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Copyright of Journal of Sport & Health Research is the property of Journal of Sport & Health Research 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.)

Copyright of Journal of Sport & Health Research is the property of Journal of Sport & Health Research 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.)

Copyright of International Journal of Medicine & Science of Physical Activity & Sport / Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte is the property of Revista Internacional de Medicina y Ciencias de la Actividad Fisica y 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.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid 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.)

Copyright of Journal of Sport & Health Research is the property of Journal of Sport & Health Research 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.)

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.)

Background: In Malaysia, the recent COVID-19 pandemic had increased the workload of all health professionals, especially primary care doctors (PCDs). Hence, this study aimed to determine the level of work-related stress and factors associated with higher levels of work-related stress among PCDs in Malaysia during this pandemic. Methods: A cross-sectional study was conducted online using Google Forms™. Sociodemographic as well as work and workplace data were collected. The Job Demand Inventory, Physicians' Lack of Professional Autonomy, and Health Professions Stress Inventory questionnaires were used to assess the job demand score, job autonomy score, and the level of work-related stress, respectively. Multiple linear regression was performed to determine the significant factors associated with higher work-related stress. Results: A total of 301 PCDs participated in this study with the majority being female (76.1%), Malay (67.8%), married (73.1%), medical officers (68.8%), and worked in urban (70.4%) and public primary care clinics (83%). The mean (SD) score for work-related stress was 62.8 (18.4), (score range 0-120). PCDs who had any degree of worry about being alienated by friends and relatives because of close contact with COVID-19 patients had higher work-related stress levels compared to PCDs who did not have any worry [rarely (b = 10.23, 95% CI:5.57, 14.89), sometimes (b = 10.41, 95% CI:5.68, 15.13), often (b = 10.12, 95% CI:4.16, 16.08), and always (b = 14.65, 95% CI:7.43, 21.89)]. The other significant factor was higher job demand scores (b = 1.13, 95% CI:0.91, 1.35). In contrast, PCDs who always received support from supervisors at their workplace were found to have lower work-related stress levels compared to those who did not receive any support (b=-5.65, 95% CI:-10.38, -0.93). Conclusions: The level of work-related stress among Malaysian PCDs during the COVID-19 pandemic was higher compared to American PCDs and Malaysian physicians before the pandemic but lower compared to Australian emergency physicians during the pandemic. Urgent measures to address the above-mentioned associated factors should be implemented as another pandemic may be just around the corner. [ABSTRACT FROM AUTHOR]

This study aims to investigate how the timing of exercise impacts psychological skill training and its influence on psychosomatic variables among college-level female Kho-Kho players. The study's subjects included 45 Kho-Kho players from various colleges in Tamil Nadu; each group had 15 subjects. The age range of the players was 18 to 25 years old. They had played Kho-Kho for a minimum of three years. Group I is the Psychological Skills Training Morning Group (PSTM), Group II is the Psychological Skills Training Evening Group (PSTE), and Group III is the control group. These groups consist of people who participated in inter-college tournaments in Tamil Nadu. To determine the effectiveness of the training method, the experimental group trained for 30 minutes in morning and evening practices for 6 weeks, while the control group continued the regular curriculum without receiving any special practices. The Depression Anxiety Stress Scales (DASS) encompassing 42 items will be utilized to measure depression, anxiety, and stress levels. Results from ANOVA indicated significant differences among the groups for depression (F = 4.36326, p < 0.05), stress (F = 5.66268, p = 0.006647), and anxiety (F = 4.17362, p = 0.02222). Post-hoc comparisons highlighted that the Psychological Skills Training Morning Group (PSTM) displayed significant differences compared to both the Psychological Skills Training Evening Group (PSTE) and the control group for depression, stress, and anxiety, indicating morning sessions' potential efficacy. Morning interventions seemed particularly effective in managing depression, stress, and anxiety compared to evening sessions or no intervention. [ABSTRACT FROM AUTHOR]

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.)

Background: Schizophrenia is classified by the World Health Organization (WHO) as one of the top ten diseases contributing to the global medical economic burden. Some studies have pointed out that exercise is effective for physical and mental health, as well as cognition. We hypothesized that participation in pickleball intervention would lead to improved self-esteem and reduced psychiatric symptoms in schizophrenia patients. Method: We recruited participants with schizophrenia from a long-term care facility and a regional hospital, dividing them into two groups based on the institutions. The experimental group underwent a nine-week pickleball exercise intervention, with sessions three times a week, each lasting 90 min, and a Dink ball test was conducted weekly. Questionnaires on self-esteem and the short-form health survey were collected both before and after the intervention. Result: This trial included 30 patients, divided equally into the experimental group (n = 15) and the control group (n = 15). After the nine-week pickleball intervention, there were no significant differences between the experimental and control groups in the Rosenberg Self-Esteem Scale (RSES) (p = 0.153) or the Brief Symptom Rating Scale (BSRS-5) (p = 0.289). However, the Dink test scores in the experimental group showed significant improvements in physical activity capabilities and attention over time, with average hit counts increasing from 5.3 ± 1.5 to 10.7 ± 2.3 (p < 0.01). Conclusions: Although the pickleball intervention did not yield significant differences in self-esteem and symptom measures between groups, the improvements observed in physical performance and attention in the experimental group suggest that exercise remains a feasible complementary approach for managing schizophrenia symptoms. Further research with larger sample sizes is recommended. [ABSTRACT FROM AUTHOR]

Introduction: Research following the COVID-19 pandemic points to many problems related to adolescents' mental condition, their coping with the organization of daily life and the implementation of school duties, which can lead to school burnout. It includes absenteeism, decreased motivation and academic performance, and a cynical attitude toward peers and teachers. A significant way to protect adolescents' mental health may be by teaching them to complete their daily duties. Still, an obstacle is the observable post-pandemic, increasing tendency to procrastinate, which can exacerbate the effects of school burnout. The study aimed to establish the impact of depression, anxiety and stress on school burnout mediated by procrastination, understood as implemental procrastination. Method: Three questionnaires were used: Depression, Anxiety and Stress Scale, Implemental Delay Scale, and School burnout scale. The study comprised 344 students (57,6% females) from Polish secondary schools (high schools and technical schools), aged 14–20 years (M = 16.69; SD = 1.74). The analysis of relationships between variables studied was performed with the mediation model. Results: Analyses confirmed the mediating effect of implemental delay on the relationship between depression, stress and school burnout. Unexpectedly, it turned out that the burnout resulting from parental pressure significantly weakened the value of the mediator (implemental delay). In contrast, the value of the predictors (depression and stress) increased. Anxiety was found to be a nonsignificant predictor of school burnout. Conclusion: The data show that stress, depression and procrastination influence school burnout, which depends mainly on the dimension of burnout. Awareness of these relationships can support the creation of specialized prevention programs, allowing students to overcome their problems. At the same time, parents and teachers may help them understand the nature of observed disorders, which has little to do with laziness often attributed to young people. [ABSTRACT FROM AUTHOR]

Introduction: University period is a critical developmental stage in which health-related behaviors that will be effective throughout life are acquired. This study aims to to evaluate the effect of health promotion education given touniversity students on health perception, health behaviors and risky behaviors, to investigate the impact of the demographic characteristics of the participants on these three variables, and to investigate the potential relationship between the three variables. Methods: It is a quasi-experimental study using a pre-post test design This study was conducted with 179 students. The Health Perception Scale, the Healthy Lifestyle Behaviors Scale, and the Risky Behaviors Scale were used to collect the data. A 7-week training program was implemented, and the post-training evaluation was made after 3 months. Percentage, mean, standard deviation, Mann–Whitney U, Kruskal-Wallis, Wilcoxon analysis, and Spearmen Correlation analysis were used to analyze the data. Results: After health promotion training, it was determined that health perception and healthy lifestyle behaviors increased and risky behaviors decreased. A significant negative relationship was found between health perception after training and antisocial behavior, suicidal tendencies and dropping out of school. A significant negative relationship was found between healthy lifestyle habits and antisocial behavior, suicidal tendencies and school dropout. A positive significant relationship was determined between health perception and healthy lifestyle behaviors. The results of this study provide evidence of the effectiveness of training interventions in improving healthy lifestyle behaviors and health perception and reducing risky behaviors. Discussion: The results support the planning of training programs to promote health on campuses. It also shows the effectiveness of training programs in preventing antisocial behavior, suicidal tendencies and school dropout. [ABSTRACT FROM AUTHOR]

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.)

Mathematics is a complex subject where different teaching strategies need to be considered and utilized to teach more engagingly. However, each student has a different level of intellectual capacity some can learn fast, and some take time to internalize the topic. This study investigates the lived experiences of the students towards different strategies in teaching mathematics. The study used a qualitative methodology that utilizes Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA) anchored on the Modified Van Kaam Approach popularized by Moustakas. The participants in this study were chosen using purposive sampling with inclusion criteria. The researchers conducted face-to-face interviews with ten BSED-Math students who are studying at Cebu Technological University which led to the following themes (1) The Pessimist, (2) The Optimist, (3) The Self-Directed, (4) The Discomfort, and (5) The Teachers' Criticizers. These themes emphasized the experiences and the unbearable pain of the students. It is advised to take the participants' degree of intelligence into account when planning how the teacher will present the lesson and by soliciting and taking into account the students' feedback both during and after the discussion as the class as a whole will benefit from smooth learning transitions. [ABSTRACT FROM AUTHOR]

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.)

This study aimed to examine (1) the psychometric properties of The Teachers' Sense of Efficacy Scale (TSES) in early childhood (EC) preservice (N = 202) and in-service (N = 182) teachers, and (2) the effect of teaching experience on efficacy beliefs. Findings indicated that EC teachers' efficacy beliefs were best represented by a bifactor model (i.e., one general and three specific factors); teachers generally perceived their capabilities in teaching at a more general level rather than specific to different classroom functions. Teaching experience had a significant effect on efficacy beliefs for preservice but not for in-service teachers. This study fills a gap in our understanding of EC teachers' sense of efficacy by providing empirical evidence on the structure of efficacy beliefs and the effect of teaching experience on efficacy beliefs in preservice and in-service EC teachers. In this study, a new efficacy factor named Responsive Teaching emerged, capturing an element of in-service EC teachers' perceptions of their capabilities that may be specific to the EC setting. Findings regarding the effects of experience on preservice EC teachers' sense of efficacy may provide guidance on targeted instruction to increase sense of efficacy. [ABSTRACT FROM AUTHOR]

Copyright of Qualitative Research in Education (2014-6418) is the property of Qualitative Research in Education 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.)

Background: Pickleball is an exponentially growing sport with a lack of notation-based studies. Consequently, this research aimed to conduct a match analysis in men's singles to enhance the understanding of the game and optimize training practices. Methods: Using observational methodology, a total of 1145 points were analyzed from the semifinal and final rounds of five Professional Pickleball Association Tour tournaments. Data were recorded with LINCE PLUS V.2.1.0 software using the OI-PICKLEBALL-S23 observational instrument. Descriptive statistical analyses were conducted with IBM-SPSS version 25.0, and gameplay patterns were detected using Theme 6.0 Edu. Statistical significance was set at p < 0.05. Results: The data indicated that service faults at the start of the game were minimal (2.4%). The server won fewer points than the returner in the overall set of analyzed points (46.6%). Most points were concluded in short rallies (1–4 shots; 43%) or medium-length rallies (5–8 shots; 44%), with the final shot predominantly occurring from striking zone 2, the area closest to the non-volley line (50.7%). Ground strokes (55.1%) and volleys (38.4%) were the most common final shots. Conclusions: The insights gained from this study can benefit high-performance players and coaches and provide a foundation for future notation-based research in pickleball. [ABSTRACT FROM AUTHOR]

Copyright of COMUNI@CCION - Revista de Investigación en Comunicación y Desarrollo is the property of Universidad Nacional del Altiplano 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.)

Aim: To determine whether social support and psychological resiliency are significant mediators of the associations between risk perception and quality of working life in Chinese nurses working with infectious diseases. Design: A cross‐sectional study. Methods: A cross‐sectional survey of 879 nurses in infectious diseases department of specialty or general hospitals in China completed online questionnaires on the nurses' risk perception questionnaire, quality of working life, psychological resilience and the social support rating scale. Results: Our study observed that risk perception directly negatively influences the quality of working life of infectious disease nurses, while psychological resilience and social support positively chain mediate this relationship. Conclusion: Critical elements impacting the quality of working life of infectious disease nurses are risk perception, psychological resilience and social support. Managers may think about decreasing the level of risk perception and enhancing the quality of working life of infectious disease nurses by enhancing their psychological resilience and providing support. Public Contribution: The quality of working life of infectious disease nurses should be a priority for nursing management; it is critical to maintain their health and well‐being, raise the quality of care and lower turnover. Managers should create resilience‐building programmes and support tools to assist nurses properly perceive risks and adopt protective strategies to deal with them to improve the quality of working life for nurses. [ABSTRACT FROM AUTHOR]

Copyright of Research in Sports Science is the property of Aves Yayincilik Ltd. STI 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.)

Copyright of Sportis: Scientific Journal of School Sport, Physical Education & Psychomotricity is the property of Sportis: Scientific Journal of School Sport, Physical Education & Psychomotricity 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.)

This study investigates the relationship between students’ perceptions regarding faculty support and their overall level of academic motivation. Other aspects like types of academic motivation (intrinsic and extrinsic motivation or amotivation) grounded in self-determination theory are also addressed. The findings indicate that there is a significant positive correlation between faculty support and the overall level of student’s academic motivation. At the same time, the results show that both psychological and functional support, as indicators of faculty support, have influence on different types of academic motivation. In this sense, faculty support has a moderate positive influence on student’s intrinsic academic motivation, respectively a moderate negative influence on academic amotivation. These results can be of interest for faculty decision makers. In other words, any educational policy or strategy adopted by faculty-level decision makers designed to help students improving their academic performance must include elements and activities related to providing support (at social, psychological, and functional level). [ABSTRACT FROM AUTHOR]

Working students are an important and diverse category within today's higher education institutions. Part of the strategies necessary for the academic motivation of working students and implicitly the increase of their performance concerns a series of strategies that involve individual, institutional and structural factors. This study investigates the relationship between working students perceptions of faculty support and their overall level of academic motivation (intrinsic motivation, extrinsic motivation or amotivation) grounded in self-determination theory. The findings indicated that there is a significant positive correlation between faculty support and the overall level of students' academic motivation. At the same time, the results show that both psychological and functional support, as indicators of faculty support, have strong relationships with different types of academic motivation. In this sense, our results indicate that faculty support for working students has a strong positive relationship with students' intrinsic academic motivation and respectively a weaker relationship with academic amotivation. These results show that any policy or strategy adopted by faculty decision-makers to help working students improve their academic motivation (performance) must include the provision of support on different dimensions (social, psychological and functional). [ABSTRACT FROM AUTHOR]

Copyright of Avances en Psicología is the property of Universidad Femenina del Sagrado Corazon 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.)

Economic freedom has central importance among the nations, however, Chinese economic freedom index declining continuously, leading to the several issues. Particularly, economic freedom is low among the Chinese female population. The world average of economic freedom index in 2022 based on 175 countries is 60 index points, but the Chinese index is 48. To address this issue, this study introduced green microfinance institutions based on Mayoux’s Feminist Empowerment Theory. The objective of this study is to examine the role of green microfinance institutions in women economic freedom in China. A survey questionnaire is used to collect data from female clients of microfinance institutions. 315 respondents responded to the survey and data analysis is carried out by using Structural Equation Modeling (SEM). Results of the study identified that, green microfinance institution’s services such as credit and insurance can facilitate green micro enterprises. The promotion of green micro enterprises causes to increase women economic security, leading to the economic freedom. Additionally, green microfinance policy is a critical factor to promote the positive relationship between green microfinance institution’s services and women economic freedom. Findings of this are helpful for the practitioners to increase women economic freedom in China by providing various services of green microfinance institutions. [ABSTRACT FROM AUTHOR]

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.)

New technologies are changing the way we see and understand university education, with the advent of new, more flexible organization methods capable of reaching people via class formats like Small Private Online Courses (SPOCs). However, studies which have analyzed these types of courses have focused on their implementation and not on the cognitive and emotional processes of students. Therefore, the present study aims to examine the teacher's influence on emotions, dispositional flow, motivation, and metacognitive strategies among university students. There were 1,347 participants in this study (678 men and 669 women), ranging from 18 to 26 years of age (M = 21.43; SD = 2.64). The results were evaluated using a descriptive statistics analysis, a reliability analysis, and a structural equations model which explains the causal relationships between the study variables. In this sense, autonomy support exerted a positive influence on positive emotions and a negative influence on negative emotions. In contrast, psychological control by the teacher positively influenced negative emotions and negatively influenced positive emotions. Moreover, positive emotions exerted a positive influence on dispositional flow, whereas negative emotions exerted a negative influence on dispositional flow. In addition, dispositional flow exerted a positive influence on autonomous motivation, metacognitive strategies, and academic performance. Finally, autonomous motivation exerted a positive influence on academic performance and metacognitive strategies. These results reveal the influence of emotions, motivation, and perception of SPOCs on the adoption of adaptive habits and academic performance among university students. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has impacted the mental health of the entire population, and especially of the healthcare, due to their close contact with the virus and the health emergency. However, the diversity of studies makes it difficult to determine the prevalence of mental health problems in Spanish healthcare workers. This study aims to examine the studies carried out during COVID-19 with the Spanish healthcare population to determine the prevalence of anxiety, depression, stress, post-traumatic stress (PTSD) and burnout symptomatology. A systematic search of the articles in the PubMed, Scopus and Web of Science databases was performed following PRISMA criteria. Pooled prevalence was obtained for all the mental health symptomatology from moderate to severe, as well as divided by wave. Our data revealed that 50.54% of healthcare workers reported stress, 41.02% burnout, 35.25% anxiety, 29.76% depression, and 25.82% PTSD symptomatology. Anxiety, depression, PTSD and burnout symptomatology diminished in the second and/or the third waves but increased in the following waves. However, stress showed the maximum prevalence during the second wave. Our study highlights a significant impact on the mental health of healthcare workers during health crises, and emphasizes the immediate need for mental health support for healthcare workers during and after pandemics. Anxiety, depression, PTSD, and burnout symptomatology exhibit a "valley" effect, initially decreasing but increasing with prolonged exposure to the COVID-19 health crisis. This underscores the necessity to implement prevention strategies to enhance stress management, emotional regulation skills, and coping abilities. [ABSTRACT FROM AUTHOR]

Copyright of Psicologia Educativa is the property of Colegio Oficial de Psicologos de Madrid 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.)

This study aims to evaluate the impact of teacher and family support on academic stress and students' dropout intention and the mediating role of teacher and family support in the relationship between academic stress and students' intention to leave school. The study used a descriptive cross-sectional survey method. Data were collected through a questionnaire, and a random sampling technique was used to obtain 921 respondents. SPSS 26.0 statistical software was used to analyze survey data; descriptive statistics, inferential statistics, and mediate variable analysis using the bootstrapping method were calculated to prove the hypotheses. Research results show that teacher support has a significant direct effect on academic stress (ß = - .155, p<0.01), family support has a significant direct effect on dropout intention (ß = -.092, p< 0.01), academic stress has a significant direct effect on dropout intention with a sizable effect size (ß = .388, p<0.01), there is no direct impact from family support on academic stress (ß = .037, p> 0.05), and teacher support has not a significant direct effect on dropout intention (ß =- .021, p>0.05). Teacher support and family support do not have a mediating role in influencing the relationship between academic stress and students' intention to leave school. The research results improve the quality of higher education by promoting family and teacher support to control students' academic stress and limit the dropout intention rate. [ABSTRACT FROM AUTHOR]

Purpose: To test a structural equations model that analyzes the effects from satisfaction and frustration of the basic psychological needs on motivation types and the same effects on engagement and disaffection in physical education class, and to validate invariance among gender groups. Method: The participants were 1,470 fifth- and sixth-grade students from elementary schools in the metropolitan area of Monterrey, Nuevo León, Mexico. Results: The model showed satisfactory data fit. The results underscore the importance of fulfilling basic psychological needs to generate both autonomous motivation and engagement, as well as to prevent amotivation and disaffection in the students, regardless of sex. Discussion/Conclusion: The findings were discussed and are deemed consistent with other studies, sustaining the idea of basic psychological needs universality as set forth by the self-determination theory. [ABSTRACT FROM AUTHOR]

Introduction: In recent years, the incorporation of novelty as a psychological need and the study of the frustration of needs have become a recurring theme in the research on psychological needs in the educational environment. Currently, there are two scales available to assess the frustration of basic psychological needs (FBN) in the context of Physical Education. The objectives of the study are (a) to analyse the factor structures of both scales to compare them with each other and (b) to analyse the effect of FBN on resilience, grit and each of the motivational regulations., Method: The study included 1439 high school students (M = 15.03 years; SD = 1.24). The majority of participants were Caucasian 83.4%, African 9.7%, South American 6.1% and Asian 0.8%. The analyses used to examine the factor structure of the scales were exploratory and confirmatory factor analysis, reliability analysis and discriminant validity analysis. Hierarchical linear regression analysis was used to analyse the relationship of FBN., Results: Each of the scales showed greater robustness in its factor structure and reliability (2023, Physical Education and Sport Pedagogy, 1) scale: χ 2 /gl = 3.62; CFI = .92; NFI = .92; RMSEA = .061; (2020, Revista de Psicología del Deporte, 29, 91) scale: χ 2 /gl = 2.67; CFI = .96; NFI = .96; RMSEA = .048, SRMR = .037). Additionally, FBN was positively related to less self-determined motivational regulations, while it was negatively related to grit, resilience and more self-determined motivational regulations., Conclusion: Finally, the results highlighted that the (2020, Revista de Psicología del Deporte, 29, 91) scale, showing greater factorial robustness, obtained greater robustness in the relationships with the variables studied., (© 2025 British Psychological Society.)

Purpose: This scoping review aims to evaluate the impact of physical activity interventions on the well-being of incarcerated individuals. It seeks to provide a comprehensive overview of existing research on various forms of physical activity, including structured exercise programs, yoga and mindfulness, and their effects on both mental and physical health within prison populations., Design/methodology/approach: A scoping review was conducted by searching Google Scholar, PubMed and Web of Science in June 2024. Keywords used included "physical activity," "exercise," "fitness," "sports," "prisoners," "inmates," "incarcerated individuals," "well-being," "mental health," "physical health," "psychological well-being" and "emotional well-being." After screening 1,736 potential articles, 54 relevant studies were selected. These included structured exercise programs, yoga/mindfulness programs and evaluations of physical activity levels. Two authors independently reviewed and selected studies based on predefined inclusion criteria, ensuring a comprehensive overview of the literature on physical activity interventions in prison settings., Findings: The review identified 12 relevant studies, revealing that physical activity interventions, including structured exercise programs, yoga and mindfulness, positively impact the psychological and physical well-being of incarcerated individuals. Consistent improvements were noted in mental health outcomes, such as reduced depression and anxiety, and enhanced physical health indicators, including lower body mass index and increased fitness levels. The findings underscore the necessity for age- and gender-specific interventions to address the unique health challenges faced by different inmate demographics, highlighting the importance of incorporating diverse and culturally relevant exercise programs in prisons., Originality/value: This review uniquely synthesizes the impact of various physical activity interventions on the well-being of incarcerated individuals, emphasizing the necessity for tailored, culturally relevant programs. Notably, no previous review has comprehensively analyzed this aspect. By comparing diverse types of interventions, it provides comprehensive insights into the benefits of structured exercise, yoga and mindfulness in prison settings. This work highlights the importance of implementing physical activity in various forms, especially for female inmates, to enhance health and well-being. It offers valuable guidance for developing effective rehabilitation strategies in correctional facilities., (© Fabrizio Liguori and Patrizia Calella.)

The Mediterranean diet (MD) is one of the healthiest and most sustainable food regimes. Nevertheless, MD diffusion is still limited, emphasizing the need to understand the psychosocial factors that could predict and promote its adoption. Starting from an integrated model of Theory of Planned Behavior (TPB) and Self‐Determination Theory (SDT), the present randomized controlled trial investigated the effect of manipulating motivation (autonomous vs. controlled) on intention and MD adherence behavior. Participants included 726 Italian adults randomly allocated to one of three conditions: autonomous motivation manipulation, controlled motivation manipulation, and control group. TPB variables were measured immediately after manipulation (T1), while MD adherence was evaluated 2 weeks later (T2). Results from multivariate analyses of variance highlighted that participants in the autonomous motivation condition reported higher intention and a more favorable cognitive attitude than control group participants. However, no change in behavior was found. Moreover, a path analysis with mediation effect showed that the impact of autonomous motivation condition versus control group on intention was mediated by cognitive attitude. Findings support the integration of TPB and SDT to encourage intention to adhere to the MD, also suggesting that prompting autonomous motivation may help to promote a greater diffusion of this healthy and sustainable dietary pattern. [ABSTRACT FROM AUTHOR]