Motivation for COVID-19 Vaccination: Applying a Self-Determination Theory Perspective to a Global Health Crisis.

Examining the spectrum of vaccine attitudes within the general public, spanning from hesitancy to confidence, is pivotal in addressing the challenges posed by the COVID-19 pandemic. Despite widespread campaigns advocating for vaccine uptake, a proportion of the population harbour reservations about the safety and efficacy of vaccines. This study seeks to explore the determinants of vaccine attitudes in Canada, leveraging key concepts from the well-established Self-Determination Theory (SDT), including basic psychological needs and the quality of an individual's motivation. During a crucial juncture in the COVID-19 pandemic (December 2021), 292 participants were recruited and completed an online survey assessing levels of satisfaction/frustration of basic psychological needs (sense of autonomy, relatedness, and competence), vaccine attitudes (confidence and hesitancy), and motivation towards vaccination (controlled and autonomous). Two mediation models were employed to examine whether autonomous-controlled motivation mediated the relationship between need satisfaction-frustration and vaccine attitudes. Model 1 revealed a full mediating effect, indicating that need satisfaction influenced vaccine confidence only through autonomous motivation (ab1 = 0.09, SE = 0.04, z = 2.19, 95 % CI [0.01, 0.18]). Meanwhile, Model 2 demonstrated that need frustration was associated with vaccine hesitancy partially through controlled motivation (ab2 = 0.05, SE = 0.02, z = 2.54, 95 % CI [0.02, 0.10]). These findings underscore the applicability of SDT in investigating the motivational mechanisms that shape vaccine attitudes. Recognizing psychosocial factors, including the balance of basic needs and quality of motivations, may be integral to informing effective public health strategies.

The mediating role of social media addiction and phubbing in basic psychological needs in relationships and relationship satisfaction.

This study aimed to examine the mediating role of phubbing and social media addiction in the correlation between satisfaction levels of basic psychological needs in romantic relationships and relationship satisfaction. The participants were 958 students from various universities in Türkiye. The research utilized demographic information form for personal information of the participants, the Satisfaction of Basic Psychological Needs in Romantic Relationships Scale, the Generic Scale of Phubbing, the Social Media Addiction Scale-Adult Form, and the Relationship Satisfaction Scale. It was concluded in the research that social media addiction and phubbing had a mediating role in the correlation between the needs for love/belonging ß = 0.05, power ß = 0.03, and freedom ß = -0.08 and the relationship satisfaction. The bootstrapping method performed in the study showed that indirect effect of the need for fun on the relationship satisfaction was significant, but in the Sobel test, social media addiction and phubbing was not found to have a mediating role in this correlation (p > 0.05). It was concluded that phubbing had a mediating role for all needs other than the need for fun in the correlation between satisfaction of basic psychological needs in romantic relationships and social media addiction. Finally, social media addiction was found to have a mediating role in the correlation between phubbing and relationship satisfaction. These findings were discussed in line with the literature. As shown by the findings, it was observed that satisfaction of basic psychological needs in romantic relationships affected the relationship satisfaction, and social media addiction and phubbing had a mediating role in that correlation.

How does strength use relate to burnout among Chinese healthcare professionals? Exploring the mediating roles of beliefs about stress and basic psychological needs satisfaction.

BACKGROUND: The prevalence of burnout among healthcare workers remains chronically high. Former studies have indicated that strength use is a promising approach to reduce burnout. However, relatively little is known about the psychological mechanisms underlying the ability of strength use to reduce burnout, especially among healthcare workers. AIM: This study sought to examine the link between strength use and burnout in Chinese healthcare workers, and to explore the mediating roles of beliefs about stress and basic psychological needs satisfaction in that relationship. METHODS: This study was conducted in two time periods, from September to October 2020 and from February to September 2022. A total of 812 healthcare workers completed a multi-section questionnaire. RESULTS: Strength use was negatively associated with burnout and negative stress beliefs, and positively associated with positive stress beliefs, control beliefs, and basic psychological needs satisfaction. Moreover, negative stress beliefs, control beliefs, and basic psychological needs satisfaction fully mediated the relationship between strength use and burnout. Furthermore, effect contrasts revealed that the mediating effect of basic psychological needs satisfaction was stronger than that of negative stress beliefs and control beliefs. CONCLUSION: Our findings revealed that negative stress beliefs, control beliefs, and basic psychological needs satisfaction act as mediators in the association of strength use with burnout. Furthermore, basic psychological needs satisfaction plays a more important mediating role than negative stress beliefs and control beliefs in the strength use-burnout relationship.

Cultivating physician empathy: a person-centered study based in self-determination theory.

While physician empathy is a vital ingredient in both physician wellness and quality of patient care, consensus on its origins, and how to cultivate it, is still lacking. The present study examines this issue in a new and innovative way, through the lens of self-determination theory. Using survey methodology, we collected data from N = 177 (44%) students at a Canadian medical school. We then used a person-centered approach (cluster analysis) to identify medical student profiles of self-determination (based on trait autonomy and perceived competence in learning) and how the learning environment impacted empathy for those in each profile. When the learning environment was more autonomy-supportive, students experienced higher satisfaction and lower frustration of their basic psychological needs in medical school, as well as greater empathy towards patients. The translation into increased empathy, however, was only evident among the students with higher self-determination at baseline. Results from this study suggest that autonomy-supportive learning environments will generally support medical students' psychological needs for optimal motivation and well-being, but whether or not they lead to empathy towards patients will depend on individual differences in self-determination. Findings and their implications are discussed in terms of developing theory-driven approaches to cultivating empathy in medical education.

Effect of an Active Break Intervention on Attention, Concentration, Academic Performance, and Self-Concept in Compulsory Secondary Education.

(1) Background: Society's shift to a tech-focused era and has created a hyper-connected, sedentary lifestyle. The purpose of this study is to address two objectives: firstly, to describe and analyze the effects of an active breaks program associated with the learning of curricular content (CF-AB) on levels of attention, concentration, and academic performance (AP); secondly, to examine the relationship between intense physical activity (PA), attention, concentration, academic self-concept, basic psychological needs, and academic performance in schoolchildren who practice CF-ABs. (2) Method: A randomized controlled trial quasi-experimental pre-test/post-test study with a non-probabilistic sample included 313 secondary school students divided into intervention and control groups. The intervention, a curricular-focused academic break (CF-AB) (8 weeks, 5-10 min/session), is taken in the middle of the class and linked with the subject content. Measuring instruments: Attention Test D2, ad hoc test for the AP, self-concept AF5, Basic Psychological Needs Satisfaction Scale in General (BNSG-S), and the Global PA Questionnaire (GPAC.V2). (3) Results: Attention and concentration improved in both groups, with no significant differences. There were no significant differences in academic self-concept, but the intervention group showed higher scores in basic psychological needs. AP correlated positively with concentration, academic self-concept, and physical activity. A proportion of 20% of the variance of AP in spelling is explained by the regression model. Students who improved the most in AP practiced intense PA outside school, with good self-concept and satisfactory social relationships. Although concentration was related to AP, it did not explain the improvement. (4) Conclusion: CF-ABs may have a positive impact on attention and AP, with socioemotional factors and PA playing an important role in this effect. (5) Limitations and Future Research: The relationship between PA performed in class and AP should be considered with caution due to the multifactorial nature of AP. Future research should consider the number of sessions per week, the prolongation of the same during the school year, the intensity and duration of the activity, and the intervention type of active breaks. In addition, attention should be paid to possible incident factors in AP related to personal and social variables.

Structural modeling of Chinese students' academic achievement identity and basic psychological needs: do academic self-efficacy, and mindfulness play a mediating role?

BACKGROUND: Mindfulness and academic self-efficacy were proposed as mediating variables, with successful academic identity as an exogenous variable. The backdrop for this research centers on the significance of psychological factors in shaping academic identity among first-grade high school students. OBJECTIVES: The primary aim of the research was to investigate the relationship between fundamental psychological needs, mindfulness, academic self-efficacy, and successful academic identity. Specifically, the study explored the direct and indirect impacts of basic psychological needs on successful academic identity mediated by mindfulness and academic self-efficacy. METHOD: The research employed a descriptive method, utilizing correlational studies and structural equation modeling. A sample of 355 undergraduate students at Henan Judicial Police Vocational College, Henan, China, was randomly selected through multistage cluster sampling. Data were collected using established scales, including the Basic Psychological Needs Scale, Baer Mindfulness Scale, Jenkins and Morgan Academic Self-Efficacy Scale, and Vas and Isakson Successful Academic Identity Scale. The data analysis was conducted using AMOS 22 software. FINDINGS: The research findings revealed that fundamental psychological needs directly and indirectly significantly impact successful academic identity. Mindfulness played a mediating role in this relationship. However, academic self-efficacy did not considerably mediate the influence of fundamental psychological needs on successful academic identity (p > 0.05). These results highlight the complex dynamics between psychological needs, mindfulness, academic self-efficacy, and successful academic identity among high school students in the specified academic year. CONCLUSIONS: The findings suggest targeted interventions, such as workshops for families and teachers to address basic needs and psychologist and school counselor interventions to increase mindfulness. Additionally, organizing educational classes is imperative for fostering a supportive environment conducive to successful academic identity among undergraduate students.

The Relationship between Parenting Behaviors and Adolescent Well-Being Varies with the Consistency of Parent-Adolescent Cultural Orientation.

To evaluate the limitations of the traditional parenting model in the cultural transition period, this study investigated the relationship between parenting behaviors and adolescents' well-being, in which the moderating role of consistency in parent-adolescent cultural orientation was also investigated. Six hundred forty-four parent-adolescent dyads completed self-report surveys. Parents completed the cultural orientation questionnaire (parental version), and adolescents completed the cultural orientation questionnaire (adolescent version), the adolescent-perceived parenting behavior scale, the adolescent basic psychological needs scale, and the adolescent well-being questionnaire. The findings were as follows: (1) Adolescent-perceived parental autonomy support positively predicted the satisfaction of adolescents' basic psychological needs, thereby enhancing adolescents' well-being levels. Conversely, adolescent-perceived parental control significantly predicted the frustration of adolescents' basic psychological needs, thereby reducing their well-being levels. (2) When both parents and adolescents share a collectivistic cultural orientation, high parental control significantly frustrated adolescents' basic psychological needs, but it did not negatively affect their well-being. However, when parents are collectivists but adolescents are individualists, high parental control would significantly induce the frustration of basic psychological needs, thus further impairing adolescents' well-being. The results revealed that differences in cultural orientations between generations during cultural transition periods moderate the effects of parenting behaviors.

Invalidating environment and meaning in life: The Chain Mediating Effects of regulatory emotional self-efficacy and basic psychological needs satisfaction.

BACKGROUND: Although people strive for meaning in life, life is full of experiences that challenge meaning. According to Bowen's family systems theory, the family is both a relational and an emotional system in which family members influence and are influenced by each other. Invalidating environment, reflecting a deficient family emotional setting, may be a key influencing factor in diminishing meaning in life. Existing studies have not directly explored the effects of the invalidating environment on meaning in life and its underlying mechanism. OBJECTIVE: Guided by Bowen's family systems theory, this study aims to explore the relationship between invalidating environment and meaning in life, as well as the mediating effects of regulatory emotional self-efficacy and the satisfaction of basic psychological needs. METHODS: A sample of 555 university students (62.5 % female, 37.5 % male; Mage =19.13 years old, SD = 1.72) completed questionnaires regarding demographics, invalidating environment, meaning in life, regulatory emotional self-efficacy, and basic psychological needs satisfaction. RESULTS: Results revealed that: (a) invalidating environment negatively predicts meaning in life; (b) regulatory emotional self-efficacy and basic psychological needs satisfaction serve as both independent and chain mediators between invalidating environment and meaning in life. CONCLUSION: Invalidating environment affects meaning in life through regulatory emotional self-efficacy and basic psychological needs satisfaction. This finding has significant theoretical implications and provides a feasible pathway to improve children's meaning in life at both the parent and child levels.

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.

Mom, dad, put down your phone and talk to me: how parental phubbing influences problematic internet use among adolescents.

BACKGROUND: The positive association of parental phubbing with internalising and externalising problems among adolescents has gained academic traction. To date, limited research has investigated the association of parental phubbing and adolescents' Problematic Internet Use (PIU). Furthermore, the mechanism underlying this association is largely unknown. These gaps limit our understanding of family-related issues affecting PIU among adolescents. The present study explores whether there is a relation between parental phubbing and PIU and investigates the mechanisms underlying this relation among adolescents. METHODS: The participants were 495 junior high schoolers aged 11-15 years. Participants completed questionnaires on their experiences with PIU, parental phubbing, parent-child relationships, and basic psychological needs satisfaction. RESULTS: The results showed a direct and indirect positive association between parental phubbing and PIU. Furthermore, parental phubbing indirectly influenced PIU and was mediated by the parent-child relationship and basic psychological needs satisfaction, respectively. Moreover, the parent-child relationship and basic psychological needs satisfaction were sequentially mediated. CONCLUSIONS: Our study highlights the crucial role of parents in the development of adolescent PIU and provides theoretical and practical guidelines for PIU prevention and intervention.

How does physical activity improve adolescent resilience? Serial indirect effects via self-efficacy and basic psychological needs.

Background: Resilience is vital for improving mental health and well-being during adolescence, which is an important yet vulnerable period. Previous research has indicated that physical activity enhances individual resilience. However, limited studies have examined underlying psychological mechanisms between them. The current study aimed to investigate the effect of physical activity on adolescent resilience via self-efficacy and basic psychological needs. Methods: A cross-sectional survey was conducted with 1,732 high school students aged 16 to 20 years old (mean age: 16.51 ± 0.77 years), with nearly equal number of boys (47.63%) and girls (52.37%). They each completed the Physical Exercise Questionnaire, Basic Psychological Needs in Exercise Scale, General Self-Efficacy Scale, and Resilience Scale, respectively. A serial indirect model was constructed to examine how physical activity influences resilience. Results: Structural equation model analysis revealed that physical activity significantly and directly predicted resilience. When self-efficacy and basic psychological needs were included in the model, both direct and indirect effects were observed. Specifically, the positive relationship between physical activity and resilience was partially mediated by self-efficacy and basic psychological needs. In addition, basic psychological needs and self-efficacy were found to serially mediate the direct relathonship between physical activity and resilience. Conclusions: The present study provides novel theoretical insights into sports psychology by establishing a link between basic psychological needs and self-efficacy. The findings have implications for school administrators and physical education instructors in designing targeted interventions to promote adolescent resilience. These interventions may involve creating supportive environment conductive to fulfilling students' basic psychological needs, implementing strategies to enhance self-efficacy beliefs, and providing opportunities for skill development and mastery experiences in sports and physical activities.

Interpersonal differences in stress, coping, and satisfaction with life in the context of individual profiles of satisfaction and frustration of basic psychological needs.

BACKGROUND: Basic psychological need theory has identified three basic needs: autonomy, competence, and relatedness. Need satisfaction is necessary for development and well-being, while need frustration can lead to maladaptive functioning. The study investigated the significance of individual profiles of basic psychological need satisfaction and frustration in experiencing stress, coping, and satisfaction with life. PARTICIPANTS AND PROCEDURE: Participants (N = 622, Mage = 22.22 ± 4.30) completed the Basic Psychological Need Satisfaction and Frustration Scale, Perceived Stress Scale, Stress Appraisal Questionnaire, COPE Inventory, and Satisfaction with Life Scale. We performed exploratory factor analysis to identify coping styles, latent profile analysis to distinguish groups with specific need profiles, and MANOVA to demonstrate differences between these groups. RESULTS: Five coping styles were identified: (1) problem-focused, (2) emotion-focused, (3) meaning-focused, (4) escape-avoidance, and (5) religious. The following groups of individuals characterized by specific profiles of basic psychological need satisfaction and frustration were distinguished: (1) mainly low satisfaction and high frustration of relatedness; (2) high satisfaction and low frustration of all basic needs; (3) low satisfaction and high frustration of all basic needs; (4) average satisfaction and frustration of all basic needs; (5) mainly low satisfaction and high frustration of competence. These groups significantly differ in perceived stress, coping styles, and life satisfaction. CONCLUSIONS: Individuals with profile 3 were the most stressed and tend to use escape-avoidance coping style. Participants with profile 2 coped using a problem-focused style and had higher life satisfaction. These findings indicate that a person-centered approach leads to a better understanding of experiencing stress and coping.

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.

Perceived autonomy during childbirth predicts mothers' parental self-efficacy: A prospective cohort study.

Experience during childbirth is an important predictor of mothers' later well-being. Using the framework of Self-Determination Theory and, we hypothesized that the degree to which women felt autonomy over their choices during childbirth would be reflected in their later confidence as parents, termed Parental Self-Efficacy (PSE). We assessed PSE as well as depressive symptoms before birth (T1, approximately 36 weeks pregnant) and after birth (T2, approximately 5 weeks postpartum). Perceptions of autonomy during childbirth were measured at T2 using the Perceived Control in Childbirth scale. Using hierarchical linear regression, we found that mothers' perceived autonomy during childbirth predicted their postpartum PSE, controlling for prenatal PSE, pre- and postnatal depression, number of childbirth interventions, and overall birth satisfaction. These data suggest that care providers' support for women's autonomy in childbirth impacts how women feel about themselves as mothers in the postpartum months.

Daily Dynamics of Awareness of Aging and Basic Psychological Need Satisfaction and Frustration in Middle and Older Adulthood.

OBJECTIVES: This daily diary study examined associations between awareness of age-related change (AARC) and satisfaction/frustration of basic psychological needs of autonomy, competence, and relatedness in a sample of midlife and older adults. We expected that greater satisfaction and lower frustration of needs would be associated with higher AARC-gains and lower AARC-losses. We also examined whether within-person associations of need satisfaction/frustration with AARC were moderated by age. METHODS: Participants (N = 152; aged 53+) completed measures of AARC and basic psychological need satisfaction and frustration on their smartphones for 10 consecutive days. Data were analyzed using multilevel models, with time-varying basic need satisfaction/frustration variables disaggregated into between-person and within-person components. RESULTS: On days participants reported higher than usual overall satisfaction of needs, and lower than usual frustration of needs, AARC-gains was higher, and AARC-losses was lower. Analysis of individual needs showed that autonomy and competence were more consistently related to higher AARC-gains and lower AARC-losses than relatedness. Within-person autonomy satisfaction was more strongly (negatively) associated with AARC-losses at older ages. DISCUSSION: Findings suggest that daily experiences related to satisfaction and frustration of goals related to autonomy and competence in particular may be proximal antecedents of short-term variation in AARC.

Longitudinal relationship between harsh parenting and adolescent non-suicidal self-injury: The roles of basic psychological needs frustration and self-concept clarity.

BACKGROUND: Harsh parenting has been shown to be associated with adolescents' non-suicidal self-injury (NSSI) behavior. However, less is known about the mechanism underlying the association. OBJECTIVE: The aim of this study was to use a one-year longitudinal design to investigate the mediating role of basic psychological needs frustration and the moderating role of self-concept clarity in the association between harsh parenting and NSSI. METHODS: Three waves of data (called T1, T2 and T3) were collected 6 months apart, between April 2021 and 2022, in a sample of 786 Chinese adolescents (52.0 % girls; Mage at Wave 1 = 13.27 years). Structural equation model was used to test a longitudinal moderated mediation model, with gender, age and baseline NSSI as covariates. RESULTS: The results showed process of mediation in which T1 harsh parenting was longitudinally and positively associated with T3 NSSI through T2 basic psychological needs frustration. Furthermore, moderated mediation analyses revealed that T2 self-concept clarity buffered the adverse impact of T2 needs frustration on T3 NSSI, thereby mitigating the mediation process. CONCLUSIONS: The findings support the self-determination theory, and suggest that fostering adolescents' self-concept clarity and satisfying their psychological needs may be useful in programs designed to lower the risk of NSSI.

When and how to use set-exploratory structural equation modelling to test structural models: A tutorial using the R package lavaan.

Exploratory structural equation modelling (ESEM) is an alternative to the well-known method of confirmatory factor analysis (CFA). ESEM is mainly used to assess the quality of measurement models of common factors but can be efficiently extended to test structural models. However, ESEM may not be the best option in some model specifications, especially when structural models are involved, because the full flexibility of ESEM could result in technical difficulties in model estimation. Thus, set-ESEM was developed to accommodate the balance between full-ESEM and CFA. In the present paper, we show examples where set-ESEM should be used rather than full-ESEM. Rather than relying on a simulation study, we provide two applied examples using real data that are included in the OSF repository. Additionally, we provide the code needed to run set-ESEM in the free R package lavaan to make the paper practical. Set-ESEM structural models outperform their CFA-based counterparts in terms of goodness of fit and realistic factor correlation, and hence path coefficients in the two empirical examples. In several instances, effects that were non-significant (i.e., attenuated) in the CFA-based structural model become larger and significant in the set-ESEM structural model, suggesting that set-ESEM models may generate more accurate model parameters and, hence, lower Type II error rate.

Control beliefs about stress and post-traumatic growth in nurses during the COVID-19 pandemic: The mediating roles of basic psychological needs satisfaction and optimism.

The purpose of this study was to examine the relationship between control beliefs about stress and post-traumatic growth among Chinese nurses during the COVID-19 pandemic and to examine the mediating role of basic psychological needs satisfaction and optimism in this relationship. A total of 692 Chinese nurses participated in this online study, who completed the Beliefs about Stress Scale, Post-Traumatic Growth Inventory, Positive Psychological Capital Questionnaire, Basic Psychological Needs Satisfaction Scale and demographic variables between September and October 2020. Results indicate that 48.8% (N = 388) of nurses reported significant post-traumatic growth related to the COVID-19 pandemic. Moreover, control beliefs about stress were positively related to post-traumatic growth (r = 0.38, p < 0.001), basic psychological needs satisfaction (r = 0.44, p < 0.001) and optimism (r = 0.47, p < 0.001). In addition, basic psychological needs satisfaction and optimism were both independent and serial mediators of the relationship between control beliefs about stress and post-traumatic growth. Nurses and hospital administrators should focus on increasing nurses' control beliefs about stress and thereby enhancing their post-traumatic growth after experiencing events such as the COVID-19 pandemic. To support this process, programs should be designed to meet nurses' basic psychological needs and increase their optimism.

Satisfaction of Basic Psychological Needs as Predictors of Motivation towards Physical Education in Primary Education: Influence of Gender and Physical Self-Concept.

The aims of this study are as follows: (a) to determine the level of physical self-concept, satisfaction with basic psychological needs (BNP), and motivation towards physical education (PE) among primary education school students; (b) to analyze the correlations between the different variables; to (c) identify gender differences in the studied variables; and (d) to examine the capacity of BPN, physical self-concept, and gender as predictors of different types of motivation towards PE. The sample comprises 474 primary school students (average age = 10.58; SD = 0.626) from four educational centers in A Coruña, Spain. A multivariable linear regression analysis was conducted to determine whether independent variables of BPN, gender, and physical self-concept can predict different types of motivation towards PE. The results show that satisfaction with the BPN of autonomy is significantly lower than the other two variables. Moreover, there is a positive and significant correlation between physical self-concept and satisfaction with BPN, as well as with intrinsic, identified, and introjected motivations. Boys outperform girls in physical self-concept, satisfaction with competence and socialization BPNs, and introjected, external, and amotivation motivations. The main conclusion is that BPNs solely forecast the most self-determined motivations (intrinsic and identified), have a restricted influence on introjected motivations, and do not predict external regulation or amotivation. Neither gender nor physical self-concept significantly contributes to predicting any motivation towards PE at these ages.

A self-regulation intervention conducted by class teachers: impact on elementary students' basic psychological needs and classroom engagement.

Literature has reported a decrease in students' engagement throughout schooling, but more worrying, is that elementary students already show signs of disengagement. This data sets the case to develop interventions at this school level. The narrative-based intervention "Yellow Trials and Tribulations" aimed to promote self-regulation has been proven to positively impact elementary students' school engagement. Acknowledging that classroom engagement is expected to be more closely related to learning and achievement than school engagement, the current study aims to extend the research of the mentioned intervention on elementary students' classroom engagement (i.e., behavioral, emotional, cognitive, and agentic dimensions), as well as on basic psychological needs (i.e., perceived autonomy, competence, and relatedness)-an antecedent of students' engagement. The current intervention was implemented by 4th-grade class teachers trained for that purpose and was assessed following a quasi-experimental design with pretest and posttest data collection. Participants were 90 students in the experimental group, and 91 in the comparison group. A multivariate analysis of variance with repeated measures was run for each construct. At the end of the intervention, children in the experimental group reported higher perceived competence and classroom engagement (all dimensions) than their counterparts in the comparison group (small and medium effect sizes were found). No follow-up was conducted to examine whether the intervention effects were long-lasting. Results are expected to support researchers' and educators' efforts to effectively implement the intervention, and maximize its benefits to students. For example, extra efforts could be made to help implementers better respond to students' psychological needs (in this case, perceived autonomy and relatedness), and consequently increase classroom engagement (especially behavioral and emotional engagement, which revealed lower effect sizes).