Search Results (344)

Science teachers continue to face decreased motivation, lower achievement levels, and decreased enrollment in post-secondary science programs. Teachers ask themselves this question: How do I motivate my students to achieve? Student-centered pedagogies, such as an in-depth pedagogy informed by Self-Determination Theory, can improve students’ motivation by addressing students’ basic psychological needs for autonomy, competency, and relatedness. Problem-based learning presents students with relevant situations and actively engages them in developing plausible solutions to problems. Environmental sustainability encompasses issues concerning our ecological and social environments. Teachers can focus on these issues to develop authentic problem-based learning units that offer a student-relevant pathway to improve motivation and scientific literacy. We propose a pedagogical framework, drawing on Self-Determination Theory, to promote students’ motivation to engage keenly with environmental sustainability education through problem-based learning. This framework is designed for secondary science classrooms to inform science teachers’ pedagogical practice. Full article

The transition towards adulthood represents a complex period in which the development of personal identity culminates in young adults, whilst, at the same time, many undertake university studies in order to access the job market. The aim of the present study was to analyse the associations between self-concept, motivation, and learning strategies in the Spanish university context using structural equations to examine sex as a modifying factor. A descriptive, cross-sectional, and ex post facto study was conducted with a representative sample of 2736 students. The results revealed a positive association between academic self-concept and the three basic psychological needs, with the needs of autonomy and competence being of particular importance amongst the males. It was determined that the satisfaction of all of the needs favoured the development of learning strategies in both genders, with the exception of the need for relatedness, which was not relevant. Finally, it was demonstrated that the females employed better elaboration strategies, whilst the males were better able to regulate effort. It can, therefore, be concluded that the promotion of self-determined motivation favours the development of a positive self-image and learning strategies, with it being crucial for students to be intrinsically motivated. This may help university students avoid dropping out from degree courses. Full article

Background/Objectives: The adoption of sustainable eating behaviors is not only crucial for environmental health but also has significant implications for individual health outcomes. A deeper understanding of the psychological determinants underlying such changes is needed. The Theory of Planned Behavior (TPB) has been widely used to understand the psychological factors influencing health behaviors, including dietary choices. Recent advances suggest integrating additional psychological constructs, such as personal values, to enhance TPB’s predictive power and the effectiveness of related behavioral interventions. Methods: A novel Food-Related Personal Values Questionnaire (FRPV-Q) was developed based on Schwartz’s circumplex model of basic values, and the role of these food-related personal values within an enhanced TPB framework was tested. Statistical analyses were conducted to explore the structure of the questionnaire. Results: Three components were identified within the FRPV-Q: Openness, Health and Security, and Autonomy (Kaiser–Meyer–Olkin test = 0.576). The regression analyses highlighted the potential role of personal values in predicting sustainable eating behaviors (adjusted R² = 0.318). Specifically, an orientation toward autonomy, hedonism, and self-directionality appeared to hinder the adoption of sustainable food choices, while an orientation toward health, security, and openness to novelty was found to promote more sustainable dietary choices. Conclusions: The results offer preliminary insights into the role of personal values in food-related behaviors. Future research aimed at understanding and promoting pro-environmental food-related behaviors should rigorously investigate the topic. Carefully tailored value-based psychological interventions may prove beneficial for the general population in the promotion of sustainable dietary lifestyles. Full article

Managers often need to stay motivated and effectively motivate others. Therefore, they should rely on evidence-based interventions to effectively motivate and self-motivate. This research investigated how self-determination theory-based interventions affect employees’ motivation dynamics and motivational consequences within short time frames (i.e., within an hour, within a few weeks or months) in two empirical studies. Study one focused on assessing the effectiveness of a one-day training workshop in helping to improve managers’ work motivation, basic psychological needs satisfaction/frustration, subordinates’ motivation, and perceptions of managers’ needs-supportive/thwarting behaviors within a few weeks. Results support the effectiveness of the training, as managers were rated by their direct subordinates as having fewer needs-thwarting behaviors and reported self-improvement in needs satisfaction and frustration six weeks after completing the training program. Study two used the mean and covariance structure analysis and tested the impact of three types of basic psychological needs-supportive/thwarting and control conditions (3 × 2 × 1 factorial design) on participants’ situational motivation, vitality, and general self-efficacy for playing online word games within 30 min. Multi-group confirmatory factor analysis (CFA) confirmed the scalar measurement invariance, then latent group mean comparison results show consistently lower controlled motivation across the experimental conditions. During a quick online working scenario, the theory-based momentary intervention effectively changed situational extrinsic self-regulation in participants. Supplementary structural equation modeling (SEM; cross-sectional) analyses using experience samples supported the indirect dual-path model from basic needs satisfaction to vitality and general efficacy via situational motivation. We discussed the theoretical implications of the temporal properties of work motivation, the practical implications for employee training, and the limitations. Full article

The rapid growth of China’s aging population has made elderly care a pressing social issue. Due to an imperfect pension system, limited uptake of institutional care, and uneven regional economic development, most elderly people in China still rely on home-based care. Elderly people living at home are usually cared for by their family, partners, caregivers, or themselves. However, this often fails to meet their complex health, safety, and emotional needs. Artificial intelligence may provide promising solutions to improve home care experiences and address the multifaceted health and lifestyle challenges faced by homebound elderly people. This review explores the applications of artificial intelligence in home-based care from four main perspectives: home health care, home safety and security, smart life assistants, and psychological care and emotional support. We systematically searched PubMed, IEEE Xplore, CNKI, and Scopus databases, integrated the latest research published between 2015 and 2024, focused on peer-reviewed, practice-oriented research, and reviewed relevant technology development paths and the current status of the field. Unlike previous studies that focused on physiological monitoring, this study is the first to systematically and comprehensively evaluate the role of artificial intelligence in improving the convenience of daily life and mental health support for elderly people at home. By comprehensively reviewing and analyzing the basic principles and application background of artificial intelligence technology in this field, we summarize the current technical and ethical challenges and propose future research directions. This study aims to help readers gain a deeper understanding of the current status and emerging trends of artificial intelligence-enabled home-based elderly care, thereby providing valuable insights for continued innovation and application in this rapidly developing field. Full article

Background/Objectives: Happiness is a main topic of psychological research, and as a catalyst for transformative change, it is capable of inspiring growth and well-being. This study aims to identify and understand the themes that compose visual representations of happiness in adolescents, while using an innovative qualitative methodology centered on visual research. Methods: Applying the ‘draw-and-write’ technique, Portuguese adolescents were asked to ‘Draw happiness’, generating a visual data set of 330 drawings, coined hSquares. Results: By order of prevalence, the thematic analysis identified eight key themes: ‘people’, ‘hobbies’, ‘love’, ‘smile’, ‘sports’, ‘basic needs’, ‘inner harmony’, and ‘human rights and equality’. The findings highlight the significance of social contexts, such as family and peer relationships, as central to adolescents’ happiness, while also emphasizing the importance of self-selected activities. Visual representations associated with basic needs and human rights emerged as novel contributions to the literature. Differences emerged by age, with younger adolescents often depicting single themes, whereas older adolescents integrated multiple themes in their drawings. Conclusions: This study provides a visual complement to the rich textual conversation about happiness and demonstrates the potential of visual methodologies in psychological research. Full article

Background: Physical exercise is crucial for the physical and mental health of college students, yet improving their exercise adherence remains a pressing challenge. Based on Self-Determination Theory (SDT), physical education (PE) teacher support may enhance students’ self-determined motivation by satisfying their basic psychological needs, thereby promoting exercise adherence. However, the dynamic relationships among teacher support, self-determined motivation, and exercise adherence have not been fully explored. Objective: This study aimed to investigate the dynamic impact of PE teacher support on college students’ exercise adherence and to verify the mediating role of self-determined motivation. Methods: A longitudinal design was adopted, with three waves of data collection (T1, T2, T3) from 555 college students. Cross-lagged models and longitudinal mediation models were constructed to analyze the dynamic relationships among variables. Results: This study found that T1 teacher support significantly and positively predicted T2 self-determined motivation (β = 0.187, p < 0.001) and T2 exercise adherence (β = 0.379, p < 0.001). Self-determined motivation mediated the relationship between teacher support and exercise adherence (mediation effect = 0.039, 95% CI = [0.007, 0.072]). Additionally, bidirectional predictive relationships existed between self-determined motivation and exercise adherence, although the bidirectional relationship between teacher support and exercise adherence was inconsistent across time points. Conclusion: PE teacher support exerts a significant longitudinal impact on college students’ exercise adherence, primarily through direct effects and the mediating role of self-determined motivation. These findings provide theoretical support for college physical education practices, emphasizing the critical role of teacher support in fulfilling students’ basic psychological needs and enhancing exercise adherence. Future research should expand sample sizes and extend tracking periods to comprehensively reveal the dynamic mechanisms among variables. Full article

Feeling autonomous is a fundamental psychological need for personal growth, integration, development, mental health, and overall well-being. This need is closely linked to the level of support perceived by the environment. This study aimed to analyze the psychometric properties of the Turkish version of the Perceived Multidimensional Autonomy Support in Physical Education Scale (MD-PAS-PE) for Turkish seventh–tenth grade students. The participants comprised a total of 1092 students (606 girls and 486 boys). For obtaining data, the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education, the Basic Psychological Needs Scale in Physical Education, and the Personal Information Form to identify the participants were used. In this study, internal consistency, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), criterion validity, and measurement invariance for gender and age groups statistical analyses were used for data analysis. The extracted factors explained 54.47% of the variance among the 15 items. A fifteen-item, three-factor structure was implemented, as in the original language. In addition, the structural equation model results indicated that cognitive, procedural, and organizational autonomy support sub-dimension scores significantly predicted basic psychological need satisfaction scores. Measurement invariance was examined with gender and age variables, and invariance was observed according to these two factors. It was concluded that the data obtained from the form adapted into Turkish were similar to the original scale, explained by the theoretical structure, and was a valid and reliable scale for measuring autonomy perceptions of seventh–tenth grade students. Full article

This study examined the relationships between motivational processes and mental toughness in college skiers based on the self-determination theory (SDT). A total of 332 participants from four skiing items completed four psychological scales assessing motivational factors and mental toughness. The findings revealed that a task-involving climate is positively associated with basic psychological needs, eliciting a positive pathway to autonomous motivation and controlled motivation, thereby positively affecting mental toughness. In contrast, an ego-involving climate is negatively associated with basic psychological needs, eliciting a negative pathway to amotivation, thus negatively affecting mental toughness. The findings highlight the complex interplay between a series of motivational factors and athletes’ mental toughness, underscoring the need to integrate mental-toughness-related factors into the motivational framework. Full article

Parental and peer support has been documented as an important factor in physical activities among high school students. Likewise, coach support has an important impact on physical activity among high school students. Meanwhile, many studies show that basic psychological needs have an essential effect on perceived autonomy and physical activity. As such, this study, using self-determination theory, aimed to explore the mediating role of basic psychological needs on physical activity among high school students in China. The Sport Climate Questionnaire, Psychological Need Satisfaction in Exercise Scale—Physical Activity, and the three-item Physical Activity Rating Scale-3 were employed to gauge responses from 736 high school students (15–18 years old). A structural equation model was employed to test the mediating effect. The researchers found a significant positive effect of perceived coach support on basic psychological need satisfaction. Basic psychological need satisfaction was also found to be a significant predictor of physical activity. Surprisingly, the results showed that perceived coach support negatively influences physical activity. As such, an indirect mediating effect is established. Basic psychological needs had an indirect mediating effect and could reduce the negative effect of coach support on physical activity engagement. Full article

While environmental motivation research has investigated several factors that can facilitate and promote the adoption of pro-environmental behaviors, questions remain on how individuals can be brought to change their behaviors and habits. In the current study, we draw on attachment theory and self-determination theory to better understand why motivational interventions meant to increase pro-environmental behaviors are ineffective for some individuals. Using a person-centered approach, our analysis uncovered four latent profiles characterized by varying levels of attachment insecurity and basic psychological need satisfaction. Further analysis suggests that these four profiles are associated with distinct motivational pathways in the environmental domain. Our results suggest that self-determined motivation is a direct predictor of pro-environmental behaviors solely for individuals from the secure attachment and high-need satisfaction profile. This association was not observed in individuals arising from insecure attachment and low-need satisfaction profiles, suggesting that the association between motivation and pro-environmental behaviors commonly reported in the literature might be moderated by one’s social environment. Implications for motivation researchers and policymakers are discussed, such as the relevance of considering attachment when designing motivational interventions in the environmental domain. Full article

This research aimed to investigate the relationship between students’ perceptions of the quality of different aspects of higher education institutions, satisfaction of their psychological needs, and satisfaction with their studies at the higher education institution in question. This research involved 404 students of humanities, social sciences, and interdisciplinary studies. A Croatian version of the HedPERF Scale was used to examine the perceived level of quality of the higher education institution and the Basic Psychological Needs in the Academic Context Scale to check if students’ basic psychological needs were satisfied in the academic context. The obtained results suggest that satisfying students’ psychological needs at higher education institutions is important for their overall satisfaction with their academic studies but also that this relationship is mediated by the perceived quality of different aspects of the higher education institution in question, at least when it comes to the needs for autonomy and relatedness. A positive connection was also confirmed between satisfaction of students’ psychological needs and perceived level of quality, and the perceived level of quality of and satisfaction with academic studies. The research results confirm the importance of investing in the quality of higher education institutions, in different aspects, to improve students’ well-being and satisfaction with their academic experience, which in turn will positively affect their academic outcomes. Full article

This narrative review explores the significant evolution of sports rehabilitation, tracing its trajectory from basic exercise therapies of the early 20th century to the advanced, neuroplasticity-driven approaches of the 21st century, with a specific focus on anterior cruciate ligament reconstruction (ACLR). The primary aim is to understand how neuroplasticity, motor control, and sensorimotor retraining can optimize recovery, reduce reinjury risk, and enhance long-term athletic performance, and to synthesize current rehabilitation strategies that integrate innovative technologies, such as robotics, virtual reality (VR), and biofeedback systems, to address the neurocognitive deficits that contribute to the alarmingly high reinjury rates (9–29%) observed in young athletes post-ACLR. These deficits include impaired proprioception, motor control, and psychological factors like fear of reinjury. The methodology employed involves a narrative review of peer-reviewed literature from databases including PubMed, Scopus, and Web of Science. The synthesis of findings underscores the importance of holistic rehabilitation approaches, including targeted proprioceptive exercises, dual-task drills, and immersive VR training, in enhancing sensorimotor integration, decision-making, and athlete confidence. Furthermore, this review highlights the critical need for long-term monitoring and interdisciplinary collaboration between neuroscientists, physiotherapists, and engineers to refine rehabilitation protocols and ensure sustained recovery. By leveraging neuroplasticity and advanced technologies, the field can shift from a focus on purely physical restoration to comprehensive recovery models that significantly reduce reinjury risks and optimize athletic performance. Full article

This study aims to explore the importance of basic psychological needs satisfaction (BPNS) and mindfulness of university students in their career adaptability (CA), career self-efficacy (CSE), and future career choice (CC). The sample consisted of 1026 undergraduate students, of which 495 (48.2%) were female and 531 (51.8%) male, from three public universities in the Amhara Region, Ethiopia. The assessments, such as the Career Decision-Making Self-Efficacy Scale-Short Form, the Five Facet Mindfulness Questionnaire Short Form, the Career Adapt-Ability Short Form Five Scale, the Basic Psychological Needs Satisfaction Scale, and the Career Choice scale instruments were used. Findings from a parallel mediation model showed that both CA and CSE had a direct positive effect on the BPNS of university students. Additionally, this study found that both BPNS and mindfulness had a substantial and positive direct effect on the students’ CC. Importantly, we found that both CA and CSE significantly and indirectly predicted the future CC through BPNS and mindfulness. In addition, BPNS and mindfulness also partially mediate the relationship between CA, CSE, and the students’ future CC. Importantly, we found that mindfulness and BPNS fully and partially mediated the relationship between CA, CSE, and CC. These results support the notion that both psychological constructs (BPNS and mindfulness) play a crucial role in explaining the relationship between CA, CSE, and CC. By enhancing students’ BPNS and mindfulness, institutions can empower students to make informed decisions about their future career paths, ultimately nurturing their personal and professional growth. Full article

Type 1 diabetes (T1D) is a chronic disease that influences all health aspects. The self-determination theory (SDT) suggests that three psychological needs of competence, autonomy, and relatedness are necessary for motivation to engage in healthy behaviors. Through medical specialty camps, these needs can be met by educating campers on how to manage T1D and realize they are not alone. The volunteer-based, five-day, inaugural tween–teen camp for youth with T1D was held on the campus of a university. The entire camp experience was engineered around the three basic needs described by the SDT. These needs were promoted by physical and educational activities and meeting friends. The Basic Psychological Needs and Frustration Scale was administered as a pre-, post-, and follow-up test. Two of the four measures were significant, the autonomy pretest (M = 3.93; SD = 0.75) to posttest (M = 4.49; SD = 0.56), with t(25) = −6.258; p ≤ 0.001) and relatedness pretest (M = 4.31; SD = 0.79) to posttest (M = 4.53; SD = 0.49), with t(25) = −2.168; p = 0.040; however, mean scores declined at the 3-month follow-up. Campers’ blood glucose levels were collected through an online platform that allowed staff to monitor blood glucose levels, with the week’s average being 150 mg/dL, and almost 71% remaining in the TIR. The results can be helpful for practitioners who want to use the SDT to structure and examine the effectiveness of medical specialty camps for youth with T1D. Full article