Toward a memory perspective on eating psychopathology: An investigation of the types of childhood and adolescence memories that are associated with eating disorder symptoms.

The cognitive mechanisms through which specific life events affect the development and maintenance of eating disorders (ED) have received limited attention in the scientific literature. The present research aims to address this gap by adopting a memory perspective to explore the type of life events associated with eating psychopathology and how these events are encoded and reconstructed as memories. Two studies (n = 208 and n = 193) were conducted to investigate the relationship between specific memories and eating disorder psychopathology. Study 1 focused on parent-related memories, while Study 2 examined childhood/adolescence memories. Results from both studies revealed that need thwarting and shame in memories were associated with eating disorder symptoms, but only when individuals drew symbolic connections between these memories and food or eating behavior. Moreover, need thwarting and shame in such memories were associated with other eating and body image outcomes, including uncontrolled eating and body esteem. These results also held after controlling for a host of known predictors of eating disorder psychopathology, such as BMI, perfectionism, or thin ideal internalization. Overall, the present findings suggest that the reprocessing of memories symbolically and idiosyncratically linked to food and eating behavior might be a fruitful clinical intervention.

Predicting Accelerometer-Assessed Estimates of Adolescents' Multidimensional Physical Activity: A Self-Determination Theory Approach.

Based on the tenets in self-determination theory, a dual-process model of motivational processes was tested to predict accelerometer-assessed estimates of adolescents' light physical activity (LPA), moderate to vigorous physical activity (MVPA), and sedentary time. Here, we hypothesized that (a) perceptions of psychological need support for exercise would be positively associated with LPA and MVPA and negatively associated with sedentary time via exercise-related psychological need satisfaction and autonomous exercise motivation and (b) perceptions of psychological need thwarting for exercise would be negatively associated with LPA and MVPA and positively associated with sedentary time via exercise-related psychological need frustration and controlled exercise motivation. Adolescents (N = 338; 234 female) age 11-15 years (M = 12.75, SD = .90) wore an ActiGraph accelerometer for 8 days and completed questionnaires pertaining to the self-determination-theory variables. Results showed psychological need support to indirectly and positively predict LPA and MVPA via psychological need satisfaction and autonomous exercise motivation. Although directly predictive of need frustration and indirectly predictive of controlled motivation and amotivation, the hypothesized effects from psychological need thwarting to the behavioral outcomes were nonsignificant. The current findings highlight the important role that need-supportive environments play in facilitating autonomous exercise motivation and behavior by being conducive to exercise-related psychological need satisfaction.

The Need-Relevant Instructor Behaviors Scale: Development and Initial Validation.

PURPOSE: This article outlines the development and validation of the Need-Relevant Instructor Behaviors Scale (NIBS). Drawing from self-determination theory, the NIBS is the first observation tool designed to code the frequency and the intensity of autonomy-, competence-, and relatedness-relevant behaviors of exercise instructors. The scale also captures the frequency of need-indifferent behaviors. METHODS: The behaviors of 27 exercise instructors were coded by trained raters on two occasions, before and after they received training in adaptive motivational communication. RESULTS: Findings supported the structural validity and reliability of the scale. The scale's sensitivity to detect changes in frequency and intensity of need-relevant behaviors was also evidenced. CONCLUSIONS: The NIBS is a new tool that offers a unique, tripartite assessment of need-relevant behaviors of leaders in the physical activity domain.

Longitudinal Sport Motivation Among Young Athletes in Intensive Training Settings: The Role of Basic Psychological Needs Satisfaction and Thwarting in the Profiles of Motivation.

The purpose of this study was to examine the longitudinal profiles of sport motivation using a 3-wave design (beginning, middle, and end of the season) among a sample of 736 adolescent athletes involved in intensive training centers. The authors explored whether several subgroups of athletes representing distinct motivation profiles emerged from the analyses and whether athletes reporting various scores of satisfaction and thwarting of basic psychological needs (BPNS and BPNT) at time 1 (T1) belonged to distinct motivational profiles at T1, T2, and T3. Results of latent profile transition analyses showed 4 different profiles: highly self-determined, self-determined, moderate autonomous and controlled motivation, moderately self-determined (T1 and T2), and high autonomous and controlled motivation (T3) profiles. Moreover, the likelihood of belonging to particular profiles was significantly predicted by athletes' BPNS and BPNT scores assessed at T1. Thus, a motivational profile approach may prove useful in understanding sport motivation as a dynamic system.

The Antecedents of Coaches' Interpersonal Behaviors: The Role of the Coaching Context, Coaches' Psychological Needs, and Coaches' Motivation.

This study explored how the coaching context influences coaches' psychological needs, motivation, and reported interpersonal behaviors, using self-determination theory. In Study 1, 56 coaches identified how contextual factors influence their coaching experience. Coaches identified administration, athlete motivation, colleagues, parents, professional development, time, and work-life as having the largest impact on them. In Study 2, 424 coaches reported on their perceptions of the factors identified in Study 1 and their psychological needs, motivation, and interpersonal behaviors. Structural equation modeling analyses suggested perceptions of the coaching context supported or thwarted their psychological needs, which positively or negatively predicted their autonomous and controlled motivation. Coaches' autonomous motivation predicted their reported supportive interpersonal behaviors and controlled motivation predicted thwarting behaviors. Overall, the results provided additional support for understanding how the coaching context, coaches' psychological needs, and their motivation for coaching relate to their coaching behaviors.

On understanding the role of need thwarting in the association between athlete attachment and well/ill-being.

Grounded in attachment theory and basic psychological needs theory, the current study aimed to examine the mediating role of basic psychological need thwarting between perceptions of athlete attachment to the coach and indexes of athlete well/ill-being. A sample of athletes (N = 241) participating in various organized sports completed a multisection questionnaire assessing the main study variables. Bootstrap mediation analysis revealed that the perceived psychological needs of thwarted autonomy and competence within the coach relational context mediated the associations between athletes' perceptions of insecure attachments to the coach and experiences of life satisfaction and negative affect. Analysis also revealed that the perceived psychological needs of thwarted competence and relatedness within the sport context mediated the associations between athletes' attachment style and experiences of performance satisfaction, life satisfaction, depression, and negative affect. Overall, the findings of the study highlight that the examination of negative aspects of sport participation may facilitate a more complete understanding of athletes' psychological functioning.

Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students.

We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour.

Interpersonal Behaviors Questionnaire in Sport: Psychometric Analysis With Romanian Professional Athletes.

Building upon self-determination theory, our objective in this research was to adapt and analyze psychometrically the Interpersonal Behaviors Questionnaire (IBQ) in sport. Our participants were 642 professional athletes (55.14% men, Mage = 22.81) who completed an online survey measuring their perception of coaching behaviors, need satisfaction, need frustration, and motivation. The results showed a good fit for the 24-item IBQ with a six-factor correlated model (χ2/df = 4.178; CFI = .925; TLI = .912; SRMR = .048; RMSEA = .070), and we obtained evidence supporting its convergent and discriminant validity. The analyses also underpinned measurement invariance across gender, age, and sport, and confirmed good reliability. Criterion validity was met by positive associations of autonomy-supportive, competence-supportive, and relatedness-supportive behaviors with need satisfaction and autonomous motivation; and of autonomy-thwarting, competence-thwarting and relatedness-thwarting behaviors with need frustration, controlled motivation and amotivation. The adapted IBQ can be applied to the assessment of professional Romanian athletes' perceptions of need-supportive and need-thwarting coaching behaviors.

Adaptation and Initial Validation of the Interpersonal Behaviors Questionnaire-Self with Spanish Physical Education Pre-Service Teachers.

Building upon Self-Determination Theory, the objective of this research was to gather validity and reliability evidence on the use of the Interpersonal Behaviors Questionnaire (IBQ-Self) in the Spanish physical education (PE) teacher training context. Participants were 419 pre-service PE teachers (48.45% women; Mage = 26.97; SD = 6.49) from eight public universities; all were enrolled in the Professional Master's program in Education. We found psychometric support for a 24-item six-factor correlated model of the IBQ-Self that was invariant across gender. There was also evidence for discriminant validity and reliability of this instrument. Criterion validity was provided by positive relationships found between need satisfaction and need-supportive behaviors, and between need frustration and need-thwarting behaviors. Overall, the IBQ-Self is a valid and reliable measure of Spanish pre-service PE teachers' perceptions of their own need-supportive and need-thwarting behaviors.

A Model to Explore how Communal Traits Affects Stay Intent Amongst Taiwanese Nurses.

Aims: This study discusses the model built to explore low levels of communal traits' influence on nurses' stay intent. Background: The high turnover rate and low stay intent amongst Taiwan's nurses is a serious issue. One reason for the low stay intent is nurse-to-nurse interpersonal conflict. Surface-level difference, such as low levels of communal traits, may be an important antecedent factor. Previous studies have found that this type of conflict can frequently arise in female-to-female relationships. Design: This was quantitative, cross-sectional research using a questionnaire survey. Method: 249 registered nurses participated in the survey, which employed convenience sampling. The data was collected from January 10th 2020 to February 10th 2020. Results/Findings: We found that nurses with low levels of communal traits become frustrated, creating psychological need thwarting and decreasing stay intention. Belonging perception appears to weaken this. In addition, autonomy and relatedness of need thwarting but not competence mediates the relationship between frustration experience and stay intent. Unlike in past studies, this was not found to be an exclusively female phenomenon. Conclusion: Improving belonging perception may be the answer to overcoming negative outcomes caused by surface-level difference in the nursing profession. However, why surface-level difference has a negative influence remains a question that needs to be further explored. In addition, Taiwanese nursing managers in this low status and relationship-oriented nursing culture should also focus on improving frontline nurses' confidence and self-conceptualizations.

Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers' psychological well-being.

Recent studies on the effects of mandatory online teaching, resulting from the COVID-19 pandemic, have widely reported low levels of satisfaction, unwillingness to continue online teaching, and negative impacts on the psychological well-being of teachers. Emerging research has highlighted the potential role of psychological need thwarting (PNT), in terms of autonomy, competence, and relatedness thwarting, resulting from online teaching. The aim of this study was to evaluate the immediate and delayed (longitudinal) effects of PNT of online teaching on teachers' well-being (including distress and burnout), intention to continue online teaching, and job satisfaction. Moreover, data collected from both cross-sectional and longitudinal surveys allowed for a systematic validation of an important instrument in the field of teacher psychology, the Psychological Need Thwarting Scale of Online Teaching (PNTSOT), in terms of longitudinal reliability and validity. The data reveal the usefulness of the construct of PNT in terms predicting and explaining teachers' willingness to continue using online teaching as well as the degree of burnout after a period of 2 months, such that PNT is positively associated with burnout and negatively associated with willingness to continue online teaching. As such, the PNTSOT is recommended for future research evaluating the long-term psychological, affective, and intentional outcomes stemming from teachers' PNT. Moreover, based on our findings that the impact from PNT of online teaching is persistent and long-term, we suggest that school leaders provide flexible and sustained professional development, model respectful and adaptive leadership, and create opportunities for mastery for the development of community of practice that can mitigate the thwarting of teachers' autonomy, competence, and relatedness during times of uncertainty. Additionally, in terms of the psychometric properties of the PNTSOT instrument, our empirical findings demonstrate internal reliability, test-retest reliability, measurement invariance, and criterion validity (concurrent and predictive) based on cross-sectional and longitudinal data.

Exercise Promotion: Reviewing the Importance of Health Professionals' Interpersonal Behaviors on Exercisers' Basic Psychological Needs.

Previous studies have investigated the impact of exercisers' perceptions of health professionals' interpersonal behaviors on exercisers' exercise adherence. From these studies, there is increased interest in developing and evaluating programs to improve health professionals' communication skills and interpersonal behavior. In this narrative review, we provide examples of self-determination theory and newer modifications to it, discuss the empirical conditions that foster optimal exerciser motivation, consider the antecedent factors influencing health professionals' behaviors, and offer practical suggestions to health professionals seeking to promote regular exercise practice. Since exercisers perceive and differentiate health professionals' need-supportive, need-thwarting, and need-passive behaviors, health professionals who can critically and consciously distinguish these different types of behavior are more likely to foster supportive climates and suppress the use of need-thwarting and need-indifferent behaviors. The interpersonal interaction between health professionals and exercisers strongly influences how exercisers will regulate their behavior toward persistent exercise.

Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education.

There are no validated instruments to date that have examined the students' perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two sequential studies. In Study 1 (n = 241 students), an exploratory factor analysis revealed an eight-item two-factor solution (four items per factor). In Study 2 (n = 968 students), a confirmatory factor analysis supported the eight-item two-factor correlated model (i.e., externally and internally controlling teaching) that was invariant across gender. Reliability coefficients indicated an acceptable level of reliability for the two factors of the CTS-PE. A structural equation modelling showed that externally and internally controlling teaching behaviours positively predicted need frustration, and negatively need satisfaction. The current study gathered evidence to consider the CTS-PE as a valid and reliable instrument to assess students' perceptions of PE teachers' externally and internally controlling teaching behaviours. The CTS-PE provides PE teachers with deeper insights into the negative psychological experiences associated with externally and internally controlling teaching behaviours in PE.

Validity and Reliability of the Interpersonal Behaviors Questionnaire in Physical Education With Spanish Secondary School Students.

Grounded in Self-Determination Theory, the objective of this study was to adapt the Interpersonal Behaviors Questionnaire (IBQ) to the Spanish physical education (PE) context and to examine its psychometric properties using a sample of Spanish secondary school students. The participants were 478 secondary school students (220 boys and 258 girls; Mage = 14.56, SDage = 1.06) who received two 60-minute compulsory PE classes per week. A confirmatory factor analysis psychometrically underpinned a 24-item six-factor correlated model (i.e. autonomy, competence and relatedness supportive and autonomy, competence and relatedness thwarting behaviors) that was invariant across gender and age. A reliability examination found appropriate levels of internal consistency and temporal stability for the instrument's six factors. A partial correlation analysis showed that while the three types of need-supportive behaviors from PE teachers were positively correlated with need satisfaction and autonomous motivation; the three types of need-thwarting behaviors from PE teachers were positively correlated with need frustration, controlled motivation and amotivation. Thus, this study showed that the Spanish version of the IBQ is valid and reliable for assessing PE students' perceptions of the six specific types of interpersonal behavior that may be adopted by PE teachers.

The Effect of Primary and Middle School Teachers' Problematic Internet Use and Fear of COVID-19 on Psychological Need Thwarting of Online Teaching and Psychological Distress.

Problematic Internet use (PIU) is a risk factor for psychological distress during COVID-19, as teachers are a psychologically vulnerable population. We explored the role of PIU in terms of primary and middle school teachers' fear of COVID-19 and psychological need thwarting (PNT) of online teaching. We empirically evaluated the relationships among these research variables in explaining teachers' psychological distress during COVID-19. Online survey data were collected from 9030 teachers. A high proportion of participants demonstrated psychological distress: depression (20.4%), anxiety (26.4%), and stress (10.2%). Structural equation modeling was used to test our proposed conceptual model, wherein PIU behaviors served as predictors, mediated by fear of COVID-19 and PNT of online teaching, for teachers' psychological distress. With ideal model fit, the results of the path coefficients indicated that PIU behaviors were associated with fear of COVID-19 (p < 0.001); fear of COVID-19 and PNT of online teaching were associated with psychological distress (p < 0.001); and fear of COVID-19 was also positively associated with PNT of online teaching (p < 0.001). PSU and PSMU had an indirect positive effect on psychological distress through the mediator of fear of COVID-19 and PNT of online teaching. As such, we suggest that school administrators pay greater attention to teachers' psychological needs through efforts to enhance teachers' autonomy and relatedness from interpersonal relationships, alleviating PNT of online teaching. Our PNT of online teaching scale may also serve as a contribution for further research and practice.

Psychometric Properties and Measurement Invariance for a Chinese Version of a Psychological Need Thwarting Scale for Teachers.

While teachers' psychological needs have been evaluated in terms of need satisfaction, need thwarting of teachers is under-researched. This study developed a Chinese version of a Psychological Need Thwarting (PNT) scale for teachers and evaluated both its psychometric properties and measurement invariance across groups. Psychometric criteria for the scale were evaluated, with satisfactory levels of internal reliability, test-retest reliability, convergent and divergent validities, and model goodness-of-fit. One item translated from the original PNT scale was removed due to cross-loading. Criterion validity was established, with R2 = 0.54 for the factor of burnout (emotional exhaustion). Measurement invariance was established using confirmatory factor analysis for the factors of gender, grade of instruction, and position. The teachers evaluated demonstrated higher levels of competence thwarting, as compared to autonomy and relatedness thwarting, but overall higher levels of thwarting as compared to previous research. Males reported higher levels of autonomy and competence thwarting as compared to females and secondary school teachers reported higher levels of relatedness thwarting as compared to primary school teachers. The developed scale can serve as a valuable tool in evaluating the thwarting of teachers' psychological needs, an issue which can profoundly impact teachers' and students' mental health and performance.

The Mediating Role of Psychological Need Thwarting in the Relationship Between Compulsory Citizenship Behavior and Psychological Withdrawal.

This study examined a novel process underlying the relationship between compulsory citizenship behavior and psychological withdrawal. Specifically, based on basic psychological needs theory, thwarting of autonomy and relatedness needs were expected to explain the association between compulsory citizenship behavior and psychological withdrawal. The PROCESS macro was used to analyze the data collected from 368 clerical staff working in public universities in Pakistan. The results confirmed that thwarting of autonomy and relatedness need mediated the relationship between compulsory citizenship behavior and psychological withdrawal. This study makes a significant contribution to the unexplored domain of the process employees use to cope with compulsory citizenship behavior. It also highlights the role of an understudied construct, i.e., psychological need thwarting as a crucial motivational mechanism for elucidating the relationship between compulsory citizenship behavior and psychological withdrawal. The findings of this study provide recommendations for future researchers, along with its implications for practitioners.

The impact of living with morbid obesity on psychological need frustration: A study with bariatric patients.

Guided by self-determination theory, the purpose of this study was to gain an understanding of the previous experiences of living with morbid obesity of 10 postbariatric patients enrolled in a physical activity programme. Qualitative data were collected through interviews and diarized observations. A thematic analysis revealed that participants suffered from health and mobility troubles in their daily life and experienced stigmatization and discrimination in most areas of their social functioning. Participants described how these experiences resulted in the thwarting of their basic psychological needs for autonomy, competence and relatedness. In turn, psychological need frustration contributed to negative consequences such as body image concerns, low self-esteem, anxiety and depression; controlled regulation of their eating behaviour and extrinsic goals; rigid behaviours such as avoiding social situations; and compensatory and self-defeating behaviours such as giving up diet and physical activity regimens and binge eating (i.e., oppositional defiance). This study highlights how living with morbid obesity can impair optimal functioning and well-being via experiences of psychological need frustration.

Factor Structure and Measurement Invariance of the Need-Supportive Teaching Style Scale for Physical Education.

The purpose of the current study was to examine the factor structure and measurement invariance of a scale measuring students' perceptions of need-supportive teaching (Need-Supportive Teaching Style Scale in Physical Education; NSTSSPE). We sampled 615 secondary school students in Hong Kong, 200 of whom also completed a follow-up assessment two months later. Factor structure of the scale was examined through exploratory structural equation modeling (ESEM). Further, nomological validity of the NSTSSPE was evaluated by examining the relationships between need-supportive teaching style and student satisfaction of psychological needs. Finally, four measurement models-configural, metric invariance, scalar invariance, and item uniqueness invariance-were assessed using multiple group ESEM to test the measurement invariance of the scale across gender, grade, and time. ESEM results suggested a three-factor structure of the NSTSSPE. Nomological validity was supported, and weak, strong, and strict measurement invariance of the NSTSSPE was evidenced across gender, grade, and time. The current study provides initial psychometric support for the NSTSSPE to assess student perceptions of teachers' need-supportive teaching style in physical education classes.

Predicting muscularity-related behavior, emotions, and cognitions in men: The role of psychological need thwarting, drive for muscularity, and mesomorphic internalization.

We examine the relationships that internalization, need thwarting (NT), and drive for muscularity (DFM), along with their interactions, had with weightlifting, muscle dissatisfaction (MD), and muscle-related-worry (MRW). A sample of 552 men (MAge=20.5 years, SD=3.1) completed the Psychological Need Thwarting Scale, the Internalization subscale of the male version of the Sociocultural Attitudes Towards Appearance Questionnaire, the Drive for Muscularity Scale-Attitudes subscale, the Male Body Attitudes Scale-Muscularity subscale, the Body Change Inventory-Worry subscale, and an inventory assessing weightlifting behavior. DFM significantly predicted weightlifting, MRW, and MD. Internalization significantly predicted weightlifting and MRW. NT significantly predicted weightlifting and MD, and its relationship with MRW approached significance. The interaction terms did not predict weightlifting or MRW. The NT/DFM and NT/Internalization interaction terms predicted MD. These results highlight the role of NT in predicting appearance variables in men.