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Mentoring has proved to be an effective supporting practice for students in higher education in terms of building networks, a stronger professional identity and guiding their career aspirations. However, we lack a deep understanding of what attracts experienced experts to invest time and energy into guiding students. The latest studies suggest that motives to mentor are strongly prosocial. In this qualitative study, we apply the concept of benevolence, which refers to the individuals' need to sense that they are positively impacting others' lives. The approach provides a new perspective on mentors' motives by directing the focus beyond actions they interpret as benefitting others to encompass how they interpret their impact on students and possibly acquire benefits themselves. Benevolent acts should not be considered solely from the perspective of benefitting the recipient but also are intended to provide something to the giver. [ABSTRACT FROM AUTHOR]

This article examines the impact of the flipped classroom (FC) model on student engagement and autonomy in a Research Methods course for second-year ELT students in Vietnam, framed by Self-Determination Theory (SDT). Findings reveal that, the FC approach enhances engagement through active participation, boosts autonomy by allowing students to control their learning pace and improves competence via personalized feedback. Challenges include adjusting to self-directed learning, maintaining discipline with pre-class materials, and accommodating diverse learning paces. Solutions like structured guidance, regular quizzes, and supplemental resources were effective. This research confirms and expands existing literature, offering practical strategies for optimizing FC implementation to foster a supportive and inclusive learning environment.

While language anxiety is known to be a strong predictor of the second language (L2) achievement for decades, there has been a relative lack of empirical attention to establishing which one – anxiety or achievement – influences the other. The present study, based on a cross-lagged panel analysis, examined the causal relationships between language anxiety and L2 achievement, each of which was measured at three times points across 17 weeks. The results supported the directional relationship from L2 achievement at Time 2 to language anxiety at Time 3 while the opposite directional relationship from language anxiety at Time 2 to L2 achievement at Time 3 was not supported. Thus, our results suggest that language achievement precedes anxiety and not the other way round. The moderation analysis further sheds light on the importance of the earlier L2 achievement in the development of anxiety later on, by understanding learners' motivational profiles. That is, learners with high autonomous motivation and high achievement at Time 1 exhibited a further decrease in anxiety at Time 3. On the other hand, learners with high autonomous motivation but low achievement showed a higher level of anxiety at Time 3. Overall, the present study makes a noteworthy contribution to one of the most debatable issues in the field and concludes with some practical implications for L2 educators. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to investigate the critical determinants of perceived well-being in friendship relationships during emerging adulthood. Methodology: A sample of 726 undergraduate students at Ferdowsi University of Mashhad was selected during the Fall semester of 2021-2022 through the convenience sampling method. They completed the Interpersonal Behaviors Questionnaire (IBQ; Rocchi et al., 2017), the Compassionate and Self-image Goals Scale (CSIGS; Crocker & Canevello, 2008), the Basic Need Satisfaction in Relationships Scale (BNS-RS; La Guardia et al., 2000), the Interpersonal Needs Questionnaire (INQ-10; Bryan., 2011), the Friendship Self-Regulation Questionnaire (SRQ-F; Ryan & Connell, 1989), Interpersonal Behaviors Questionnaire-Self (IBQ-self; Rocchi et al., 2017), the State Level Subjective Vitality Scale (SVS-SL; Ryan & Frederick, 1997), the Perceived Relationship Quality Component (PRQC; Fletcher et al., 2000), and the The Basic Empathy Scale (BES; Jolliffe & Farrington, 2006). Data analysis was conducted using Partial Least Squares Structural Equation Modeling. All statistical analyses were conducted using SPSS.25, AMOS.24, and SmartPLS 3.3.3. Findings: The perceived support of basic psychological needs by friends (β=.204), the perceived thwarting of basic psychological needs by friends (β=-.147), the goal in friendship relationships (β=.234), the satisfied basic psychological needs (β=.124), the frustrated psychological needs (β=-.116), and the friendship self-regulation (β= .023) had significant indirect effects on perceived well-being in friendship relationships (p<0.05). Conclusion: The findings demonstrate that self-determination theory provides a coherent framework for explaining perceived well-being in friendships. [ABSTRACT FROM AUTHOR]

AbstractThis study aims to examine the factors influencing students’ behavioral intentions toward using Mobile English Learning (MEL) by integrating three key theoretical frameworks: the Technology Acceptance Model (TAM), Self-Determination Theory (SDT), and Theory of Planned Behavior (TPB). SmartPLS and SPSS were used to analyze data from a survey involving 499 students with low-achieving academic records from six Taiwanese universities. The results show that perceived autonomy, perceived relatedness, and perceived ease of use predict perceived usefulness. Furthermore, attitude, subjective norm, and perceived behavioral control predict perceived ease of use. Both perceived usefulness and perceived ease of use significantly and positively influence behavioral intention. These results provide a theoretical basis for promoting the intention of low-achieving students to use MEL. [ABSTRACT FROM AUTHOR]

In this study, we investigate the nature of Canadian early career (0 to 3 years) nurses' (N = 704; 87.8% female, aged 20 to 52) psychological need fulfillment profiles, accounting for the global and specific level of satisfaction and frustration of their needs for autonomy, relatedness, and competence. Our adoption of a longitudinal design (12 months, three time points with n = 626 at Time 1, 459 at Time 2, and 370 at Time 3) made it possible to test the within-person and within-sample stability of these profiles. To obtain a more in depth understanding of these profiles, we investigated the role of job demands and resources in the prediction of profile membership, and several work-related outcomes of these profiles. Latent transition analysis revealed five profiles differing in global and specific need fulfillment levels. These profiles remained stable over the 12 months, although nurses tended to transition into less fulfilled profiles over time. Nurses' perceptions of job demands and resources shared well-differentiated relations with the profiles, and more fulfilled profiles tended to report more adaptive functioning and well-being at work. [ABSTRACT FROM AUTHOR]

The dynamics of virtual work have become increasingly complex in the ever-changing digital ecosystem, seeking a comprehensive examination of the connections among social support, psychological empowerment (PE) and psychological well-being (PWB). The study explores the multifaceted dynamics present in virtual environments, with particular attention on how PE mediates these relationships and how social support influences PWB by investigating the employees of the IT sector working in the National Capital Region (NCR) of India, a significant player of the global technology market, where remote and virtual work arrangements have been extensively employed. A survey was conducted using Google Docs, with 483 participants responding to personally administered questionnaires. The study's conceptual framework was built upon the principles of self-determination theory (SDT) and the conservation of resources theory (COR). Confirmatory factor analysis and mediation analysis through structural equation modelling (SEM) techniques were utilized to evaluate the measurement model's validity and explore the relation among variables. The results highlight the significance of social support in improving employees' PWB in virtual work situations. Furthermore, the study indicates the existence of direct relationship between social support and well-being, as well as the mediating role of PE. The study reveals that impact, competence and self-determination act as intermediary factors, suggesting their capacity to facilitate the impact of social support on PWB. [ABSTRACT FROM AUTHOR]

The expanding use of social media has the potential to enhance the quality of English as a foreign language (EFL) instruction and learning. The purpose of this online survey-based study was to investigate the mediating effects of intrinsic and extrinsic motivation for reading English social media text among 348 Chinese undergraduate EFL learners. PLS-SEM analyses revealed a significant relationship between the extrinsic motivation to read English text on social media and English language performance. In addition, the extrinsic motivation was also found to significantly mediated the relationship between English reading self-efficacy and English language performance. The findings indicate that in the context of reading English text on social media amongst Chinese undergraduate EFL learners, extrinsic motivation rather than intrinsic motivation mediates the relationship between English reading self-efficacy and English language performance, implying the potentials to use social media as an instructional medium to improve EFL teaching and learning outcomes in China. [ABSTRACT FROM AUTHOR]

AbstractVolunteerism plays a vital role in the extensive social service system. Previous research has shown that drivers of volunteering (DOVs) are associated with desirable outcomes such as improved volunteer performance and higher levels of volunteer engagement. However, limited attention has been paid to the differential effects of different DOVs on volunteer engagement and their mechanisms of influence. This study combines self-determination theory and conservation of resources theory to examine how external regulation and intrinsic motivation shape volunteer engagement through emotional labor strategies. Based on a three-wave time-lagged sampling of Chinese 952 volunteers, we find that external regulation reduces volunteer hours and increases volunteering turnover via surface acting; intrinsic motivation increases volunteer hours and reduces volunteering turnover via deep acting. This study may suggest a preliminary insight into the mediating effect of emotions between DOVs and volunteer engagement. Finally, this study suggests that nonprofit organizations providing social services should focus on training and channeling volunteers’ emotional labor during volunteering. [ABSTRACT FROM AUTHOR]

The self-determination theory (SDT) is a macro theory of human motivation and personality that focuses on people's innate psychological needs and their desires for growth and development. The Multidimensional Work Motivation Scale (MWMS) is grounded in the SDT and was extensively researched and tested on different cultures, in different languages and in different contexts. The purpose of this research was to evaluate the applicability of the MWMS in a different and relatively new type of work, namely on online gig work. A sample of workers on the Clickworker.com platform (N=542) voluntarily answered the questionnaire. The result shows that, while most subscales are applicable in this context, the Introjected regulation subscale might need some adjustment for online work environments. [ABSTRACT FROM AUTHOR]

The present study sought to contribute to self-determination theory by examining the nature of adolescents' academic motivation profiles defined while considering its global and specific nature. The construct validity of these profiles was examined by considering their replicability across samples of upper elementary (n = 781) and secondary (n = 467) school students, as well as their associations with predictors (perceived parental need nurturing behaviors) and outcomes (academic achievement and expectations of success). Latent profile analyses revealed four profiles (Non-Motivated, Identified, Amotivated, and Strongly Motivated) characterized by differing levels of global and specific levels of academic motivation. These profiles were fully replicated across educational levels. Most profiles differed from one another in terms of outcomes, although differences in terms of outcomes associations were observed across educational levels. Finally, profile membership was predicted by global levels of need nurturing and by some of the specific need nurturing behaviors in a way that replicated across educational levels. Our results suggest that the specific qualities of academic motivation and the global levels of self-determination are equally important in the identification of academic motivation profiles. [ABSTRACT FROM AUTHOR]

This qualitative study explores the intricate dynamics between students' passion for music and their motivation in higher education music performance classes. Guided by Self-Determination Theory (SDT) and Social Cognitive Theory (SCT), the research involves in-depth interviews with fifteen undergraduate music performance majors. The study identifies five pivotal themes shaping students' motivation. The theme of personal music connections emphasises the profound impact of individualised relationships with music, highlighting the significance of nurturing personal and emotional dimensions within musical connections. Exposure to diverse musical styles emerges as a transformative factor, broadening students' musical horizons and significantly influencing their motivation. Involvement in extracurricular music activities is identified as a powerful motivator, providing real-world experiences that enhance students' passion for music performance. The theme of supportive interactions highlights the critical role played by educators, peers, and the overall learning environment in shaping students' motivation. Cultivating a strong personal bond with music accentuates the profound impact of an individualised and emotionally resonant connection with music on students' motivation within the educational context. These findings underscore the vital role of cultivating enthusiasm, providing diverse musical experiences, and fostering supportive environments to enhance motivation in higher education music performance classes. The implications extend to educators, enabling them to design more engaging and effective music programs, enriching the overall educational experience for students. [ABSTRACT FROM AUTHOR]

Students' strongly positive STEM interest and identity predict their future study and career choices in a STEM field. STEM education studies addressing multiple disciplines together are insufficient, as they have produced mixed findings and inadequate direction for advancing integrated STEM education. Self-determination theory (SDT) provides an understanding of motivational processes that influence the development of STEM interest and identity. This study investigated the effectiveness of a set of proposed teacher needs-supportive strategies on student STEM interest and identity development during a proposed 12-week SDT-based STEM program. Three hundred forty-two ninth grade students were randomly assigned to SDT and non-SDT groups during the program. The results support the application of SDT in integrated STEM learning and explain how supporting student needs affects their STEM interest and identity, which is crucial in interdisciplinary learning and the development of adolescent interest and identity in K–12. Moreover, the results contribute to SDT by adding a new dimension—integrated STEM interest and identity—and presenting more evidence on how the teacher's needs-supportive strategies foster this dimension. These results have practical implications for advancing integrated STEM education in addition to new opportunities for using fewer resources to effectively foster student interest and identity in compulsory education. [ABSTRACT FROM AUTHOR]

This document is an editorial titled "Motivations for physical activity" published in the journal Frontiers in Psychology. The editorial discusses the complex and multifaceted nature of motivations for physical activity and the importance of understanding these factors in promoting active lifestyles. The research topic includes articles that explore various aspects of motivation for physical activity, such as psychosocial factors, social interaction, contextual variables, and the role of healthcare professionals. The editorial also highlights studies on motivation in specific sports disciplines, such as soccer and martial arts, as well as the use of digital interventions and incentives to promote physical activity. The goal of this research topic is to provide valuable insights into motivations for physical activity and their implications for promoting active lifestyles in diverse populations. [Extracted from the article]

In this paper, by utilizing Self-Determination Theory (SDT), we discuss possible antecedents for Person-Supervisor (PS) fit, which is important in decreasing turnover intentions of salespeople. Specifically, this is the first paper to discuss autonomy, relatedness and competence as social antecedent variables that are influential in predicting the PS fit, which is the congruence of values and goals of salespeople and sales managers, that ultimately decreases turnover intention of salespeople. Survey results show that autonomy and relatedness are both positively related to salespeople's perception of PS fit, and have indirect effects on turnover intention through PS fit. [ABSTRACT FROM AUTHOR]

The study uses a multi-theoretical approach and the three behavioural theories of Behavioural Reasoning Theory (BRT), Self-Determination Theory (SDT), and Innovation Resistance Theory (IRT) to analyze the motivation of senior citizens to use Virtual Reality (VR) technology for religious tourism. The survey was completed by 300 senior citizens, and PLS-SEM was used to evaluate the results. The study examined the moderating influence of place familiarity on senior citizens intentions to use VR technology. The findings show that the attitude and intention to adopt VR technology are influenced by perceived ease of use, perceived enjoyment, perceived usefulness, and immersion. Also, tradition and image barriers play an influencing role in forming a negative attitude toward adopting VR technology for religious tourism. [ABSTRACT FROM AUTHOR]

This paper is based on a review of studies focusing on student autonomy in early childhood, primary, and secondary education in Spain published in the last 10 years. Autonomy is defined as the capacity of individuals to act in a self-determined way. Educational institutions play a key role in the development of autonomy through experience, and students demonstrate more autonomy in learning when they are older. The method used in this paper consists of an overview of empirical studies from different databases and the application of three pre-defined filters. A total of 41 studies is analysed and critically assessed in relation to (1) the area of knowledge and level of schooling, (2) the definition of autonomy, (3) the method used, and (4) the elements influencing student autonomy. Results indicate that (1) physical education in secondary education is the most researched area, (2) most studies have defined autonomy and used self-determination theory as a framework for measuring student autonomy, (3) the majority of studies have used quantitative methods and a student sample, and (4) autonomy support provided by teachers positively influences student autonomy. In addition, the results show that intrinsic elements, such as the development of stable individual identity and psychological resources, enhance student autonomy. The paper concludes that future research should be aimed at a more specific conceptualisation of student autonomy to be assessed, measured, and promoted in different international educational environments and areas of knowledge. [ABSTRACT FROM AUTHOR]

Background: Despite the widely recognized benefits of physical activity for preventing physical and cognitive decline during aging, global estimates indicate that most older adults do not achieve the recommended amount of physical activity due to a lack of motivation. The current research examined the validity and psychometric properties of the Behavioral Regulation in Exercise Questionnaire (BREQ-3) among older adults. Based on Self-Determination Theory (SDT), the BREQ-3 stands out as one of the most extensively utilized tools among exercise motivation studies. Methods: A sample of older adults (N = 383; M age = 73.2 years, SD age = 7.2) completed the BREQ-3 and the Godin–Shepard Leisure-Time Physical Activity Questionnaire (GSLTPAQ). Results: Confirmatory factor analyses confirmed the six-factor structure postulated by SDT, showing good fit indices (CFI= 0.95; RMSEA = 0.05; SRMR = 0.04) and supporting the full measurement invariance of the scale across sex and age groups (65 to 74 years; over 75 years). The construct and criterion validity of the BREQ-3 was upheld through the latent correlations between its subscales and their correlations with the GSLTPAQ. Conclusions: We demonstrated for the first time the effectiveness of the BREQ-3 in assessing all forms of behavioral regulation proposed by SDT in older adults, suggesting that older adults similarly interpreted the items across sex and age groups. [ABSTRACT FROM AUTHOR]

School-based education can be a context of adversity for some youth. Research has identified the value of work-based education in serving as a context of resilience to support individual-level factors including agency and autonomy, but researchers are increasingly highlighting the need for examining the influence of contextual factors. In this paper, we argue for a conceptual framework that integrates recent social cognitive theories focused on the individual within a person-in-context model (DeLuca et al., 2012) in order to identify why work-based education can be a context of resilience. We identify facets in the individual, social and cultural, and political and economic domains that can be applied to school-based education in order to keep students from becoming disengaged. [ABSTRACT FROM AUTHOR]

Background: OT‐ParentShip intervention addresses the needs of autistic adolescents and the physical and emotional burden associated with parental caregiving. Aim: This article describes the qualitative findings of a mixed‐method, single‐group, pre‐test–post‐test pilot study to determine whether this intervention has adequate potential for further, large‐scale testing. Method: The qualitative study sought to understand 14 parents' (N = 4 couples, N = 6 mothers) experiences in the intervention, examine their satisfaction, and receive their suggestions for improvement, using a grounded approach, with the aim of conceptualising a theoretical understanding of the data gathered. Results: A total of five key themes and 14 sub‐themes describe parents' experiences. The key themes that were identified were parent–therapist relationship, parent–adolescent relationship, reframing, benefit for family, and parental resilience. Emerging themes shed light on the therapeutic components and change mechanisms of the intervention. Conclusion: Self‐determination theory was found to be an adequate theoretical framework to map these components and help in understanding their contribution to treatment outcomes. OT‐Parentship directly enforces parents' basic psychological needs, who, in turn, support their adolescent child's need for relatedness, competence, and autonomy. An occupational therapy intervention that satisfies these basic needs has the potential to lead to therapeutic alliance and internalisation of goals, thus increasing therapy engagement and outcomes. [ABSTRACT FROM AUTHOR]

The Language Massive Open Online Courses (LMOOCs) is a new platform of computer assisted language learning (CALL); since most LMOOCs witness high dropout rates, empirical evidence on English as a Foreign Language (EFL) learners' motivation to accept and utilize LMOOCs for English language learning is warranted. This study recruited 237 Taiwanese participants with experience in completing at least one LMOOC to answer question items based on the levels of three psychological needs (i.e. autonomy, competence, and relatedness) of self-determination theory (SDT) as well as the Unified Theory of Acceptance and Use of Technology (UTAUT). Partial least squares structural equation modelling (PLS-SEM) was used to explore the structural relationship between the variables of SDT and UTAUT. Additionally, linear modelling was employed to test the moderating effect of motivation on the relationship between the four determinants of UTAUT, behavioural intention, and use behaviour. The results of this study report that autonomy, competence, and relatedness are significant to EFL learners' motivation for using LMOOCs. However, while performance expectancy was not statistically significant to behavioural intention, effort expectancy and social influence were. Moreover, behavioural intention and facilitating conditions were significant to use behaviour, while motivation was a significant predictor of LMOOC use behaviour. However, the moderating effect of motivation was only significant to the relationship between the variables of social influence and behavioural intention. [ABSTRACT FROM AUTHOR]

This phenomenological inquiry investigated children's wellbeing experiences at school, including their hedonic (feeling good) and eudaimonic (doing good) accounts, a distinction often overlooked. Further, while phenomenological inquiries of children's mental ill-health exist, wellbeing, a fundamental part of mental health, is neglected. This is at odds with positive psychology which favours strengths-based approaches to studying human development. Phenomenology provides rich detail, facilitating deeper understanding of why and how certain factors affect wellbeing, as described by children themselves. A sample of 15 children (aged 9–11), attending one English primary school broadly representative of the national socio-demographic, engaged in interviews. Children's experiences of 'feeling good' at school were characterised by: an interdependence on peers' emotional states (described as 'a domino effect'), a need to feel cared for by, and trust, adults, and desire for autonomy over their time. Children attributed mistrust in adults to adults disregarding seemingly incidental events which felt significant to children. Children experienced 'doing well' as equating to academic attainment, conveying a fixation with test scores, using language of 'correctness' and efficiency. Shame pervaded when 'correctness' was not achieved, with children describing being ridiculed for poor test scores. Recommendations for schools to support children's hedonia include prioritising wellbeing curricula and emotional literacy, greater staff reflexivity, and prioritisation of pupil voice. To foster children's eudaimonia, recommendations include the need for teachers to provide formative, personalised feedback for pupils focused on the learning process, and the need for Government to embrace a range of ways pupils can feel successful beyond academic attainment. [ABSTRACT FROM AUTHOR]

This research investigated the impact of motivations on work–home enrichment experience among male Saudi academics working in universities. Drawing on self-determination theory (SDT) and the conservation of resources theory (COR), the study employed a quantitative study with data collected from 460 men. The analysis revealed that intrinsic motivation and extrinsic motivation reinforced by material pressure were significantly and positively related to both work–home enrichment (WHE) and home–work enrichment (HWE), whereas extrinsic motivation underpinned by social pressure is significantly and negatively related to HWE only. Furthermore, the results show that introjected motivation, identified motivation, and amotivation were not related to WHE and HWE. The findings of this study highlight the motivational underpinnings of the positive work–home interaction, demonstrating that working for pleasure and material incentives brings enrichment experiences for employees and their families. Further work and home studies should be carried out to produce useful insights that have the potential to improve and sustain the well-being of individuals, their families, and their communities, organisations, and countries' economies. [ABSTRACT FROM AUTHOR]

The aim of this study is to identify the motivations that lead people with disabilities (PwD) to make the decision to participate in tourism and to ascertain whether there are differences in these motivations between PwD with and without tourism experiences. To achieve this goal, a guiding research model was created based on the mechanism of self-determination theory (SDT). A mixed methodology approach was used. First, semi-structured interviews were conducted with a sample of PwD living in Portugal (N = 28). Second, a questionnaire was administered to a sample of Portuguese with disabilities (N = 348). The results obtained highlight that PwD are motivated to participate in tourism activities, mainly because of the benefits they expect to gain from these experiences. However, a great number have never had the possibility of participating in tourism activities. Intrinsic or self-determined motivations such as pleasure, increased knowledge, well-being and personal development, stand out. Moreover, PwD who have never had the opportunity to participate in tourism activities perceive more benefits than those who have already participated. The paper ends with the theoretical and practical implications, the limitations and future research to increase knowledge in an area that has been little explored in the literature. [ABSTRACT FROM AUTHOR]

Employees play a critical role in improving workplace cyber security, which builds on widespread security knowledge and expertise. To maximise knowledge levels, organisations run awareness and training course. Yet, they should also encourage and facilitate Security Knowledge Sharing (SKS). To facilitate such sharing, we used a bespoke App which deploys a game to deliver security training and to encourage sharing based on the Transactive Memory System (TMS) theory. An empirical study was conducted within a Saudi Arabian Fortune 100 organisation to test the impact of the app on employee knowledge. The app demonstrated efficacy in enhancing organisational security awareness and knowledge. The results highlight the potential of TMS in improving overall security knowledge in organisations. [ABSTRACT FROM AUTHOR]

According to Self-Determination Theory, autonomy support is essential in fostering optimal learning, growth, and functioning in students across all levels. In contrast, autonomy thwarting is associated with student malfunctioning. The purpose of the current study was to investigate the relationship between perceptions of autonomy support and thwarting, students’ autonomous and controlled motivations, and aspects of student functioning in a higher education setting. The sample consisted of 414 Norwegian university students recruited from introductory calculus courses. Structural equation modeling indicated that perceived autonomy support predicts autonomous motivation and is negatively linked to controlled motivation. Autonomy thwarting is negatively linked to autonomous motivation and positively predicts controlled motivation. We found that autonomous motivation predicts engagement, effort, and learning. Controlled motivation is negatively linked to vitality and engagement, and positively predicts effort. The results are in line with the tenets of Self-Determination Theory, and the present study highlights the importance of providing an autonomy supportive environment during higher education lectures.

Objective: Online treatment for binge eating disorder (BED) is an easily available option for treatment compared to most standard treatment procedures. However, little is known about how motivation types characterize this population and how these impact treatment adherence and effect in an online setting. Therefore, we aimed to investigate a sample of written motivation statements from BED patients, to learn more about how treatment and online treatment in particular, presents in this population. Methods: Using self-determination theory in a mixed methods context, we investigated which types of motivation were prevalent in our sample, how this was connected with patient sentiment, and how these constructs influence treatment and adherence. Results: Contrary to what most current literature suggests, we found that in our sample (n = 148), motivation type was not connected with treatment outcome. We did find a strong association between sentiment scores and motivation types, indicating the model is apt at detecting effects. We found that when comparing an adult and young adult population, they did not differ in motivation type and the treatment was equally effective in young adults and adults. In the sentiment scores there was a difference between sentiment score and adherence in the young adult group, as the more positive the young adults were, the less likely they were to complete the program. Discussion: Because motivation type does not influence online treatment to the same degree as it would in face-to-face treatment it indicates that the typical barriers to treatment may be less crucial in an online setting. This should be considered during intake; as less motivated patients may be able to adhere better to online treatment, because the latter imposes fewer barriers of the kind that only strong motivation can overcome. The fact that motivation type and sentiment score of the written texts are strongly associated, indicate a potential for automated models to detect motivation based on sentiment. [ABSTRACT FROM AUTHOR]

Background: Autonomous motivation to exercise occurs when the activity is voluntary and with a perceived inherent satisfaction from the activity itself. It has been suggested that autonomous motivation is related to striatal dopamine D2/3-receptor (D2/3R) availability within the brain. In this study, we hypothesized that D2/3R availability in three striatal regions (nucleus accumbens, caudate nucleus, and putamen) would be positively associated with self-reported autonomous motivation to exercise. We also examined this relationship with additional exploratory analyses across a set of a priori extrastriatal regions of interest (ROI). Methods: Our sample comprised 49 older adults (28 females) between 64 and 78 years of age. The D2/3R availability was quantified from positron emission tomography using the non-displaceable binding potential of [11C]-raclopride ligand. The exercise-related autonomous motivation was assessed with the Swedish version of the Behavioral Regulations in Exercise Questionnaire-2. Results: No significant associations were observed between self-reported autonomous motivation to exercise and D2/3R availability within the striatum (nucleus accumbens, caudate nucleus, and putamen) using semi-partial correlations controlling for ROI volume on D2/3R availability. For exploratory analyses, positive associations were observed for the superior (r = 0.289, p = 0.023) and middle frontal gyrus (r = 0.330, p = 0.011), but not for the inferior frontal gyrus, orbitofrontal cortex, anterior cingulate cortex, or anterior insular cortex. Conclusion: This study could not confirm the suggested link between striatal D2/3R availability and subjective autonomous motivation to exercise among older adults. The exploratory findings, however, propose that frontal brain regions may be involved in the intrinsic regulation of exercise-related behaviors, though this has to be confirmed by future studies using a more suitable ligand and objective measures of physical activity levels. [ABSTRACT FROM AUTHOR]

This study explored 12 cancer patients’ experiences from participating in an online and on-site Shared Reading group for 16 weeks in Norway. Shared Reading is a practice in which prose and poetry are read aloud in small parts and discussed along the way. The study is a qualitative evaluation study with a particular focus on how the participants experienced the reading group supported their life living with cancer. The study was mainly based on the data collected from focus group discussions with the participants, which was analysed qualitatively through open coding. In total, four themes were identified: (1) open space, (2) disconnecting through connecting, (3) community, and (4) resonances and echoes. The participants expressed that the RG helped them to “balance life and cancer”, and “disconnect” from their illness. The cognitive effort needed was beneficial for the participants as a form for “cognitive training.” Since many of the participants had, due to their illness, completely stopped reading books, the reading group also brought literature back into the participants’ lives. Furthermore, it was essential for the participants to feel they contributed to a community, to feel useful and valuable for others. The texts were also important, as some of them resonated strongly with the participants in the way of activating memories and connecting a text to own experiences. After a session, a text could still have an impact as an echo. The results are synthesised, discussed, and supported through the framework of self-determination theory and, more specifically, the basic psychological need theory. The reading group was experienced as a support for autonomy, competence, and relatedness and promoted a feeling of intrinsic motivation that brought about new dimensions in the participants’ lives. The study wishes to increase our knowledge of the benefits of integrating Shared Reading groups as a low-cost, literature-based psychosocial support in cancer organisations. [ABSTRACT FROM AUTHOR]

The paper aims to deepen understanding of the reasons for participation in undeclared work and under-declared employment. Alongside the main theories used so far in the field, self-determination theory is introduced by investigating the role of internalized and extrinsic motivation. Logistic regression analysis and classification and regression trees are used on a sample of 1,059 Romanian youths. The results emphasize the central role of tax morale, in generating intolerance toward informal practices and internalized motivations for compliance. In addition, peer influence shapes the decision to adopt informal practices whereas deterrent measures have no significant impact. [ABSTRACT FROM AUTHOR]

Lack of coachee readiness impacts negatively on the effectiveness of coaching. Despite the general awareness of the phenomena that influence coachee readiness, this concept needs better description in the coaching literature. This article reports on a Critical Interpretive Synthesis (CIS) study of the factors that influence coachee readiness and consider ways to overcome this. This article seeks to contribute to the formulation of a theory on the concept of coachee readiness by developing a theoretical framework with the aim of guiding stakeholders at the pre-contemplation, contemplation, and preparation phases of a coaching assignment.

In real life, people are often affected by personal, environmental and other conditions, and cannot maintain a healthy life well. In order to explore the reasons behind these behaviors, this paper discusses how to help people form a healthy lifestyle from the perspective of persuasive design, this paper starts with the analysis of people's health related behavior theories, and through the three steps of literature review, questionnaire and follow-up survey. Through in-depth analysis, points out that the factors affecting healthy lifestyle are composed of three parts: the factors that influence behavior, motivation for the behavior and environment support, these factors can be divided into controllable factors and uncontrollable factors, the controllable factors can be interfered with and changed through scientific persuasive process. Then, based on the three elements of Fogg Behavioral Model, the persuasive process and the persuasive strategies in the design were deeply studied, the persuasive process and the behavior change process were combined, the correlation between the two was found, and the persuasive strategies should be adopted in the four stages of motivation, preparation, action, and maintenance were proposed. Finally, build a persuasive model of a healthy lifestyle. This model points out the four stages and influencing factors of the formation of a healthy lifestyle, provides design strategies for each stage, and provides targeted guidance and suggestions for designers. [ABSTRACT FROM AUTHOR]

Background: Despite the widely recognized benefits of physical activity for preventing physical and cognitive decline during aging, global estimates indicate that most older adults do not achieve the recommended amount of physical activity due to a lack of motivation. The current research examined the validity and psychometric properties of the Behavioral Regulation in Exercise Questionnaire (BREQ-3) among older adults. Based on Self-Determination Theory (SDT), the BREQ-3 stands out as one of the most extensively utilized tools among exercise motivation studies. Methods: A sample of older adults (N = 383; M age = 73.2 years, SD age = 7.2) completed the BREQ-3 and the Godin–Shepard Leisure-Time Physical Activity Questionnaire (GSLTPAQ). Results: Confirmatory factor analyses confirmed the six-factor structure postulated by SDT, showing good fit indices (CFI= 0.95; RMSEA = 0.05; SRMR = 0.04) and supporting the full measurement invariance of the scale across sex and age groups (65 to 74 years; over 75 years). The construct and criterion validity of the BREQ-3 was upheld through the latent correlations between its subscales and their correlations with the GSLTPAQ. Conclusions: We demonstrated for the first time the effectiveness of the BREQ-3 in assessing all forms of behavioral regulation proposed by SDT in older adults, suggesting that older adults similarly interpreted the items across sex and age groups.