Basic psychological need theory: Advancements, critical themes, and future directions

The TSST triggers self-reported stress and biological stress and frustrates basic psychological needs: general and specific buffering effects of physical activity and social support

Situations characterized by uncontrollability and critical social evaluation frustrate basic psychological needs, as outlined in Self-Determination Theory (SDT). Uncontrollability and social evaluation are central elements of the Trier Social Stress Test (TSST), leading to the hypothesis that the TSST, in addition to increasing self-reported stress and cortisol responses, also frustrates the needs for autonomy, competence, and social relatedness. Participants (N = 195) reported elevated stress and reduced need satisfaction, and increased cortisol responses during the TSST. The roles of assessed physical activity and experimentally-induced social support were also examined. Indeed, in time-sensitive and specific manner, the TSST frustrated basic psychological needs. Social support however mitigated frustration of social relatedness. Physical activity buffered against self-reported stress, the frustration of competence and the cortisol response. Further research is recommended to explore more differentiated interventions that can counteract the negative effects of psychosocial stressors.

Parental apologies as a potential determinant of adolescents' basic psychological needs satisfaction and frustration

Parenting research has documented positive associations between parents' tendency to apologize following their mishaps and indicators of adolescents' healthy development. One mechanism that may account for these benefits is apologies' potential role in restoring the satisfaction of adolescents' basic psychological needs, which may have been frustrated by parents' mishaps. Yet the associations between parental apologies, adolescents' basic needs, and ensuing developmental outcomes have never been studied. Furthermore, how parents phrase their apologies may differently relate to adolescents' basic needs, with victim-centered apologies being more likely to be need-supportive and defensive apologies more likely to be need-thwarting. To address these issues, we recruited 347 mid- to late adolescents and assessed parental apologies as well as adolescents' perceptions of their basic needs at three levels of abstraction (global, situational, and hypothetical) using correlational and experimental methods. At the global level, we also assessed indicators of adolescents' healthy development that were previously linked to parental apologies (i.e., internalizing and externalizing problems and prosocial behaviors). Across abstraction levels, parental apologies-whether perceived, coded, or manipulated as presenting more victim-centered elements and fewer defensive elements-tended to be associated with higher needs satisfaction and lower needs frustration. Furthermore, path analysis showed that the relation between parental apologies and adolescents' externalizing problems, internalizing problems, and prosocial behaviors could be fully accounted for by adolescents' perceptions of their basic needs. These results suggest that parental apologies may play a role in adolescents' basic psychological needs satisfaction and frustration and, in turn, in their development.

Academic Motivation of Incarcerated Juveniles From the Perspective of Self-Determination Theory: A Multiple Case Study in Kosovo Context

This qualitative (multiple case) study investigated incarcerated juveniles' experiences of being enrolled in an educational institution outside the correctional facility, and how this impacted their motivation, well-being, life satisfaction, and future social integration. Self-determination theory was used to understand how youth experienced fulfillment of their psychological needs (i.e., autonomy, competence, and relatedness). Results showed that the need for autonomy and competence were gradually met by education, whereas the need for relatedness was primarily fulfilled through relationships within the existing social network instead of through relationships with peers in the education setting. Reluctance to become acquainted with peers in the education setting may be explained by feelings of self-stigmatization. We conclude that attending education of juveniles outside prison may contribute to their future perspective and rehabilitation, in particular if sufficient attention is paid to opportunities for meaningful contact with (prosocial) fellow students outside the correctional facility.

Psychological well-being, resilience, self-determination and grit: The 'novelty' role in physical education classes

INTRODUCTION

In recent years, the incorporation of novelty as a psychological need and the study of the frustration of needs have become a recurring theme in the research on psychological needs in the educational environment. Currently, there are two scales available to assess the frustration of basic psychological needs (FBN) in the context of Physical Education. The objectives of the study are (a) to analyse the factor structures of both scales to compare them with each other and (b) to analyse the effect of FBN on resilience, grit and each of the motivational regulations.

METHOD

The study included 1439 high school students (M = 15.03 years; SD = 1.24). The majority of participants were Caucasian 83.4%, African 9.7%, South American 6.1% and Asian 0.8%. The analyses used to examine the factor structure of the scales were exploratory and confirmatory factor analysis, reliability analysis and discriminant validity analysis. Hierarchical linear regression analysis was used to analyse the relationship of FBN.

RESULTS

Each of the scales showed greater robustness in its factor structure and reliability (2023, Physical Education and Sport Pedagogy, 1) scale: χ2/gl = 3.62; CFI = .92; NFI = .92; RMSEA = .061; (2020, Revista de Psicología del Deporte, 29, 91) scale: χ2/gl = 2.67; CFI = .96; NFI = .96; RMSEA = .048, SRMR = .037). Additionally, FBN was positively related to less self-determined motivational regulations, while it was negatively related to grit, resilience and more self-determined motivational regulations.

CONCLUSION

Finally, the results highlighted that the (2020, Revista de Psicología del Deporte, 29, 91) scale, showing greater factorial robustness, obtained greater robustness in the relationships with the variables studied.

Self-Determination Theory Informed Research for Promoting Physical Activity:Contributions, Debates, and Future Directions

In this review we evaluate the applications of self-determination theory (SDT) research to promote motivation for physical activity (PA) and exercise. The evidence suggests that SDT-informed interventions are often effective at changing health behaviors, including PA/exercise, and associated health outcomes. The effect sizes are small to moderate and are often mediated by increases in autonomous motivation (primarily), interpersonal support for basic psychological needs, and competence need satisfaction. We also identify conceptual debates within the SDT literature and between SDT and other literatures, and discuss their relevance with respect to PA. We particularly focus on tripartite conceptualizations of interpersonal styles and psychological needs, whether there are more than three basic psychological needs, and the use of financial incentives and competition to promote PA. Our review also provides future conceptual and methodological directions for future SDT-based research, building on advances in technology (e.g., generative Artificial Intelligence and Large Language Models) and the broader field of behavioral science (e.g., optimization designs, system-level interventions, behavior change intervention ontologies).

Social media interventions to improve well-being

Concerns about the negative effect of social media on well-being have generated much interest around the development of social media interventions, which aim to change users' interactions with social media to improve well-being. To aid the effective study and design of such interventions, we introduce a new theoretical approach, guided by self-determination theory. We review current interventions and categorize them by the context in which they intervene: social media platforms, devices, users, families and society. Drawing on established behavioural change models, we then evaluate how social media use affects the core psychological needs of autonomy, competence and relatedness. We propose theoretically grounded design features that can be applied to maximize the effectiveness of future interventions. In response to the increasing calls for interventions to counteract social media risks, our recommendations will inform future research in academia and industry, with practical applications to enhance well-being in this digital age.

The Critical Role of Resilience in the Onset of Major Depressive Disorder and Its Influence Through Eating Behaviors and Psychological Needs

Major Depressive Disorder (MDD), a condition characterized by an undertreated trajectory and frequently marked by a chronic course, is broadly acknowledged to be a critical public health issue worldwide. While substantial evidence is available showing the significant role of resilience in depression, the current understanding of mediating factors influencing this relationship in the early stages of MDD remains limited. To fill this gap in the literature, in the present study, we explored the effect of eating behaviors and basic psychological needs in a cohort of individuals newly diagnosed with MDD. The model was tested using a sample of a total of 328 Turkish individuals newly diagnosed with MDD (87% women, Mage = 31.51 ± 11.03 years). The following four psychometrically sound instruments were employed to collect data immediately following diagnosis: Brief Resilience Scale (BRS), Depression-Anxiety-Stress Scale-21 (DASS-21), Basic Psychological Needs Scale (BPNS), and Three-Factor Eating Questionnaire (TFEQ). After controlling demographic variables, the results confirmed that resilience is significantly negatively associated with depression. Uncontrolled eating behavior and autonomy, competence, and relatedness needs were found to be four mediators and partially mediated the relation of resilience with depression. The results also revealed that cognitive restriction and emotional eating behaviors did not significantly mediate this relationship. These findings suggest that early interventions targeting eating behaviors, such as promoting healthy eating patterns and addressing unmet psychological needs could strengthen resilience and reduce the risk of chronic depression in individuals newly diagnosed with MDD.

When giving social support is beneficial for well-being?

This study investigates the conditions under which the provision of social support enhances subjective well-being, focusing specifically on the autonomy and effectiveness of social support among a sample of 206 university students. Utilizing a 2 × 2 between-subjects experimental design, the findings reveal that the autonomy of social support provision significantly influences subjective well-being, with participants in the voluntary group reporting markedly higher levels of subjective well-being than those in the non-voluntary. Additionally, the perceived effectiveness of social support is shown to significantly affect subjective well-being; individuals who regarded the support as effective exhibited substantially higher levels of subjective well-being compared to those who deemed it ineffective. The interaction between autonomy and effectiveness is also significant; participants who provided support autonomously and perceived it as effective experienced elevated positive affect and life satisfaction while diminished negative emotions. These results substantiate the hypothesis that the provision of social support can enhance subjective well-being, indicating that the autonomy and effectiveness serve as critical moderators in facilitating positive outcomes. The findings further support the theoretical frameworks posited by Inagaki and Orehek, as well as the theory of basic psychological needs.

What Makes for a Vitalizing Day in Adolescence? Antecedents and Outcomes of Daily Need Crafting

Psychological need crafting denotes individuals' pro-active attempts to fulfill their psychological need for autonomy, relatedness, and competence. Although previous research has shown that need crafting contributes to adolescents' mental health, little is known about the factors involved in adolescents' daily efforts to engage in need crafting. This study considers psychological energy as both an important prerequisite for need crafting and as an outcome of daily need crafting. The sample consisted of 168 adolescents, aged 16-18 years (Mage = 16.63; 76.1% female). Morning and evening measurements were completed for 7 consecutive days. Adolescents' need crafting intentions in the morning were associated positively with vitality at the end of the day, an effect occurring through satisfaction of the basic psychological needs. Further, better sleep and subsequent morning vitality predicted more need crafting intentions in the morning. The findings indicate that both a psychological pathway (i.e., need crafting) and physical pathway (i.e., sleep) are critical to preserve adolescents' daily vitality.

The impact of sports preferences on physical activity participation among college students: the mediating role of sports achievement emotions and exercise motivation

Background

College students commonly exhibit low levels of physical activity participation, which not only impacts physical health but also negatively affects mental well-being and academic performance. Although existing research has focused on the effects of sports preference, sports achievement emotions, and exercise motivation on physical activity participation, the interactive mechanisms among these three factors have yet to be systematically explored.

Objective

This study aims to investigate how college students' sports preferences, sports achievement emotions, and exercise motivation influence physical activity participation through mediating effects.

Methods

A cross-sectional questionnaire survey was conducted online, recruiting 801 undergraduates (58.18% female). The study utilized a sports preference scale, a sports achievement emotion questionnaire, an exercise motivation scale, and the number of days per week of moderate-to-vigorous physical activity to measure the variables. After controlling for demographic characteristics, mediation effect analysis was performed using Stata 17.0.

Results

Sports preferences (SP) had a significant positive direct effect on physical activity participation (PAP) among college students (B = 55.494, p < 0.001). Positive sports achievement emotions (PSAE) significantly mediated the relationship between SP and PAP (indirect effect = 5.644, p < 0.001). Exercise motivation (EM) also exhibited a significant mediating effect (indirect effect = 2.304, p < 0.001). Moreover, a positive correlation between PSAE and EM was observed, creating a chain mediation effect (SP → PSAE → EM → PAP), with an indirect effect of 1.424 (p < 0.001). These findings suggest that sports preferences not only directly enhance physical activity levels but also promote physical activity participation through a multi-level pathway involving positive emotions and exercise motivation.

Conclusion

College students' sports preferences significantly predict physical activity participation, with positive sports achievement emotions and exercise motivation playing crucial roles as mediators and chain mediators. Future research should incorporate longitudinal designs or intervention experiments and include more diverse evaluation indicators to further validate and extend the findings of this study.

The relationship between parental autonomy support, teacher autonomy support, peer support, and university students' academic engagement: the mediating roles of basic psychological needs and autonomous motivation

Objective

This study, based on Ecological Systems Theory and Self-Determination Theory, explores the relationships between parental autonomy support, teacher autonomy support, peer support, and university students' academic engagement from a positive psychology perspective, as well as the mediating roles of basic psychological needs and autonomous motivation.

Methods

A questionnaire survey was conducted with 416 university students from four universities in Guangxi, using the Academic Engagement Scale, Parental Autonomy Support Scale, Teacher Autonomy Support Scale, Peer Support Scale, Basic Psychological Needs Scale, and Learning Motivation Scale.

Results

(1) Teacher autonomy support was significantly positively associated with university students' academic engagement; peer support was significantly negatively associated with academic engagement; parental autonomy support was not significantly associated with academic engagement. (2) Basic psychological needs significantly mediated the relationships between parental autonomy support, teacher autonomy support, peer support, and academic engagement. (3) Autonomous motivation significantly mediated the relationships between parental autonomy support, teacher autonomy support, and academic engagement, while it was not significantly associated with the relationship between peer support and academic engagement. (4) Basic psychological needs and autonomous motivation played a chain-mediating role in the relationships between parental autonomy support, teacher autonomy support, peer support, and academic engagement.

Conclusion

Teacher, parental, and peer support influence university students' academic engagement through different pathways, with basic psychological needs and autonomous motivation serving as important "bridging" factors.

A self-determination theory perspective of motivations for cannabis-related harm reduction behaviours: evaluation of an expanded and adapted Treatment Self-Regulation Questionnaire

OBJECTIVE

We sought to evaluate an expanded and adapted version of the Treatment Self-Regulation Questionnaire (TSRQ) to assess the internalization continuum of motivation per self-determination theory (SDT) for responsible cannabis use and cannabis protective behavioural strategies (PBS).

METHODS AND MEASURES

We recruited 1,196 college students (Study 1) and 1,409 adults (Study 2) who reported past-month cannabis to complete online surveys; a random sample of 501 adults in Study 2 completed a follow-up survey one month later.

RESULTS

We found support for a 3-factor exploratory structural equation model of a 26-item TSRQ representing autonomous motivation, controlled motivation, and amotivation. Associations of the TSRQ with cannabis outcomes were consistent with SDT such that greater autonomous motivation was associated with more frequent cannabis PBS use (e.g. 'Limit use to weekends'). In contrast, greater controlled motivation and amotivation were associated with more negative cannabis-related consequences and more severe cannabis use. Differences emerged for instructions referencing responsible cannabis use versus cannabis PBS in Study 1.

CONCLUSIONS

The results support the use of the expanded and adapted TSRQ to assess motivations per SDT for cannabis harm reduction behaviours. These findings warrant replication and suggest that responsible cannabis use is conceptualized to be distinct from cannabis PBS.

The Influence of Perceived Autonomy Support on Physical Activity Among High School Students: The Mediating Roles of Basic Psychological Needs

Parental and peer support has been documented as an important factor in physical activities among high school students. Likewise, coach support has an important impact on physical activity among high school students. Meanwhile, many studies show that basic psychological needs have an essential effect on perceived autonomy and physical activity. As such, this study, using self-determination theory, aimed to explore the mediating role of basic psychological needs on physical activity among high school students in China. The Sport Climate Questionnaire, Psychological Need Satisfaction in Exercise Scale-Physical Activity, and the three-item Physical Activity Rating Scale-3 were employed to gauge responses from 736 high school students (15-18 years old). A structural equation model was employed to test the mediating effect. The researchers found a significant positive effect of perceived coach support on basic psychological need satisfaction. Basic psychological need satisfaction was also found to be a significant predictor of physical activity. Surprisingly, the results showed that perceived coach support negatively influences physical activity. As such, an indirect mediating effect is established. Basic psychological needs had an indirect mediating effect and could reduce the negative effect of coach support on physical activity engagement.

An experimental study of the effects of contextual pressure and performance feedback on coaching styles and athlete experiences in youth basketball

Grounded in Self-Determination Theory, the current experimental study examines how the manipulation of (a) contextual pressure placed on coaches (pressure versus no pressure) and (b) the feedback coaches receive about their teams' performance (performing below expectations versus performing well) affects the perceived coaching style by athletes and athletes' sports experiences in an ecologically valid field experiment in the context of basketball practice. The study involved 262 youth basketball players and their 30 coaches, who were randomly assigned to one of four experimental conditions. Results, analyzed using linear regression analyses with a random intercept, indicated that athletes of coaches assigned to the pressure conditions experienced less autonomy support than athletes of coaches in the no-pressure conditions. In addition, athletes of coaches who were told that their team performed poorly experienced less need satisfaction than athletes of coaches who received positive performance feedback. When the two antecedents were considered in combination, the condition involving the absence of pressure and the presence of positive feedback experienced the most autonomy support. No effects on perceived coach control, athletes' intrinsic motivation, and feelings of tension were found. The discussion section elaborates on both significant and non-significant findings.

Network Analysis of Basic Psychological Need Frustration and Depressive Symptoms Among Adolescents: A Longitudinal Study

Studies have shown a reciprocal relationship between basic psychological need frustration and depressive symptoms in adolescents. However, the underlying pattern of this relationship remains unclear. This longitudinal study employed network analysis to examine the central nodes, bridge nodes, and dynamic changes in the network structure of psychological need frustration and depressive symptoms among 1,381 Chinese adolescents (51.85% girls; Mage = 15.17, SD = 0.49, range: 13-16). The results revealed that competence frustration, mood, fatigue, and worthlessness were central nodes, exhibiting strong connections with other nodes in the network. Furthermore, competence frustration and worthlessness functioned as bridge nodes, linking psychological need frustration with depressive symptoms. Notably, the network structure remained stable over time, with no significant changes observed. These findings highlight the critical role of competence frustration and worthlessness in the co-occurrence of psychological need frustration and depressive symptoms. Targeting these nodes in interventions may help reduce adolescent distress and improve mental health outcomes.

Effects of (de)motivating supervision styles on junior doctors' intrinsic motivation through basic psychological need frustration and satisfaction: an experimental vignette study

In clinical practice, junior doctors regularly receive supervision from consultants. Drawing on Basic Psychological Needs Theory, consultants' supervision styles are likely to affect junior doctors' intrinsic motivation differently in terms of psychological need frustration and psychological need satisfaction. To examine the effects of (de)motivating supervision styles, we conducted two experimental vignette studies among junior doctors. In Study 1 (N = 150, 73.3% female), we used a 2 (need support: high vs. low) x 2 (directiveness: high vs. low) between-subjects design and, in Study 2, a within-subjects design with the same factors (N = 46, 71.7% female). Both studies revealed a consistent positive effect of need-supportive supervision styles on psychological need satisfaction (+), need frustration (-), and intrinsic motivation (+). Particularly in Study 2, the main effect of need-supportive styles was strengthened by supervisor's directiveness. Moreover, in both studies, the effects of supervision styles on intrinsic motivation were explained through psychological need frustration and psychological need satisfaction. We discuss the implications of these findings for postgraduate clinical training.

Adolescent Psychological Adaptation: The Impact of Daily Levels and Instability in Psychological Need Satisfaction and Frustration

INTRODUCTION

Psychological need satisfaction and frustration are distinct processes that have unique effects on adolescents' psychological adaptation. Beyond their average levels, psychological satisfaction and frustration exhibit meaningful daily instability that is expected to have implications for adolescents' psychological adaptation. However, research directly examining both average levels and instability in psychological need satisfaction and frustration is rare.

METHODS

A sample of 107 adolescents (ages 11-18; 38.3% female; 64.5% White/European American) across the United States was recruited via an online survey during 2020-2023. Using a 30-day diary and long-term design, this study aimed to capture both the level and instability of psychological need satisfaction and frustration, and their implications for adolescents' psychological adaptation (indicated by emotion regulation, resiliency, mental health, and self-esteem) 6 months later.

RESULTS

Psychological need satisfaction and frustration played distinct roles in adolescents' psychological adaptation: levels of autonomy and relatedness satisfaction, as well as levels of competence frustration, consistently predict overall adolescent psychological adaptation 6 months later. Beyond levels, instability in autonomy frustration predicted adolescents' emotion regulation, resiliency, and mental health; instability in relatedness frustration predicted adolescents' mental health.

CONCLUSIONS

Results emphasized the importance of simultaneously considering the differential roles of satisfaction and frustration in each psychological need. Also, findings highlighted the necessity of considering the dynamic nature of psychological needs.

What is Home? Creating a Psychological-Based Framework of Home With Basic Psychological Needs Theory

While psychologists regularly study the home environment, they less often study home as a concept, despite the benefits that psychology can both receive from and give to the study of home. The psychological well-being of many peoples cannot be understood without recognizing their integral relation with the concept of home. Likewise, several questions remain in the study of home without unifying answers, including the most essential: What is home? And why is home important to the self? To resolve these tensions, we integrate the qualitative methodologies of metasynthesis and the integrative review to apply basic psychological needs theory and create a psychological-based framework of home. We argue that dwellings satisfy basic physical needs, whereas homes also satisfy basic psychological needs. We use scholarship on home and examples in popular media to argue that prior conceptualizations of home align with the needs for competence, autonomy, and relatedness. At the same time, we incorporate need strength to argue that not all needs are necessary for a dwelling to be a home, but it instead depends on the needs that the inhabitant values at a given time. We lastly suggest that home can be unmade by the frustration of basic psychological needs. By achieving these goals, we provide a unifying framework for the study of home, enabling a multitude of avenues for the study of home in psychology. We also provide considerations for the importance of our integrative qualitative review methodology, which can be adapted to investigate similarly important research questions in psychology.

Context Matters: Extra-Personal Factors Underlying Concussion Reporting in University Athletes

Gaps remain in our understanding of which factors contribute to concussion disclosure and how they contribute to this process, thereby limiting our ability to improve disclosure. This study aimed to characterize the most relevant extra-personal determinants of SC disclosure and to describe their influence on the disclosure process. To that aim, the first author conducted substantive qualitative interviews with nine university student-athletes and analyzed their content via constant comparative analysis (guided by Straussian grounded theory). Eleven (11) extra-personal concepts influencing concussion reporting were identified and described across two categories: Contextual Incentives and Socio-Cultural Pressures. These findings suggest that each identified concept can individually shape the context around the injury, creating either higher-stakes conditions that deter disclosure or lower-stakes conditions that encourage it. Further, the results posit that these concepts interact and collectively influence athletes' decision-making process by modulating the perceived stakes of disclosing a concussion. If these findings hold true in more diverse populations and contexts, they suggest that adapting concussion prevention efforts to consider these contextual variables could improve SC disclosure. This study also highlights the benefits of using qualitative methods in the investigation of concussion reporting.

Parental neglect and social media addiction of adolescents: The chain mediation effect of basic psychological need and personal growth initiative

PURPOSE

This study aimed to explore the relationship between parental neglect and adolescent social media addiction and its underlying mechanism.

DESIGN AND METHODS

A cross-sectional design was used in this study. A total of 792 middle school students participated. Self-report questionnaires were conducted using the Parental Neglect Questionnaire, the Basic Needs Satis faction Scale, the Personal Growth Initiative Scale and the Social Media Addiction Questionnaire. The data were analyzed using the chain mediation model.

RESULTS

The results showed that parental neglect was significantly positively correlated with adolescent social media addiction. Basic psychological need and personal growth initiative played a mediating role between parental neglect and adolescent social media addiction, and basic psychological need and personal growth initiative also played a chain mediating role between the two.

CONCLUSIONS

The study revealed the potential mechanism of parental neglect affecting adolescent social media addiction, providing a theoretical basis for the prevention and intervention of adolescent social media addiction from the family and individual levels.

PRACTICE IMPLICATIONS

Nurses and educators should engage with parents to increase awareness about the potential consequences of parental neglect and social media addiction among adolescents. These professionals are well-positioned to implement educational programs that teach parents how to satisfy their children's basic psychological needs and encourage personal growth initiatives. Such programs should include continuous support, guidance, and practical strategies for parents to help manage their children's social media use effectively.

Understanding (de)motivating interaction styles of healthcare professionals in training: a profile approach

Self-management is important for people coping with chronic diseases. The self-determination theory (SDT) emphasizes the role of healthcare professionals' (HCPs) (de)motivating interaction styles in either supporting or thwarting patients' self-management behavior. Since developing (de)motivating interaction styles starts during education, this study aimed to identify profiles among HCPs in training based on their (de)motivating interaction styles and to assess how these profiles differ in sample characteristics, SDT-beliefs, and self-efficacy in self-management support. Cross-sectional data were collected using self-reported questionnaires among nurses (n = 125) and physiotherapists (n = 257) in training (total participants: n = 382). Cluster analyses were performed to identify the profiles followed by chi-square tests and MANCOVA-tests to assess profile differences. Five profiles were identified, labelled as: motivating (16%), active (22%), undifferentiated (29%), demotivating (17%) and inactive (17%). The motivating profile contained fewer men (10%), while the demotivating profile had a higher proportion of men (52%) compared to the whole sample distribution (28%). Fewer nursing students were categorized to the active profile (20%) compared to the overall sample distribution (33%). Higher SDT-beliefs and self-efficacy in self-management support were noted in the motivating and active profiles as opposed to the demotivating and inactive profiles. These results contribute to a better understanding of healthcare students' interaction styles during patient self-management support. In education of HCPs, a focus on improving SDT-beliefs and self-efficacy in self-management support, may help HCPs to improve their interaction profile towards people with chronic diseases.

Associations of Grandparenting Dimensions/Styles with Mental Health in Children and Adolescents: A Systematic Review and Meta-Analysis

In recent decades, grandparents' increased involvement in child-rearing around the world has accelerated research on grandparenting. However, findings have remained inconsistent, and no reviews have examined how grandparenting dimensions and styles affect child and adolescent mental health. In our systematic review and meta-analysis, we synthesized evidence on the relationship between dimensions and styles of grandparenting and children's and adolescents' mental health. In nine databases, we identified 3197 studies on the relationship between dimensions and styles of grandparenting and children's and adolescents' mental health, 20 of which we ultimately reviewed. To better integrate the results, we performed a meta-analysis of studies addressing the same mental health outcomes (i.e., depression, anxiety, and internalizing symptoms). Moreover, to synthesize evidence from the studies, we conducted both random- and common-effects meta-analyses. The reviewed studies involved 11,434 children overall. Among our findings, the associations between positive dimensions and styles of grandparenting and children's and adolescents' depression and anxiety were moderately significant (depression: r = -0.33; anxiety: r = -0.12), as were the correlations between negative dimensions and styles and all three mental health outcomes (depression: r = 0.15; anxiety: r = 0.15; internalizing symptoms: r = 0.25). In general, positive dimensions and styles of grandparenting are negatively associated with mental health conditions, whereas negative ones are positively associated. In this article, we discuss those and other findings and propose directions for future studies.

Beyond sports performance: Understanding the psychological well-being of student-athletes through social capital, psychological need and identity

Objective: This study aimed to test the direct and indirect effect of social capital on psychological well-being, the mediating effects of basic psychological need satisfaction and sports identity respectively, as well as their chain mediation among student-athletes. Participants: We investigated college athletes from Jiangsu and Yunnan provinces in China's eastern and western regions (n = 822). Methods: Structural equation modeling approach with bootstrapping analysis was used to test the hypothetical relationships. Results: Social capital was positively associated with psychological well-being both directly and indirectly. The mediating roles of need satisfaction and sports identity were examined between social capital and psychological well-being, respectively. Besides, the chain mediating path of psychological need satisfaction and sports identity was confirmed. Conclusions: Findings demonstrated that universities were expected to use multiple strategies to improve students' social capital, fulfill their psychological needs, and reinforce the sense of honor with sports identity. In addition, the National Collegiate Athletic Association (NCAA) and higher education institutions in the United States should offer specific support to students from culturally diverse backgrounds to address their unique needs effectively.

A cross-cultural comparison of intrinsic and extrinsic motivational drives for learning

Intrinsic motivational drives, like the autonomous feeling of control, and extrinsic motivational drives, like monetary reward, can benefit learning. Extensive research has focused on neurobiological and psychological factors that affect these drives, but our understanding of the sociocultural factors is limited. Here, we compared the effects of autonomy and rewards on episodic recognition memory between students from Dutch and Chinese universities. In an exploratory learning task, participants viewed partially obscured objects that they needed to subsequently remember. We independently manipulated autonomy, as volitional control over an exploration trajectory, as well as the chance to receive monetary rewards. The learning task was followed by memory tests for objects and locations. For both cultural groups, we found that participants learned better in autonomous than non-autonomous conditions. However, the beneficial effect of reward on memory performance was stronger for Chinese than for Dutch participants. By incorporating the sociocultural brain perspective, we discuss how differences in norms and values between Eastern and Western cultures can be integrated with the neurocognitive framework about dorsal lateral and ventral medial prefrontal cortex and dopaminergic reward modulations on learning and memory. These findings have important implications for understanding the neurocognitive mechanisms in which both autonomy and extrinsic rewards are commonly used to motivate students in the realm of education and urge more attention to investigate cultural differences in learning.

The Line of Emotion Dysregulation and Need Frustration from Parents to Adolescents: The Role of Parental Psychological Control

Accumulating evidence, as outlined by Self-Determination Theory (SDT), highlights the crucial role of emotion dysregulation and basic psychological needs in shaping various psychological outcomes. Parental psychological control may play a key role in understanding how these processes develop within the family context. This study aims to examine the intergenerational transmission of basic psychological needs and emotion dysregulation from parents to adolescents, focusing on the indirect association of parental psychological control within this relationship. 210 Italian families living in the same household, consisting of biological parents and one adolescent (55% female) aged between 13 and 18 years old (M = 15.71, SD = 1.76) participated in the study. The results showed that both mothers' and fathers' higher emotion dysregulation were related to their own higher levels of psychological control, while higher maternal need frustration was related to higher perceptions of parental psychological control in adolescents. In turn, higher perceptions of parental psychological control in adolescents were related to adolescents' higher need frustration and emotion dysregulation. Furthermore, higher maternal emotion dysregulation was linked to higher adolescent emotion dysregulation, and higher paternal need frustration was linked to higher adolescent need frustration. These findings are explored in the context of SDT and highlight the significance of both emotion regulation ability and needs in shaping adolescent adjustment.

Building Connections and Striving to Build Better Futures: A Qualitative Interview Study of Alcohol Recovery Navigators' Practice in the North East of England, UK

To address the holistic and continuity of care needs of people who attend North East hospitals frequently for alcohol-related reasons, Recovery Navigator (Navigator) roles were introduced into Alcohol Care Teams in six hospitals in the North East of England, UK, in 2022. The Navigators aimed to provide dedicated holistic support to patients experiencing alcohol harms, starting whilst in the hospital with the potential to continue this beyond discharge. This qualitative study explores the contributions that the Navigators make towards integrated alcohol care. Twenty-five semi-structured interviews were undertaken with 7 patients, 1 carer, and 17 staff. We used reflexive thematic analysis and applied the concept of continuity of care and Self-Determination Theory. The findings suggest that all of the participants value Navigators having dedicated time to work with patients to address their social needs, that patients benefit from having someone who provides relational support and is 'gently persistent', and that most of the Navigators have good relationships with community providers and have supported the transition of patients to these services. Staff recognise the challenges of holistic alcohol care in hospitals, and the support of the Alcohol Care Teams and Navigators is seen as invaluable. Navigators help to address gaps in the provision of holistic support for patients who experience significant health inequalities.

Basic psychological needs satisfaction, coping functions, and emotional experiences in competitive athletes: a multi-states theory perspective

The aim of the study was to investigate the relationship between basic psychological needs satisfaction, coping functions, cognitive appraisals, emotions, and psychobiosocial experiences in competitive athletes. Multi-states (MuSt) theory was used as the theoretical framework. The study involved a convenience sample of 183 Italian athletes (102 men), aged 16 to 48 years (M = 24.86, SD = 7.42), who were engaged in individual or team sports. The results showed that basic psychological needs satisfaction was positively related to problem-focused and emotion-focused coping, challenge appraisal, pleasant emotions, and functional psychobiosocial experiences, while negatively linked to threat appraisal and unpleasant emotions. Furthermore, problem-focused and emotion-focused coping were positively related to challenge appraisal, pleasant emotions, and functional psychobiosocial experiences, while negatively related to threat appraisal and unpleasant emotions. Path analysis findings showed positive indirect effects via problem-focused coping and challenge appraisal from both competence and relatedness to excitement, happiness, and functional psychobiosocial experiences. The results highlight the impact of basic psychological needs satisfaction, coping functions, and cognitive appraisals on athletes' emotional experiences. Overall findings support MuSt theoretical underpinnings and suggest that athletes who experience competence, autonomy, and relatedness are likely to adopt adaptive coping, view challenges as growth opportunities, experience pleasant emotions, and undergo functional psychobiosocial experiences. From an applied perspective, practitioners should prioritize basic psychological needs satisfaction in athlete development programs to foster functional coping, challenge appraisal, optimal emotional experiences, and performance.

Teacher voices matter: The role of teacher autonomy in enhancing job satisfaction and mitigating burnout

This study aims to explore variables associated with teacher burnout at the end of the 2021-2022 school year and shed light on teachers' mental health issues related to psychological factors. We collected survey data from 824 United States teachers. Using a moderated mediation analytic model, the results of this study showed that teachers' autonomy had considerable interaction effects on job satisfaction and burnout with other variables in this study (i.e., administrative support on job satisfaction and job satisfaction on burnout). Teachers with more experience and higher job satisfaction showed lower burnout scores. Furthermore, results showed significant relationships between key variables influencing burnout. These findings are key as teacher attrition grows across the United States, and school leaders should look to support teachers' well-being.

Parental expectations and adolescents' happiness: the role of self-efficacy and connectedness

BACKGROUND

A happy adolescent may live a healthy and successful life. This study focused on parental expectations in the Chinese cultural context and investigated whether and under what conditions adolescents' perceived parental expectations are associated with their happiness, the affective component of subjective well-being.

SAMPLE AND METHODS

This cross-sectional study included a sample of 1510 Chinese adolescents; the average age of the adolescents was 12.39 years, and 55.40% were boys. A questionnaire including the perceived parental expectations scale, self-efficacy scale, connectedness subscale and one item that measured happiness was administered to the adolescents.

RESULTS

The results reveal that self-efficacy moderates the relationship between perceived parental expectations and happiness. For adolescents who exhibit higher levels of self-efficacy, perceived parental expectations are negatively correlated with happiness; in contrast, for adolescents who exhibit lower levels of self-efficacy, perceived parental expectations are not related to happiness. Moreover, the results reveal that connectedness moderates the relationship between perceived parental expectations and happiness. Among adolescents who exhibit higher levels of connectedness, a nonsignificant relationship is observed between perceived parental expectations and happiness; in contrast, among adolescents who exhibit lower levels of connectedness, perceived parental expectations are negatively related to happiness.

CONCLUSIONS

This study reveals that, under conditions featuring higher levels of self-efficacy or lower levels of connectedness, perceived parental expectations are not conducive to their happiness. These findings have important implications with regard to parenting practices.

Development of the ARENA training programme for resilient performance in defense and security settings

Defense and Security Personnel (DSP) often have to operate in the presence of stressful demands. Prior research has identified factors and processes associated with DSP being able to perform resiliently in demanding situations and settings. The aim of the present study was to develop a resilient performance training programme for UK defense and security operators. An intervention mapping (IM) method was used to guide the development of the programme. Typically, IM follows six sequential phases. In the present work, these phases were shaped by insights from prior research (e.g. systematic review and end user interviews), the input of a dedicated working group (N = 13) and from practitioner focus groups. During the IM process, the importance of programme flexibility was emphasized by practitioners. As such, the enAbling REsilieNt performAnce (ARENA) training programme was designed to be agile and include both face-to-face training and online learning modules. Theoretical behavior change principles, closely aligned to findings of earlier work on resilient defense and security performance, were used to underpin programme content and delivery. Future research should seek to gather data on the impact of the ARENA programme, in the targeted biological, psychological and social factors that previously been associated with resilient performances.

Enhancing Nursing Practices in Critical Care for Older Adults: A Systematic Review of Age-Friendly Nursing Interventions

OBJECTIVES

To synthesize evidence on the implementation and effectiveness of age-friendly interventions in intensive care units (ICUs) to optimize care for older adults.

DESIGN

Systematic review of studies published up to February 2024, focusing on interventions tailored to meet the needs of older adults in ICU settings.

SETTING AND PARTICIPANTS

Comparative studies conducted in ICUs worldwide, involving older adults receiving critical care, were reviewed.

METHODS

A systematic search of databases including Embase, MEDLINE, and Cochrane was performed. The quality of studies was assessed using the ROSVIS-II tool, and findings were synthesized narratively and thematically.

RESULTS

Out of 1200 articles initially identified, 45 studies met inclusion criteria. Age-friendly interventions (eg, geriatric assessment teams, multimodal care bundles) demonstrated significant benefits, including a 19% reduction in major in-hospital complications and shorter hospital stays by an average of 3 days.

CONCLUSIONS AND IMPLICATIONS

The review supports the effectiveness of age-friendly interventions in improving clinical outcomes for older ICU patients. However, consistent reporting of effect sizes was lacking, and more high-quality comparative effectiveness research is needed. Implications for practice include integrating these interventions into standard ICU protocols to enhance older adult care. Policy implications involve advocating for health care policies that support the dissemination and implementation of effective age-friendly practices. Further research should focus on establishing a robust evidence base to guide implementation and policy decisions.

Impact of fitness coach behavior on exercise motivation, commitment, and enjoyment: A longitudinal study

Fitness coaches seem to play an essential role in the field of exercise as they help prevent sedentary lifestyles and promote overall health, quality of life, and well-being. This study aimed to explore the effects of fitness coaches' behavior perceptions, intrinsic motivation, and enjoyment of exercisers on their long-term fitness and health, as well as their commitment to exercise. A total of 202 individuals participated in the study that was developed over three data gathering occasions (baseline, three months and six months). To this end, three psychometric scales were used as part of a multi-section survey: FCBS-Fit (perception of the fitness coach's behavior), IMIp (intrinsic motivation of exercisers), and PACES (enjoyment in exercise), along with the assessment of four health/fitness variables: anthropometry (i.e., waist-hip ratio), strength (i.e., handgrip strength), flexibility (i.e., sit-and-reach), and cardiorespiratory fitness (i.e., VO2máx.). Overall, the results suggested that the perception of the fitness coach's behavior, the exerciser's intrinsic motivation, and enjoyment were predictors of the health/fitness outcomes, and seemed to be related to the exercise commitment at the end of three and six months. The novelty of this study is the examination of psychological and physiological factors in an integrated and longitudinal manner within the scope of exercise in fitness and health clubs. Therefore, these findings shed light on fitness coaches as an important element in the propagation and maintenance of exercise habits, accomplishment of tangible outcomes by exercisers, health promotion and the fitness sector's growth.

Exploring the Relationship Between Transitional Object Attachment and Emotion Regulation in College Students

Background/Objectives: Transitional attachment objects, such as blankets, play a critical role in childhood by helping children manage separation anxiety and regulate emotions. Although attachment to these objects often decreases as children grow older, it may persist into adulthood and influence emotion regulation and stress responses. Their influence on emotion regulation in adulthood remains uncertain. This study investigates the relationship between object attachment and emotion regulation, with a focus on responses to stress among college students. The study objectives include examining whether emotional regulation varies based on an individual's attachment to objects and investigating the role and significance of objects in the emotional regulation of adults with object attachment. Methods: Forty-five participants aged 18-22 were recruited to participate and completed the Object Attachment Security Measure (OASM) and the Emotional Regulation Questionnaire (ERQ). Participants were categorized into two groups based on their OASM scores: those with attachment objects (the OA group) and those without (the control group). The OA group was randomly assigned into two experimental groups: (1) Carry-but-cannot-touch (CBCT) and (2) Carry-and-touch (CAT). The CBCT group was not allowed to physically interact with their attachment objects during the recovery phase, whereas the CAT group could do so. Psychophysiological data, including Standard Deviation of NN Intervals (SDNN) and respiratory rate, were collected during three phases: baseline, stress, and recovery. Results: There were no differences in the ERQ scores between the OA and control groups, as well as between the CAT and CBCT subgroups. However, physiological indicators revealed that the CAT group exhibited higher SDNN during recovery than the CBCT group, suggesting that physical interaction with the attachment object enhanced stress regulation and promoted relaxation. Conclusions: While object attachment did not impact self-reported emotional regulation, it did influence physiological responses to stress, indicating that attachment objects may facilitate emotional recovery through tactile interaction. These findings highlight the potential of attachment objects as adaptive tools for stress management in young adults.

A chain-mediated model of the effect of physical exercise on loneliness

The physical and mental health development of college students has gradually become an important topic of social concern. The academic community focuses on different ways of physical exercise to improve the mental health of college students. On the basis of sports psychology, this paper discusses the interaction mechanism between physical activity and social support, interpersonal relationship quality and loneliness of college students, that is, physical and mental health effects of physical activities to promote the psychological level of college students. By random sampling, 784 college students were investigated and analyzed with physical exercise scale, loneliness scale, interpersonal relationship scale and social support scale, based on the general characteristics of the demographics variables, and through the analysis of multiple regression path model, this paper further explored the mechanism of the effects of physical activity, social support, loneliness and interpersonal relationship quality of college students. The results showed that physical exercise had a negative predictive effect on loneliness(β = - 0.246, p<0.01) and a positive predictive effect on interpersonal relationship quality and social support(β = 0.186, p<0.01; β = 0.156, p<0.01).In addition, social support and interpersonal relationship quality play a mediating role between physical exercise and loneliness, including three mediating paths, namely, social support and interpersonal relationship quality play an independent mediating role, the link mediating effect of social support and interpersonal relationship quality. According to the theory of psychological needs, the results show that physical exercise has an indirect effect on loneliness of college students through the chain mediating effect of interpersonal relationship quality and social support. College students can improve the level of social support and the quality of interpersonal relationships, and reduce the sense of loneliness.

The Mediating Role of Basic Psychological Needs and Meaning in Life in Adolescent Suicidal Ideation

Suicidal ideation and behavior are critical psychological crises among children and adolescents, posing significant concerns for their mental health and safety. This cross-sectional study investigated the factors and underlying psychological mechanisms of suicidal ideation in adolescents. A total of 6474 middle school students from Sichuan and Hebei provinces, China, participated in the study. Data were collected using the Self-Assessment of Suicidal Ideation Scale, the Parental Psychological Control Scale, the Meaning in Life Scale, and the Basic Psychological Needs Scale. Statistical analyses, including mediation and chain mediation analyses, were conducted to examine the relationships between parental psychological control, basic psychological needs, meaning in life, and suicidal ideation. The results revealed the following: (1) Parental psychological control positively predicted suicidal ideation in middle school students; (2) basic psychological needs mediated the relationship between parental psychological control and suicidal ideation; (3) meaning in life mediated the relationship between parental psychological control and suicidal ideation; (4) basic psychological needs and meaning in life together played a chain-mediating role in this relationship. These findings highlight the importance of addressing parental psychological control and fostering a supportive family environment to meet adolescents' psychological needs, enhance their sense of life meaning, and reduce suicidal ideation. Insights from this study provide valuable guidance for prevention and intervention strategies aimed at safeguarding adolescents' mental health and well-being.

Fostering university students' autonomous motivation through a societal impact project: a qualitative study of students' and teachers' perspectives

BACKGROUND

Fostering students' autonomous motivation is linked to numerous positive outcomes. However, stimulating autonomous motivation of students in health professions remains a challenge. According to the Self-Determination Theory, supporting students' basic psychological needs for autonomy, relatedness, and competence fosters their autonomous motivation. However, there is a lack of studies that explore how and why education might enhance students' autonomous motivation. We designed, implemented, and investigated an extracurricular project called the 'Societal Impact Project' (SIP) to support students' basic psychological needs and autonomous motivation through three principles, offering authentic and collaborative learning experiences as well as scaffolding. This study aimed to understand how and why the SIP with characteristics of authentic and collaborative learning, and scaffolding supports students' autonomy, relatedness, competence, and autonomous motivation from the students' and teachers' perspectives.

METHODS

First-year students following the bachelor programmes of Biomedical Sciences and Health Sciences participated in the project. Students and teachers took part in focus groups conducted after the project. We adopted thematic analysis.

RESULTS

Students reported that, firstly, having freedom was motivating, but students needed different adaptive degrees of guidance throughout the project. Secondly, working in small groups could be motivating or demotivating, but having peer connections and openly discussing difficulties made the groups strong. Thirdly, societal relevant problems stimulated motivation and learning as students recognized the real-life value of the problems, but the relevance of these problems to students' curriculum was not always clear to them.

CONCLUSIONS

SIP reflected characteristics of the three educational principles, and students reported that these elements contributed to student's basic psychological needs and autonomous motivation. A careful balance is needed in terms of offering autonomy versus support. Furthermore, students faced difficulties in seeing the link between the societal relevant problems and their curricula.

Supervisor-postgraduate relationship and perceived stress: the mediating role of self-efficacy and the moderating role of psychological resilience

BACKGROUND

Postgraduate studies often entail significant stress, which can profoundly affect students' well-being and academic performance. The supervisor-postgraduate relationship plays a pivotal role in shaping stress levels among postgraduate students. This study investigates the mediating role of self-efficacy and the moderating influence of psychological resilience in the link between supervisor-postgraduate relationships and perceived stress in postgraduate students.

METHODS

This study employed a cross-sectional research design, conducting a survey among 609 postgraduate students selected through random sampling. The participants, aged between 20 and 53 years (M = 25.14, SD = 3.63), included 265 males and 344 females from various academic stages. Data were collected using validated scales to measure the supervisor-postgraduate relationship, perceived stress, self-efficacy, and psychological resilience. The moderated mediation model analysis was conducted to examine the hypothesized relationships and effects, utilizing SPSS with Hayes' PROCESS macro to validate the statistical interactions.

RESULTS

The results indicated a significant negative association between the supervisor-postgraduate relationship and perceived stress (β=-0.27, p < 0.01), with self-efficacy partially mediating this relationship (β=-0.14, p < 0.01). Additionally, psychological resilience moderated both the direct effect of the supervisor-postgraduate relationship on perceived stress and the indirect effect via self-efficacy (interaction effect β=-0.10, p < 0.01). These findings underscore the roles of self-efficacy and psychological resilience in reducing stress among postgraduate students, highlighting the importance of supportive supervisory relationships.

CONCLUSIONS

These findings underscore the critical importance of supportive supervisor-postgraduate relationships and highlight the roles of self-efficacy and resilience in alleviating stress among postgraduate students. This study offers valuable insights for cultivating positive supervisor-postgraduate relationships and enhancing well-being within postgraduate education.

Gender and Educational Stage Differences in Motivation, Basic Psychological Needs and Enjoyment: Evidence from Physical Education Classes

BACKGROUND/OBJECTIVES

There is evidence that shows an association between basic psychological needs, motivation, and enjoyment in the context of school physical education. However, there are no studies that have included all of them in a single study. Therefore, the objective of this research was to determine if there are differences in motivation, basic psychological needs, and enjoyment in physical education classes between primary and secondary education students and between boys and girls.

METHODS

A total of 740 schoolchildren (410 girls, 55.4%) from primary education (n = 310; 41.9%) and secondary education (n = 430; 58.1%) between the ages of 10 and 17 participated (M = 13.60; SD = 2.03). The Perceived Locus of Causality in Physical Education Scale (PLOC Scale), the Basic Psychological Needs in Exercise Scale (BPNES), and the Physical Activity Enjoyment Measurement Scale (PACES) were administered.

RESULTS

Statistically significant differences were found in the educational stage factor with higher scores in primary education students in intrinsic regulation (p < 0.001), identified regulation (p < 0.001), introjected regulation (p = 0.004), perceived competence (p < 0.001), relatedness (p < 0.001), and enjoyment (p < 0.001). In terms of the gender factor, there were significant differences in intrinsic regulation (p = 0.005), identified regulation (p = 0.007), and enjoyment (p = 0.010), with higher scores in boys.

CONCLUSIONS

Primary education students present greater self-determined motivation (intrinsic, identified, and introjected regulation), as well as a greater sense of competition, relatedness, and enjoyment than secondary education students. Boys have greater regulation and intrinsic enjoyment than girls in physical education classes.

Risky behaviors in Ethiopian university students and its relationship with loneliness and coping self-efficacy

Research shows that risky behavior peaks in young adulthood, endangering young adult's mental health and making it difficult for them to grow up to be responsible members of society. As a result, this study aimed to adapt the Risk Behavior Scale into Amharic and examine the relationships between risky behaviors, loneliness, and coping self-efficacy. A cross-sectional research design was used and convenience sampling was employed to gather data from a total of 242 Ethiopian university students. Confirmatory Factor Analysis (CFA) was carried out to test the factor structures of the Risky Behaviors Scale. The CFA results validated the scale's four-factor structures (χ2 = 435, df = 183, (p < .001), CFI = 0.94, TLI = 0.91, RMSEA = 0.08, and SRMR =0.05). This would make it possible for mental health experts to research the psychological impacts of risky behaviors (alcohol use, suicidality, drug use, and khat use) in Ethiopian young adults. The findings of hierarchical regression analysis revealed that male gender and loneliness were predictors of risky behavior. This research holds significant implications for interventions that attempt to reduce loneliness in young adults to alter their vulnerabilities to risky behaviors.

Linking adolescents' phubbing to depression: the serial mediating effects of peer relationship quality and psychological need frustration

Introduction

Phubbing is defined as a phenomenon in which individuals use their smartphones during conversations with others, focusing on the smartphones and escaping from interpersonal interactions. This phenomenon has been extensively studied in the literature. However, most studies concerning phubbing have focused on understanding its impact on the receivers; few have investigated the consequences of phubbing on the actors themselves. The present study aimed to explore the link between adolescents' phubbing behavior and depression, focusing on the underlying psychological mechanisms.

Methods

A total of 441 Chinese high school students participated in this study in September 2023. SPSS 25.0 and AMOS 24.0 were used to analyze the data. A hierarchical linear regression analysis was used to test the effect of phubbing on depression. A serial mediation model was applied to assess the roles of peer relationship quality and psychological need frustration in the link between phubbing and depression.

Results

This study found that among adolescents, (1) phubbing had a significant direct association with depression; (2) phubbing had two significant indirect associations with depression, separately mediated via peer relationship quality and psychological need frustration; (3) the direct effect of phubbing on depression was sequentially mediated through peer relationship quality and psychological need frustration; (4) these results were applicable to both male and female adolescents.

Discussion

These findings suggested that interventions aimed at improving peer relationships and addressing psychological need frustration might reduce depressive symptoms associated with phubbing in adolescents.

Satisfying basic psychological needs through a recreational sports programme for people with intellectual disability: human growth and adapted sport in focus

Introduction

Self-determination theory (SDT) highlights the importance of satisfying people's basic psychological needs (BPN) (autonomy, competence and relatedness) in order to ensure their personal growth and wellbeing. In this regard, sport and physical activity (PA) have been shown to offer significant health benefits, particularly in the case of people with intellectual disability (ID), among whom the benefits are even more noticeable owing to their low levels of PA, sedentary lifestyle, limited opportunities to exercise, and consequently lower quality of life. The aim of this study is to assess the impact of the Más Que Tenis ("More Than Just Tennis") inclusive recreational sports programme on the satisfaction of BPN among athletes with ID, taking into account factors such as age, gender and type of activity.

Methods

The sample for the study comprised 50 athletes (68% male) with ID (IQ: X = 54.33; sd = 13.43), aged 17-54 years. Data were collected using the Spanish version of the Basic Psychological Needs in Exercise Scale (BPNES), Kaufman Brief Intelligence Test (K-BIT), Satisfaction With Life Scale (SWLS), multidimensional AF5 self-concept scale, Vineland-3 Scale, and MABC-2 observation checklist.

Results

High levels of satisfaction of all three BPN, with autonomy scoring lowest of the three. Gender was found to be a significant predictor, with men scoring higher in all BNP. Participants reported positive perceptions in relation to physical self-concept and satisfaction with life. In terms of adaptive behaviour, deficits were detected in relation to communication and daily living skills, but not in relation to interpersonal skills. With respect to motor behaviour, satisfaction of BPN was found to correlate more with dynamic environments than with static ones. The findings indicate the effectiveness of the Más Que Tenis programme in satisfying the BPN of people with ID. Participants reported improved physical skills, competence, social integration and interpersonal relations, though also insufficient autonomy in relation to choosing what exercises to do.

Conclusion

Satisfaction of BPN through the programme was found to correlate positively with athletes' satisfaction with life and adaptive development, leading to improved personal and neuropsychological wellbeing.

The Impact of Cyberbullying Victimization on Internet Gaming Addiction Among College Students: The Mediating Roles of Basic Psychological Need Satisfaction and Frustration, and the Moderating Role of Parental Autonomy Support

PURPOSE

Research on the relationship between cyberbullying victimization and Internet gaming addiction in China is limited, while the mechanisms underlying this association remain unclear. Based on the Self-Determination Theory, this study establishes a moderated mediation model to test the mediating roles of basic psychological need satisfaction and frustration between cyberbullying victimization and Internet gaming addiction, as well as the moderating role of parental autonomy support in this mediating effect.

METHODS

2819 college students were surveyed using self-reported questionnaires about cyberbullying victimization, basic psychological need satisfaction and frustration, parental autonomy support, and Internet gaming addiction. SPSS 24.0 was utilized to analyze the correlations between variables, and Amos 24.0 was employed to test the structural equation model of this study.

RESULTS

Cyberbullying victimization was found to significantly predict Internet gaming addiction positively. Basic psychological need satisfaction and frustration played partial mediating roles between cyberbullying victimization and Internet gaming addiction respectively. Parental autonomy support further moderated the first half of the mediated model pathway. Specifically, the impact of cyberbullying victimization on basic psychological need satisfaction and frustration are more obvious among college students with high level of parental autonomy support.

CONCLUSION

The findings advance our understanding of how cyberbullying victimization affects Internet gaming addiction.Within the college environment, reducing cyberbullying victimization could prevent Internet gaming addiction. Furthermore, enhancing basic psychological need satisfaction, reducing basic psychological need frustration, and reinforcing parental autonomy support among college students who have experienced cyberbullying would be effective to prevent Internet gaming addiction.

Longitudinal associations between capacity to be alone, life satisfaction, self-compassion, anxiety, and depression among Chinese college students

Although the world has entered the post-pandemic period, the mental health and life satisfaction of college students still need to be addressed. However, previous literature has primarily focused on negative variables and has paid little attention to positive variables, such as self-compassion and the capacity to be alone. Therefore, this longitudinal study aims to investigate the relationships between the capacity to be alone, self-compassion, life satisfaction, depression, and anxiety among college students. This study analyzed data from 1460 Chinese college students who completed an online survey at two time-points one year apart. We employed cross-lagged analysis and constructed longitudinal mediation models to explore the relationships between five variables (i.e., capacity to be alone, self-compassion, life satisfaction, depression, and anxiety). Our findings indicate that depression and life satisfaction could negatively predict each other over time. Self-compassion in wave 1 could negatively predict depression and anxiety in wave 2. Higher life satisfaction in wave 1 was associated with a lower capacity to be alone in wave 2. We also found reciprocal positive predictive relationships between depression and anxiety, and life satisfaction and self-compassion. Life satisfaction mediated the relationship between self-compassion and psychopathological variables (i.e., depression and anxiety). Additionally, self-compassion mediated the association between life satisfaction and psychopathological variables and the association between capacity to be alone and psychopathological variables. Our study highlights the significance of early identification and intervention in depression and anxiety. We also discovered the possible self-soothing function of self-compassion as well as the importance of fostering positive personal characteristics.

Maintaining exercise in fitness centre settings: insights from the physical activity maintenance theory

PURPOSE

This study examines factors that influence long-term fitness centre participation, applying the Physical Activity Maintenance Theory to assess psychological and contextual influences on exercise adherence.

METHODS

Semi-structured interviews were conducted with 17 regular fitness centre attendees in Taubaté, São Paulo, Brazil. Data were analysed using Bardin's Content Analysis, exploring the participants' experiences and the factors contributing to their sustained activity.

RESULTS

Autonomous motivation, such as enjoyment and satisfaction from workouts, along with self-efficacy, emerged as crucial for continued fitness centre attendance. The environment, including ambiance, social support, and facility quality, significantly impacted exercise persistence. However, challenges like time constraints, weather conditions, and personal issues occasionally hindered engagement. The study also highlights the role of personalized fitness programmes in supporting long-term adherence, suggesting that tailoring these programmes to individual goals could further enhance commitment.

CONCLUSIONS

The findings underscore the importance of fitness centres creating environments that align with individual needs and preferences. Customized programmes that cater to both personal and communal needs could bolster long-term adherence. Future research should explore the impact of personalized, community-integrated fitness approaches on sustaining active lifestyles, emphasizing the importance of accommodating individual preferences in maintaining regular exercise habits.

Changes in basic psychological needs, passion, and well-being of first-semester graduate students

OBJECTIVE

Examine changes in graduate student health and well-being in the first semester.

PARTICIPANTS

Full-time, first-semester graduate students (N = 74) from a midsized midwestern university.

METHOD

Graduate students were surveyed prior to starting their master's program and 10 weeks later. Passion for academics, basic psychological needs, physical and mental health symptoms, positive and negative affects, and quality of life were assessed.

RESULTS

Need satisfaction, harmonious passion, and indicators of well-being decreased across the first semester, whereas need frustration and indicators of ill-being increased over the first semester. Obsessive passion, harmonious passion, need satisfaction, and need frustration were associated with students' well-being at the end of the semester, with need frustration being the most robust predictor.

CONCLUSIONS

Although most graduate students reported good general health and moderately low mental health symptoms, findings suggest that a need supportive environment may contribute to better health and well-being.

Does positive youth development predict academic functioning and well-being outcomes? Cross-sectional and longitudinal evidence in Filipino adolescents

This study examined the concurrent (Study 1) and longitudinal (Study 2) links of the Five Cs (i.e., competence, confidence, connection, character, and caring) model of positive youth development (PYD) to adaptive (i.e., psychological needs satisfaction, school engagement, and contribution) and maladaptive (i.e., depression, anxiety, and stress) outcomes while controlling for socio-demographic covariates. Cross-sectional (n = 2283; Mage = 17.59 years) and longitudinal (n = 1620; Mage = 17.15 years) data were obtained from two independent samples of Filipino secondary school students (i.e., Grades 11-12). Results from structural equation modeling in Study 1 showed that the Five Cs had nuanced relations with positive (R2 = 0.41-0.50) and negative outcomes (R2 = 0.13-0.21). Results of the two-wave latent cross-lagged panel modeling in Study 2 demonstrated that PYD predicted subsequent school engagement (R2 = 0.21), contribution (R2 = 0.16), and negative mental health (R2 = 0.13) via psychological needs satisfaction 6 months after the first data collection. Bi-directional relations were found between PYD as well as school engagement and negative mental health. Implications for youth researchers and practitioners in promoting adolescent thriving and well-being are discussed.

Research on intervention strategies for fire rescue personnel's competency frustration: EEG experimental validation

In order to accurately measure the level of competency frustration and what measures to take to alleviate the negative effects of competency frustration, 35 graduate students were selected to verify the effect of the frontal lobe α asymmetry (FAA) as a judgement of the competence frustration level using EEG experimental method. On this basis, through two stopwatch stopping experiments, 108 fire rescue personnel were selected to conduct the experiments to investigate the intervention effects of developmental feedback and compassion-focused therapy in turn. The results showed that frontal α asymmetry could be used as an EEG indicator for judging competency frustration, and the intervention method of compassion-focused therapy reduced the level of competency frustration of the subjects, while developmental feedback interventions did the opposite. The difference in the effects of the two intervention methods indicates that when intervening in competence frustration, it is easier to reduce the competency frustration by focusing on the subjects themselves than focusing on the completion of the task.

Can Friendship Quality Buffer the Impact of Parental Phubbing on Adolescents' Gratitude? The Longitudinal Mediating Role of Basic Psychological Needs' Satisfaction

This study aims to explore the longitudinal relationship between parental phubbing and adolescents' gratitude, as well as the mediating role of basic psychological needs' satisfaction and the moderating role of friendship quality. We conducted this longitudinal study in two waves with a 7-month, and surveyed 643 Chinese adolescents and constructed a moderated mediation model. The results indicated the following: First, there is a significant negative correlation between parental phubbing and adolescents' gratitude. Second, adolescents' basic psychological needs' satisfaction mediates the relationship between parental phubbing and gratitude. Finally, friendship quality moderates the negative relationship between parental phubbing and adolescents' basic psychological needs' satisfaction and the mediating effect of basic psychological needs' satisfaction. Specifically, compared to adolescents with lower friendship quality, the negative effect of parental phubbing on basic psychological needs' satisfaction is stronger among adolescents with higher friendship quality, and the negative indirect effect of parental phubbing on gratitude through basic psychological needs' satisfaction is also stronger in these adolescents. The findings suggest that parental phubbing is a significant risk factor for decreased adolescents' gratitude, with high friendship quality adolescents being more susceptible to the impact of parental phubbing. The negative impact of parental phubbing outweighs the influence of friendship quality. This study provides insights into interventions promoting adolescents' positive development.

The mediating role of competence, autonomy, and relatedness in the activation and maintenance of sports participation behavior

This study aims to explore the complex and multifaceted relationship between Behavioral Activation and Behavioral Maintenance in sports participation, delving into the underlying mechanisms to provide practical insights into how individuals initiate and sustain engagement in sports activities. Utilizing a combination of convenience sampling and snowball sampling methods, 378 sports participants from over ten provinces and cities in China were selected as survey subjects, and an intermediary model concerning the activation and maintenance of sports participation behavior was constructed. Discriminant validity and mediation effect analyses were conducted using SPSS and AMOS 23.0. The results indicate that Behavioral Activation indirectly influences Behavioral Maintenance through Competence (ad = 0.39), with a 95% confidence interval [0.201, 0.642], excluding 0. Behavioral Activation also indirectly influences Behavioral Maintenance through Autonomy (be = 0.23), with a 95% confidence interval [0.109, 0.421], excluding 0. However, Behavioral Activation indirectly influences Behavioral Maintenance through Relatedness (cf. = 0.09), with a 95% confidence interval [-0.068, 0.336], which includes 0. The study reveals that both Competence and Autonomy significantly mediate the activation and maintenance of sports participation behavior among athletes. However, Relatedness does not play a significant mediating role in the activation and maintenance of sports participation behavior among the participants.