Search Results (960)

Introduction: The main purpose of this study was to test a hierarchical model of motivation that integrates Achievement Goal Theory and Self-Determination Theory to explain and predict exercise adherence. Method: In total, 2180 exercisers (1020 female, 1160 male) aged between 18 and 60 years, from different gyms and health clubs, completed several scales validated in exercise settings, regarding perceived motivational climate, basic psychological need satisfaction, behavioral regulation, and exercise adherence. For the last measure, weekly computer access to a control system over a 6-month period before and after data collection was consulted. Results: Through structural equation models (SEM), it was verified that (1) task-involving climate positively predicted basic psychological needs. In turn, the satisfaction of these needs predicted autonomous motivation, which led to a positive prediction of adherence; (2) a small variation in exercise adherence was explained by the motivational model under analysis. Nevertheless, models significantly improved their analytical power when past adherence was inserted in the model increasing the explained variance in future behavior from 9.2% to 64%. Conclusions: In conclusion, autonomous motivation can predict people’s exercise adherence, and past behavior increases that predictive effect. The present study brings scientific evidence to the popular saying “tell me what you’ve done and, and I’ll predict what you’ll do”. Full article

This study explores the challenges and theoretical transformations that the widespread application of AI technology in social governance brings to the protection of citizens’ fundamental rights. By examining typical cases in judicial assistance, technology-enabled law enforcement, and welfare supervision, it explains how AI characteristics such as algorithmic opacity, data bias, and automated decision-making affect fundamental rights including due process, equal protection, and privacy. The article traces the historical evolution of privacy theory from physical space protection to informational self-determination and further to modern data rights, pointing out the inadequacy of traditional rights-protection paradigms in addressing the characteristics of AI technology. Through analyzing AI-governance models in the European Union, the United States, Northeast Asia, and international organizations, it demonstrates diverse governance approaches ranging from systematic risk regulation to decentralized industry regulation. With a special focus on China, the article analyzes the special challenges faced in AI governance and proposes specific recommendations for improving AI-governance paths. The article argues that only within the track of the rule of law, through continuous theoretical innovation, institutional construction, and international cooperation, can AI technology development be ensured to serve human dignity, freedom, and fair justice. Full article

Background/Objectives: Despite the health benefit of regular physical activity, many adults often discontinue it within 3–6 months due to various obstacles. The purpose of this study was to investigate factors affecting physical activity adherence of male office workers based on self-determination theory by constructing a structural equation model. Methods: In total, 257 full-time male office workers who engage in regular physical activity participated. The participants from 15 companies completed a survey asking about perceived physical activity barriers, autonomy support, psychological need satisfaction in physical activity, autonomous motivation, and physical activity adherence. Data analysis was performed using the SPSS 28.0 and the AMOS 26.0 programs to verify the fit of the hypothetical model and identify the direct and indirect effects of variables on physical activity adherence for male office workers. Results: As a result, the path significance test results for the hypothetical model showed that five of the nine paths were significant. The results show that psychological need satisfaction in physical activity and autonomous motivation were significant variables that had a direct effect on physical activity adherence, while autonomy support from significant others and perceived physical activity barriers had a significant indirect effect through psychological need satisfaction and autonomous motivation, explaining 62.0%. Conclusions: Based on these findings, it is recommended to implement customized workplace-specific physical activity interventions to enhance autonomous motivation and the autonomy, competence, and relatedness aspects of psychological need satisfaction in physical activity. Full article

Blended and virtual learning have become an integral part in international higher education, especially in the wake of the COVID-19 pandemic and the European Union’s Digital Education Action Plan. These modalities have enabled more inclusive, flexible, and sustainable forms of international collaboration, such as Collaborative Online International Learning (COIL) and Blended Intensive Programs (BIPs), reshaping the landscape of global academic mobility. This paper introduces the INVITE Learning Design Framework (LDF), developed to support higher education instructors in designing high-quality, internationalized blended and virtual learning experiences. The framework addresses the growing need for structured, theory-informed approaches to course design that foster student engagement, intercultural competence, and motivation in non-face-to-face settings. The INVITE LDF was developed through a rigorous scoping review of existing models and frameworks, complemented by needs-identification analysis and desk research. It integrates Self-Determination Theory, Active Learning principles, and the ADDIE instructional design model to provide a comprehensive, adaptable structure for course development. The framework was successfully implemented in a large-scale online training module for over 1000 educators across Europe. Results indicate that the INVITE LDF enhances educators’ ability to create engaging, inclusive, and pedagogically sound international learning environments. Its application supports institutional goals of internationalization by making global learning experiences more accessible and scalable. The findings suggest that the INVITE LDF can serve as a valuable tool for higher education institutions worldwide, offering a replicable model for fostering intercultural collaboration and innovation in digital education. This contributes to the broader transformation of international higher education, promoting equity, sustainability, and global citizenship through digital pedagogies. Full article

The principles of fractal geometry have revolutionized the characterization of complex geometric objects since Benoit Mandelbrot’s groundbreaking work. Richardson’s method for determining the fractal dimension of boundaries laid the groundwork for Mandelbrot’s later developments in fractal theory. Despite extensive research, challenges remain in accurately calculating fractal dimensions, particularly when dealing with digital images and their inherent limitations. This study examines the numerical artifacts introduced by Richardson’s method when applied to the Von Koch Island, a classic fractal curve, and proposes a novel approach for computing fractal dimensions in image analysis. The Koch snowflake serves as a key example in this analysis; it serves to assess the algorithm of fractal dimension calculation as his theoretical one is known. However, there is a fundamental difference between the theoretical calculation of fractal dimension and the actual calculation of the fractal dimension from digital images with a given resolution undergoing discretization. We propose eight different calculation methods based on Richardson’s area–perimeter relationship: the Self-Convolution Patterns Research (SCPR) method accurately estimates the fractal dimension, as the 95% confidence interval includes the theoretical dimension. Full article

Addressing the stability control challenges of roadways with composite roofs in the No. 34 coal seam of Donghai Mine under high-strength mining conditions, this study employed integrated methodologies including laboratory experiments, numerical modeling, and field trials. It investigated the mechanical response characteristics of the composite roof and developed a synergistic control system, validated through industrial application. Key findings indicate significant differences in mechanical behavior and failure mechanisms between individual rock specimens and composite rock masses. A theoretical “elastic-plastic-fractured” zoning model for the composite roof was established based on the theory of surrounding rock deterioration, elucidating the mechanical mechanism where the cohesive strength of hard rock governs the load-bearing capacity of the outer shell, while the cohesive strength of soft rock controls plastic flow. The influence of in situ stress and support resistance on the evolution of the surrounding rock zone radii was quantitatively determined. The FLAC^3D strain-softening model accurately simulated the post-peak behavior of the surrounding rock. Analysis demonstrated specific inherent patterns in the magnitude, ratio, and orientation of principal stresses within the composite roof under mining influence. A high differential stress zone (σ₁/σ₃ = 6–7) formed within 20 m of the working face, accompanied by a deflection of the maximum principal stress direction by 53, triggering the expansion of a butterfly-shaped plastic zone. Based on these insights, we proposed and implemented a synergistic control system integrating high-pressure grouting, pre-stressed cables, and energy-absorbing bolts. Field tests demonstrated significant improvements: roof-to-floor convergence reduced by 48.4%, rib-to-rib convergence decreased by 39.3%, microseismic events declined by 61%, and the self-stabilization period of the surrounding rock shortened by 11%. Consequently, this research establishes a holistic “theoretical modeling-evolution diagnosis-synergistic control” solution chain, providing a validated theoretical foundation and engineering paradigm for composite roof support design. Full article

(1) Background: Physical activity (PA) is a key modifiable risk factor for chronic diseases, yet many adults do not meet PA guidelines. Just-in-time adaptive interventions (JITAIs), a type of mobile health (mHealth) intervention, offer tailored support based on an individual’s context to promote PA. Integrating behavior change techniques (BCTs) and theories is critical to the design of effective mHealth interventions. Understanding which BCTs and theories work best can inform future JITAI development. (2) Objective: The objective of this study is to examine how behavior change theories and BCTs are implemented in mHealth PA JITAIs and assess their relationship with PA-related outcomes. (3) Methods: This scoping review followed the PRISMA-ScR guidelines. A total of 29 studies were included. (4) Results: The most commonly used BCTs include prompts/cues (n = 29), goal-setting (behavior) (n = 15), and feedback on behavior (n = 14), while self-determination theory (n = 4) and social cognitive theory (n = 4) are the most commonly used theories. However, there is insufficient evidence as to which theories and BCTs are most effective in eliciting effective PA behavior change. (5) Conclusions: Clearer reporting and integration of BCTs and behavior change theories, along with optimized user interfaces, are needed to improve the intervention quality, replicability, and long-term effectiveness of PA JITAIs. Full article

This study investigates the development of cognitive, emotional, and social skills in pre-service teachers through extracurricular activities, addressing 21st century challenges in preparing educators for diverse learning environments. It was hypothesized that extracurricular activities would positively influence cognitive skills (self-efficacy, self-regulation), emotional dimensions (professional interest), social competencies (teacher–student relationships), and academic achievement. This study employed predictive correlational methodology based on an integrated theoretical framework combining Social Cognitive Theory, Self-Determination Theory, Self-Regulation Theory, and Interpersonal Relationships Theory within formal–informal learning contexts. A psychometrically robust instrument (“Scale on the Contribution of Extracurricular Activities to Professional Development”) was developed and validated through exploratory and confirmatory factor analyses, yielding a five-factor structure with strong reliability indicators (Cronbach’s α = 0.91–0.93; CR = 0.816–0.912; AVE = 0.521–0.612). Data from 775 pre-service teachers (71.1% female) across multiple disciplines at a Turkish university were analyzed using structural equation modeling (χ²/df = 2.855, RMSEA = 0.049, CFI = 0.93, TLI = 0.92). Results showed that extracurricular participation significantly influenced self-efficacy (β = 0.849), professional interest (β = 0.418), self-regulation (β = 0.191), teacher–student relationships (β = 0.137), and academic achievement (β = 0.167). Notably, an unexpected negative relationship emerged between self-efficacy and academic achievement (β = −0.152). The model demonstrated strong explanatory power for self-efficacy (R² = 72.8%), professional interest (R² = 78.7%), self-regulation (R² = 77.2%), and teacher–student relationships (R² = 63.1%) while explaining only 1.8% of academic achievement variance. This pattern reveals distinct developmental pathways for professional versus academic competencies, leading to a comprehensive practical implications framework supporting multidimensional assessment approaches in teacher education. These findings emphasize the strategic importance of extracurricular activities in teacher education programs and highlight the need for holistic approaches beyond traditional academic metrics, contributing to Sustainable Development Goal 4 by providing empirical evidence for integrating experiential learning opportunities that serve both academic researchers and educational practitioners seeking evidence-based approaches to teacher preparation. Full article

The transition to hybrid work has become a defining feature of the post-pandemic IT sector, yet organizations lack empirical benchmarks for balancing flexibility with performance and well-being. This study addresses this gap by identifying an optimal hybrid work structure and exposing systematic perception gaps between employees and managers. Grounded in Self-Determination Theory and the Job Demands–Resources model, our research analyses survey data from 1003 employees and 252 managers across 46 countries. The findings identify a hybrid “sweet spot” of 6–10 office days per month. Employees in this window report significantly higher perceived efficiency (Odds Ratio (OR) ≈ 2.12) and marginally lower office-related stress. Critically, the study uncovers a significant perception gap: contrary to the initial hypothesis, managers are nearly twice as likely as employees to rate hybrid work as most efficient (OR ≈ 1.95) and consistently evaluate remote-work resources more favourably (OR ≈ 2.64). This “supervisor-optimism bias” suggests a disconnect between policy design and frontline experience. The study concludes that while a light-to-moderate hybrid model offers clear benefits, organizations must actively address this perceptual divide and remedy resource shortages to realize the potential of hybrid work fully. This research provides data-driven guidelines for creating sustainable, high-performance work environments in the IT sector. Full article

Although smart device use among children is increasing, most interventions overlook their cognitive and emotional development or rely too heavily on external control. Such approaches often overlook the developmental needs of children for emotional regulation and autonomy. Therefore, this study aims to propose a child-centred user experience (UX) framework to support digital self-regulation in preschool-aged children. The proposed system integrates multiple psychological theories—including Piaget’s concept of animistic thinking, executive function theory, Self-Determination Theory, and Acceptance and Commitment Therapy—to support cognitive and emotional regulation during screen use. Key features include persistent visual cues to enhance time awareness and behavioural anticipation, narrative-based character interactions to foster empathy and agency, and ritualised closure routines supported by multimodal and tangible interaction elements. Developed as a mobile prototype, the system was iteratively refined through two-stage consultations with child and adolescent psychiatrists and a developmental psychologist, including formative design feedback and follow-up expert review. Their feedback provided preliminary validation of the system’s developmental validity and emotional coherence. These findings suggest that affectively attuned UX design is a viable alternative to conventional control-based screen-time interventions in early childhood. Full article

Purposes: This study aims to construct a research framework integrating the theory of human values and Self-Determination Theory (SDT) to examine whether parents’ sport values influence their support for children’s continued participation in balance bike activities in terms of the mediation of participation motivation. Methods: Data were collected from 439 parents whose children participated in balance bike activities using a snowball sampling method. Descriptive statistics and structural equation modeling (SEM) were employed to analyze the relationships among parents’ sport values, participation motivation, and continued participation intention. Results: The findings revealed that parents’ sport values significantly predicted participation motivation, which, in turn, remarkably influenced continued participation intention. Participation motivation fully mediated the relationship between sport values and continued participation intention, supporting SDT’s assumption of motivational internalization and highlighting the crucial role of intrinsic motivation. Full article

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 accelerating climate crisis demands innovative approaches that address both systemic drivers of environmental degradation and the psychological barriers to sustained pro-environmental action. Traditional climate communication often relies on fear-based messaging, which risks triggering eco-anxiety, disengagement, or paralysis, ultimately underlying long-term behavioral change. This paper proposes mindfulness as an evidence-based alternative to foster sustained pro-environmental behavior (PEB) by integrating insights from neurocognitive science, self-determination theory (SDT), and social diffusion theory. We present a novel framework outlining five pathways through which mindfulness cultivates PEB: (1) enhanced emotional regulation, (2) intrinsic motivation and value-behavior alignment, (3) nature connectedness, (4) collective action, and (5) cognitive flexibility. Critically, we examine structural barriers to scaling mindfulness interventions—including inequities, commercialization risks, and the individualism paradox—and propose mitigation strategies grounded in empirical research. By bridging contemplative science with sustainability praxis, this work advances SDG-aligned strategies (SDG 12, 13) that prioritize both inner resilience and systemic change. It offers a roadmap for research and practice beyond fear-based approaches. Full article

With the growth of the urban population and economic level, the issue of urban parking space shortages (UPSSs) has assumed growing prominence. This persistent issue not only exacerbates traffic congestion but also contributes to environmental pollution, highlighting the need for system-oriented mitigation strategies. First, an algorithm for mitigating UPSSs based on nudge theory was constructed, in order to determine how the nudge strategies work. Second, nudge tools, including gain disclosure, salience, and outcome notification, were integrated to construct a mitigation model for UPSSs, which synthesizes nudge theory, the model of self-regulatory processes involved in behavioral change, and system dynamics (NT-SPBC-SD theory). Finally, four scenarios of natural development, guide adjustment, balanced regulation, and enhanced change were simulated. The findings of this study are as follows: (1) The UPSS mitigation had multiple overlapping effects and critical point effects, and the nudge strategy gradually decayed or even rebounded over time. (2) Under the enhanced change scenario, the degree of UPSSs, the amount of illegal parking, and CO₂ emissions from civil vehicles decreased by 21.2%, 6.93%, and 14.54%, respectively. (3) After quantitative comparisons, the balanced regulation scenario with lower implementation costs instead demonstrated superior overall performance. The results support subsequent research and guide the enhancement of urban parking management policies to advance urban sustainability. Full article

Background/Objectives: In contemporary nursing education, clinical competence and psychological resilience are both essential; however, they are often treated as separate outcomes. Clinical placements are a central component of nursing education, and often expose students to high levels of stress, emotional challenges, and complex clinical demands. Building both clinical competence and psychological resilience during this phase is crucial to preparing students for the realities of professional practice. This narrative review, grounded in Bandura’s social cognitive theory (SCT), explores how educator behaviors, teaching strategies, and learning environments interact to influence both domains in undergraduate nursing students. Methods: A comprehensive search was conducted in PubMed, CINAHL, and PsycINFO for peer-reviewed articles published between 1 January 2000 and 2 May 2025. Relevant studies were thematically analyzed and were guided by Bandura’s SCT constructs, including observational learning, self-efficacy, and reciprocal determinism. No formal study appraisal was conducted due to the narrative nature of the review. Findings: Nineteen studies were included in the review. The findings highlight that reflective practices, structured feedback, peer learning, and strategies to build self-efficacy are central to building resilience and competence. Supportive educator behaviors such as mentoring, emotional support, and professional role modeling, were strongly associated with increased student confidence, emotional regulation, and adaptability. Psychologically safe clinical learning environments further enhanced self-efficacy and active engagement. In contrast, unsupportive or inconsistent environments were linked to student stress, disengagement, and reduced performance. Conclusions: This review highlights the need to move beyond traditional competency-based models toward an integrated approach that equally values psychological preparedness and resilience. Findings suggest a shift toward emotionally and socially integrated clinical education. Full article