Perceived Peer Integration, Parental Control, and Autonomy Support: Differential Effects on Test Anxiety during the Transition to Secondary School for Girls and Boys.

Although previous research has investigated the impact of parents and peers on test anxiety in secondary or tertiary education, little is known about younger students, especially during the transition to secondary school. Additionally, it is unclear whether these social factors affect girls' and boys' test anxiety differently. Therefore, the current study examined the role of perceived peer integration into the new class context, perceived parental control, and autonomy support on girls' and boys' test anxiety (worry and emotionality) during the transition to secondary school. Data from 1770 students (Mage = 10.47, SD = 0.56; 51% females) were analyzed before (4th grade) and after the transition (5th grade) using a multigroup (girls vs. boys) structural equation model. Both facets of test anxiety decreased from 4th to 5th grade. Perceived peer integration into the new class was only relevant for girls' test anxiety, while parental control predicted post-transition test anxiety for boys. The results suggest that the perceived social environment is an important factor in helping students cope with the demands of the transition to secondary school.

Empowering diabetes management: The impact of patient-provider collaboration on type 2 diabetes outcomes through autonomy support and shared decision-making.

OBJECTIVES: Through the lens of self-determination theory, this quantitative study investigates how patient-provider collaboration through perceived shared decision-making (SDM) and autonomy support impact type 2 diabetes (T2D) outcomes. METHODS: We sampled 474 individuals over 18 years old who self-identified as having T2D. Completed and valid responses were received from 378 participants from two separate groups in an online survey. Data was analyzed using the IBM Statistical Package for Social Sciences (SPSS), AMOS package, version 28, and Mplus, version 8.8. RESULTS: Patient-provider collaboration through autonomy support improved treatment satisfaction (ß = .16, ρ < .05) and self-management adherence (ß = .43, ρ < .001). While collaboration through SDM improved treatment satisfaction (ß = .25, ρ < .01), it worsened SM adherence (ß = -.31, ρ < .001). The negative impact of SDM on self-management adherence was mitigated by our moderator, coping ability. However, coping ability minimally impacted treatment satisfaction and SM adherence when autonomous support was provided. CONCLUSIONS: Autonomy support increases treatment satisfaction and self-management adherence. SDM enhances treatment satisfaction but may adversely affect self-management adherence. The study also suggests that coping ability can mitigate the negative effect of SDM on self-management adherence, although its influence is limited when autonomy support is provided by the provider. PRACTICAL IMPLICATIONS: For providers, SDM and autonomy support permits shared power over treatment decisions while fostering independence over self-management tasks. Providers should evaluate patients' coping ability and adapt their approach to care based on the patient's coping capacity.

The prospective associations between autonomy support, basic psychological needs, motivation and well-being among people with a mild to borderline intellectual disability: a two-wave study.

BACKGROUND: This study, grounded in self-determination theory, examined how satisfaction of the needs for autonomy, relatedness and competence in people with mild to borderline intellectual disability (MBID) changed over a 4.5-year period. Additionally, it explored the association between life events across various domains (i.e. health, support and living situation, crime, relationships and freedom and finance) and these changes and explored the prospective associations between these needs, perceptions of support from direct support staff and the well-being and ill-being of people with MBID. METHODS: Based on a sample of 117 adults with MBID, multiple regression analyses were conducted to determine correlations between constructs at both time points and the impact of autonomy support on need satisfaction and motivation, taking into account life events. RESULTS: The analyses showed that, at both time points, most constructs were statistically significantly correlated and remained so despite a time lag of 4.5 years. Autonomy support emerged as a significant positive predictor, of medium size, for satisfying autonomy and relatedness needs. Its association with competence need satisfaction was not statistically significant after Bonferroni correction. For type of motivation, autonomy support statistically predicted increased autonomous motivation, irrespective of life events. CONCLUSIONS: Findings underline the potential of autonomy supportive direct support in the lives of individuals with MBID. Some unexpected null findings underscore the need for further study into the interplay between autonomy support, life events and the well-being of people with MBID.

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.

The Relationship between Parental Autonomy Support and Children's Self-Concept in China-The Role of Basic Psychological Needs.

This study aimed to investigate the relationship between parental autonomy support and children's self-concept, and to explore the role of basic psychological needs in Chinese primary schools from the perspective of self-determination theory. A total of 3109 children aged 6-13 years participated in eastern China. The results indicated a significant correlation between parental autonomy support, basic psychological needs, and children's self-concept. Basic psychological needs play a partial mediating role between parental autonomy support and children's self-concept. Specifically, autonomy support varied by need types whereas parental control steadily played a negative predictive role. Parental autonomy support and control predicted children's self-concept differently through three basic psychological needs, with differences across gender and grades. Boys and elder children had stronger relationships to competence needs, while girls were sensitive to autonomy needs; in addition, both of them were sensitive to relatedness needs. The mediating effects model and cross-group analyses revealed the complex predictive role of parental autonomy support on children's self-concept in China, providing an effective entry point for cross-cultural research and family education to improve children's psychological well-being.

Associations between parental autonomy support and depressive symptoms among Chinese college students: the chain-mediating effects of mindfulness and self-esteem.

Introduction: Despite extensive research on contextual factors will relieve college students' depressive symptoms, significant gaps remain in understanding the underlying mechanisms of this relationship, particularly through individual strength factors such as mindfulness and self-esteem. Based on self-determination theory, we explore the association between parental autonomy support and depressive symptoms among Chinese college students and whether mindfulness and self-esteem serve as mediators. Methods: A total of 1,182 Chinese college students aged 16 to 27 years (Mage = 20.33, SD = 1.63; female = 55.7%) participated in this research. Questionnaires pertaining to parental autonomy support, mindfulness, self-esteem, and depressive symptoms were administered. Results: The results revealed that depressive symptoms were negatively correlated with both paternal and maternal autonomy support, with mindfulness and self-esteem acting as chain-mediators. Specifically, mindfulness and self-esteem were positively impacted by parental autonomy support, whereas depressive symptoms were negatively impacted by mindfulness and self-esteem. Furthermore, paternal and maternal autonomy support significantly impacted depressive symptoms via both direct and indirect pathways. Indirect effects included three paths: mediation through mindfulness, mediation through self-esteem, and mediation through the mindfulness and self-esteem chain. Discussion: The study highlights the fundamental mechanisms that account for the association between Chinese college students' parental autonomy support and depressive symptoms, these insights can be used to prevent and manage mental health problems among Chinese college students. For example, parents' autonomy support can directly reduce depressive symptoms, but we can also indirectly promote college students' mental health by emphasizing the mediation role of students' mindfulness and self-esteem.

The effect of a visual illusion and self-controlled practice on motor learning in children at risk for developmental coordination disorder.

Numerous efforts have been made to test the OPTIMAL theory of motor learning in healthy children and adult populations. However, only a small number of studies have tested this theory in children with cognitive-motor disorders, such as developmental coordination disorder (DCD). The present study aims to examine the individual and additive effects of a visual illusion and self-controlled practice on a golf putting task in children at risk for DCD based on the OPTIMAL theory. Forty children at risk for DCD (mean age = 8.57 ± 1.05 years) were randomly assigned to four experimental groups (1-small visual illusion + self-controlled practice; 2-big visual illusion + self-controlled practice; 3-small visual illusion + yoked; 4-big visual illusion + yoked). Following 12 pretest trials of a golf putting task, the participants completed 5 blocks of 12 trials of practice on the first day. A retention test (12 trials) and a transfer dual-task test (12 trials) were conducted on the second day. The results indicated that in retention test the big visual illusion + self-controlled practice group was significantly better than the small visual illusion + yoked group (p = 0.01), while there was not any other significant difference between groups at retention test as well as between all groups at practice phase and transfer test (p > 0.05 for all comparisons). In other words, an additive effect has been observed just in the retention test but not the practice phase as well as transfer test. In general, the results of this study support the OPTIMAL theory of motor learning in children at risk for DCD and suggests to all educators who work with these children to use the combination of the visual illusion with self-controlled practice to improve the motor learning of children at risk for DCD.

The pedagogical foundations of student voice practices: The role of relationships, differentiation, and choice in supporting student voice practices in high school classrooms.

Although teachers and administrators increasingly support the idea of student voice, questions remain about what "student voice" looks like in practice. This mixed methods study in two urban U.S. high schools explores what student voice practices in the classroom entail and how these practices relate to other pedagogical strategies. Findings reveal that student-teacher relationships, differentiated instruction, and choice serve as core building blocks for the use of student voice practices in the classroom. Findings also underscore the rarity of the student voice practices of seeking student feedback and input and engaging in collaborative decision-making with students.

Academic motivation in adolescents: the role of parental autonomy support, psychological needs satisfaction and self-control.

Background: Various perspectives on the existence and degree of motivation, which is a crucial factor influencing human behavior, have been studied for many years. Especially in adolescence, a phase marked by rapid change, motivation plays a crucial role in supporting young people to achieve their goals, fulfill their responsibilities, and experience healthy development. Aims: The present study aims to investigate the structural relationships among perceived parental autonomy support, satisfaction of psychological needs, self-control, and academic motivation. Sample: The study was conducted with a total of 427 high school students, including 230 females and 197 males, aged between 14 and 19 (M = 15.82; SD = 1.02). Method: Participants completed self-report measures of academic motivation, parental autonomy support, psychological needs satisfaction, and self-control. Structural equation modeling was performed to explore complex relationships between variables of interest. Results: The study revealed that psychological needs satisfaction increased as parental autonomy support increased, and self-control also increased with the satisfaction of psychological needs. It was also found that satisfaction of psychological needs was positively related to both intrinsic and extrinsic motivation. Additionally, self-control was associated with increased intrinsic motivation and decreased amotivation. In addition, it was found that parental autonomy support has an indirect relationship with academic motivation through the satisfaction of psychological needs and self-control. Conclusion: It is believed that these connections will lead to a deeper understanding of the significant processes in adolescence and serve as a foundation for developing and implementing psycho-educational interventions related to these variables.

Revisiting the childcare-attachment question: under what conditions is childcare participation associated with mother-child attachment security?

Decades have passed since the controversy regarding the putative risks of childcare for mother-child attachment broke out. Yet, some uncertainty remains, as relevant studies have produced inconsistent evidence. Some have proposed that those conflicting findings may be due to the fact that the effects of childcare are conditioned on parenting. Accordingly, this study examined whether relations between childcare participation and mother-child attachment vary according to maternal sensitivity and autonomy support. In this sample of 236 mother-child dyads, there was no indication of main effects of childcare participation on attachment. There were, however, some interactive effects, such that the children who showed the least secure attachment behaviors were those who did not attend childcare and had either less sensitive or less autonomy-supportive mothers. The findings suggest that the effects of childcare on mother-child attachment are best understood in light of the parenting children receive at home.

Increasing nurses' occupational well-being: the role of career shocks, job crafting and supervisor autonomy support.

BACKGROUND: This study aims to explore the influence of career shocks on nurses' occupational well-being through job crafting and the moderating role of supervisor autonomy support. METHOD: The present study used a cross-sectional design. And the study included 714 frontline nurses in China, and we used structural equation modelling (SEM) to test our hypotheses. RESULTS: Job crafting mediated both the relationship between positive career shocks and occupational well-being and the relationship between negative career shocks and occupational well-being. Supervisor autonomy support moderated the indirect relationships. CONCLUSIONS: Positive and negative career shocks could increase and impair nurses' occupational well-being through job crafting, respectively. We contribute to helping nurses make sense of career shocks and preparing for career shocks, and hospital administrators and nurses' direct supervisors can help nurse better cope with career shocks in attending job crafting activities and providing more autonomy supports.

Parental communicative input as a protective factor in Bangladeshi families living in poverty: A multi-dimensional perspective.

Studies from high-income populations have shown that stimulating, supportive communicative input from parents promote children's cognitive and language development. However, fewer studies have identified specific features of input supporting the healthy development of children growing up in low- or middle-income countries. The current study proposes and tests a multi-dimensional framework for understanding whether and how caregiver communicative input mediates the associations between socio-economic conditions and early development. We also examine how caregiver conceptual scaffolding and autonomy support uniquely and synergistically explain variation in child outcomes. Participants were 71 Bangladeshi families with five-year-olds who were exposed to a range of biological and psychosocial hazards from birth. Caregiver-child interactions during snack sharing and semi-structured play were coded for caregiver conceptual scaffolding, autonomy support, and child engagement. Findings indicate that the two dimensions of input were correlated, suggesting that caregivers who provided richer conceptual scaffolds were simultaneously more supportive of children's autonomy. Notably, conceptual scaffolding and autonomy support each mediated associations between maternal education and child verbal intelligence quotient (IQ) scores. Further, caregivers who supported greater autonomy in their children had children who participated in conversations more actively, and these children in turn had higher performance IQ scores. When considered simultaneously, conceptual scaffolding was associated with verbal IQ over and above autonomy support, whereas autonomy support related to child engagement, controlling for conceptual scaffolding. These findings shed new light on how environmental factors may support early development, contributing to the design of family-centered, culturally authentic interventions. A video abstract of this article can be viewed at https://youtu.be/9v_8sIv7ako RESEARCH HIGHLIGHTS: Studies from high-income countries have identified factors mitigating the impacts of socio-economic risks on development. Such research is scarce in low- and middle-income countries. The present study conceptualized and evaluated caregiver communicative input in Bangladeshi families along two interrelated yet distinct dimensions: conceptual scaffolding and autonomy support. Conceptual scaffolding and autonomy support individually mediated associations between maternal education and child verbal IQ, shedding light on protective factors in families living in poverty. Parents providing richer conceptual scaffolds were simultaneously more supportive of children's autonomy. However, the two dimensions each related to cognition and language through unique pathways.

Exploring the effect of teacher autonomy support on Chinese EFL undergraduates' academic English speaking performance through the mediation of basic psychological needs and classroom engagement.

Introduction: The capacity to speak English for academic purposes is a pivotal facet of language education and assessment. Despite the substantial research approving the significant role of teachers in L2 learning, it remains unclear how exactly teachers' support for students' learning autonomy influences EFL learners' academic English speaking performance. Methods: To address this primary concern, this study drew ground from the Self-System Model of Motivational Development (SSMMD) and adopted a mixed-method approach to examine teacher autonomy support's direct and indirect effects on Chinese EFL undergraduates' academic English speaking performance through the mediation of basic psychological needs and classroom engagement. 247 first-year university students participating in academic English speaking courses were recruited in this study. Results and discussion: The quantitative results of the questionnaire indicated that students' perceived teacher support for autonomy directly predicted English speaking performance, and it also indirectly influenced students' speaking performance via the mediation of classroom engagement and basic psychological needs. Students' responses in the semi-structured interview further verified the positive effect of teacher autonomy support on academic English speaking development in the classroom. Pedagogical implications were also discussed based on the findings.

The Protective Roles of Self-Compassion and Parental Autonomy Support Against Depressive Symptoms in Peer-Victimized Chinese Adolescent Girls: A Longitudinal Study.

Peer victimization (PV) is a common and serious problem in school contexts, which hinders adolescents' emotional development and social adaptation. The present study aimed to test the longitudinal relationship between PV and the increase of depressive symptoms (DSs) among Chinese mid-late adolescents using a two-wave longitudinal design and examine the buffering effects of self-compassion (SC) and parental autonomy support (PAS) on this relationship. A relatively large sample of Chinese high school students (N = 722, 52.1% boys; age at Time 2 = 16.23 years old, SD = 0.79) were surveyed annually at two time points. The results showed that PV at Time 1 positively predicted DSs at Time 2 after controlling for the DSs at Time 1. In addition, SC and PAS moderated the longitudinal relationship between PV and the development of DSs, while such moderating effects only existed in girls but not in boys. Specifically, the positive relationship between PV and DSs was non-significant among girls with higher levels of SC or PAS. Our findings highlighted that SC and PAS might be important protective factors buffering against DSs for victimized girls.

Parent-perceived autonomy-supportive experiences and basic psychological needs of people with complex support needs: Development and preliminary psychometric evaluation of two questionnaires.

Background: Understanding and supporting basic psychological needs of persons with complex support needs is important but difficult because of communicative challenges . We developed and tested questionnaires to obtain parents' perspectives on autonomy support and basic psychological needs of autonomy, competence, and relatedness. Method: Two parent-informant questionnaires were developed, administered, and subjected to psychometric property analyses. Participants were 63 Dutch parents of persons diagnosed with severe or profound intellectual and multiple disabilities. Results: Principal component analyses revealed a one-factor structure for the Parental Perceptions on Autonomy-Supportive Experiences questionnaire, while the Parental Perceptions on Basic Psychological Need Signals questionnaire yielded two-factors interpreted as Noticing Signals of Autonomy and Noticing Signals of Competence/Relatedness. Evidence for construct validity was found for both instruments. Conclusions: Preliminary evaluation of the new questionnaires is encouraging, but further validation with a larger sample size is warranted.

Effects of self-controlled practice and focus of attention on free throw accuracy: Exploring optimal theory among skilled basketball players.

Based on the OPTIMAL theory of motor learning (Wulf & Lewthwaite, 2016), optimal motor performance and learning will occur through the influence of the two motivational factors of enhanced expectancies and autonomy support (self-controlled practice) as well as the attentional factor of the external focus of attention. Recently, some researchers tested this theory on different motor tasks using novices. However, it seems that this theory has not been tested in skilled athletes. Therefore, the aim of the present study was to investigate the effect of self-controlled practice and focus of attention on the accuracy of free throws of skilled basketball players. The participants were 56 skilled adult basketball players (28 men; average age = 27.75 ± 3.31 years; 28 women, average age = 27.18 ± 3.63 years) who were randomly divided into two self-control and yoked groups. Each group performed 80 basketball free throw trials in four different attention conditions (external, internal, holistic, control) as a counterbalance, so that each participant made 20 basketball free throws in each attention condition. The results showed that skilled basketball players in the self-controlled group performed better than the yoked group when they could choose the color of the ball. The results also showed that focusing on external or holistic cues compared to focusing on internal cues improved basketball free throw performance in skilled players. However, the results did not show a difference between external and holistic attention with the control condition. The control condition was also similar to the internal attention condition. In summary, the results of this research could only partially support the OPTIMAL theory and showed that each of the two variables of self-controlled practice and external or holistic focus of attention separately and independently affect the motor performance of skilled basketball players and their additive effect was not observed. It is suggested that coaches try to use autonomy support as well as external or holistic focus of attention in practical situations to improve the motor performance of skilled athletes.

The relationship between perceived teacher autonomy support, perceived competence in learning, and academic performance among nursing students.

Perceived teacher autonomy support in nurse education remains understudied in the literature. This study examined the relationship between students' perceived teacher autonomy support, perceived competence in learning, and academic performance. A cross-sectional correlation descriptive design was used for 225 participants, undergraduate nursing students studying in Saudi Arabia. Perceived teacher autonomy support, perceived competence in learning, and academic performance were measured using the Learning Climate Questionnaire, Perceived Competence Scale for Learning, and student grade point average, respectively. The results revealed a high level of perceived teacher autonomy support and perceived competence in learning among the nursing students, with students in the internship year (final year) reporting higher perceived teacher autonomy support than students in other years. There was a strong positive correlation between perceived teacher autonomy support and perceived competence in learning. Further, students' perceived teacher autonomy support predicted their academic performance, indicating that those with high perceived teacher autonomy support were more likely to have a higher grade point average. Nurse educators must prioritize student autonomy support for better learning and performance, especially upon enrollment in a nursing program.

Bidirectional Relationship between Positive Parenting Behavior and Children's Self-Regulation: A Three-Wave Longitudinal Study.

In this study, we used a cross-lagged design to explore the relationship between children's self-regulation and positive parenting behaviors. Children aged 3 years (N = 84) were tested individually three times a year for their hot and cool self-regulation, while their parents' positive parenting behaviors (warmth, structure, and autonomy support) were collected through questionnaires. In the structural equation panel model, bidirectional relations between children's inhibitory control and parental positive parenting were found. Children's inhibitory control and positive parenting predicted changes in each other for the first six months. Such a reciprocal relationship also existed between parental autonomy support and children's inhibitory control. There was a cross-lagged effect between parental warmth and children' inhibitory control rather than a simultaneous relation. Children's inhibitory control positively predicted parental structural behaviors rather than vice versa. Children's delayed waiting and positive parenting (autonomy support) were only positively correlated, rather than having a lagging effect. All the relationships faded over time.

Need Support and Need Thwarting: A Meta-Analysis of Autonomy, Competence, and Relatedness Supportive and Thwarting Behaviors in Student Populations.

In this meta-analysis, we review the nomological networks of six need-supportive and need-thwarting categories, as defined by self-determination theory (SDT), and as they apply to students in educational contexts. We conducted a synthesis of 8693 correlations from 637 samples (N = 388,912). A total of 72 covariates were examined, resulting in 183 meta-analytic effects reported. Results indicate that teachers and parents who experience psychological need satisfaction and well-being are seen as more supportive. Supportive teacher behaviors correlated positively with a range of desired student outcomes, including performance, engagement, and well-being. Thwarting behaviors tended to display the opposite pattern. Our results are consistent with the theoretical expectations of SDT, yet questions remain concerning the incremental validity of these constructs. We highlight the need for further research on (a) factors that cause teachers to provide support and (b) the specific behaviors within each category to distinguish these categories and increase practical utility.

Optimizing Motor Learning in Older Adults.

OBJECTIVES: According to the Optimizing Performance Through Intrinsic Motivation and Attention for Learning (OPTIMAL) theory of Wulf and Lewthwaite, enhanced expectancies (EE), autonomy support (AS), and an external focus (EF) of attention facilitate motor performance and learning. The present study examined whether consecutive implementation of EE, AS, and EF during practice would enhance the learning of a square-stepping task in older adults. METHODS: Participants were randomly assigned to optimized and control groups. After the pretest, 1 of the 3 factors was implemented during each of the three 12-trial practice blocks, in a counterbalanced order, in the optimized group: positive feedback (EE), choice of mat color (AS), and instructions to focus on the squares (EF). Control group participants practiced without any of these factors. RESULTS: Results indicated that the optimized group had faster movement times than the control group during the practice phase and on 24-hr retention and transfer tests. DISCUSSION: The key variables in the OPTIMAL theory can be applied sequentially in order to facilitate motor performance and learning in older adults.