Aggressive Video Games Are Not a Risk Factor for Mental Health Problems in Youth: A Longitudinal Study.

Recent preregistered studies and analyses have suggested that links between aggressive video games (AVGs) and aggression-related outcomes may have been exaggerated in previous literature. However, concerns about AVGs remain. Although the impact of aggressive games on aggressive behaviors has been the subject of approximately a dozen preregistered studies, the potential impact of aggressive games on the player's mental health symptoms has not been the subject of similar preregistered analyses. In the current study, a sample of more than 3000 youth from Singapore were examined by using preregistered analyses to determine whether early exposure to aggressive games was predictive of anxiety, depression, somatic symptoms, or attention deficit hyperactivity disorder 2 years later. Analyses suggested that exposure to AVGs is not a risk factor for later mental health symptoms.

Competence, autonomy, and relatedness in the classroom: understanding students' motivational processes using the self-determination theory.

The purpose of the current study is to examine the relationships between need satisfaction, motivation, and outcomes as well as the differential effects of the three psychological needs. The sample consisted of 1549 students from 10 secondary schools in Singapore. Structural equation modelling (SEM) analysis showed that students' psychological needs are positively related to autonomous motivation, and this in turn, lead to higher enjoyment, value and lower pressure. On the other hand, the three psychological needs were negatively related to controlled motivation. Controlled motivation was positively related to pressure but negatively related to enjoyment and value. In terms of the differential effects of the three psychological needs, relatedness contributed strongly to autonomous motivation, compared to autonomy and competence. In contrast, while autonomy and relatedness contributed to controlled motivation negatively, competence positively predicted controlled motivation. Finally, competence was found to link to pressure in a negative way. In summary, the findings of the current study provide support to the propositions of SDT and add some insight to the differential effects of the three psychological needs.

Students' Perceptions of Motivational Climate and Enjoyment in Finnish Physical Education: A Latent Profile Analysis.

The purpose of this study was to identify student clusters with homogenous profiles in perceptions of task- and ego-involving, autonomy, and social relatedness supporting motivational climate in school physical education. Additionally, we investigated whether different motivational climate groups differed in their enjoyment in PE. Participants of the study were 2 594 girls and 1 803 boys, aged 14-15 years. Students responded to questionnaires assessing their perception of motivational climate and enjoyment in physical education. Latent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego climate' group', 2) 'low autonomy, relatedness, and high task and ego climate, 3) 'moderate autonomy, relatedness, task and ego climate' group 4) 'high autonomy, relatedness, task, and moderate ego climate' group, and 5) 'high relatedness and task but moderate autonomy and ego climate' group. Analyses of variance showed that students in clusters 4 and 5 perceived the highest level of enjoyment whereas students in cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of various motivational climates created differential levels of enjoyment in PE classes. Key pointsLatent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego climate' group', 2) 'low autonomy, relatedness, and high task and ego climate, 3) 'moderate autonomy, relatedness, task and ego climate' group 4) 'high autonomy, relatedness, task, and moderate ego climate' group, and 5) 'high relatedness and task but moderate autonomy and ego climate' group.Analyses of variance showed that clusters 4 and 5 perceived the highest level of enjoyment whereas cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of motivational climate create differential levels of enjoyment in PE classes.

Sport ability beliefs, 2 x 2 achievement goals, and intrinsic motivation: the moderating role of perceived competence in sport and exercise.

We examined whether perceived competence moderated the relationships between implicit theories, 2 x 2 achievement goals, and intrinsic motivation for sports and physical activity. We placed 309 university students into high and moderate perceived competence groups. When perceived competence was high, entity beliefs did not predict the performance-avoidance goal; yet when perceived competence was moderately low, entity beliefs did predict this goal. The mastery-avoidance goal had no relationship with intrinsic motivation when perceived competence was high, but had a significant negative relationship when perceived competence was moderately low. Our findings highlight the importance of reexamining the role of perceived competence when studying implicit beliefs and the 2 x 2 achievement goals.

A cross-cultural validation of perceived locus of causality scale in physical education context.

We examined the validity of the factor structure and invariance of the Perceived Locus of Causality (PLOC) scale instrument scores across two nations endorsing collectivist (Singapore) and individualist (Great Britain) cultural values. Results indicated that confirmatory factor analytic models of the PLOC exhibited adequate fit according to multiple criteria within each sample and across samples. There was invariance in the item-intercepts across the two cultures. In additioh, the simplex-like pattern of relations among the PLOC constructs was confirmed within cultures and in invariance analyses. Finally, latent factor means analysis revealed that the British participants tended to rate less self-determined forms of motivation lower than and more self-determined forms of motivation higher than the Singaporean participants.

Understanding students' motivation in project work: a 2 x 2 achievement goal approach.

BACKGROUND: The project work (PW) initiative was launched in 2000 by the Ministry of Education, Singapore, to encourage application of knowledge across disciplines, and to develop thinking, communication, collaboration, and metacognitive skills. Although PW has been introduced for a few years, few studies have examined the motivation of students in PW, especially with the use of the recently proposed 2 x 2 achievement goal framework. AIM: To use a cluster analytic approach to identify students' achievement goal profiles at an intra-individual level, and to examine their links to various psychological characteristics and perceived outcomes in PW. SAMPLE: Participants were 491 Secondary 2 students (mean age = 13.78, SD = 0.77) from two government coeducational schools. METHOD: Cluster analysis was performed to identify distinct subgroups of students with similar achievement goal profiles. One-way MANOVAs, followed by post hoc Tukey HSD tests for pairwise comparisons were used to determine whether there was any significant difference amongst clusters in terms of the psychological characteristics and perceived outcomes in PW. RESULTS: Four distinct clusters of students were identified. The cluster with high achievement goals and the cluster with moderately high goals had the most positive psychological characteristics and perceived outcomes. In contrast, the cluster with very low scores for all four achievement goals had the most maladaptive profile. CONCLUSION: The study provides support for the 2 x 2 achievement goal framework, and demonstrates that multiple goals can operate simultaneously. However, it highlights the need for cross-cultural studies to look into the approach-avoidance dimension in the 2 x 2 achievement goal framework.

Motivation and self-perception profiles and links with physical activity in adolescent girls.

Research shows a decline in participation in physical activity across the teenage years. It is important, therefore, to examine factors that might influence adolescent girl's likelihood of being physically active. This study used contemporary theoretical perspectives from psychology to assess a comprehensive profile of motivational and self-perception variables in 11-16 year old English girls (n=516). A cross-sectional design was employed. Cluster analysis was conducted to (a) map cluster profiles and (b) test whether clusters differed in physical self-worth, global self-esteem, and physical activity. Results revealed a five-cluster solution depicting 40% of the sample as moderately motivated, 30% lowly motivated in two clusters, and 30% highly motivated, also in two clusters. However, differences between clusters on physical activity were quite small. Results show potential areas for intervention to enhance the motivation of adolescent girls for physical activity.

Motivation for physical activity in young people: entity and incremental beliefs about athletic ability.

Three studies are reported of children and youth aged 11-19 years (n = 3478) examining the nature of beliefs about athletic ability. Drawing on related research in academic, moral and stereotyping domains, development of a psychometric instrument assessing athletic ability beliefs is detailed. Support was found for a multidimensional hierarchical structure that is invariant across age and gender. Confirmatory factor analysis revealed a structure comprising two higher-order factors of entity and incremental beliefs underpinned by beliefs that athletic ability is stable and a gift (entity), and is open to improvement and can be developed through learning (incremental). Incremental beliefs, indirectly through a task goal orientation, and entity beliefs directly, predicted self-reported amotivation towards physical education and sport. On the other hand, enjoyment of physical activity in youth was predicted directly by task orientation and incremental beliefs. Predictions concerning the moderating role of perceived competence were not supported. Our findings highlight the importance of ability beliefs and goals in understanding the determinants of physical activity in children and youth.

Intrinsic motivation towards sports in Singaporean students: the role of sport ability beliefs.

This study investigated determinants of active lifestyles in Singaporean university students. Using confirmatory factor analysis, a measure of lay beliefs concerning athletic ability was confirmed. Other results confirmed hypotheses that beliefs reflecting that athletic ability can be developed over time (incremental beliefs) predict an achievement task (self-referenced) orientation, while beliefs reflecting that athletic ability is relatively stable (entity beliefs) predict an ego (other-person, comparative) orientation. Goal orientations directly affect perceived competence which, in turn, influence intrinsic motivation to be physically active. A task orientation had a direct link to intrinsic motivation. Results suggest that intrinsic motivation towards sport and physical activity might be enhanced through interventions that focus on self-referenced and self-improvement notions of ability as well as perceived competence.

Achievement goal profiles in school physical education: differences in self-determination, sport ability beliefs, and physical activity.

BACKGROUND: Physical activity is a major public health issue as trends show inadequate levels of physical activity for health and rising levels of obesity. Understanding motivation for physical activity in youth by assessing their motivational profiles associated with school physical education could inform future interventions. AIMS: To investigate goal orientation and perceived competence profiles in young adolescents and to test the nature of differences between clusters on motivational and physical activity measures. SAMPLE: Boys (N = 427) and girls (N = 391), aged 11-14 years, from two comprehensive schools in England. METHOD: Cross-sectional survey using cluster analysis. RESULTS: Clusters reflecting 'highly', 'moderately', and 'lowly' motivated youth were found. Physical activity, incremental sport ability beliefs, and self-determined motivation were highest in the highly motivated cluster. Girls were under-represented in this cluster. CONCLUSIONS: High motivation towards physical activity is characterised by high task and high ego orientation, and high perceived competence. With only 38% of this group being girls, interventions are required to boost motivation for girls based on goal and self-determination approaches.