The Structural Relationship between Exercise Passion, Sports Confidence, and Exercise Continuation Intention for Taekwondo Players: Moderating the Effect of the Coach's Support

This study examined the relationship between "exercise passion", sports confidence, exercise continuation intention, and the moderating effect of the coach's support to provide basic data for Taekwondo players and instructors. A total of 428 data items were obtained using purposive sampling. Data were analyzed using frequency analysis, reliability analysis, correlation analysis, confirmatory factor analysis, structural equation model analysis, and moderating effect analysis via SPSS and AMOS version 24.0. It was found that "harmony passion" had a positive effect on all variables of sports confidence. Additionally, two variables of exercise passion had a positive effect on exercise continuation intention. Furthermore, sports confidence was identified as a variable that increased the intention to continue exercising. The coach's support played a partial role as a moderating variable for exercise passion, sports confidence, and exercise continuation intention. It was concluded that the athlete's passion for sports and sports confidence were important variables that increased Taekwondo athletes' exercise continuation intention. Moreover, the active support and interest of a coach who is able to meet the athlete's needs and exercise situation are also required.

The mediating role of emotions in the relation between beliefs and teachers' job satisfaction

This study investigates the patterns of relations between beliefs, emotions, and job satisfaction in 249 Italian in-service teachers. Participants were assessed on their growth and fixed mindsets, self-efficacy beliefs, emotions associated with various components of their professional engagement and job satisfaction. Mediational analyses shed light on the mediating role of teaching and role emotions in the relation between beliefs and job satisfaction. Specifically, teachers' high self-efficacy beliefs positively impact on job satisfaction if negative teaching and role emotions are contained at low levels.

Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors

The self-determination theory (SDT) has been used to understand students’ motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the types of goals and the regulation behind them are also important to predict school outcomes; (3) when the psychological needs for competence, autonomy and relatedness are satisfied this leads to autonomous motivation or autonomous goals endorsement; (4) autonomy supportive practices by parents and teachers are important catalyzers of needs’ fulfillment; (5) intervention programs designed for teachers or parents focusing on these psychological needs usually lead to greater autonomous extrinsic motivation and intrinsic motivation and better adjustment outcomes. The implication of this theory for school psychologists is underscored as well as its implications for the practice of teaching.

Leisure Activities and Motivational Profiles in Adaptation to Nursing Homes

Cette recherche étudie les liens entre motivation, participation aux activités de loisirs et adaptation de personnes âgées au centre d’hébergement dans lequel elles vivent. En accord avec la théorie de l’autodétermination, nous avons testé l’hypothèse que les profils les plus autodéterminés présenteront la meilleure adaptation, la plus grande participation aux activités de loisirs at la meilleure satisfaction de vie. Les participants ont rempli des questionnaires évaluant la motivation, la participation aux activités de loisirs ainsi que l’adaptation au centre d’hébergement. Une analyse des profils latents révèle que les profils hautement autodéterminés (score élevé de motivation autodéterminée et faible score de motivation non-autodéterminée) et les profils additifs (motivation autodéterminée et non autodéterminée élevées) ne diffèrent pas significativement alors que les participants aux profils modérés et aux profils faiblement autodéterminés présentent les scores les plus bas d’adaptation au centre d’hébergement, de participation aux activités de loisirs et de satisfaction de vie.

The Influence of Need-Supportive Teacher Behavior on the Motivation of Students with Congenital Deafblindness

Introduction

Research has indicated that need-supportive learning environments positively influence students’ motivation. According to self-determination theory, a need-supportive learning environment is one in which teachers provide structure, autonomy support, and involvement, and thereby support their students’ psychological needs for competence, autonomy, and relatedness. In this study, we aimed to explore whether teachers of students with congenital deafblindness provide such an environment and how they adjust their need-supportive teaching to these students.

Methods

We conducted an in-depth analysis of teacher-student interactions using a multiple-case-study design. We analyzed videos of teacher-student interactions from the perspective of self-determination theory.

Results

We found that successful need support for this group requires careful adjustments for each individual student. Only if the provision of structure, autonomy support, and involvement is tailored to the student can a positive influence on motivation be noticed. Another important finding is that teachers provide more structure and involvement than autonomy support.

Discussion

This study showed that need-supportive teaching is important in the education of students with congenital deafblindness. By using video analysis, we were able to point out teaching strategies that led to greater motivation for these students.

Implications for practitioners

Motivation is a prerequisite for learning, and teachers’ behavior might add to that motivation. This study showed that need support leads to enhanced motivation in students with congenital deafblindness. We provided practical insights that teachers can use to create need-supportive learning environments for these students.

Teacher structure as a predictor of students' perceived competence and autonomous motivation: The moderating role of differentiated instruction

BACKGROUND

An important pedagogical practice is the provision of structure (Farkas & Grolnick, 2010, Motiv. Emot., 34, 266). According to self-determination theory (SDT; Deci & Ryan, 1985, Intrinsic motivation and self-determination in human behavior, Plenum, New York, NY), structure allows students to develop perceived competence in different school subjects, which in turn facilitates the development of autonomous motivation towards these subjects and limits the development of controlled motivation.

AIMS

In this study, we test a mediated moderation model that posits that teacher structure has a stronger positive effect on students' autonomous motivation (and a negative effect on controlled motivation) in French class when differentiated instruction is used, and that this moderation effect is mediated by perceived competence.

SAMPLE

To test this model, we used a sample of 27 elementary school teachers and 422 students from Quebec, a province of Canada.

METHODS

Data for teachers and students were collected with self-report measures. The method used was a correlational one with a single measurement time.

RESULTS

Results revealed that (1) the effect of teacher structure on students' autonomous motivation was positive only when differentiated instruction strategies were frequently used, and this moderated effect was partially mediated by perceived competence, and (2) teacher structure was negatively associated with students' controlled motivation only when differentiated instruction was provided infrequently, and this moderated effect was not explained by perceived competence.

CONCLUSIONS

These findings are discussed in the light of the literature on SDT and on differentiated instruction.

Gatekeepers of the American Dream: how teachers' perceptions shape the academic outcomes of immigrant and language-minority students

High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the student's hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers' perceptions of students' effort and college potential, and (2) shape the link between teachers' perceptions and students' academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students' background that moderate the way that high school teachers' perceptions shape students' preparation for college.

The Role Of The Self-Fulfilling Prophecy In Young Adolescents' Responsiveness To A Substance Use Prevention Program

This research examined whether naturally-occurring self-fulfilling prophecies influenced adolescents' responsiveness to a substance use prevention program. The authors addressed this issue with a unique methodological approach that was designed to enhance the internal validity of research on naturally-occurring self-fulfilling prophecies by experimentally controlling for prediction without influence. Participants were 321 families who were assigned to an adolescent substance use prevention program that either did or did not systematically involve parents. Results showed that parents' perceptions about the value of involving parents in adolescent substance use prevention predicted adolescents' alcohol use more strongly among families assigned to the prevention program that systematically involved parents than to the one that did not. The theoretical and practical implications of these findings are discussed.

Sind unterschätzte Schüler weniger leistungsmotiviert als überschätzte Schüler?

Bisherige Untersuchungen haben gezeigt, dass vom Lehrer unterschätzte Schüler sich in Testleistung und selbstberichteter Motivation nicht von überschätzten Schülern unterscheiden. Vor dem Hintergrund der Leistungsmotivationstheorie sollte geprüft werden, ob sich die Befunde zur Motivation unterscheiden, wenn ein semiprojektives Testverfahren eingesetzt wird, das keinen Anreiz zu positiver Selbstdarstellung bietet. An der Studie nahmen 165 Gymnasiasten der sechsten Jahrgangsstufe und sieben Mathematiklehrkräfte teil. Die Schüler bearbeiteten einen Mathematikleistungstest, ein semiprojektives Testverfahren zur Messung der Anstrengungsbereitschaft sowie Items zu Erfolgswartung und Anspruchsniveau. Die Lehrkräfte wurden gebeten, Vorhersagen über die Schülerleistung im Mathematiktest und die Schülermotivation zu treffen. Unterschätzte Schüler unterschieden sich in der Motivation nicht von überschätzten Schülern, wurden aber von den Lehrkräften systematisch schlechter beurteilt. Als mögliche Erklärung der Untersuchungsbefunde wird ein Halo-Effekt vermutet: Lehrkräfte generalisieren ihr Urteil über Schülerleistungen auf andere Schülermerkmale und kommen damit zu falschen Schlussfolgerungen.

The role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis

This study examines the role of teachers' expectations in the association between children's socio-economic background and achievement outcomes. Furthermore, the role of children's ethnicity in moderating this mediated relation is investigated. In the present study, 3,948 children from kindergarten are examined. Data are analysed by means of structural equation modeling. First, results show that teachers' expectations mediate the relation between children's SES and their later language and math achievement, after controlling for children's ethnicity, prior achievement and gender. This result indicates that teachers may exacerbate individual differences between children. Second, children's ethnicity moderates the mediation effect of teachers' expectations with respect to math outcomes. The role of teachers' expectations in mediating the relation between SES and math outcomes is stronger for majority children than for minority children.

Predictors of situational disengagement in the academic setting: the contribution of grades, perceived competence, and academic motivation

BACKGROUND. Although psychological disengagement is a well-documented phenomenon in the academic setting, the attempts to identify its predictors are scarce. In addition, existing research has mainly focused on chronic disengagement and less is known on the determinants of situational disengagement. AIMS. The purpose of the present study was to identify the predictors of situational disengagement in a physical education (PE) setting. In line with the core postulate of psychological disengagement, it was hypothesized that grades contribute to discounting through a decrease in perceived competence. Drawing upon self-determination theory, it was also expected that devaluing reflects the motivational orientations of individuals. SAMPLE. A total of 120 students who were in seventh, eighth, and ninth grades. METHOD. Students were asked to report their motivation towards PE and their perceived competence at the beginning of a 10-week cycle. Perceived competence in PE and psychological disengagement were assessed at the end of cycle, after grades were communicated individually to each student. RESULTS. The results revealed that grades significantly predicted discounting, through perceived competence, but did not predict devaluing. Devaluing was negatively predicted by integrated and identified regulations, and positively predicted by amotivation, whereas no motivational variables were related to discounting. CONCLUSION. The present study extends the core postulate of psychological disengagement to situational disengagement. It revealed that students may temporarily disengage their self-esteem from performance feedback through discounting, but are less inclined to devalue the academic domain when faced with negative feedback in a particular situation because of their motivational orientations.

Dosage effects on school readiness: evidence from a randomized classroom-based intervention

Variations in the dosage of social interventions and the effects of dosage on program outcomes remain understudied. This study examines the dosage effects of the Chicago School Readiness Project, a randomized, multifaceted classroom-based intervention conducted in Head Start settings. Using a principal score matching method to address the issue of selection bias, the study finds that high-dosage levels of teacher training and mental health consultant class visits have larger effects on children's school readiness than the effects estimated through intention-to-treat (ITT) analyses. Low-dosage levels of treatment are found to have effects that are smaller than those estimated in ITT analyses or to have no statistically significant program effects. Moreover, individual mental health consultation services provided to high-risk children are found to have statistically significant effects on their school readiness. The study discusses the implications of these findings for research and policy.

Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure

This paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success.

Assessing Autonomy-Supportive Coaching Strategies in Youth Sport

OBJECTIVES: Autonomy support is a component of the motivational climate in youth sport that may promote youth's internalization of behaviors and attitudes. This study examined the psychometric properties of the Autonomy-Supportive Coaching Questionnaire (ASCQ), a measure of two forms of autonomy-supportive coaching perceived by young athletes. DESIGN: The study design was non-experimental. METHODS: Over a six-week season, youth (N = 165) participating in a recreational summer swim league completed measures of perceived coaching behavior (weeks 1 and 5), autonomy-supportive coaching (week 5) and psychological need satisfaction (weeks 1 and 6). RESULTS: Responses to the ASCQ could be reduced to two correlated factors representing an "interest in athlete's input" and "praise for autonomous behavior." These factors exhibited slightly different relations with perceived coaching behaviors and positively predicted coaching-associated contrasts in the satisfaction of all three basic psychological needs. CONCLUSIONS: The ASCQ appears to provide a valid assessment of young athlete's perceptions of autonomy-supportive coaching. Autonomy-supportive coaching should be evaluated as a potential source of motivational consequences of coaching and as a potential moderator of coaching effects on youth internalization.