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This article examines the effect of integrating information and communication technologies (ICT) on the intrinsic motivation of first-year students in a phonetics course. Based on sociocognitive theories of motivation, a quasi-experimental study was conducted with 73 French language students at Badji Mokhtar University Annaba in Algeria. The quantitative methodology involves assessing their motivation before and after the introduction of ICT in the course. The results reveal that students who benefited from ICT show significantly higher self-determined motivations, thus demonstrating that the use of ICT enhances students' motivation to learn phonetics. [ABSTRACT FROM AUTHOR]

The purpose of this article is to describe the impact of the research program entitled "Adherence to healthy eating recommendations: identification of measures, determinants and interventions". Beyond the main results described in this article, this program had a major impact on the training of graduate students. It was also a unique opportunity to develop and validate measurement tools relevant to nutrition research, and to make them available to the scientific community. Lastly, this program was a catalyst for establishing new collaborations and setting up larger-scale studies. [ABSTRACT FROM AUTHOR]

Purpose: To identify motivational determinants explaining Physical Education teachers' behaviors promoting students' physical activity (PA) amidst the COVID-19 pandemic. Method: Nine hundred thirty-one Italian and French teachers completed a questionnaire assessing motivational determinants (self-determined motivation, self-efficacy, perceived ease and usefulness toward digital technologies, engagement at work), their intention and behaviors promoting PA, in reference to before and during the pandemic. Path analyses tested the associations of changes in motivational determinants with changes in intention and behaviors. Results: Increases in autonomous, controlled motivation, self-efficacy, and perceived usefulness toward digital technologies, and a decrease in amotivation were associated with an increase in the intention to promote PA. In turn, an increase in intention, but also in self-efficacy, autonomous motivation, and perceived usefulness toward digital technologies were paired with an increase in behaviors promoting PA. Conclusion: Implications regarding the commitment of Physical Education teachers to challenging pedagogical situations, such as promoting PA amidst the COVID-19 pandemic, are discussed. [ABSTRACT FROM AUTHOR]

The aim of the present study was to test the measurement quality and valid interpretation of the test scores of the scales for the assessment of self-determined motivation of elementary school children (SESMO) measuring five motivational regulation types posited by self-determination theory (intrinsic, identified, introjected, extrinsic, amotivated). In the present study, this self-report measure for elementary school children was firstly examined by using a sample of N = 679 primary school children from grades 3 to 4 in mathematics and German. When testing the factor structure, multiple confirmatory factor models (CFA) were compared to an exploratory structural equation model (ESEM) and two bi-factor models (B-CFA, B-ESEM), and measurement invariance across gender and grade levels was analyzed. The criterion-related interpretation of the test scores was investigated by exploring the relations to various external criteria (i.e., self-reported grades, self-concept, concentration, student-teacher relationship, enjoyment, and anxiety in class). Results of CFA provided support for the appropriateness of a 5-factor structure in both domains. However, the B-ESEM model showed the best fit to the data when compared to all other models. Measurement invariance across gender and grade levels was sufficiently established. The more self-determined types of motivation (i.e., intrinsic, identified) were more likely to relate to more favorable external criteria than more externally determined types of motivation (i.e., introjected, extrinsic) or amotivation. [ABSTRACT FROM AUTHOR]

Purpose: To examine the effect of two physical education–based alternated teaching units on students' environmental knowledge for practicing out-of-school physical activity (PA), perceived autonomy support, self-determined and controlled motivation toward PA, intention to be physically active, self-reported and objective PA levels, and sedentary behavior. Method: A sample of 179 students (94 females) aged 13–15 years old was cluster randomly assigned to the innovative group (two alternated teaching units for practicing PA, with one lesson inside and one outside the school grounds) or the traditional group (a teaching unit for practicing PA, solely inside the school center). Results: The alternated teaching units improved students' knowledge of their environment for practicing PA, perceived autonomy, autonomous motivation, intention to be physically active, and self-reported PA during the whole week (p <.05). Discussion/Conclusion: The innovative program improved students' knowledge about their environment for practicing PA and self-reported PA but did not improve objectively measured PA levels. [ABSTRACT FROM AUTHOR]

Background: Consistent with self-determination theory (SDT), teachers may differ in the motivating style used to motivate students in physical education (PE). When relying on need-supportive behaviors, teachers attempt to provide students with opportunities for choices and initiative (autonomy support), valuable information and feedback (competence support), and an emotional and affective environment (relatedness support). Alternatively, teachers relying on need-thwarting behaviors tend to adopt a controlling language (autonomy thwarting), unclear goals toward the task (competence thwarting), and cold links with students (relatedness thwarting). While competence, autonomy, and relatedness supportive and thwarting behaviors are theoretically distinct in the instructional practice, every teaching behavior may co-occur to different degrees. Grounded in SDT, the only existing person-centered study in PE showed that PE teachers' autonomy-supportive and controlling teaching behaviors can be combined through the students' eyes, being associated with different motivational outcomes. Purpose: Adopting a person-centered approach, this research aimed to extend previous knowledge by examining how different combinations of students' perceptions of autonomy, competence, and relatedness supportive and thwarting teaching behaviors are associated with students' need satisfaction, need frustration, and motivation in PE. Method: A sample of 478 middle school students (53.97% girls) participated in the study. First, a two-step cluster analysis using autonomy, competence, and relatedness supportive and thwarting behaviors was run to identify different motivating teaching profiles. Subsequently, a multivariate analysis of covariance was conducted to examine differences between the retained clusters and students' need-based experiences and motivational regulations. Results: Two of these profiles were characterized by the dominant presence either of need-supportive (i.e. 'high need-support – low need-thwarting') or need-thwarting behaviors (i.e. 'low need-support – high need-thwarting'), while they were found to be similarly present in the two remaining profiles (i.e. 'moderate need-support – need-thwarting', and 'moderate need-support – high need-thwarting'). The 'high need-support – low need-thwarting' profile obtained the highest scores on need satisfaction and autonomous forms of motivation, accompanied by the lowest levels of need frustration and amotivation. The 'moderate need-support – need-thwarting' profile reflected low scores on need frustration, introjected and external regulation, and amotivation. The 'moderate need-support – need-thwarting' and the 'low need-support – high need-thwarting' profiles showed the highest scores on need frustration, introjected and external regulation, and amotivation. Conclusions: This research underscores that teachers may combine need-supportive and need-thwarting behaviors in their instructional practice. Results revealed that the 'high need-support – low need-thwarting' profile showed the most optimal outcomes, while the 'low need-support – high need thwarting' profile yielded the least optimal outcomes. Given that the 'high need-support – low need-thwarting' profile showed a more optimal pattern of outcomes than the 'moderate need-support – high need-thwarting' profile and the 'moderate need-support – need-thwarting', results suggest that students' perception of need-thwarting teaching behaviors is detrimental even when the instructor is additionally perceived to be need-supportive. PE teachers are recommended not only to develop a motivating teaching style characterized by high levels of need-supportive behaviors, but also to avoid need-thwarting behaviors in their instructional practice, in order to enhance students' motivational experiences. [ABSTRACT FROM AUTHOR]

The consequences of human activity on climate change are increasingly apparent. For example, they are causing ecological degradation and affecting human and animal health. Rightly so, it is considered as the most important challenge of this century. Researchers in psychology and mental health developed an interest in the direct and indirect effects of climate and ecological change on people's psychological wellbeing, which is referred to as a concept described as eco-anxiety or eco-distress. It is worth emphasizing that climate issues are taking a larger place in the school curriculum for youth in elementary, middle and high schools. Youth are thus increasingly aware of the major threat and understandably report legitimate concerns and worries. For some youth, eco-anxiety leads to greater involvement and activism, as can be seen by the international movement set out and led by youth activist Greta Thunberg. However, eco-anxiety can also lead to feelings of hopelessness and disengagement. Despite contributing the least to the climate and ecological crises, youth will be most affected by the impacts, and will carry the burden of the climate crisis throughout their lives. Researchers, educators and mental health professionals must therefore find ways to foster youth psychosocial wellbeing and resilience alongside ensuring that their voices are heard. To this end, it is vital that young people feel able to openly discuss climate change and associated issues alongside the distressing thoughts and feelings they engender. This can be supported by using various psychological approaches to develop effective interventions. Researchers and clinicians in child mental health could gain from drawing from research in positive psychology to develop such interventions. In this review and commentary, we will outline how eco-anxiety and child psychological wellbeing can be framed within a positive psychology framework, including the relevance of self-determined motivation. Insights from interventions based on positive psychology including exercises to foster hope, forgiveness and meaning making will also be discussed. We will highlight how such interventions can be adapted as powerful tools to foster child wellbeing and cope with their eco-anxiety.

systematic review and meta-analysis to assess associations between types of self-determined motivation in exercise with selected parameters of studies using Behavioral Regulation in Exercise Questionnaires (BREQs). Following PRISMA 2020 guidelines, we screened 244 studies from PubMed, ScienceDirect, and Scopus against criteria and selected 43 articles for qualitative synthesis. Of those, 40 studies reporting mean scores and standard deviations of six regulations of BREQs, representing self-determined motivation types, were selected for meta-analysis. The pooled mean scores were the highest in intrinsic regulation at 4.00 (95%CI: 2.92–5.09), followed by identified, integrated, introjected, external, and motivation regulations at 3.65 (95%CI: 3.06–4.24), 3.11 (95%CI: 2.68–3.55), 2.21 (95%CI: 1.88–2.53), 1.42 (95%CI: 0.93–1.92), and 0.94 (95%CI: 0.67–1.12), respectively. Findings indicated significant associations between longer exercise duration and introjected (β = 0.014, p = 0.027) and identified (β = 0.014, p = 0.021) regulations. An inverse relationship was found with a higher female participation rate (β=-0.047, p=0.042), while exercise settings in sports and fitness centers exhibited a stronger association with intrinsic motivations (β=2.700, p=0.039). No significant differences were observed among the versions of BREQs in measuring self-determined motivation. This investigation of context invariance utilizing the particular validated scale contributes to furthering comprehension of the instrument in sports and fitness settings. Additionally, it is essential to take into account sex and the exercise environment concerning self-determined motivation when predicting long-term exercise adherence. Doi: 10.28991/HEF-2023-04-02-08 Full Text: PDF

Purpose: This research aimed to examine the possible difference of secondary school students' motivational profiles on their sportsmanship orientation in physical education. Methods: The participants were 707 (53.61% men; Mage = 14.97, SDage = 1.58) secondary school students, who completed measures on their perception of behavioral regulation and sportsmanship orientation in physical education. A two-step cluster analysis was performed to explore the motivational profiles, and multivariate analysis of variance tests was conducted to examine differences on sportsmanship orientation among motivational profiles. Results: The cluster analysis identified four motivational profiles (controlled, amotivated, high motivational regulation, and autonomous). The multivariate analysis of variance tests found that the students in the four motivational profiles reported different levels in respect for social conventions, respect for rules and teachers, full commitment, and respect for classmates. Discussion/Conclusions: The motivational profiles provided a more comprehensive understanding of the motivational processes for each sportsmanship orientation in secondary school students in physical education. [ABSTRACT FROM AUTHOR]

Cross-cultural psychology suggests that interpersonal harmony pursuit is more strongly related to health and well-being in interdependent cultures, but less is known about the effect of culture on motivation to pursue interpersonal harmony. Employing a mixed-method design, this study investigated how pursuit of interpersonal harmony emerges from Japanese (n = 154) and U.S. participants' (n = 113) freely-listed personal goals and whether culture shapes motivation to pursue interpersonal harmony. Participants listed eight of their current strivings and evaluated their intrinsic, identified, introjected, and extrinsic reasons to pursue each goal. Results revealed that, compared to other types of goals, U.S. participants pursued interpersonal harmony goals for more intrinsic reasons, while Japanese pursued interpersonal harmony goals for more extrinsic reasons. Overall, this study reveals that culture shapes motivation to pursue interpersonal harmony and hints at the importance of distinguishing between different reasons for interpersonal harmony goal pursuit across cultures. [ABSTRACT FROM AUTHOR]

Building upon self-determination theory, the objective of this research was to examine the predictive associations of preservice physical education (PE) teachers' basic psychological need satisfaction (i.e., autonomy, competence, relatedness, and novelty) with their academic engagement via the quality of their motivation. A purposive sample of 920 pre-service PE teachers (569 men and 351 women; Mage = 24.73; SD = 5.34) participated in this cross-sectional research. The results from structural equation modeling revealed that autonomy, competence, and novelty satisfaction positively predicted autonomous motivation, and negatively predicted amotivation. While competence satisfaction positively predicted controlled motivation, novelty satisfaction did it negatively. Autonomous motivation and controlled motivation positively predicted academic engagement, while amotivation was negatively associated with it. This research underscores the importance of considering pre-service PE teachers' autonomy, competence, and, specially, novelty satisfaction in promoting their autonomous motivation and academic engagement in initial teacher education program. [ABSTRACT FROM AUTHOR]

Direct and moderation effects of swimming competence using an integrated model of self-determination theory (SDT) and theory of planned behaviour (TPB) were examined in two large-scale studies among young children. Specifically, we examined whether swimming competence had direct and moderation effects on social psychological variables of perceived need support, autonomous motivation, TPB social cognition constructs, and intention. In Study 1, using a cross-sectional survey of 4959 primary school children, swimming competence formed significant positive relationships with all model variables (β =.061 to.330, p <.05) except intention (β = -.009, p >.05), and its moderation effect on model parameters were small in size or not statistically significant. In Study 2, using a pre-post-test quasi-experiment among 1,609 primary school children, improvement of swimming competence was associated with change-scores in all model variables (β =.046 to.230, p <.05) except subjective norm (β =.049, p >.05). Swimming competence did not significantly moderate the parameter estimates of the integrated model (p >.05) at the change-score level. Findings indicate that swimming competence is associated with higher autonomous motivation; TPB social cognitions of attitude, subjective norm, and perceived behavioural control; and intention. However, swimming competence did not moderate the parameter estimates of the integrated model. [ABSTRACT FROM AUTHOR]

Schizophrenia is a severe mental disorder that endangers patients and their families' lives as well as the society. Over 80% of patients cannot be cured completely, one contributor to which is patients' lack of self-determined motivation for treatment. There are few studies on self-determined motivation for treatment among patients with schizophrenia in China. Self-determined motivation facilitates the development of positive emotions, behaviors and cognition, which also plays a vital role in the promotion health-related behaviors. We reviewed the latest advances in self-determined motivation towards rehabilitation treatment in schizophrenia patients, and gave a summary of the features and measurement methods regarding self-determined motivation, as well as its roles in predicting the effect of cognitive remediation, physical therapy and other types of rehabilitation treatment, and in maintaining treatment adherence. After that, we made suggestions on the problems to be solved. To improve treatment adherence and cure rate in schizophrenia patients, future studies may focus on developing appropriate interventions in accordance with the self-determined motivation of the patients.

The most important factors affecting students' mathematics achievement are affective-motivational factors. Grounded on self-determination theory, expectancy-value theory, and control-value theory, we examined the relationship between self-determined motivation (i.e., intrinsic motivation and career motivation) and mathematics anxiety (cognitive and affective components) with mathematics achievement. The authors examined the proposed relations using cross-sectional data of senior two (grade eight) students in Northern Rwanda. Exploratory and confirmatory factor analyses of the subscales adapted from the Science Motivation Questionnaire (SMQ and SMQ-II) confirmed a two-factor structure for mathematics anxiety and a two-factor structure for self-determined motivation. The adapted subscales showed good internal consistency, convergent validity, and discriminant validity. Furthermore, the findings suggest that the adapted subscales can be used to assess intrinsic motivation, career motivation, and mathematics anxiety among Rwandan students in senior two. Based on the findings, mathematics anxiety is a two-dimensional construct comprising both cognitive and affective components, and these components differ in their relationship with mathematics achievement. Cognitive mathematics anxiety was negatively related to mathematics achievement more than affective mathematics anxiety; intrinsic motivation and career motivation were positively related to mathematics achievement. These findings suggest that teachers should promote more self-determined motivation among senior two students to improve their mathematics achievement. Additional longitudinal research is needed to determine whether the observed differential relationship patterns between mathematics anxiety components and mathematics achievement persist over time.

This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the mediating role of self-determined motivation and academic self-efficacy and establishing whether the role of teachers and parents varies over time. A total of 419 adolescents—201 males (48%) and 218 females (52%), Mage = 14.34 years (SD =.90)—attending at T1 the ninth grade of schooling participated in the study. The questionnaires were administered three times over three years in February 2016 (T1), February 2017 (T2), and February 2018 (T3). Specifically, at T1, the students answered questionnaires regarding parental monitoring and teacher support. At T2 and T3, the students completed questionnaires about self-determined motivation and academic self-efficacy. At the end of each school year, in June 2017 (T2b) and June 2018 (T3b), the teachers' assessments of the students' academic performance expressed in school marks were collected. A structural equation model was used to test the hypothesised longitudinal relations between the study variables. The results showed that teacher support and parental monitoring directly and positively affected motivation and self-efficacy over time, which, in turn, impacted academic performance positively. The results also indicated that teacher support and parental monitoring indirectly affected academic performance over time through the mediation of motivation and self-efficacy and that the parents' influence was highest on motivation, while the teachers' influence was highest on self-efficacy. These results suggest the importance of implementing interventions aimed at enhancing parental monitoring and teacher support to improve students' academic performance. [ABSTRACT FROM AUTHOR]

Introduction/objective: Engaging in physical activity (PA) is considered a very costeffective way of improving neurocognitive function. Both moderate-intensity and short-duration vigorous PA have positive effects on brain function, cognition, and academic performance during childhood. The aim of the present study was to analyse the effect of active breaks (AB) on students' attention and motivation, as well as to examine possible sex and grade differences. Method: 215 students (119 girls) from grade 2 to 6 of primary school, aged 7-13 years (M = 9.18; SD = 1.55), distributed between an experimental group (n = 108; 62 girls) and a control groupl (n = 107; 57 girls) participated. A quasi-experimental design with pre-post measurements and quantitative methodology was used. The experimental group underwent an AB programme (20-30/week; 2-5 minutes per active break). Se utilizó el Test de caras-R y el PLOC adaptado. Results: The results for attention showed significant differences between groups only in 3rd grade, where the programme was based on vigorous intensity AB starring the students. The experimental group reported high levels of self-determined motivation. Younger grades were more self-determined. Conclusions: Vigorous AB can have positive effects on students' attention and self-determined motivation. [ABSTRACT FROM AUTHOR]

Purpose: Little is known about children's experience with high-intensity interval training (HIIT) during elementary school. Perceptions of enjoyment, perceived competence, and motivation are likely to drive long-term adherence and are, therefore, critical to understanding how HIIT might be implemented in this setting. The purpose of this study was to describe children's vigorous physical activity (VPA), enjoyment, and perceived competency of HIIT activities within a Self-Determination Theory framework (autonomy) in elementary school physical education (PE) classes. Methods: Participants were 402 children from a single, diverse elementary school (49.4% female, 59.6% Non-Hispanic white). Student enjoyment and perceived competency were collected following teacher- (non-autonomous) and student-led (autonomous) conditions. A sub-set of 201 children wore accelerometers to measure percent of time in VPA during HIIT conditions. This mixed factorial design was assessed through a series of repeated measures ANOVAs. Results: While children reported generally positive enjoyment and perceived competence in both conditions (rating over 4.0 on a 5-point scale), children significantly enjoyed (d = 0.44) and felt more competent (d = 0.11) during the autonomous HIIT condition compared to the nonautonomous HIIT condition. In contrast, the percent of time in VPA (d = 0.94) was significantly lower in the autonomous condition. Conclusions: These data illustrate a challenging trade-off with the design of HIIT trials. Increasing autonomy through the inclusion of student choice increased enjoyment and perceived competence of HIIT, which are likely to improve adherence, but lowered VPA, which is likely to reduce cardiometabolic impact.Abbreviations: U.S.: United States; PA: Physical activity; MVPA; Moderate-to-vigorous physical activity; PE: Physical education; CDC: Centers for Disease Control and Prevention; Randomized control trial, RCT; SDT: Self-Determination Theory; HIIT: High-intensity interval training; RCT: Randomized control trial; VPA: Vigorous physical activity; IRB; Institutional Review Board; HFZ: Healthy Fitness Zone; PACES: Physical Activity Enjoyment Scale; M: Mean; SD: Standard deviation [ABSTRACT FROM AUTHOR]

Purpose: Based on a Self-Determination Theory with a person-centered approach, the purposes were: (1) to identify motivational profiles toward physical activity (PA) among high school students, and (2) to compare students' accelerometer-measured PA and sedentary behavior (SB) levels between the motivational profiles toward PA. Methods: The present study followed a cross-sectional design. A total of 394 high school students (173 females; final sample = 360 and 198 for the purposes 1 and 2, respectively) aged 12–16 years completed the study. Participants' PA and SB levels were objectively measured by ActiGraph GT3X+ accelerometers (right hip) during seven consecutive days. Later, motivation toward PA was measured by the Behavioral Regulation in Exercise Questionnaire. Results: Based on a two-stage cluster analysis approach, the results identified three clusters: (1) "Self-determined motivational profile toward PA" (65.3%); (2) "Non-self-determined motivational profile toward PA" (23.9%), and (3) "Controlled motivational profile toward PA" (10.8%). The results of the chi-square test showed that a statistically significantly higher percentage of males were represented in cluster 1 (p <.001). The results of the one-way analysis of variance showed that students from cluster 1 had statistically significantly lower levels of SB, and higher levels of light PA, moderate-to-vigorous PA and total PA than those from cluster 2 (p <.05; |d| = 0.40–0.61). Conclusions: In line with the Self-Determination Theory, the students within the self-determined motivational profile had lower SB and higher PA. This preliminary evidence could inform and guide future policy regarding students' PA promotion. [ABSTRACT FROM AUTHOR]

Objective: Motivation is a barrier to physical activity (PA) among African American (AA) women, but past studies have implemented a "one-size-fits-all" approach and have not addressed differences in autonomous motivation. This pilot randomized controlled trial assessed the preliminary efficacy of "Developing Real Incentives and Volition for Exercise," a community- and theory-based intervention, which evaluated whether a motivationally matched (vs. a nonmatched) intervention increases daily total PA. Method: In total, 68 AA women (50.72 ± 13.66 years; 86.8% with obesity) were randomized to an 8-week challenge-focused program (targeted toward high autonomous motivation) or rewards-focused program (targeted toward low autonomous motivation). Randomization was stratified by baseline autonomous motivation. FitBits were used during the intervention to promote self-monitoring (both programs) and social connectedness (challenge program only). Results: Both programs retained ≥80% of participants. Process evaluation revealed high attendance, dose, and fidelity (both programs). However, contrary to expectations, across all motivational levels (low and high autonomous), the challenge-focused intervention resulted in a greater increase in total daily PA (primary outcome), with an average increase of 17.9 min in the challenge-focused intervention versus an average decrease of 8.55 min in the rewards-focused intervention. An exploratory follow-up analysis revealed that engagement with the FitBit mobile app predicted greater PA at postintervention in the challenge-focused program. Conclusions: A team-based approach targeting social connectedness, enjoyment of PA, and positive intragroup competition is a promising approach for promoting PA among AA women. These findings are used to guide a discussion on best practices for engaging AA women in future behavioral interventions. What is the public health significance of this article?: Across differences in motivation, a team-based model is a promising approach for promoting PA among AA women. Delivering programs within community-based setting, using positive group competition, and a mobile app to promote social connectedness are suggested best practices for engaging AA women in future interventions. [ABSTRACT FROM AUTHOR]

Context: Over 80% of patients anticipate fully returning to sport (RTS) within 1 year after anterior cruciate ligament reconstruction (ACLR), but only one quarter of patients succeed. Although several factors influence the RTS process, this study focused on how psychological responses to injury, such as injury-related fear and self-determined motivation, help to explain variation in rehabilitation experiences. There is limited information about how these meaningful psychological responses to injury are connected to responses such as athlete burnout or how patient perceptions of these responses relate to rehabilitation. The purpose of this qualitative study was to explore how patient perceptions of injury-related fear, self-determined motivation, and athlete burnout influence individual psychological and rehabilitation experiences at 4 to 6 months post-ACLR., Design: Qualitative study., Methods: Eight patients (female = 4, age = 16.3 ± 1.9) between 4 and 6 months post-ACLR who injured their knee playing or training for sports were included in the study. Patients completed the Sport Motivation Scale-6, Athlete Burnout Questionnaire, Perceived Stress Scale 4, and Tampa Scale of Kinesiophobia-11 to measure self-determined motivation, athlete burnout, stress, and injury fear. These questionnaires collected descriptive data used to guide audio- and video-recorded semistructured interviews. The interviews were transcribed and analyzed in a 6-stage process of thematic analysis., Results: Thematic analysis revealed 3 themes related to how participants perceived their rehabilitation experiences: (1) acknowledging recurring struggles during recovery, (2) finding motivation to RTS and normal life, and (3) successfully navigating the recovery process. In particular, participants described the impact of positive shifts in their psychological perceptions at 4 to 6 months post-ACLR., Conclusions: Patients 4 to 6 months post-ACLR described how struggles during their recovery and rehabilitation experiences were improved by positive shifts in their psychological perceptions. Increasing positive psychological awareness within a supportive rehabilitation environment may improve rehabilitation experiences and RTS rates after ACLR.

Objective: To understand the psychological antecedents or personal factors that lead to weight control behaviours that can help to develop more effective prevention strategies.Design: The present correlational study has a non-experimental, quantitative, cross-sectional design. A model was tested considering types of motivation (autonomous motivation, controlled motivation and amotivation) as mediators in the relationship between the Grit personality and healthy and unhealthy weight control behaviours, with self-control as a moderator in the aforementioned indirect effects.Setting: Monterrey (Nuevo León, México).Participants: A representative sample of 1219 adults (men = 599; women = 620) aged 18-65 years (M = 29·37, sd = 11·83).Results: Findings supported the mediator role of the types of motivation. Specifically, Grit showed a positive indirect effect on healthy weight control behaviours through autonomous motivation. Conversely, Grit showed a negative indirect effect on unhealthy weight control behaviours through autonomous motivation. Furthermore, findings supported the moderator role of self-control in the relationship between amotivation and healthy and unhealthy weight control behaviours.Conclusions: This study provides evidence for the key role of Grit in the adoption of healthy or unhealthy control behaviours, as well as the role of autonomous motivation in the development of healthy behaviours. [ABSTRACT FROM AUTHOR]

The majority of research on international students has been focused on Asian students in Western societies, centering on the differences in Asian and Western cultures, while little is known about Chinese international students in South Korea. This study explored the psychosocial well-being of Chinese international students in South Korea, in relation to autonomous/controlled motivation, acculturation, and academic burnout. A total number of 673 Chinese international students from 5 provinces in South Korea completed survey questionnaires. The results supported that controlled motivation was associated with lower levels of psychosocial well-being directly as well as indirectly via acculturation and academic burnout. On the other hand, autonomous motivation was associated with higher levels of psychosocial well-being directly and indirectly via lower levels of academic burnout. Findings were discussed from the self-determined motivation and acculturation perspectives. Limitations, future research, research and practical implications were addressed. [ABSTRACT FROM AUTHOR]

Recent climate crises have taken the taken the world by storm. Ongoing environmental degradation has raised several questions about human activities that would be effective to protect the ecosystem. Following the climate catastrophe, now a day's businesses are transitioning towards green marketing practices focusing on pro-environmental behaviors of consumers i.e., green purchases, recycling behavior and conservation of energy. This study emphasizes the recycling domain of pro-environmental behaviors. According to a study Pakistan is the 5th most vulnerable country to get affected from climate related crisis. This could only be curtailed if consumers favor 'sustainable consumption' for the use and reuse of products. In this regard this study proposes a comprehensive framework that would investigate what are the motivational drivers that have an impact on 'Consumer Recycling Intention of Pakistani household'. For this purpose, in-depth analysis of recycling motivation and Intention has been conducted for the identification of key motivational factors and drivers that may shape their intentions to recycle in their routine life. Quantitative data has been collected from 303 respondents through structured online questionnaire and was analyzed using SMART PLS(SEM). Findings reveal the significant impact of Basic Psychological needs and Extrinsic Regulations on Extrinsic and Intrinsic motivational factors respectively. Whereas these regulations proved to be significant drivers of self-determined motivation towards recycling Intention. Based on empirical evidence, study has proposed a model, it includes suggested motivational initiatives that businesses may incorporate into their marketing practices and Policy makers may enact laws while keeping determinants of the model in consideration. [ABSTRACT FROM AUTHOR]

Background. Despite the importance attributed to athletes' motivation in sports performance and well-being; no measures of motivation toward sport were found in the Romanian sport context. Objective. Grounded in self-determination theory, this research aimed to adapt and to gather validity and reliability evidence supporting the use of the Behavioral Regulation in Sport Questionnaire (BRSQ) in the Romanian sport domain. Method. The participants were 596 Romanian professional athletes (age: M D22:91, SD D 5:84; sports experience: M D 11:14, SD D 5:03), who 273 practiced individual sports and 323 team sports. They completed an online questionnaire survey assessing their perception of behavioral regulation, resilience and burnout in sport. Results. Confirmatory factor analysis supported the six-factor correlated model, which was invariant across age and sport. Correlations among latent factors configured a simplex structure, underpinning the self-determination continuum. Average variance extracted values from .50 to .70 endorsed convergent validity. Scores for heterotraitmonotrait ratio of correlations as high as .88, as well as 95% confidence intervals of each interfactor correlation that did not include 1.00 supported discriminant validity. Values over .70 for Cronbach's alpha, McDonald's omega and Raykov's coefficients showed a good level of reliability for each factor. Linear regression analysis revealed that while intrinsic motivation, integrated regulation and identified regulation positively predicted resilience, introjected regulation, external regulation and amotivation positively predicted burnout. Conclusions. The BRSQ is shown to be a valid and reliable measure of the six types of behavioral regulation in the Romanian sport context. [ABSTRACT FROM AUTHOR]

Abstract Background On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods Participants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship. Results SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

Background Despite the importance attributed to athletes’ motivation in sports performance and well-being; no measures of motivation toward sport were found in the Romanian sport context. Objective Grounded in self-determination theory, this research aimed to adapt and to gather validity and reliability evidence supporting the use of the Behavioral Regulation in Sport Questionnaire (BRSQ) in the Romanian sport domain. Method The participants were 596 Romanian professional athletes (age: M = 22.91, SD = 5.84; sports experience: M = 11.14, SD = 5.03), who 273 practiced individual sports and 323 team sports. They completed an online questionnaire survey assessing their perception of behavioral regulation, resilience and burnout in sport. Results Confirmatory factor analysis supported the six-factor correlated model, which was invariant across age and sport. Correlations among latent factors configured a simplex structure, underpinning the self-determination continuum. Average variance extracted values from .50 to .70 endorsed convergent validity. Scores for heterotrait-monotrait ratio of correlations as high as .88, as well as 95% confidence intervals of each interfactor correlation that did not include 1.00 supported discriminant validity. Values over .70 for Cronbach’s alpha, McDonald’s omega and Raykov’s coefficients showed a good level of reliability for each factor. Linear regression analysis revealed that while intrinsic motivation, integrated regulation and identified regulation positively predicted resilience, introjected regulation, external regulation and amotivation positively predicted burnout. Conclusions The BRSQ is shown to be a valid and reliable measure of the six types of behavioral regulation in the Romanian sport context.

Objectives: Physical activity and fruit and vegetable consumption are two key health behaviours associated with the health and well‐being of middle‐aged and older adults. The present research investigated how habit and self‐determined motivation interact with intention to prospectively predict physical activity and fruit and vegetable consumption in middle‐aged and older adults. Design: A prospective correlational design (two data collection points) was used. Methods: A convenience sample of 195 adults completed online questionnaires measuring intention, habit, and self‐determined motivation. One week later, 177 participants (67.2% female), aged 52–87 years (M = 61.50, SD = 5.90), completed self‐report measures of physical activity and fruit and vegetable consumption over the previous week. Results: Separate hierarchical multiple regression analyses were conducted. For physical activity, the model explained 46% of the variance in behaviour, F(8, 168) = 17.88, p <.001 and a large effect size (ƒ2 =.85). Two‐way interactions contributed an additional 3.70% of unique variance in physical activity, F(3, 165) = 4.07, p =.008, ƒ2 =.04. For fruit and vegetable consumption, the model explained 19.20% of the variance in behaviour, F(5, 171) = 8.13, p <.001 and a medium effect size (ƒ2 =.24). Two‐way interactions did not significantly improve the model, F(3, 168) = 1.68, p =.174. Conclusions: Habit and self‐determined motivation were both important in narrowing the intention–behaviour gap for two key health behaviours, and combining these processes may better inform strategies to support people's intentions to improve these health behaviours. [ABSTRACT FROM AUTHOR]

Background: Generation Z is accustomed to using social media to expose themselves to others. Due to the characteristics of this generation, the intention to continue exercise differs depending on the satisfaction with one’s body image. Methods: This study analyzed (a) the effect of Generation Z’s self-determined motivation to exercise on their exercise adherence intention and (b) the moderating effect of satisfaction with body image and gender between self-determined motivation and exercise adherence intention. Data from 451 Generation Z (born during 1995–2010) university students in Republic of Korea were analyzed on self-determined motivation and exercise adherence intention by structural equation modeling (SEM). Results: The effect of self-determined motivation on exercise adherence intention showed that external regulation had a significant negative effect on exercise adherence intention. In contrast, identified regulation and intrinsic motivation had a significant positive effect on exercise adherence intention. Moreover, this study compared the differences between the four classified groups according to the gap between perceived and ideal body images, level of satisfaction or dissatisfaction with the body image, and gender. The comparison results indicated that external regulation had a significant negative effect on exercise adherence intention in all groups. In the group of men who were satisfied with their body image, intrinsic motivation had a positive effect on their exercise adherence intention. Conclusions: Based on the analysis results, Generation Z’s exercise adherence intention was more affected by internal satisfaction rather than external motivations. It is significance lies in the fact that it focused on Generation Z, who will be the future leading consumers.

Background: Devising a program to increase physical activity (PA)/exercise behavior in patients with type 2 diabetes mellitus (T2DM) can meet with limited effectiveness in real-world settings because of the variety of barriers to PA/exercise that individuals need to overcome. An alternative approach is to explore whether targeting motivation as a facilitator may be effective to increase PA/exercise. This study aimed to understand attitudes toward perceived barriers to PA/exercise by examining individual levels of motivation, grounded on self-determination theory, in patients with T2DM. Methods: This study used an integrated approach combining qualitative and quantitative analysis. Sixteen patients with T2DM were grouped (n = 8 for each group) into either a higher self-motivation (HSM) or lower self-motivation (LSM) group via the Relative Autonomy Index. Thematic and deductive analysis were used to identify attitudes based on ten preconceived barrier themes: apathy, dislike, no priority, lack of support, health problems, lack of knowledge, unfavorable environment, tiredness, lack of time, and financial constraints. Quantitative analysis was to assess statistical differences in the volume of PA/exercise across the two groups, and a mixed-methods analysis was employed to highlight unique cases. Results: Patients in the HSM group expressed positive attitudes toward barriers to PA/exercise, while patients in the LSM group expressed a greater degree of hindrance. Although regular PA/exercise is necessary for T2DM management, patients with LSM considered PA/exercise a lesser priority displaying negative attitudes such as apathy and dislike. Conversely, patients with HSM placed greater emphasis on the benefits of PA/exercise regardless of apathy and dislike. Lack of time and health problems were commonly reported in both groups. The volume of PA/exercise corresponded to motivation levels, but there were some unique cases which arose from active commuting habits and severe health problems. Conclusion: These findings provide insights on how attitudes to perceived barriers to PA/exercise differ by levels of motivation. One insight was that examining motivation should be an essential consideration when designing practical strategies to overcome PA/exercise barriers in patients with T2DM. Lack of time and health problems exist regardless of motivation levels. Future research requires a tailored approach to managing barriers to PA/exercise in patients with T2DM.

Background : Devising a program to increase physical activity (PA)/exercise behavior in patients with type 2 diabetes mellitus (T2DM) can meet with limited effectiveness in real-world settings because of the variety of barriers to PA/exercise that individuals need to overcome. An alternative approach is to explore whether targeting motivation as a facilitator may be effective to increase PA/exercise. This study aimed to understand attitudes toward perceived barriers to PA/exercise by examining individual levels of motivation, grounded on self-determination theory, in patients with T2DM. Methods : This study used an integrated approach combining qualitative and quantitative analysis. Sixteen patients with T2DM were grouped (n = 8 for each group) into either a higher self-motivation (HSM) or lower self-motivation (LSM) group via the Relative Autonomy Index. Thematic and deductive analysis were used to identify attitudes based on ten preconceived barrier themes: apathy, dislike, no priority, lack of support, health problems, lack of knowledge, unfavorable environment, tiredness, lack of time, and financial constraints. Quantitative analysis was to assess statistical differences in the volume of PA/exercise across the two groups, and a mixed-methods analysis was employed to highlight unique cases. Results : Patients in the HSM group expressed positive attitudes toward barriers to PA/exercise, while patients in the LSM group expressed a greater degree of hindrance. Although regular PA/exercise is necessary for T2DM management, patients with LSM considered PA/exercise a lesser priority displaying negative attitudes such as apathy and dislike. Conversely, patients with HSM placed greater emphasis on the benefits of PA/exercise regardless of apathy and dislike. Lack of time and health problems were commonly reported in both groups. The volume of PA/exercise corresponded to motivation levels, but there were some unique cases which arose from active commuting habits and severe health problems. Conclusion : These findings provide insights on how attitudes to perceived barriers to PA/exercise differ by levels of motivation. One insight was that examining motivation should be an essential consideration when designing practical strategies to overcome PA/exercise barriers in patients with T2DM. Lack of time and health problems exist regardless of motivation levels. Future research requires a tailored approach to managing barriers to PA/exercise in patients with T2DM. [ABSTRACT FROM AUTHOR]

As an increasing number of international students are studying in English-speaking universities, there has been growing interest in exploring the factors and complexities that impact international students' academic achievement and adaptation during their studies. The present study aimed to investigate how international students adapt to new academic environments in US universities by exploring the relationships between self-determined motivation, beliefs about classroom assessments, the use of self-regulatory learning strategies, and academic performance based on self-determination theory. To examine international students' learning experiences, 321 international Asian undergraduate students at a large research-intensive midwestern university participated in an online survey. Structural equation modeling was conducted to test the proposed model. The findings demonstrated that self-determined motivation in courses led to adaptive beliefs about classroom assessments, which promoted a variety of self-regulatory learning strategies, including shallow and metacognitive strategies. Metacognitive learning strategies were significantly related to students' academic performance. This study allows us to better understand how Asian international students adapt to US academic environments through their motivation to learn, perspectives about classroom assessments, and learning strategies across different academic disciplines at the university level. [ABSTRACT FROM AUTHOR]

Despite the fact that teachers can have an important effect on the regulation of student behavior, the existing scientific literature has hardly explored the simultaneous influence of personal traits and social factors to promote student well-being. This study examined the mediating role of amotivated behavior and the relationship with teacher controlling behaviors, grit, and satisfaction with life. A total of 474 college students (female= 135; male= 339) participated in the study. All participants completed a multi-section survey assessing the constructs under analysis. Results from the structural model analysis displayed acceptable fit and amotivation played a mediating role in the relationship between grit-perseverance and life satisfaction but not for gritpassion. These findings provide evidence regarding adequate teacher behavior and the importance of measuring student grit in the classroom setting. These findings provide new insights into the understanding of teacher motivational behaviors and student learning processes that influence student behavioral regulations and affective outcomes. [ABSTRACT FROM AUTHOR]

The study deals with the discourse of hope. It is stated that hope is a person’s goal-directed thinking, highlighting the motivated aspiration of objectives. The term “hope” was defined as self-determined motivation. Because hope is assumed to be a positive cognitive state based on a sense of successful goal-directed determination and planning to meet these goals, acmeological approach should be applied to the motivation forming. It is believed that to be in acme means to be at the highest level of hope implementation. The author refers to self-determination theory which states that students are motivated to grow and change as well as to be able to become self-determined by psychological needs: fulfillment of competence, connection, and autonomy. It is concluded that one should know how to transform the motivation into self-determined action that is important for both educators and students. [ABSTRACT FROM AUTHOR]

This study had as purpose the description of the Perceived Performance in Sport Questionnaire process, which aims to assess the performance perception of young athletes in competition sports and prove its criteria validity. The total sample comprised 470 federated athletes, of which 362 were male and 108 female, aged from 13 to 20 years old. To test the instrument, content validation (by experts) was applied as well as the exploratory factorial analysis and the internal consistency (reliability), the temporal stability, the confirmatory factor analysis and linear regression. The results showed that the questionnaire had monofactorial structure, satisfactory internal consistency (α=.88) and test/re-test reliability (r=.94; p

Este estudo teve como objetivos descrever o processo de validação do Questionário de Perceção de Rendimento no desporto (QPRD), instrumento que pretende aferir sobre a perceção de rendimento de jovens atletas no desporto de competição e comprovar a sua validade de critério. A amostra total foi composta por 470 atletas portugueses federados, dos quais 362 pertenciam ao sexo masculino e 108 ao sexo feminino, com idades compreendidas entre os 13 e os 20 anos. Para testar o instrumento recorreu-se à validação do conteúdo (por parte de especialistas) e às análises fatorial exploratória, de consistência interna, de estabilidade temporal, fatorial confirmatória e à regressão linear. Os resultados evidenciaram que o questionário apresenta uma estrutura monofatorial, uma consistência interna (α=.88) e fidedignidade teste-reteste bastante satisfatórios (r=.94; p

Abstract Background There is a recognised need for targeted community-wide mental health strategies and interventions aimed specifically at prevention and early intervention in promoting mental health. Young males are a high need group who hold particularly negative attitudes towards mental health services, and these views are detrimental for early intervention and help-seeking. Organised sports provide a promising context to deliver community-wide mental health strategies and interventions to adolescent males. The aim of the Ahead of the Game program is to test the effectiveness of a multi-component, community-sport based program targeting prevention, promotion and early intervention for mental health among adolescent males. Methods The Ahead of the Game program will be implemented within a sample drawn from community sporting clubs and evaluated using a sample drawn from a matched control community. Four programs are proposed, including two targeting adolescents, one for parents, and one for sports coaches. One adolescent program aims to increase mental health literacy, intentions to seek and/or provide help for mental health, and to decrease stigmatising attitudes. The second adolescent program aims to increase resilience. The goal of the parent program is to increase parental mental health literacy and confidence to provide help. The coach program is intended to increase coaches’ supportive behaviours (e.g., autonomy supportive behaviours), and in turn facilitate high-quality motivation and wellbeing among adolescents. Programs will be complemented by a messaging campaign aimed at adolescents to enhance mental health literacy. The effects of the program on adolescent males’ psychological distress and wellbeing will also be explored. Discussion Organised sports represent a potentially engaging avenue to promote mental health and prevent the onset of mental health problems among adolescent males. The community-based design, with samples drawn from an intervention and a matched control community, enables evaluation of adolescent males’ incremental mental health literacy, help-seeking intentions, stigmatising attitudes, motivation, and resilience impacts from the multi-level, multi-component Ahead of the Game program. Notable risks to the study include self-selection bias, the non-randomised design, and the translational nature of the program. However, strengths include extensive community input, as well as the multi-level and multi-component design. Trial registration Australian New Zealand Clinical Trials Registry ACTRN12617000709347. Date registered 17 May 2017. Retrospectively registered.

Background: Academic buoyancy (Martin & Marsh, 2006, Oxford Review of Education, 35, 353; 2008, Journal of School Psychology, 46, 53) is students' competence to respond effectively to academic daily setbacks and is considered an optimal characteristic of students' functioning related to achievement. From the self‐determination theory perspective (Ryan & Deci, 2017, American Psychologist, 55, 68), satisfaction of the need for autonomy, competence, and relatedness and autonomous forms of motivation relate to students' optimal functioning in schooling. Aims: We investigated (1) whether students' end‐of‐course (T2) academic buoyancy in the normative environment of English preparatory programmes (EPP) is predicted by their beginning‐of‐course (T1) need satisfaction or frustration and autonomous or controlled motivation (i.e., high or low self‐determined motivation), and (2) whether students' T2 academic buoyancy mediates the relation between students' T1 self‐determined motivation and final (T3) academic achievement. Sample: In T1 and T2, 267 students (Mage = 19.11, SD = 1.28) attending three EPPs in Ankara, Turkey, participated in the study. Method: A prospective design was used, data were collected through self‐reports, and SEM was conducted to test the hypotheses. Results: Students' T1 need frustration negatively predicted T1 autonomous motivation and positively predicted T1 controlled motivation, which (respectively) positively and negatively predicted T2 academic buoyancy. T1 need satisfaction related positively to T2 academic buoyancy. Finally, T2 academic buoyancy mediated the relation between students' need satisfaction and final achievement while controlled motivation was also negatively related to final achievement. Conclusion: Students' high need satisfaction and low need frustration as well as high autonomous and low controlled motivation could support students' buoyancy and achievement in the normative settings of EPP. [ABSTRACT FROM AUTHOR]

The present case study puts forth the first idiographic application of a one to one Rational Emotive Behavior Therapy (REBT; Ellis in J Individ Psychol 13:38–44, 1957) intervention integrated with Motivational Interviewing (MI; Miller and Rollnick in Motivational interviewing: helping people change, Guilford Press, London, 2013) with a client (elite athlete) on irrational beliefs, self-determined motivation, and sporting performance. Building and maintaining a strong working alliance with a client is considered central to both MI and REBT, and psychological interventions generally. Whilst there are widespread recognition and recommendations of the importance of working alliance, the guidance on how to explicitly cultivate this beyond broad descriptions is relatively scant. Using the present case of 'Theo', MI was used as an identifiable and measurable framework to foster a strong working alliance between the practitioner and client, to increase Theo's readiness and enhance the effects of the REBT intervention. After receiving eight one-to-one REBT sessions, data indicated acute and maintained reductions in Theo's endorsement of irrational beliefs, increases in self-determined motivation, and marked increases in sporting performance. In addition, measures of treatment fidelity showed the effective and maintained inclusion of core MI principles through the REBT intervention. Ultimately, the case supports the effective application of REBT in addition to MI, whilst providing guidelines by which practitioners can actively facilitate a working alliance when applying REBT. Further, the case contributes to the emerging literature that links reductions in irrational beliefs with enhanced self-determined motivation and its potential value on wellbeing and/or performance. [ABSTRACT FROM AUTHOR]

This research aim was to determine what happens to motivation during compulsory schooling. 743 students from Primary (n = 311) and Secondary School (n = 432) participated: 333 boys and 420 girls; Maged = 12.99, SD = 2.07. Statistically significant differences were found in the educational stage factor in Intrinsic Motivation (IM) (p < .001), Identified Regulation (IdR) (p < .001), Introyected Regulation (InR) (p = .004); In age factor in IM (p < .001), IdR (p < .001); External Regulation (ER) (p = .005) and Demotivation (Dem) (p < .001). In gender factor in IM (p = .005) and IdR (p = .007). The evidences found showed a decrease of MI in the passage from primary to secondary, as these variables are higher in boys than in girls. The opposite occurs with the RE and the Dem. Based on these results, we must reflect on the teaching practice and methodology used at both educational stages, because IM should prevail towards an activity if we want to promote adherence to physical activity and sport. [ABSTRACT FROM AUTHOR]

This study aimed to test whether the Behavioral Regulation in Sport Questionnaire and the Behavioral Regulation in Exercise Questionnaire can measure the same constructs in an equivalent manner. Advanced statistical procedures were used to examine if these scales could be interchangeably applied to the sport and the exercise context. In total, 2256 individuals (athletes = 1099; exercisers = 1157) completed translated and validated questionnaires measuring all types of motivation based on Self-Determination Theory. Several measurement models were tested, such as confirmatory factor models, exploratory structural equation models, and bifactor specifications. The exploratory structural equation modelling approach provided the best fit to the data in both groups. Multigroup analysis was performed within samples and between athletes and exercisers. Measurement model invariance was confirmed between samples from the same context; however, it did not achieve equivalence between scales. We hope this examination of context invariance analysis using specific validated scales can further help advance conceptual understanding of the measurement in sport and exercise. [ABSTRACT FROM AUTHOR]

This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren's leisure time. One hundred and two primary school students, aged 11–13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasi‐experimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self‐determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self‐determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students. [ABSTRACT FROM AUTHOR]

Identity and academic motivation are particularly at stake before the major transition to higher education. However, few studies have explored their changes and their longitudinal bidirectional links. To fill this gap, a three-wave study from the end of the 11th grade to the end of the 12th grade was conducted to explore changes in identity processes and academic motivation and to investigate how they might be interconnected over time. 599 adolescents (mean age 17.4; 59% girls) completed questionnaires containing measures about identity processes and three types of academic motivation: autonomous, controlled, and impersonal. Throughout the study span of one year, four identity processes increased: commitment making, identification with commitment, exploration in breadth and exploration in depth, while the process of ruminative exploration decreased. Simultaneously, late adolescents encountered an increase in impersonal motivation, more salient for boys. The results also revealed unidirectional links from motivation to identity processes, with no gender or age moderator effects: exploration in breadth and exploration in depth were positively predicted by autonomous motivation, ruminative exploration was positively predicted by autonomous, controlled, and impersonal motivation. In addition, impersonal motivation negatively predicted commitment making. On the other hand, identification with commitment positively predicted autonomous motivation. Practical implications are discussed. [ABSTRACT FROM AUTHOR]

This article studies the motivation to self-determination in Algerian pupils of the fourth primary year, further to an educational innovation in the field of the awareness of language. In this work, we resorted to the theory of self-determination, which gives a relevant frame about the evaluation of self-determined motivation at our target public. The main stages of our approach include the choice of measure scale, the formulation and the adaptation of the instructions and the motivational items to young learners, the distribution of the measuring instrument, the validity of the scale and finally the data analysis. [ABSTRACT FROM AUTHOR]