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Goal pursuit is rife with obstacles triggering negative emotions. To persist in goal pursuit, individuals need to regulate these emotions using adaptive emotion regulation strategies. Reappraisal and emotional integration are two such strategies. Reappraisal involves people's attempts to reframe how they are thinking about an emotional situation, whereas emotional integration involves taking an interest in emotions as they arise. In three studies, we examined the distinct effects of these two strategies on goal pursuit at the within-person and the between-person levels. Study 1 ( N = 264) was a three-wave, short-term longitudinal study. At the within-person level, emotional integration predicted goal progress and goal effort but also predicted negative affect, while reappraisal predicted goal progress and positive affect. At the between-person level, emotional integration was positively related to optimal goal pursuit outcomes, whereas reappraisal was negatively related. Study 2 ( N = 154) and Study 3 ( N = 366) used daily methodologies and followed participants across 10 days. At the daily within-person level, reappraisal was a stronger predictor of goal progress, goal effort, and positive affect than emotional integration. Emotional integration predicted daily negative affect. In contrast, at the between-person level, emotional integration better predicted these outcomes than reappraisal. Collectively, these studies provide a nuanced understanding of how adaptive emotion regulation strategies relate to goal pursuit. The results show that within-participants reappraisal is more strongly related to increased goal progress, effort, and positive affect than emotional integration. However, habitual emotional integration aligns with greater overall goal effort and progress than habitual reappraisal. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Silje S Lie,1 Bjørg Karlsen,1 Christopher P Niemiec,2 Marit Graue,3 Bjørg Oftedal1 1Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway; 2Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, NY, USA; 3Center for Evidence-Based Practice, Western Norway University of Applied Sciences, Bergen, Norway Background: Individuals with type 2 diabetes mellitus (T2DM) are responsible for the daily decisions and actions necessary to manage their disease, which makes self-management the cornerstone of diabetes care. Many patients do not reach recommended treatment goals, and thus it is important to develop and evaluate innovative interventions that facilitate optimal motivation for adequate self-management of T2DM. Objective: The aim of the current study was to explore how adults with T2DM experience using reflection sheets to stimulate written reflection in the context of the Guided Self-Determination (GSD) eHealth intervention and how written reflection might affect their motivation for self-management of T2DM. Methods: We used a qualitative design in which data were collected through individual interviews. The sample consisted of 10 patients who completed the GSD eHealth intervention, and data were analyzed using qualitative content analysis. Results: The qualitative content analysis yielded 2 main themes. We labeled the first theme as “Written reflection affects awareness and commitment in diabetes self-management”, which reflects 2 subthemes, namely, “Writing creates space and time for autonomous reflection” and “Writing influences individuals’ focus in diabetes self-management”. We labeled the second theme as “Written reflection is perceived as inapplicable in diabetes self-management”, which reflects 2 subthemes, namely, “Responding in writing is difficult” and “The timing of the writing is inappropriate”. Conclusion: Our findings indicate that written reflection in the context of the GSD eHealth intervention may be conducive to motivation for diabetes self-management for some patients. However, it seems that in-person consultation with the diabetes nurse may be necessary to achieve the full potential benefit of the GSD as an eHealth intervention. We advocate further development and examination of the GSD as a “blended” approach, especially for those who consider written reflection to be difficult or unfamiliar. Keywords: eHealth, guided self-determination, self-determination theory, self-management, type 2 diabetes mellitus, written reflection

Objectives: To examine the motivational predictors of the smoking cessation process at the between-persons and within-persons levels., Methods: Mediation analyses were conducted on self-report data (N = 236) that were collected using interval contingent sampling over a 39-day study period., Results: There was a high rate of attrition, as nearly 50% of participants were lost to follow-up. There were credible indirect effects of autonomous self-regulation on smoking behavior on the next day and seven-day abstinence through perceived competence and medication use. At the between-persons level, these models explained 17% of the variance in smoking behavior on the next day and 31% of the variance in seven-day abstinence; at the within-persons level, these estimates were 39% and 57%, respectively., Conclusions: Day-to-day changes in autonomous self-regulation, perceived competence, and medication use are important initiators of the smoking cessation process., Practice Implications: Smokers might be more likely to make a quit attempt if practitioners "tune into" the day-to-day fluctuations of their patients' motivation for stopping smoking, perhaps using an electronic platform to assess and compare smokers' current reports to their previous experiences. Such "motivational attunement" can afford practitioners an opportunity to provide need support when patients are willing and able to initiate a quit attempt., Competing Interests: Declaration of Competing Interest None., (Copyright © 2023 Elsevier B.V. All rights reserved.)

Given the centrality of sleep and work in most individuals' lives, it is interesting to note that an empirical understanding of the association between what happens in the workplace and how well people sleep is in an early stage of development, at least relative to other topics that are of interest in the literature on stress and health. Using self-determination theory, the current study examined how maladaptive motivational processes at work relate to sleep disturbance and mental ill health. In line with hypotheses, the results of a cross-sectional analysis and analyses using data from two time points over 15 months revealed that employees are more likely to report sleep disturbance, anxiety, and depressive symptoms when they experience frustration of the basic psychological needs for autonomy, competence, and relatedness in the workplace. Additional results revealed an indirect effect of change in basic psychological need frustration on change in anxiety-but not on change in depressive symptoms-through change in sleep disturbance. Taken together, these findings add to the burgeoning literature on the maladaptive motivational origins of ill health and dysfunction in the workplace., (© 2022 John Wiley & Sons Ltd.)

Healthy Life Centers (HLCs) have been established throughout Norway to support lifestyle changes and promote physical and mental health. We conducted a 12-month observational study among participants in an HLC that aimed to improve physical activity (PA) and dietary behaviors, and this study examined predictors of completion, and changes in psychological variables, lifestyle behaviors, and physical health indicators. The participants (N = 120, 71% female, mean age = 44 years) reported symptoms of psychological distress (77%) and were obese (77%). No baseline characteristics were found to be consistent predictors of completion (42%). Completers had significant improvements in autonomous motivation for PA ( d = 0.89), perceived competence for PA ( d = 1.64) and diet ( d = 0.66), psychological distress ( d = 0.71), fruit intake ( d = 0.64), vegetable intake ( d = 0.38), BMI among all participants ( d = 0.21) and obese participants ( d = 0.34), body fat percentage among all participants ( d = 0.22) and obese participants ( d = 0.33), and lower body strength ( d = 0.91). Fat-free mass and all forms of PA remained unchanged from baseline to 12 months. Hence, there were indications of improvement among completers on psychological variables, lifestyle behaviors, and physical health indicators. The low rate of completion was a concern, and the unchanged levels of PA reflect an important area of focus for future interventions in the context of HLCs.

Background: Since the early 2000s, Healthy Life Centres have been established in Norway to promote physical and mental health. Yet to date, little is known about the efficacy of Healthy Life Centres in promoting health behaviour change and maintenance or the factors that underlie these processes. Accordingly, the aim of the current study was to examine the factors that participants in a Healthy Life Centre perceive as relevant for the initiation and maintenance of lifestyle changes toward more physical activity and consumption of a healthier diet., Method: Participants were purposely recruited from among adherers in a 12-month multi-method research project at a Healthy Life Centre. Individual, semi-structured interviews were conducted with 8 women and 6 men who were between the ages of 20 and 61 years old. Data were analysed using Systematic Text Condensation., Results: Three main themes were derived from this analysis. The first theme focused on the motives behind initiation and maintenance of lifestyle changes along with the importance of a relationally supportive environment to promote perceived competence in pursuing a healthy lifestyle. The second theme focused on strategies for coping with the challenges and potential pitfalls that were associated with various unpleasant experiences and life events. The third theme focused on several specific skills that were helpful to the initiation and maintenance of lifestyle changes., Conclusion: The current study enhanced an understanding of the initiation and maintenance of lifestyle changes, although these processes were not disentangled in participants' experiences. In line with self-determination theory, the results suggested that lifestyle change is more likely to be initiated and maintained when goals are not only achievable but also regulated with autonomous motivation and of intrinsic value. Conversely, lifestyle change is difficult to maintain when motives are external to the self. Further, cognitive and behavioural skills were valuable and necessary in coping with unpleasant emotions. Finally, the critical function of self-regulation skills for making realistic plans and prioritizations in order to balance healthy lifestyle behaviours with the routines of "daily life" while monitoring outcomes was readily apparent. Healthy Life Centres can contribute to these processes in meaningful ways.

Background: Adherence to antihypertension medications has been explored in previous studies; however, these studies generally focus on individuals who reside in urban areas. Improved understanding is needed regarding rural older adults who are self-managing medications for hypertension and the motivational factors that may influence adherence., Objectives: The purpose of this study was to examine medication adherence among rural older adults with hypertension and the association with motivational factors as defined in self-determination theory, including quality of motivation (autonomous vs controlled), perceived competence, perceived autonomy support, and basic psychological needs satisfaction. Rural nursing theory was also used to explore the concept of resilience., Methods: This cross-sectional study involved 80 older adults (≥65 years old) self-managing at least 1 prescribed medication for managing their hypertension. Participants ranged in age from 65 to 89 (mean [SD], 74.04 [6.18]) years from rural areas in the northwest. Participants completed a demographic questionnaire, a measure of medication adherence, and questionnaires to assess perceived autonomy support, basic needs satisfaction, autonomous and controlled motivation, perceived competence, and resilience., Results: Correlational analysis and multiple regression were used to examine associations and predict adherence. Perceived autonomy support, resilience, cost of medication, and medication regimen complexity were the only variables significantly associated with medication adherence and predicted adherence. Resilience mediated the relationship between perceived autonomy support and medication adherence., Conclusions: Overall, findings indicate high levels of adherence. Interventions that enhance perceptions of autonomy support and resilience may be useful in managing hypertension., Competing Interests: The authors have no conflicts of interest to disclose., (Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved.)

Purpose: The aim of the current study was to examine whether patient perceptions of autonomy support from the treatment team in a vocational rehabilitation program will be associated with change (increase) in need satisfaction, autonomous motivation, perceived competence, well-being, physical activity, and return to work (RTW), and whether the self-determination theory (SDT) Model of Health Behavior will provide adequate fit to the data., Method: A total of 90 participants were enrolled in a longitudinal study and completed measures at four time points over 15 months., Results: Participants reported increases in all variables, and in general these changes were maintained at six weeks post-rehabilitation and at 15 months post-baseline. As well, the SDT Model of Health Behavior provided adequate fit to the data., Conclusions: These results underscore the importance of health care practitioners' providing support for their patients' autonomy, competence, and relatedness to improve well-being, physical activity, and RTW in the context of vocational rehabilitation. Implications for Rehabilitation Vocational rehabilitation that emphasizes physical activity is associated with increases in patients' well-being, physical activity, and return to work (RTW). It is important for health care practitioners to provide support for their patients' autonomy, competence, and relatedness in the context of vocational rehabilitation, as doing so is associated with increases in patients' autonomous motivation, perceived competence, and psychosocial outcomes.

There is a lack of research on the use of electronic tools that guide patients toward reducing their cardiovascular disease risk. We conducted a 9-month clinical trial in which participants who were at low (n = 100) and moderate (n = 23) cardiovascular disease risk-based on the National Cholesterol Education Program III's 10-year risk estimator-were randomized to usual care or to usual care plus use of an Interactive Cholesterol Advisory Tool during the first 8 weeks of the study. In the moderate-risk category, an interaction between treatment condition and Framingham risk estimate on low-density lipoprotein and non-high-density lipoprotein cholesterol was observed, such that participants in the virtual clinician treatment condition had a larger reduction in low-density lipoprotein and non-high-density lipoprotein cholesterol as their Framingham risk estimate increased. Perceptions of the Interactive Cholesterol Advisory Tool were positive. Evidence-based information about cardiovascular disease risk and its management was accessible to participants without major technical challenges., Competing Interests: Declaration of Conflicting Interest: Geoffrey C. Williams and C. Scott Rigby are shareholders in Self-Determined Health, Inc., the company to which the SBIR grant was awarded. Drs. Williams and Rigby were involved in the development of the virtual clinician and contributed only to the introduction and methods sections of this report. Dr. Williams managed subjects in both of the moderate risk groups, and those subjects were informed (via the study consent form) of Dr. Williams’ interest in the company. Drs. Williams and Rigby did not have access to the data or contribute to the interpretation of the results., (© The Author(s) 2015.)

A pragmatic comparative effectiveness trial examined whether extending the duration of a cost-effective, intensive tobacco-dependence intervention designed to support autonomy will facilitate long-term tobacco abstinence. Participants were randomly assigned to one of three tobacco-dependence interventions based on self-determination theory, namely, Intensive Treatment (IT; six contacts over 6 months), Extended Need Support (ENS; eight contacts over 12 months) and Harm Reduction (HR; eight contacts over 12 months with medication use if willing to reduce cigarette use by half). Among participants who completed the interventions, analyses revealed beneficial effects of ENS (15.7 versus 3.8%; χ 2 (1) = 6.92, P < 0.01) and HR (13.6 versus 3.8%; χ 2 (1) = 5.26, P < 0.05), relative to IT, on 12-month prolonged abstinence from tobacco. Also, analyses revealed beneficial effects of ENS (77.7 versus 43.0%; χ 2 (1) = 24.90, P < 0.001) and HR (84.0 versus 43.0%; χ 2 (1) = 37.41, P < 0.001), relative to IT, on use of first-line medications for smoking cessation. Hence, two new interventions were found to be efficacious particularly among participants who completed the interventions. Smokers who stay in treatment for an additional 6 months may benefit from an additional two contacts with practitioners, and thus it seems reasonable for policy makers to offer additional contacts given the health benefits associated with prolonged tobacco abstinence., (© The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.)

Objective: To assess aspirations for physical health over 18 months. To examine whether maintained importance of aspirations for physical health mediated and/or moderated the effect of an intensive intervention on long-term tobacco abstinence.Methods: Participants were randomly assigned to an intervention based on self-determination theory or to community care, and provided data at baseline and at 18 and 30 months post-randomization.Results: Aspirations for physical health were better maintained over 18 months among participants in the intervention (mean change=.05), relative to community care (mean change=-.13), t=2.66, p<.01. Maintained importance of aspirations for physical health partially mediated the treatment condition effects on seven-day point prevalence tobacco abstinence (z'=1.68, p<.01) and the longest number of days not smoking (z'=2.16, p<.01), and interacted with treatment condition to facilitate the longest number of days not smoking (beta=.08, p<.05).Conclusion: Maintained importance of aspirations for physical health facilitated tobacco abstinence.Practice Implications: Smokers may benefit from discussing aspirations for physical health within autonomy-supportive interventions. Patients may benefit from discussing aspirations during counseling about therapeutic lifestyle change and medication use. [ABSTRACT FROM AUTHOR]

Using self-determination theory, two studies found that holding an extrinsic, relative to an intrinsic, work value orientation was associated with less positive outcomes (i.e. less satisfaction with, dedication to and vitality while on the job) and more negative outcomes (i.e. higher emotional exhaustion, short-lived satisfaction after successful goal-attainment, and turn-over intention). These relations were not limited to job outcomes, but also emerged using indicators of employees' general mental health. Moreover, income level did not moderate these relations. Study 2 found that holding an extrinsic, relative to an intrinsic, work value orientation was detrimental to employees' job outcomes because these orientations thwarted the satisfaction of the basic psychological needs for autonomy, competence and relatedness at work. [ABSTRACT FROM AUTHOR]

Academic stress is associated with lower engagement in healthy behaviors, including physical exercise, among middle school students. Based on Self-Determination Theory, this study examines the association between academic stress and physical exercise behavior among middle school students, exploring the mechanisms through the chained mediation of motivation and intention. Scales used in this study include the Academic Stress Scale, Autonomous and Controlled Motivation Scales, and Physical Exercise Intention and Behavior Scales to measure relevant variables. This cross-sectional study involve 290 middle school students (116 males, age = 13.76±0.96 years, grades 7–9) selected from a middle school in Xiamen, China. Structural equation modeling is used to analyze the data, revealing the following results: (1) Academic stress is significantly associated with middle school students' exercise behavior through the mediating role of exercise intention; (2) Controlled motivation, autonomous motivation, and exercise intention serve as chained mediators between academic stress and exercise behavior; (3) Academic stress is not associated with exercise intention through the parallel mediation of controlled and autonomous motivations. These findings provide new insights into the relationship between academic stress and physical exercise behavior in middle school students. [ABSTRACT FROM AUTHOR]

Objective: The link between individuals' perceptions of social class (PSC) and various forms of bullying, including cyberbullying, has not been extensively studied. Additionally, the mechanisms through which PSC impact aggressive behaviors like cyberbullying remain unclear. Therefore, this study aimed to explore the influence of perceived social class on cyberbullying, considering subjective vitality and psychological distress as serial mediators. Method: Utilizing a cross-sectional design, the research involved 584 Iranian students (Mage = 20.59, SD = 1.99) from several universities who completed questionnaires assessing Subjective Social Class (SSC), Subjective Vitality Scale (SVS), Psychological Distress Scale (K6), and Cyberbullying Involvement Scale (CIS). Hayes' PROCESS macro (Model 6) in SPSS was employed to analyze the chain mediation effects. Results: The Results demonstrated that the direct impact of PSC on cyberbullying was significant (Effect = -0.229, 95% CI: -0.294 to -0.164). Subjective vitality and psychological distress serially mediated the link between PSC and cyberbullying (Effect = -0.022, 95% CI: -0.035 to -0.012). In addition, both subjective vitality (Effect = -0.046, 95% CI: - 0.080 to -0.017), and psychological distress (Effect = -0.09, 95% CI: -0.123 to -0.059), independently mediated the association between PSC and cyberbullying. Conclusion: This research not only broadens the theoretical understanding of how individuals' perceptions of their social rank influence cyberbullying behaviors, but also provides actionable strategies for officials and experts to deploy effective interventions in higher education to mitigate cyberbullying. [ABSTRACT FROM AUTHOR]

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

The purpose of the present study was to examine the associations among teacher support, academic self-efficacy, and academic motivational resilience. Two hundred and four preservice teachers anonymously completed an online survey which included demographic information, academic motivational resilience, teacher support, and academic self-efficacy. Three separate structural equation models were tested. In each model, one of the teacher support aspects (i.e., instrumental aid, assurance of self-worth, and seek secure base) was included as a predictor variable. All models were the same in that the three dimensions of academic motivational resilience (i.e., perseverance, adaptive reflection, and negative affect/emotional response) were included as outcome variables and academic self-efficacy as a mediator. Findings were (1) The effect of teachers' instrumental aid on perseverance was partially mediated by academic self-efficacy while the effect of instrumental aid on both adaptive reflection and negative affect/emotional response were fully mediated by academic self-efficacy; (2)The effect of teachers' assurance of self-worth on perseverance was partially mediated by academic self-efficacy while the effect of assurance of self-worth on both adaptive reflection and negative affect/emotional response were fully mediated by academic self-efficacy; and (3) Academic self-efficacy fully mediated the effect of teachers' provision of secure base on all three factors of academic motivational resilience. Implications for research and practice were discussed. [ABSTRACT FROM AUTHOR]

Students' intrinsic motivation to read, which is relevant to all forms of learning, tends to decline throughout secondary school. Based on self-determination theory (SDT), this study examines whether this downward trend is slowed when students perceive greater autonomy support in the classroom. We used large-scale panel data from the NEPS comprising N = 8193 students in Germany who reported their intrinsic motivation to read and their perceived autonomy support from German teachers at annual intervals from fifth to eighth grade. Scalar longitudinal measurement invariance was found for intrinsic reading motivation (IRM) and teacher autonomy support (TAS). A dual change score model showed a decline in IRM and a negative, non-significant decrease in TAS over time. Confirming our hypothesis, the decline in IRM was slowed by earlier levels of TAS. We discuss methods to counteract the decline in intrinsic reading motivation. [ABSTRACT FROM AUTHOR]

Introduction: Students' peer relatedness is vital to their academic achievement and engagement. However, little is known about the mechanisms that can explain such a link in health professions education, especially in interprofessional education (IPE), where interprofessional socialization is promoted. To address the research gap in understanding the social dynamics embedded within IPE and their impact on crucial motivational outcomes, this study examines how peer relatedness (belonging) mediates the link between motivation (both intrinsic and extrinsic) and engagement in IPE. Methods: Data from 841 students enrolled in IPE from Medicine, Nursing, Social Work, Chinese Medicine, Pharmacy, Speech and Hearing Sciences, Clinical Psychology, and Food and Nutritional Science from a university in Hong Kong were used in this study. Intrinsic and extrinsic motivation were collected at baseline, while peer relatedness need satisfaction and engagement and disaffection in IPE were assessed after four weeks. We used a fully latent structural equation model to examine whether peer relatedness mediated the link between motivation and engagement in IPE. Results: Our results indicate that intrinsic motivation at baseline significantly increases engagement and reduces disaffection four weeks later, while extrinsic motivation shows the opposite effect. Crucially, the adaptive role of motivation to engagement was significantly mediated by relatedness from IPE teams. Specifically, the effect of students' motivation on their engagement/disaffection in IPE can be partially explained by their relatedness within IPE teams. Conclusion: This study underscores the importance of peer relatedness in IPE, highlighting its role in harnessing student motivation to foster student engagement. The findings contribute to a deeper understanding of the psychosocial mechanisms in IPE and highlight the value of collaborative learning environments in fulfilling students' need for relatedness, thereby fostering adaptive IPE learning outcomes. The implications and limitations of the study are also discussed. [ABSTRACT FROM AUTHOR]

While physician empathy is a vital ingredient in both physician wellness and quality of patient care, consensus on its origins, and how to cultivate it, is still lacking. The present study examines this issue in a new and innovative way, through the lens of self-determination theory. Using survey methodology, we collected data from N = 177 (44%) students at a Canadian medical school. We then used a person-centered approach (cluster analysis) to identify medical student profiles of self-determination (based on trait autonomy and perceived competence in learning) and how the learning environment impacted empathy for those in each profile. When the learning environment was more autonomy-supportive, students experienced higher satisfaction and lower frustration of their basic psychological needs in medical school, as well as greater empathy towards patients. The translation into increased empathy, however, was only evident among the students with higher self-determination at baseline. Results from this study suggest that autonomy-supportive learning environments will generally support medical students' psychological needs for optimal motivation and well-being, but whether or not they lead to empathy towards patients will depend on individual differences in self-determination. Findings and their implications are discussed in terms of developing theory-driven approaches to cultivating empathy in medical education. [ABSTRACT FROM AUTHOR]

Understanding children's psychological well-being (PWB) from a eudaimonic perspective is crucial given its impact on children's overall well-being and quality of life. This perspective denotes PWB as the realisation of one's true potential and attaining meaningful goals that lead to personal growth and fulfilment. Despite the recent increasing interest in children's PWB, there is limited literature in this area. This may be due to the abstract nature of eudaimonic concepts, which are challenging to operationalise and measure, leading to less empirical attention. Using a systematic review, we synthesised existing empirical studies on children's PWB from a eudaimonic perspective. We identified 32 quantitative articles, which presented in four different categories, namely validation studies, predictors and correlates of PWB, descriptive studies, and intervention studies. Most studies used Ryff's (Journal of Personality and Social Psychology, 57, 1069–1081, 1989) theoretical model of PWB and her PWB Scale, and were conducted in high-income countries. Future research should prioritise conducting studies in diverse socio-economic and cultural contexts to ensure a comprehensive understanding of children's PWB. By expanding geographic and socio-economic representation, and including longitudinal studies, we can develop more effective and inclusive interventions and policies that cater to the needs of children globally. [ABSTRACT FROM AUTHOR]

Background: The use of virtual reality simulation for the training of non-technical skills among healthcare professionals may improve professional development as well as the quality of care. This study aims to explore the experiences of resident doctors in child and adolescent psychiatry with the use of virtual reality-based simulation for the training of non-technical skills. Methods: The study had an exploratory qualitative design. Data were collected through observations of thirteen resident doctors in child and adolescent psychiatry during their participation in three virtual reality-based simulation sessions, followed by two focus groups. Data were analyzed using reflective thematic analysis. Results: The analysis revealed the following three themes: 1) The importance of pedagogical principles, 2) Playful and motionally affected learning, and 3) Observational learning contributing to lifelong learning. Conclusions: Virtual reality-based simulation was felt to be an appropriate method of training non-technical skills for resident doctors in child and adolescent psychiatry. In particular, the intervention met resident doctors' desires and needs regarding learning through observation and peer discussions. However, some challenges related to technical issues and the content of the scenarios were highlighted. This method may not only increase the resident doctors' self-efficacy and competence, but also contribute to their lifelong learning. [ABSTRACT FROM AUTHOR]

The motivational process of physical education (PE) in schools is significantly influenced by social factors, as demonstrated by a number of research based on self-determination theory (SDT). As a proximal factor affecting students’ learning motivation, the relatedness support of dancesport teachers plays a key role in promoting the learning motivation and sustainable development of dancesport students. This research aims to test the validity of the second-order model of perceived teacher relatedness support behavior (RSB) and investigate how students’ perceptions of their professional teachers directly or indirectly predicted their motivation to learn dancesport. To validate the relationship between the higher-order model and perceived teacher RSB among dancesport majors, this study used the structural equation modeling method for validation and 302 undergraduates majoring in dancesport participated in this investigation. The results showed that students’ perceived teacher relatedness support was positively related to intrinsic, integrated, identified, and introjected regulations during dancesport learning and negatively related to external regulation and amotivation. These findings revealed the importance of teacher RSB in dancesport. And this study provides a practical reference for improving the teaching effectiveness of dancesport in universities, promoting harmonious teacher-student relationships, and inspiring students’ learning motivation in dancesport. At the same time, it also lays a research foundation for the reform of dancesport teaching in universities and the system of dancesport talent training programs. [ABSTRACT FROM AUTHOR]

This mixed-methods study investigates the impact of digital game-based learning (DGBL) on enjoyment, ideal L2 self, and intrinsic motivation among Chinese English as a Foreign Language (EFL) learners. Seventy participants were divided into DGBL and control groups. The DGBL group engaged in Duolingo activities, while the control group received traditional EFL instruction. Data collection included pre-post self-determination theory (SDT) questionnaires, experience sampling method (ESM) to assess real-time enjoyment, and stimulated recall interviews. Quantitative analysis using paired-samples t-tests, one-way ANCOVAs, and multilevel modeling revealed that DGBL significantly enhanced enjoyment and ideal L2 self-perception, with pre-existing autonomy and ideal L2 self predicting greater enjoyment during gameplay. Qualitative findings highlighted increased engagement, perceived learning gains, and a sense of autonomy fostered by DGBL. Importantly, this study demonstrates that integrating DGBL into EFL classrooms can significantly boost enjoyment and cultivate a positive self-concept as language learners among Chinese students. These findings have practical implications for educators, suggesting that incorporating well-designed game-based activities can create a more motivating and effective learning environment, addressing the specific challenges faced by Chinese EFL learners. [ABSTRACT FROM AUTHOR]

Introduction: Healthcare professionals’ perspectives are often overlooked in the evaluation of digital weight loss interventions. Thus, we examined how healthcare professionals perceive patient success in a one-year web-based weight management program, the Healthy Weight Coaching, aiming to identify key success factors and common challenges within the coaching process. Methods: Thematic analysis was conducted on ten semi-structured interviews with healthcare professionals from the Healthy Weight Coaching. Interviewees included individuals of both sexes, with an average age of 41 years, ranging from 10 months to 5 years of coaching experience, and treating 90 to 500 patients. Results: Three main themes emerged from the analysis: (1) Positive progress during the Healthy Weight Coaching, (2) Factors facilitating success, and (3) Barriers hindering progress. The coaches noted significant positive changes among patients, including increased self-compassion, reduced weight-related stress, and a shift toward holistic well-being. Improvements in eating habits, physical activity, and vegetable consumption were observed, along with reductions in binge eating behaviors. Personal factors such as internal motivation and engagement with the program were crucial for success. Additionally, aspects of the Healthy Weight Coaching program, such as its individualized and supportive environment, flexible coaching approach, and the pivotal role of coaches, were seen as facilitators of success. Patients valued being treated equally and acceptingly and fostering trust and collaboration. However, challenges such as burdensome life situations, limited resources, and inadequate support posed significant barriers to progress. Unrealistic goals and societal pressures were also observed to hinder successful weight management efforts. Conclusion: A comprehensive, individualized approach addressing resource limitations and societal norms can enhance long-term success in weight management programs like the Healthy Weight Coaching, ultimately promoting overall well-being. [ABSTRACT FROM AUTHOR]

Sustainable water supply is one of the most important issues related to global climate change in Türkiye. The government, local authorities and universities have developed strategic action plans to raise public awareness about the sustainability of water supply. In this study, which was conducted in Çorum province in Türkiye in 2021 and 2022, the population of the study consisted of teachers who belong to the Ministry of National Education. The purpose of this study was to identify the factors that influence teachers' sustainable water consumption behaviors (SWCB). Data were collected from 380 teachers. Within the framework of value belief norm theory, a structural equation model and path analysis were used to identify the factors that influence teachers' SWCB. According to the research results, the direct effects of biospheric–altruistic values, egoistic values and ascription of responsibility on personal norms and the indirect effects of egoistic values were also significant. Conclusion: in order to develop personal norms, which are the antecedents of SWCB, biospheric–altruistic values and egoistic values should first be included in the curriculum as part of values education. In this context, it is very important for sustainability to train teachers on water footprint to improve awareness of consequences and ascription of responsibility. As a result of this research, it can be said that biospheric–altruistic values orientation must be higher than egoistic values orientation to achieve sustainability, and both must have a significant impact on personal norms, which is crucial in terms of the three dimensions of sustainability. [ABSTRACT FROM AUTHOR]

Purpose: Our aim is to construct a moderated mediation model for investigating the effect of interparental conflict on social anxiety, the potential mediating role of psychological resilience, the moderating effect of perceived social support on this association, and the gender difference among Chinese college students. Methods: This cross-sectional survey was conducted on 1343 Chinese college students from Anhui Province, Hunan Province, Jiangsu Province, and Henan Province, China, in March 2024. Pearson correlation, mediation effects analyses, and multiple-group comparison were conducted. Results: (1) Interparental conflict and social anxiety varied significantly with gender, while the interparental conflict (t = − 3.998, p < 0.001) and social anxiety (t = − 4.644, p < 0.001) in the female group were significantly more severe than in the male group. However, there was no significant difference in interparental conflict and social anxiety between different grades (p > 0.05); (2) Interparental conflict positively predicts social anxiety; (3) The relationship between interparental conflict and social anxiety is mediated by psychological resilience; (4) The relationship between interparental conflict and psychological resilience is moderated by perceived social support; (5) The mediating effect was found only in women, but the moderating effect was no gender difference. Conclusion: It is crucial to recognize and cultivate the psychological resilience of college students and to provide them with appropriate high social support. This is conducive to alleviating the social anxiety suffered by college students and promote their psycho-social well-being. [ABSTRACT FROM AUTHOR]

The potential benefits of children's engagement in sport for their psychological, social, and physical health are well established. Yet children may also experience psychological and social impairments due, in part, to a variety of detrimental coach behaviors. In the current study, we proposed and tested a conditional process model of children's self-reported behavioral engagement and behavioral disaffection in sport based on self-determination theory. Results from a sample of 245 youth soccer players suggested that structure from coaches related positively to behavioral engagement and negatively to behavioral disaffection, and that these relations were mediated by athletes' basic psychological need satisfaction. Importantly, and in line with our hypotheses, these indirect effects were moderated by autonomy support from coaches, such that the mediation was evident only among those who reported higher levels of autonomy support. These findings underscore the importance of coaches' providing guidance, expectations, and feedback (i.e., structure) in a way that respects athletes' volition (i.e., autonomy support).

The purpose of this study was to observe how within-person variation in motivation, self-efficacy and academic performance scores are correlated or can be predicted. The reciprocal association between these variables was analysed through a four-wave longitudinal study and a within-person analytical approach (random intercept cross-lagged panel model, RI-CLPM). A total of 932 adolescents, 417 boys and 515 girls (Mage = 14.34 years, SD =.90) enrolled in the first year of high school (9th grade) participated in the study. Questionnaires on motivation and self-efficacy were administered once a year for four years. At the end of each school year, teachers’ evaluations of students’ academic performance, expressed in school grades, were collected. The cross-lagged paths of the RI-CLPM suggested that higher-than-expected self-reported levels of self-efficacy were associated with above-average levels of motivation one year later and vice versa. In addition, adolescents who reported higher-than-expected levels of self-efficacy showed above-average levels of academic performance one year later and vice versa, and only adolescents who reported higher-than-expected levels of academic performance had above-average levels of motivation, but not vice versa. However, a mediation analysis revealed an indirect role of motivation in academic performance through self-efficacy. Implementing projects that strengthen motivation and self-efficacy can thus reduce the risk of poor academic performance and leaving school. Preventing young people from dropping out of school can help promote lifelong learning opportunities for all. [ABSTRACT FROM AUTHOR]

Objectives: To evaluate cost-effectiveness of a tobacco dependence intervention based on self-determination theory (SDT) and consistent with the Public Health Service (PHS)-sponsored Clinical Practice Guideline for Treating Tobacco Use and Dependence., Study Design: Adult smokers were recruited into a randomized cessation-induction trial of an intensive intervention versus community care. Seven-day point prevalence (7dPP) tobacco abstinence and cost-effectiveness of the intervention were examined using 737 participants with health insurance., Methods: Community care (CC) participants received smoking-cessation pamphlets and information on local treatment programs. Intervention participants received those materials and were asked to meet 4 times over 6 months with study counselors to discuss their health in a manner that supported autonomy and perceived competence. The third-party payer's perspective was used for this analysis, and the primary outcome was cost-effectiveness using self-reported 7dPP tobacco abstinence at 6 months. Sensitivity analyses were performed using costs of generic medications, biochemically validated tobacco abstinence, actual rates of tobacco abstinence, life-years saved (not adjusted for quality of life), and costs in 2011 US dollars. A subgroup analysis was conducted using smokers who did not want to stop within 30 days., Results: Smokers in the intervention, relative to CC, were more likely to attain 7dPP tobacco abstinence at 6 months. The overall incremental cost-effectiveness ratio was $1258 per quality-adjusted life-year saved, in US dollars. The sensitivity and subgroup analyses yielded similar results., Conclusions: An intervention based on SDT and consistent with the PHS Guideline facilitated tobacco abstinence among insured smokers and was cost-effective compared with other tobacco dependence and medical interventions.

A previous randomized clinical trial based on self-determination theory (SDT) and consistent with the Public Health Service (PHS) Guideline for Treating Tobacco Use and Dependence demonstrated that an intensive intervention could change autonomous self-regulation and perceived competence, which in part facilitated long-term tobacco abstinence. The current article describes a pragmatic comparative effectiveness trial of three SDT-based intensive tobacco-dependence interventions. Eligible participants are randomized to one of the three treatment conditions designed to facilitate long-term maintenance of tobacco abstinence, namely, Community Care (CC), which includes the 6 month SDT-based intervention previously shown to promote autonomous self-regulation, perceived competence, medication use, and tobacco abstinence; Extended Need Support (ENS), which extends the 6 month SDT-based intervention to 12 months and trains an important other to provide support for smokers' basic psychological needs; and Harm Reduction (HR), which provides extended need support and recommends medication use for participants who do not want to stop smoking completely within 30 days but who are willing to reduce their cigarette use by half. The primary outcome is 12 month prolonged abstinence from tobacco, which is assessed one year following termination of treatment (two years post-randomization). Secondary outcomes include 7- and 30 day point prevalence tobacco abstinence, number of days using smoking-cessation medication, change in autonomous self-regulation and perceived competence, and perceived need support from important others., (Copyright © 2011 Elsevier Inc. All rights reserved.)

Terror management theory posits that people tend to respond defensively to reminders of death, including worldview defense, self-esteem striving, and suppression of death thoughts. Seven experiments examined whether trait mindfulness-a disposition characterized by receptive attention to present experience-reduced defensive responses to mortality salience (MS). Under MS, less mindful individuals showed higher worldview defense (Studies 1-3) and self-esteem striving (Study 5), yet more mindful individuals did not defend a constellation of values theoretically associated with mindfulness (Study 4). To explain these findings through proximal defense processes, Study 6 showed that more mindful individuals wrote about their death for a longer period of time, which partially mediated the inverse association between trait mindfulness and worldview defense. Study 7 demonstrated that trait mindfulness predicted less suppression of death thoughts immediately following MS. The discussion highlights the relevance of mindfulness to theories that emphasize the nature of conscious processing in understanding responses to threat.

The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent with the self-determination theory model of internalization, which posits that (a) conditional negative regard predicts feelings of resentment toward parents, which then predict dysregulation of negative emotions and academic disengagement; (b) conditional positive regard predicts feelings of internal compulsion, which then predict suppressive regulation of negative emotions and grade-focused academic engagement; and (c) autonomy support predicts sense of choice, which then predicts integrated regulation of negative emotions and interest-focused academic engagement. These findings suggest that even parents' use of conditional positive regard as a socialization practice has adverse emotional and academic consequences, relative to autonomy support.

Background: The Public Health Service (PHS) Guideline for Treating Tobacco Use and Dependence (Fiore et al. 2000) recommends supporting autonomy and perceived competence to facilitate tobacco abstinence., Purpose: The aim of the study was to evaluate the effectiveness of an intensive tobacco-dependence intervention based on self-determination theory (SDT) and intended to support autonomy and perceived competence in facilitating long-term tobacco abstinence., Methods: One thousand and six adult smokers were recruited into a randomized cessation-induction trial. Community care participants received cessation pamphlets and information on local treatment programs. Intervention participants received the same materials and were asked to meet four times with counselors over 6 months to discuss their health in a manner intended to support autonomy and perceived competence. The primary outcome was 24-month prolonged abstinence from tobacco. The secondary outcome was 7-day point prevalence tobacco abstinence at 24 months postintervention., Results: Smokers in the intervention were more likely to attain both tobacco abstinence outcomes and these effects were partially mediated by change in both autonomous self-regulation and perceived competence from baseline to 6 months. Structural equation modeling confirmed the SDT model of health-behavior change in facilitating long-term tobacco abstinence., Conclusions: An intervention based on SDT and consistent with the PHS Guideline, which was intended to support autonomy and perceived competence, facilitated long-term tobacco abstinence.

Life goals, or aspirations, organize and direct behavior over extended periods of time. The present study, guided by self-determination theory, examined the consequences of pursuing and attaining aspirations over a one-year period in a post-college sample. Results indicated that placing importance on either intrinsic or extrinsic aspirations related positively to attainment of those goals. Yet, whereas attainment of intrinsic aspirations related positively to psychological health, attainment of extrinsic aspirations did not; indeed, attainment of extrinsic aspirations related positively to indicators of ill-being. Also as predicted, the association between change in attainment of intrinsic aspirations and change in psychological health was mediated by change in the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Discussion focuses on the idea that not all goal attainment is beneficial; rather, attainment of aspirations with different contents relates differentially to psychological health.

Purpose: The purpose of this study is to apply the self-determination theory (SDT) model of health behavior to predict medication adherence, quality of life, and physiological outcomes among patients with diabetes., Methods: Patients with diabetes (N = 2973) receiving care from an integrated health care delivery system in 2003 and 2004 were identified from automated databases and invited to participate in this study. In 2005, patients responded to a mixed telephone-and-mail survey assessing perceived autonomy support from health care providers, autonomous self-regulation for medication use, perceived competence for diabetes self-management, medication adherence, and quality of life. In 2006, pharmacy claims data were used to indicate medication adherence, and patients' non-high-density lipoprotein (HDL) cholesterol, A1C, and glucose levels were assessed., Results: The SDT model of health behavior provided adequate fit to the data. As hypothesized, perceived autonomy support from health care providers related positively to autonomous self-regulation for medication use, which in turn related positively to perceived competence for diabetes self-management. Perceived competence then related positively to quality of life and medication adherence, and the latter construct related negatively to non-HDL cholesterol, A1C, and glucose levels., Conclusions: Health care providers' support for patients' autonomy and competence around medication use and diabetes self-management related positively to medication adherence, quality of life, and physiological outcomes among patients with diabetes.

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

Online students are becoming an increasingly big part of the student population in higher education. Interaction and collaboration is beneficial for academic performance and well-being, but can be challenging to facilitate in the online context. Through individual in-depth interviews, we have investigated online students' experiences of academic and social community, as well as the role study flexibility can play in their participation in such communities. The thematic analysis resulted in four themes. Theme 1, Expectations of being self-sufficient, shows that many participants made good use of the flexibility of the studies by being organised and independent. However, the expectation of independence became a potential barrier to participation. Theme 2, Collaboration if valuable and flexible, describes how most participants desired increased collaboration with their peers, given that it was flexible and of academic value. Theme 3, Study groups as important but fragile communities, illustrates study groups as the participants' primary learning communities, but finds that maintaining them over time could be challenging. Theme 4, Digital distance, depicts many participants' challenges with connecting digitally with others. We discuss these findings in the light of self-determination theory, showing how flexibility can become both a facilitator and a barrier for basic need satisfaction in online education, and that participation and collaboration seemed to be more closely connected to the need for competence than for relatedness. The main implication of the study is that online studies should strive to create a need-supportive environment that facilitates academic community while acknowledging many online students' necessity for flexibility. [ABSTRACT FROM AUTHOR]

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

The mindful state is commonly characterized by an elevated awareness of the present moment. An intriguing and rather widespread phenomenon that requires the attention to the present moment is Synchronicity Awareness. This phenomenon refers to the sense of a profound psychological connection between an internal event (e.g., thought, image, or dream) and external events. Whereas mindfulness and its underlying cognitive processes have been well documented, synchronicity awareness, despite its deep roots, has been scarcely examined empirically, and little is known about the cognitive mechanisms underlying it. The present study aimed to further validate the recently developed Synchronicity Awareness and Meaning Detection (SAMD) scale and explore its potential relationship with various mindfulness measures. To this end, 572 participants engaged in an online survey, incorporating the SAMD, Five Facets of Mindfulness Questionnaire, Mindful Awareness and Attention Scale, Langer's Mindfulness Scale, and Encoding Style Questionnaire. The results revealed that synchronicity awareness, meaning detection, and mindfulness are distinct constructs. A significant association between synchronicity and core facets of mindfulness was observed, indicating that participants with higher SAMD scores were more sensitive to inner sensations, more novelty-seeking, and engaged in their actions. Additionally, SAMD scores were linked to internal encoding style, suggesting a top-down processing of experiences. However, synchronicity was not associated with outwards-directed mindful awareness, suggesting that it might involve an intrinsic attentional process, influenced by internal cues. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Background: The engagement of preschool teachers in their work is pivotal for maintaining teaching quality, ensuring teacher well-being, and fostering children's development. Despite its significance, there is limited knowledge regarding the daily fluctuations in work engagement and the underlying factors influencing it. This study, guided by the Job Demands-Resources model and Affect Event Theory, utilized an experience sampling methodology to investigate the impact of challenge and hindrance stressors on daily work engagement, as well as the mediating role of affect and the moderating effect of mindfulness. Methods: Utilizing an experience sampling method, this study collected data from 220 preschool teachers in Shanghai over five consecutive workdays, conducting surveys once daily. Data analysis was performed using multilevel linear models. Results: The results from multilevel regression indicated that: (1) daily challenge stressors were positively related to work engagement, (2) daily hindrance stressors were negatively related to work engagement, (3) daily positive affect mediated the relationship between challenge stressors and work engagement, (4) daily negative affect mediated the relationship between hindrance stressors and work engagement, and (5) daily mindfulness played a crucial moderating role by alleviating the adverse effects of hindrance stressors on daily negative affect. Conclusions: This study provides valuable insights into the daily experiences of preschool teachers and the factors that influence their work engagement. Understanding the impact of stressors, affect, and mindfulness on work engagement can inform the development of interventions and strategies to improve teacher well-being and work engagement. [ABSTRACT FROM AUTHOR]

Previous research has established a positive correlation between meaning in life and academic achievement, yet several gaps remain unaddressed. Firstly, the directionality of their relationships is unclear, particularly the potential impact of academic engagement on life meaning. Secondly, most studies have not distinguished between the distinct dimensions of meaning in life—presence of meaning and search for meaning. Thirdly, the underlying mechanisms of these relationships are not well-understood. To address these gaps, this study conducted a six-month, two-wave longitudinal analysis involving 3,895 Chinese secondary school students. Utilizing a cross-lagged panel model, we examined the causal relationships between both dimensions of meaning in life and academic engagement, with a specific focus on the mediating role of hope. Results indicated a reciprocal relationship between presence of meaning and academic engagement, where hope acted as a positive mediator within their bidirectional causal pathways. Conversely, the relationship between the search for meaning and academic engagement was unidirectional, with academic engagement significantly and positively predicting the search for meaning via increased levels of hope, but not vice versa. The study concludes with a discussion of research implications and future research directions. [ABSTRACT FROM AUTHOR]

Background: Mindfulness-based interventions are increasing in clinical and nonclinical populations. It is important to have a culturally validated instrument to measure the construct. Aims: We intended to evaluate the Mindful Attention Awareness Scale (MAAS) in an Indian sample, for its reliability and dimensionality along with any differences among the sociodemographic strata. Settings and Design: The design of the study was an online-based survey. Materials and Methods: An anonymous survey was conducted involving adult participants with a convenience and snowball sampling method. Mindfulness based on MAAS responses and demographic details were collected. Statistical Analysis: Cronbach's alpha, t -test, analysis of variance, Tukey's honestly significant difference test, and factor analysis were used for analysis. Results: The average mindfulness score was 4.3 ± 0.78, and skewness was − 0.39. The score was normally distributed. The reliability for the MAAS (Cronbach's α =0.830) was acceptable. The split-half reliability correlation was 0.66. The mean of item scores varied from 3.52 to 4.85, and the standard deviation varied from 1.2 to 1.6. The factor analysis explained 53% variance and identified four factors named as "inattention to the present," "lost in thought," "lack of circumstantial awareness," and "late realization of feelings." MAAS scores were significantly different across age, marital status, and occupation but did not differ by gender, education, or economic status. Conclusions: It appears that MAAS can be used in the Indian population; however, there is a need for further validation studies, in different specific populations. [ABSTRACT FROM AUTHOR]

The rapid development of digital technology and its pervasiveness in everyday life requires everybody to develop the skills necessary to engage with such technology for one's mundane tasks and communication needs. The first steps towards developing these skills can be particularly challenging for older adults, who might need to fundamentally adapt their learned and long-practiced routines. Maintaining motivation in these initial steps is crucial for sustained engagement. The present study examines factors that can contribute to promote motivation in a facilitated learning session based on Self-Determination-Theory. We conducted a longitudinal qualitative study in which we examined people's motivation to engage with digital technology, based on observational data as well as interviews with 33 older adults before and immediately after participating in a facilitated learning session. To investigate sustained effects on motivation, further interviews were conducted 3 months after participation. We found that satisfying the need for relatedness by learning together with peers and receiving support from facilitators was a prerequisite for this target group to develop a sense of competence and autonomy, which can lead to sustained motivation. Long-term motivational effects could not only be explained by the immediate effects of the learning intervention, but were identified to be dependent also on individual needs and predispositions. These findings were aggregated in a typology that identifies relevant influence factors and explains the potential motivational effects for different parts of the target group. It supports learning and technology designers to adapt to the addressed user group. [ABSTRACT FROM AUTHOR]