Parental Involvement and Children's Subjective Well-Being: Mediating Roles of the Sense of Security and Autonomous Motivation in Chinese Primary School Students.

Parental involvement may influence the subjective well-being of primary school students, but the specific mechanisms remain unclear. This study explores the mechanisms between parental involvement and primary school students' subjective well-being. The current study investigated 340 fifth and sixth grade students and their parents from a primary school using the Parental Education Involvement Behavior Scale, the Well-Being Scale, the Sense of Security Scale, and the Learning Self-Regulation Scale. We found that (1) sense of security plays a complete mediating role between parental involvement and primary school students' subjective well-being; (2) autonomous motivation has a marginal mediating effect between parental involvement and subjective well-being of primary school students; and (3) sense of security and autonomous motivation play a chain mediating role between parents' educational involvement and primary school students' well-being. In conclusion, parental involvement appears to contribute to primary school children's subjective well-being, and this effect may be mediated individually and sequentially by the children's sense of security and autonomous motivation.

Self-Determination Theory and Workplace Outcomes: A Conceptual Review and Future Research Directions.

Adaptive workplace outcomes, such as employee work engagement, job performance, and satisfaction are positively associated with physical and psychological well-being, while maladaptive workplace outcomes, including work-related disengagement, dissatisfaction, stress, boredom, fatigue, and burnout, are negatively associated with well-being. Researchers have applied self-determination theory to identify key motivational correlates of these adaptive work-related determinants and outcomes. Research applying the theory has consistently indicated that autonomous forms of motivation and basic psychological need satisfaction are related to better employee performance, satisfaction, and engagement, while controlled forms of motivation and need frustration are associated with increased employee burnout and turnover. Forms of motivation have also been shown to mediate relations between need satisfaction and adaptive workplace outcomes. Despite support for these associations, a number of limitations in research in the field have been identified, which place limits on the inferences that can be drawn. Noted limitations encompass an over-reliance on single-occasion, correlational data; few fit-for-purpose tests of theory mechanisms; and a lack of consideration of key moderating variables. In the current conceptual review, we discuss these limitations in turn, with specific reference to examples from the extant research applying the theory in workplace contexts, and provide a series of recommendations we expect will set the agenda for future studies applying the theory in the workplace. Based on our review, we make three key recommendations: we stress the need for studies adopting experimental and longitudinal designs to permit better inferences (i.e., causal and directional), highlight the need for intervention research to explicitly test mediation effects to provide evidence for theory mechanisms, and outline some candidate moderators of theory effects, including workplace context, job type, pay structure, and causality orientations. We expect these recommendations to set an agenda for future research applying self-determination theory in workplace contexts with a view to filling the current evidence gaps and improving evidential quality.

Autonomous communication with normative information facilitates positive spillover: promoting pro-environmental behaviors in a local setting.

A pro-environmental behavior (PEB) intervention may increase the adoption of other PEBs that were not targeted by the intervention, leading to a positive spillover effect. Communication that both support autonomy, as defined by self-determination theory, and compliance with descriptive norms may promote the targeted PEBs and positive spillover effect. Such communication may enhance autonomous motivation to adopt PEBs. A pilot study (N = 350) about waste management in a university campus found that autonomous communication supplemented by normative information influenced both targeted and non-targeted behavioral intentions, compared to autonomous-only and controlling communication. Findings were replicated in a main study (N = 629). An intervention combining autonomy support and descriptive norms increased the likelihood of a positive spillover effect in contrast to an intervention combining controlling communication and descriptive norms. In both studies, autonomous motivation mediated the positive spillover effect. Results suggest that communication that promotes autonomous motivation by fulfilling basic self-determination needs may have a broader effect on a wider range of PEBs.

Factors influencing perseverance in teaching Chinese martial arts abroad: a self-determination theory perspective among international instructors.

Background: The global dissemination of Chinese martial arts (CMAs), transcends mere physical activity; it represents a cultural and philosophical journey that contributes to enhanced psychological well-being. Capturing international attention, CMAs have engendered a network of global instructors committed to their cross-cultural teaching. However, the narrative of CMAs across the globe is incomplete without understanding the psychological factors that fuel the perseverance of these international instructors. Their relentless commitment, motivated by factors beyond the cultural and geographical barriers, poses a unique question: What motivates these instructors to persist in teaching CMAs in the face of such challenges? The study aims to uncover the key motivational mechanisms that influence the perseverance of international CMAs instructors in their teaching endeavors. Methods: Employing Self-Determination Theory, 147 international CMAs instructors completed the Motivation for Teaching CMAs Scale, Perceived Belonging Scale, and Perseverance in Teaching CMAs Scale. SPSS 20.0 was utilized for conducting descriptive statistics, common method bias tests, and correlation analyses. Structural equation modeling was performed using AMOS 26.0. Results: Autonomous Motivation positively affected perseverance in teaching CMAs (ß = 0.369, b = 0.465, t = 4.232, p < 0.001). In contrast, Amotivation negatively affected perseverance (ß = -0.323, b = -0.382, t = -3.561, p < 0.001). Neither Controlled Motivation nor Sense of Belonging significantly affected perseverance. The model explained 27.9% of the variance in perseverance, offering insights into the motivational mechanisms influencing international CMAs instructors. Conclusion: This study concludes that the perseverance of international instructors in teaching CMAs is primarily driven by overcoming amotivation and fostering autonomous motivation, rather than short-term internal or external incentives, which appear ineffective. Additionally, sense of belonging to their CMA school does not significantly influence their perseverance, potentially due to the diverse cultural backgrounds of the instructors surveyed. The findings suggest that by enhancing the recognition and acceptance of CMAs' core philosophies and values, aligning teaching practices with personal and cultural values, and fostering a profound passion for CMAs, international instructors could boost their autonomous motivation, which is crucial for their sustained commitment in promoting CMAs globally.

Thank You for Changing: Gratitude Promotes Autonomous Motivation and Successful Partner Regulation.

Romantic partners often attempt to improve their relationship by changing each other's traits and behaviors, but such partner regulation is often unsuccessful. We examined whether gratitude expressed by agents (i.e., partners requesting change) facilitates greater regulation success from targets (i.e., partners making change) by encouraging targets' autonomous motivation. Across studies, including observational (Study 1, N = 111 couples), preregistered longitudinal (Study 2, N = 150 couples), and experimental (Study 3a, N = 431; Study 3b, N = 725) designs, agents' gratitude for targets' efforts was linked to greater targets'-and less consistently agents'-reported regulation success. These effects were consistently mediated by greater target autonomous motivation, and generally persisted when accounting for how agents communicated their change request and other positive responses to targets' efforts (e.g., positivity and support). Gratitude for targets' efforts appears to be an important tool for promoting change success.

The effectiveness of a positive psychological intervention for promoting preschool teachers' well-being and professional competence: EASP intervention program.

The present study investigated the effectiveness of the Early Advancement in Social-Emotional Health and Positivity (EASP) program, a positive psychological intervention promoting preschool teachers' well-being and the motivational aspect of professional competence. Participants were 273 in-service preschool teachers (Mage = 34.56 years, SD = 9.52, range = 22-58; female = 98.90%) who participated in a 2-month randomized controlled trial. Participants were randomly assigned to the intervention group (n = 143) receiving 1) four online workshops, 2) a smartphone app, and 3) an online activity, or to the wait-list control group (n = 130), which received the intervention materials after all the data collection. Participants reported their well-being dimensions, teaching self-efficacy, and autonomous motivation for teaching before and after the intervention. Results from a path analytic model exhibited excellent fit with the data, χ2 = 37.62, df = 33, CFI = .99, TLI = .98, RMSEA = .02 [90% CI = 0.00, 0.05], SRMR = .02. The intervention had direct effects on changes in well-being dimensions, including positivity, outcome, strength, engagement, and resilience (ß = .14 to .26, ps = .00 to .04), and indirect intervention effects on changes in teaching self-efficacy and autonomous motivation for teaching (ß = .14 to .15, ps = .00 to .01). These findings highlighted the potential value of implementing positive psychological interventions in educational settings to promote the well-being and professional competence among preschool teachers.

Neural Pathways Linking Autonomous Exercise Motivation and Exercise-Induced Unhealthy Eating: A Resting-State fMRI Study.

BACKGROUND: Unhealthy food compensation following exercise contributes to the failure of exercise for weight loss. Autonomous exercise motivation is a protective factor against exercise-induced unhealthy foods licensing (EUFL). However, the neural mechanism of exercise-specific autonomous motivation and how these neural correlates link to EUFL remain uncertain. METHODS: This study explored the resting-state brain activity (i.e., amplitude or fractional amplitude of low-frequency fluctuations (ALFF/fALFF) and regional homogeneity (ReHo)) and seed-based functional connectivity (rsFC) of autonomous exercise motivation among 223 (72.3% female) healthy young adults. Autonomous exercise motivation and EUFL were measured by self-report measurements. RESULTS: Results across resting-state indices and rsFC analysis show that autonomous exercise motivation was robustly associated with activity and connectivity within the cerebellum posterior lobe (PCB), middle frontal gyrus (MFG), and middle occipital gyrus (MOG). Specifically, the PCB acted as a hub, connecting the frontal and occipital lobes. Moreover, higher autonomous exercise motivation indirectly predicts reduced EUFL through enhanced activity in the MFG and connectivity of PCB-MOG. CONCLUSIONS: Neural substrate for enhanced conflict awareness and motor control may explain the protective effect of autonomous exercise motivation on post-exercise unhealthy eating. Enhancement of these functions could help regulate post-exercise eating and improve the effectiveness of exercise for weight loss.

Anatomical knowledge enhancement through echocardiography and videos, with a spotlight on cognitive load, self-efficacy, and motivation.

In recent years, there has been a growing recognition of the importance of integrating ultrasound into undergraduate medical curricula. However, empirical evidence is lacking as to its effect on anatomy learning and related student cognition. Therefore, the present study compared the impact of echocardiography-based instruction with narrated videos on students' understanding of anatomical relationships, as well as the interaction with students' autonomous motivation, self-efficacy beliefs, mental load, and attitudes. Second-year medical students were given the opportunity to enroll in a supplementary booster course about cardiac anatomy. On the base of a randomized controlled trial with a cross-over design, we studied the effect of taking this course on spatial anatomical knowledge. After completing a pre-test (T0), students were allocated randomly to either the echocardiography-based teaching condition (cohort A) or the narrated anatomy video condition (cohort B). Next, participants were crossed over to the alternative intervention. Immediately after each phase in the intervention, students were asked to rate their mental load. Additionally, a spatial anatomical knowledge test, an autonomous motivation scale, and a self-efficacy scale were administered before (T0) and after the first intervention (T1) and at the end of the study (T2). Finally, each student completed a perception-based survey. The study design allowed a comparative evaluation of both interventions at T1, while the cross-over design facilitated the assessment of the most optimal sequencing in the interventions at T2. A total of 206 students participated (cohort A: n = 99, cohort B: n = 107). At T1, no significant differences in the knowledge test and the autonomous motivation scale were observed between cohorts A and B. However, cohort A showed higher self-efficacy beliefs compared to cohort B (p = 0.043). Moreover, cohort A reported higher levels of perceived mental load (p < 0.001). At T2, the results showed that neither sequence of interventions resulted in significant differences in anatomy scores, autonomous motivation, or self-efficacy. However, a significant difference in mental load was found again, with students in cohort B reporting a higher level of mental load (p < 0.001). Finally, based on the perception-based survey, students reported favorably on the echocardiography experience. In conclusion, the hands-on echocardiography sessions were highly appreciated by the medical students. After participating in the ultrasound sessions, they reported higher levels of self-efficacy beliefs compared to the video-based condition. However, despite embodied cognition principles, students in the echocardiography condition did not outperform students in the narrated anatomy video condition. The reported levels of mental load in the ultrasound condition could explain these findings.

Can't see the forest for the trees: Time poverty influences construal level and the moderating role of autonomous versus controlled motivation.

In today's fast-paced world, increasing numbers of individuals face time poverty, i.e., having too much to do and not enough time. The current research conducted six studies (total valid N = 1307) examining whether time poverty influences individuals' construal levels and the moderating role of individuals' motivations towards what they do. The results consistently suggest that time poverty leads individuals to adopt more concrete construal regardless of whether time poverty was measured (Study 1) or manipulated either by a scenario (Studies 2a, 3-5) or by a recall task (Study 2b). Concrete construal prioritizes the "how" over the "why" aspect of actions (Studies 1 and 2a) and emphasizes secondary rather than primary features of options (Studies 2b, 3-5). Meanwhile, the results supported the moderating role of motivations (Studies 3-5). Specifically, compared with those experiencing time poverty due to too many things they "have-to" do (controlled motivation), those experiencing time poverty because of too many things they "want-to" do (autonomous motivation) demonstrated weaker tendencies towards adopting concrete construal. Taken together, our findings contribute to the growing literature on how the chronic perception of time poverty shapes the way people feel, think and do.

Pilot Lifestyle Intervention Effect on Lifestyle Behaviors, Psychosocial Factors, and Affect.

Background: This paper presents results of a pilot intervention effect on lifestyle behaviors, psychosocial factors, and affect among overweight or obese pregnant women. Methods: 70 participants were randomized to the intervention or usual care group. During the 20-week intervention, participants completed a weekly online intervention module and joined individual online health coaching. Data were collected at baseline (<17 weeks gestation), 24-27 weeks gestation (T2), and 35-37 weeks gestation (T3). Lifestyle behaviors included dietary intake (caloric, fat, added sugar, fruit, and vegetable) and physical activity (PA). Psychosocial factors were autonomous motivation, self-efficacy, executive functions, and consideration of future consequences (CFC). Affect comprised stress and emotional control. Two-sample t-tests and Cohen's d effect sizes were used to compare between group mean differences in the change from baseline to T2 and T3. Results: At T2, intervention positively influenced fruit intake (d = 0.47), autonomous motivation for healthy eating (d = 0.36), self-efficacy for healthy eating (d = 0.25) and PA (d = 0.24), executive functions (behavior regulation, d = -0.21; metacognition, d = -0.69), and emotional control (d = 0.79). At T3, the intervention improved PA (d = 0.19), autonomous motivation for healthy eating (d = 0.33), self-efficacy for healthy eating (d = 0.50) and stress management (d = 0.62), executive functions (metacognition, d = -0.46), CFC (d = 0.25), stress (d = -0.45), and emotional control (d = 0.72). Conclusion: The pilot intervention has positive effects on most psychosocial variables and affect in both the short and long terms.

[The relationship between alcohol use and self-determination:psychometric characteristics of the Treatment Self-Regulation Questionnaire in a Hungarian sample]. / Az alkoholhasználat és az öndetermináció kapcsolata: a Kezelési Önszabályozási Kérdoív pszichometriai jellemzoi magyar mintán.

BACKGROUND: This study examined the relationship between alcohol use, protective behavioral strategies, and self-determination among young adults. Young adults may be particularly prone to risky forms of alcohol use (e.g., heavy episodic drinking) and the resulting negative consequences. Protective behavioral strategies are behaviors used to reduce negative consequences arising from alcohol use. Based on existing literature, autonomous motivation as defined in self-determination theory and the satisfaction of psychological needs may influence these factors and have potential implications for interventions. The main objective of this research is to examine the four-factor structure of the Treatment Self-Regulation Questionnaire in a young adult sample from Hungary, and to explore the association between autonomous motivation related to responsible alcohol use, satisfaction of basic psychological needs, protective behavioral strategies, and the extent of harmful alcohol use. METHODS: The study was based on a cross-sectional questionnaire survey with a total of 272 participants (32.4% male, 67.6% female, average age 23.8 years). The questionnaire package included the Alcohol Use Disorders Identification Test, Protective Behavioral Strategies Scale, Treatment Self-Regulation Questionnaire, and the Basic Psychological Need Satisfaction and Frustration Scale. RESULTS: Confirmatory factor analysis revealed a modified four-factor structure (amotivation, external regulation, introjected regulation, and autonomous motivation) with the best fi t indices. Autonomous motivation and satisfaction of basic psychological needs showed significant positive, moderate to strong correlations with the frequency of protective strategies use and significant negative, moderate to strong correlations with the extent of harmful alcohol use. There was a significant positive, weak association between autonomous motivation and satisfaction of basic psychological needs. Mediation analysis indicated that protective behavioral strategies partially mediate the relationship between autonomous motivation and harmful alcohol use. CONCLUSIONS: These results are consistent with other literature findings, suggesting that the questionnaire could be applied in future research. Furthermore, both autonomous motivation and satisfaction of basic psychological needs may increase the frequency of protective strategies use and reduce the extent of harmful alcohol use.

Efectos de la entrevista motivacional sobre la motivación autónoma en jóvenes consumidores de alcohol / The effect of motivational interviews on young drinkers' autonomous motivation

Objetivo Evaluar los cambios en la motivación autónoma y controlada en un grupo de adolescentes consumidores en riesgo y consumidores excesivos de alcohol, que recibió una intervención basada en la Entrevista Motivacional (EM). Métodos Se implementó una intervención grupal basada en la EM para observar sus efectos sobre los tipos de motivación. Se conformaron dos grupos, un grupo experimental, y un grupo control en un diseño pretest-postest. Participaron en total 63 adolescentes, 31 conformaron el grupo experimental, (80 % hombres) y 32 el grupo control (68 % hombres). La motivación autónoma y la motivación controlada se evaluaron mediante el TSRQ. Resultado El análisis de varianza muestra que los puntajes de la motivación autónoma no presentaron cambios estadísticamente significativos después de la intervención, mientras que la motivación controlada sí los presentó (p<.05), sugiriendo que la intervención promovió este tipo de regulación hacia el consumo moderado, expresada en términos de controles externos, por ejemplo, la aprobación social. Conclusión Estos resultados sugieren que la EM es una técnica promisoria para la intervención con adolescentes colombianos ya que tiene efectos positivos cuantificables sobre los dos tipos de motivación y probablemente la orientación motivacional hacia el control medió los resultados. Es importante considerar en el futuro la orientación motivacional individual y el género.

Objective Assessing changes in autonomous and controlled motivation in a group of young at risk consumers and excessive alcohol consumers receiving motivational interviewing-based (MI) Intervention. Methods MI-based group intervention was put into practice to observe its effects on types of motivation. Two groups were formed (an experimental and a control group) using pretest-posttest design. 63 adolescents participated: 31 formed the experimental group (80 % male) and 32 the control group (68 % male). The treatment self-regulation questionnaire (TSRQ) was used to evaluate autonomous and controlled motivation. Results Analysis of variance revealed that autonomous motivation scores had no statistically significant change after the brief intervention, whereas this was so with controlled motivation (p<.05), suggesting that brief intervention had promoted this type of regulation towards moderate consumption expressed in terms of an external control, such as gaining social approval. Conclusion The above results suggested that MI is a promising technique for intervention with Colombian adolescents as it had measurable positive effects on both types of motivation and motivational orientation toward control probably mediated the results. Individual motivational orientation and gender should be considered in the future.