephone LI, and -3.1% (5.2%) and -5.8% (7.1%) in MNT, with no statistically significant difference in weight or HbA1c at 24 and 36 months. Compared with MNT, LI arms had favorable changes in patient-reported outcomes related to learned dietary skills.Conclusions: There were no differences in weight outcomes among LI participants compared with referral to MNT at the end of intervention or 1 year after its conclusion. [ABSTRACT FROM AUTHOR]

BACKGROUND: School connectedness (SC) is associated with improved health and academic outcomes. The purposes of this study were to explore factors contributing to students' perceptions of SC and if participation in structured recreation at school was associated with SC. METHODS: We used concurrent mixed‐methods including cross‐sectional qualitative data to explore factors contributing to SC among fifth‐ and sixth‐grade students at 2 schools in Phoenix, AZ, USA (N = 330), and quantitative measures to explore the association between SC and recreation participation (N = 129). Students completed a journaling activity to identify factors contributing to feelings of SC. Responses were analyzed using both deductive and inductive approaches. Student surveys were analyzed using 1‐way analyses of variance to assess differences between participation level and SC. RESULTS: Eight themes contributing to SC emerged: Relationships (peer, adult), Competence (competence), Autonomy (choice), Relax (relax), Recreation (structured, play), Fun (fun), Academics (academic learning), and Environment (food and safety). Participation in structured recreation programming in the classroom and at recess were associated with higher levels of SC (p <.05). CONCLUSIONS: School practitioners can integrate opportunities for structured recreation in the classroom and at recess as a fun and engaging strategy to foster adult support and peer relationships, enhancing SC. [ABSTRACT FROM AUTHOR]

Research has suggested that sacrifices are made to manage the work-home interface. They have been however, related to various deleterious effects. Drawing from self-determination theory, we argue that the sacrifice of psychological needs is worse than the sacrifice of activities such as maintenance and leisure in terms of personal functioning. The present two studies investigate whether sacrifices made in one life sphere to attend matters in another are negatively related to well-being and satisfaction, through enhanced work-family conflict, and whether all sacrifices are created equal. One transversal (n = 141) and one three-wave prospective (n = 78) study were conducted among convenience samples of workers who answered online surveys. Results revealed that personal psychological need sacrifices were negatively related to well-being via family to work conflict (FWC) and work to family conflict (WFC), over and beyond other types of sacrifice. In addition, personal psychological need sacrifices led to decreased life and professional satisfaction over 3 months, via FWC and WFC. Hence, need sacrifices, especially those made in the personal sphere, come at a cost and may not be the best long-term strategy to manage one's work-home interface. [ABSTRACT FROM AUTHOR]

Research generally shows that autonomous forms of motivation are associated with higher performance and job satisfaction, whereas controlled forms of motivation are linked to worse outcomes. These relationships are largely based on between-persons data from cross-sectional studies or longitudinal studies with few measurement points. However, motivation quality, performance, and job satisfaction can vary considerably from day to day and from task to task. It is unclear whether and how these experiences and behaviors covary over time within individuals at work in daily life. The present study assessed this using a diary approach. With a default protocol of 30 working days, an ecological momentary assessment application prompted 19 white-collar workers five times a day to report their autonomous and controlled motivation for work tasks and their productivity and job satisfaction at the end of each day. Fourteen participants gathered sufficient data to compute within-person relations and individual networks. At the between-person level, results were somewhat in line with prior survey-based research, whereas results at the within-person level present more nuanced findings and demonstrate that these will not inherently align with previous between-person findings. Individual network analyses indicated considerable interindividual heterogeneity, especially in the relationships between motivation and job satisfaction. In conclusion, these findings point to significant variability in the observed relations between task-related motivation, performance and job satisfaction in everyday life, and highlight the added value of a within person approach and individual networks in addition to between-persons approaches. The implications of these findings for occupational wellbeing research are discussed. [ABSTRACT FROM AUTHOR]

Parents whose self-esteem is contingent on their children's achievements tend to exert more control over their children by displaying decreased affection and regard after failure in school (parental academic conditional negative regard). The current study examined parental anger and dysregulated anger expression as possible mechanisms in the respective association. In total, 221 mothers reported their child-invested contingent self-esteem, habitual dysregulated anger expression, anticipated anger after child failure, and their explicit use of conditional negative regard; their 12- to 14-year-old adolescent children reported perceived conditional negative regard. The moderated mediation analysis revealed that anger after child failure partially mediated the effect of child-invested contingent self-esteem on maternal explicit use of conditional negative regard, which, in turn, predicted adolescents' perception of conditional negative regard. The effect of anger was moderated by dysregulated anger expression, and anger was only positively related to conditional negative regard when expressed as medium- to highly-dysregulated. The results support our hypotheses and provide an explanation for parental application of conditional negative regard apart from socialization goals or a lack of knowledge about its suboptimal nature. Furthermore, our results underscore the importance of parents' self-esteem concerns and strategies for anger regulation. We discuss the practical implications of an anger-driven, reactive type of conditional regard. Highlights: Mothers whose self-esteem depends on their child's performance use more achievement-oriented conditional negative regard. Mothers' anger following failure mediated the relation between their contingent self-esteem and use of conditional regard. Mothers' dysregulated anger expression exacerbated the positive association between anger and conditional regard. Mothers' contingent self-esteem indirectly related to both mothers' and children's reports of conditional regard. Mothers' use of conditional negative regard may result from mothers' unfavorable regulation of self-esteem loss and anger. [ABSTRACT FROM AUTHOR]

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Easterlin notes a contradiction in the data. While the cross-sectional data set shows that happiness is a positive monotonic function of income, the time-series data set of high income countries demonstrates that happiness does not rise with the rise of income. To solve the paradox, this paper proposes that each data set reveals a different facet of happiness. The cross-sectional data set asks people how they assess their current well-being in general. This question prompts people to contrast their current well-being with a well-being in the distant past. This explains why happiness tracks income. In comparison, the time-series data ask people how they feel at the moment. This question prompts people to contrast their current well-being with an aspired goal in the future. Their response is a function of the gap that exists between their current well-being and the aspired one. The gap is usually steady for high income countries and, hence, happiness is likewise steady, i.e., insensitive to the rise of income. The proposed solution highlights the operation of contextual assessment: we have two facets of happiness following the two kinds of context in operation. [ABSTRACT FROM AUTHOR]

Objectives To evaluate the efficacy of intensive smoking cessation interventions (ISCIs) directly compared with shorter interventions (SIs), measured as successful quitting. Method Medline, Embase, the Cochrane Library and CINAHL were searched on 15 October 2021. Peerreviewed randomised controlled trials (RCTs) of adult, daily smokers undergoing an ISCI were included. No setting, time or language restrictions were imposed. Risk of bias and quality of evidence was assessed using the Cochrane tool and Grading of Recommendations, Assessment, Development and Evaluation, respectively. Meta-analyses were conducted using a random-effects model. Results 17 550 unique articles were identified and 17 RCTs evaluating 9812 smokers were included. 14 studies were conducted in Europe or the USA. The quality of the evidence was assessed as low or moderate. Continuous abstinence was significantly higher in ISCIs in the long term (risk ratio 2.60, 95% CI 1.71-3.97). Direction and magnitude were similar in the short term; however, they were not statistically significant (risk ratio 2.49, 95% CI: 0.94-6.56). When measured as point prevalence, successful quitting was still statistically significant in favour of ISCIs, but lower (long term: 1.64, 1.08-2.47; short term: 1.68, 1.10-2.56). Sensitivity analysis confirmed the robustness of the results. Conclusion ISCIs are highly effective compared to SIs. This important knowledge should be used to avoid additional morbidity and mortality caused by smoking. [ABSTRACT FROM AUTHOR]

Emotional self-efficacy is a vital component in student academic engagement and performance, but few studies have identified emotional self-efficacy profiles from a person-centered perspective and examined their relations to self-regulation, motivation and academic performance in online learning environments. To address this gap, we performed latent profile analysis on a dataset of 318 students and identified four profiles, namely, low, average, above average with a low ability to handle the emotions of others and high emotional self-efficacy profiles. The results of a multinomial logistic regression further indicated that self-regulation (i.e., goal setting, time management, task strategies and help seeking) and motivation (i.e., identified regulation and external regulation) played significant roles in determining profile membership. Furthermore, students who possessed high emotional self-efficacy also achieved better academic performance than the other three profiles. The results not only reinforce the understanding of students' emotional self-efficacy in online learning but also offer researchers both methodological and theoretical insights concerning students' emotional self-efficacy. Moreover, the study also reveals a potential relationship between leveraging students' self-regulation and motivation to improve their emotional self-efficacy in an online learning context. [ABSTRACT FROM AUTHOR]

Introduction: Researchers display an interest in studying aspects like the mental health of high-performance athletes; the dark side of sport, or the earliest attempts to study the so-called dark triad of personality in both initiation and high-performance athletes. Therefore, the objective of this paper is to determine the possible existence and magnitude of negative psychological aspects within a population of competition sailors and from a probabilistic point of view, using Bayesian Network analysis. Methods: The study was carried out on 235 semi-professional sailors of the 49er Class, aged between 16 and 52 years (M = 24.66; SD = 8.03). Results: The results show the existence of a Negative Tetrad—formed by achievement burnout, anxiety due to concentration disruption, amotivation and importance given to error—as a probabilistic product of the psychological variables studied: motivation, anxiety, burnout and fear of error. Conclusion: These results, supported by Bayesian networks, show holistically the influence of the social context on the psychological and emotional well-being of the athlete during competition at sea. [ABSTRACT FROM AUTHOR]

Subjective vitality is a form of eudemonic well-being and signifies the availability of energy that an individual can use to adaptively engage with their environment. Subjective vitality is a positive predictor of physical health outcomes and overall well-being. Prior work with older adults has shown that individuals who follow prescribed or structured physical activity programs experience increases in subjective vitality. There is limited research testing whether self-directed, leisure time physical activity is associated with similar improvements in subjective vitality. Three studies tested whether self-directed, leisure time physical activity leads to higher subjective vitality among a population of emerging adults. All three studies supported the hypothesis that subjective vitality is higher following a session of self-directed, leisure time physical activity than before. Study 2 further showed that the influence of self-directed, leisure time physical activity was tied to active participation and was not triggered through simple recall of a recent episode of self-directed, leisure time physical activity. Study 3 suggested the influence of self-directed, leisure time physical activity on subjective vitality dissipates quickly. Taken together, these findings demonstrate that self-directed, leisure time physical activity could serve as an effective means of providing individuals with immediate boosts in subjective vitality. Such boosts may facilitate adaptive behaviors that, in turn, support future health and well-being. Implications for theory and research are discussed. [ABSTRACT FROM AUTHOR]

Strength interventions at work have been shown to influence workers' optimal functioning and well-being. To increase the accessibility of these interventions in the workplace, relying on digital platforms would be a realistic idea. Akin to the Character Strengths 360-degree feedback activity, a smartphone (and computer) application allows users to send or receive anonymous strength-oriented descriptive feedback to/from colleagues, hence disseminating the identification and use of each other's signature strengths associated with their enacted behaviors. Drawing on Self-Determination Theory, an intervention was developed to investigate if the use of the online platform may impact psychological well-being, by increasing psychological need satisfaction and autonomous motivation and decreasing need frustration and controlled motivation. A sample of full-time workers (n = 112) experienced the application, while participants who did not use the platform were assigned to the a posteriori control condition (n = 54). Data were collected before and after the 4-weeks intervention. Results showed (1) that participants from the experimental group reported significantly higher levels of strength use, need satisfaction, autonomous motivation, and psychological well-being compared to the a posteriori control group, and (2) that increases in the levels of need satisfaction reported by participants from the experimental group were related to increases in autonomous motivation, which in turn resulted in higher levels of well-being. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic forced most universities to switch from in-person to remote teaching from May 2020 to May 2021. This period covered three semesters of studies, and due to these changes students experienced fundamental changes in their learning. The present research was carried out 3 times during the pandemic (e.g., May 2020, December 2020, and April 2021) to investigate study engagement and burnout, and their associations with various demands, resources, and psychological needs among university students. Self-reports were collected from 1501, 1526, and 1685 university students in Helsinki. The results showed that study burnout increased across the time points, being the highest in April 2021, whereas study engagement was the lowest in December 2020. Further, at the beginning of the pandemic the explanatory power of study-related demands and resources on study burnout and engagement was stronger, whereas in April 2021 the role of psychological needs increased. These results inform strategies to promote students' engagement through distance-learning, mitigating negative effects of the situation. [ABSTRACT FROM AUTHOR]

Converging global evidence highlights the dire consequences of climate change for human mental health and wellbeing. This paper summarises literature across relevant disciplines to provide a comprehensive narrative review of the multiple pathways through which climate change interacts with mental health and wellbeing. Climate change acts as a risk amplifier by disrupting the conditions known to support good mental health, including socioeconomic, cultural and environmental conditions, and living and working conditions. The disruptive influence of rising global temperatures and extreme weather events, such as experiencing a heatwave or water insecurity, compounds existing stressors experienced by individuals and communities. This has deleterious effects on people's mental health and is particularly acute for those groups already disadvantaged within and across countries. Awareness and experiences of escalating climate threats and climate inaction can generate understandable psychological distress; though strong emotional responses can also motivate climate action. We highlight opportunities to support individuals and communities to cope with and act on climate change. Consideration of the multiple and interconnected pathways of climate impacts and their influence on mental health determinants must inform evidence-based interventions. Appropriate action that centres climate justice can reduce the current and future mental health burden, while simultaneously improving the conditions that nurture wellbeing and equality. The presented evidence adds further weight to the need for decisive climate action by decision makers across all scales. [ABSTRACT FROM AUTHOR]

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Within this paper we propose a need to better understand what is meant by a person-centred approach to coaching and in particular, to consider the intention that drives coach behaviours. Much of the extant coaching literature focuses on pedagogical models and theories of learning. Without detracting from this important body of work, we suggest that a holistic approach requires a greater focus on coaches' inter- and intra-personal knowledge. In this paper, video stimulated recall was used to guide interviews with Alpine ski coaches, to explore their thought processes and intentions behind person-centred delivery. The findings suggest these coaches adopted other-centred intentions that are facilitated by an accurate self-assessment, a big picture perspective and a willingness to learn. Consequently, the concept of humility is proposed as a guiding principle for person-centred coaching, and a conceptual model is presented as a solution to the challenges we identify throughout the paper. [ABSTRACT FROM AUTHOR]

The current case study was designed to seek out incoming high school students' perceptions of physical education (PE) and how students felt former PE teachers influenced their perceptions. The study was conducted at a high school in the United States and included semi-structured focus group interviews of 25 students. The results indicated that students have a mix of positive and negative perceptions of PE and reported that the purpose of PE was to participate in physical activity (PA) and learn how to live a healthy lifestyle through fun and meaningful experiences (theme 1). A fun and meaningful PE experience included learning how to live a healthy lifestyle, experiencing success in a variety of physical activities, and engaging socially with other peers (theme 2). The majority of students stated that their teachers controlled the factors that influenced their level of enjoyment in PE (theme 3). Students recognized that these activities and their teachers' actions influenced their interpretations of their PA experiences in PE. Students reported that these perceptions could influence their future participation in PA. Based on the results of the study, PE has the potential to provide students with positive experiences with PA that encourage individual competence over social comparison. This, combined with meaningful content that is based on PE standards and students' personal interests, can help to develop positive student perceptions of PE and increase students' participation in PA. [ABSTRACT FROM AUTHOR]

The purpose of this mixed-methods study was to explore factors affecting faculty members' motivation to use learning analytics (LA) to improve their teaching. In the quantitative phase, 107 faculty members completed an online survey about their motivation to use LA. The results showed that cost, utility, attainment value, and competence all predicted intrinsic motivation to use LA; then, in turn, positive introjected motivation and amotivation predicted faculty LA usage. In the qualitative phase, ten faculty participated in three focus groups, and seven themes emerged as key factors that affected their motivation to use LA. The themes involving motivating factors included tracking and monitoring learning activities, early alert, improve teaching effectiveness, institutional training, and support. Alternatively, demotivating factors included the cost in terms of time, lack of data competence, and the 'un-structuredness' of the dataset. The paper also discussed the mechanisms for increasing LA usage among faculty members to improve their teaching. [ABSTRACT FROM AUTHOR]

School alienation is a sense of estrangement from learning and knowledge, which is related with low academic achievement and often influenced by negative relationship with teacher and classmate, negatively affecting the student psychological well-being. In accordance with self-determination theory, the interpersonal context may or may not support the individual, depending on whether it contributes to satisfaction or, conversely, to frustration of the "basic psychological needs". Therefore, it is important to understand the factors that influence students' subjective well-being, in order to prevent the onset of problems that can have negative repercussions on their functioning and health. The main purpose of this study is to investigate the mediating role of the basic psychological needs on the relationship between students' perceptions of teachers' and classmates' need-supportive and need-thwarting interpersonal behaviors and school alienation and academic achievement. A total of 399 students, with an average age of 16.88 years, participated in this study. The results showed the role of basic psychological needs in the relationship between teachers' and classmates' need-supportive and need-thwarting interpersonal behaviors, school alienation, and academic achievement. This study extends the knowledge of the factors that can influence the school functioning of adolescents, with important application implications in school context. [ABSTRACT FROM AUTHOR]

Prior studies have revealed that positive parent–child relationships are negatively associated with college students' depressive symptom. However, the underlying mechanisms of this relation whether specific mediators or moderators are at play are little known. Therefore, the current study examined the potential mediating role of psychological needs satisfaction and the moderating role of mindfulness in the link between parent–child relationships and depressive symptom among college students. A total of 900 college students from Shenzhen, China (53.40% male; Mage = 19.82, SD = 1.01, range from 17 to 27 years) completed questionnaires regarding parent–child relationships, psychological needs satisfaction, mindfulness, and depressive symptom. This study found that (1) parent–child relationships are negatively related to college students' depressive symptom; (2) psychological needs satisfaction could be a potential mediator in the link between parent–child relationships and depressive symptom; and (3) mindfulness could moderate both the relation between parent–child relationships and depressive symptom as well as that between psychological needs satisfaction and depressive symptom, and those relations were weaker among college students with high levels of mindfulness than those with low levels of mindfulness. The current study highlights the mediating and moderating mechanisms that may underlie the correlation between parent–child relationships and depressive symptom, which may contribute to the development of more effective intervention and prevention programs for alleviating college students' depressive symptom. [ABSTRACT FROM AUTHOR]

The present study investigated the effects parental psychological control, warmth, and behavioral control have on emotional-abuse victimization in romantic relationships. Two hundred and thirty university students who had been in a romantic relationship for at least six months completed the Parenting Styles Questionnaire, the Earlier Abuse Experience Information Form, and the Emotional Abuse Questionnaire. Moderation analysis indicated that the three-way interaction between mother's psychological control, warmth, and behavioral control in regard to emotional abuse was significant. More specifically, mother's psychological control predicted emotional-abuse victimization when warmth was both moderate and high while behavioral control was low. These findings indicate that, when parents do not provide sufficient behavioral control and monitoring of inappropriate behaviors during childhood, parental warmth exacerbates the negative effects psychological control has on emotional-abuse victimization in the romantic relationships of late adolescents. The present study significantly contributes to developing an understanding of how perceived childhood experiences of parental psychological control and parental attitudes are transferred to late adolescence and consequently could be a risk factor for adolescents' experiences of emotional abuse in their romantic relationships. [ABSTRACT FROM AUTHOR]

Background: High turnover intention, as a manifestation of low work motivation, is a crucial barrier to strengthening primary health systems worldwide, including in China. Targeting those being less motivated will be a realistic choice to retain primary health workers. This study translate, adapt, and validate the Work Motivation Scale for Health Workers (WMSHW) scale to directly measure and rate health workers' motivation composition based on Self-Determination Theory, and assessed how health workers with different levels of motivation being associated with the turnover intention. Methods: The process of translation and cross-cultural adaptation followed the recommendations of international guidelines. Participants include 1341 health workers within 75 primary health institutions from 6 provinces in China. The reliability and validity of the scale was analyzed. Cluster analysis in a person-centered approach and logistic regression analysis was used to understand how different combinations of motivations related to intention to leave. Results: Confirmatory factor analysis indicated that the modified five-factor model had a better fit than the other models in accordance with the original English version. The factor loads were high and ranged from 0.70 to 0.9. Cronbach's alpha coefficients for five dimensions of the Chinese WMSHW ranged from 0.81 to 0.94, indicating the scale's high internal consistency. Four distinct clusters of work motivation were found in this study, representing low motivated, highly controlled, highly autonomous and highly motivated primary health workers. Compared with low motivation group, both controlled and autonomous motivation groups were more likely to have lower turnover intention. The negative relationship between motivation and intention to leave became stronger with the level of motivation increasing: highly controlled cluster (OR: 0.47; 95% CI: 0.35– 0.63), highly autonomous (OR: 0.27; 95% CI: 0.18– 0.41) and highly motivated (OR: 0.20; 95% CI: 0.15– 0.27). Conclusion: The Chinese version of WMSHW showed satisfactory reliability and validity and can be used as an instrument for measuring and rating the work motivation of Chinese health workers. The primary health workers were grouped into four motivation levels based on this scale. Both controlled and autonomous motivation could work in reduce the turnover intention, and the influence of autonomous motivation on retaining was stronger. [ABSTRACT FROM AUTHOR]

Addressing psychological needs in computer-assisted language learning (CALL) has a critical role in developing learners' motivation to use CALL-related materials. Taking a self-determination theory into the psychological needs of CALL, the primary purpose of this study was to explore to what extent English as a foreign language (EFL) teachers address the psychological needs when they attempt to introduce CALL materials to their learners. Second, the study sought to understand the EFL teachers' preferences of CALL materials considering their psychological needs coverage. The autobiographical narratives of eight EFL teachers were collected through a descriptive narrative design. The narratives were analyzed by using a deductive-inductive thematic analysis. The findings indicated that EFL teachers addressed the three psychological needs of CALL and believed that they are critical in helping EFL learners use CALL materials. The findings of the Code Map showed that the EFL teachers had three major preferences to introduce CALL materials covering psychological needs: first, materials comprising competence, autonomy, learners' proficiency level, competence-relatedness, cognitive involvement, and accessibility; second, materials including autonomy, learners' personality traits, and relatedness; and third, materials addressing learners' needs, autonomy-relatedness, and autonomy-competence. Therefore, it can be concluded that EFL teachers believed in the importance of psychological needs in suggesting CALL-related materials to develop their learners' motivation. [ABSTRACT FROM AUTHOR]

This study examined within-person and within-sample stability of need satisfaction profiles over a three-month period among a sample of 1319 nurses. This study also considered the implications of these profiles for employee functioning (vigor, need for recovery, and job satisfaction), as well as the role of perfectionism and job crafting in predicting profile membership. Results revealed four distinct need satisfaction profiles, which proved to have the same structure, and size, across measurement points. The dimensions of perfectionism and those of job crafting showed well-differentiated patterns of association with the profiles. Results also revealed that the key driver of the most adaptive functioning was the presence of balanced levels of global and specific need satisfaction of at least a moderate magnitude. [ABSTRACT FROM AUTHOR]

The important role of parenting is widely acknowledged, but as most studies have understood and examined it as a stable attribute (e.g., parenting style), the stability of and changes in parenting are less well understood. Using longitudinal person-oriented approaches (i.e., latent profile analyses and latent transition analyses), this study aimed to examine the stability of and changes in autonomy-related parenting profiles and their effects on adolescents' academic and psychological development. Four autonomy-related dimensions (i.e., autonomy support, warmth, psychological control, conditional regard) were chosen to identify parenting profiles on the basis of Self-Determination Theory. Using five-year longitudinal data from 789 German secondary school students (50.06% female, Mage at T1 = 10.82 years, age span = 10–17), four autonomy-related parenting profiles were found: Supportive (~17%), Controlling (~31%), Unsupportive-Uncontrolling (~17%), and Limited Supportive (~35%). The results suggest that the Supportive profile contributes to adolescents' positive academic and psychological development, whereas the Controlling profile, which thwarts autonomy development, exacerbates the development of psychopathology, and impairs academic achievement. More importantly, the Limited Supportive profile is as maladaptive as the Unsupportive-Uncontrolling profile. Regarding parenting profiles' stability and changes, the results showed that about half of each profile stayed in the same group. Overall, it could be observed that parents became more supportive and less controlling over time. However, the findings also indicate that parenting profiles are less stable than expected and can still change during early-to-mid adolescence. [ABSTRACT FROM AUTHOR]