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Wei R, Sullivan EF, Begum F, Rahman N, Tofail F, Haque R, Nelson CA. Parental communicative input as a protective factor in Bangladeshi families living in poverty: A multi-dimensional perspective. Dev Sci 2024:e13494. [PMID: 38504647 DOI: 10.1111/desc.13494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Revised: 02/03/2024] [Accepted: 02/25/2024] [Indexed: 03/21/2024]
Abstract
Studies from high-income populations have shown that stimulating, supportive communicative input from parents promote children's cognitive and language development. However, fewer studies have identified specific features of input supporting the healthy development of children growing up in low- or middle-income countries. The current study proposes and tests a multi-dimensional framework for understanding whether and how caregiver communicative input mediates the associations between socio-economic conditions and early development. We also examine how caregiver conceptual scaffolding and autonomy support uniquely and synergistically explain variation in child outcomes. Participants were 71 Bangladeshi families with five-year-olds who were exposed to a range of biological and psychosocial hazards from birth. Caregiver-child interactions during snack sharing and semi-structured play were coded for caregiver conceptual scaffolding, autonomy support, and child engagement. Findings indicate that the two dimensions of input were correlated, suggesting that caregivers who provided richer conceptual scaffolds were simultaneously more supportive of children's autonomy. Notably, conceptual scaffolding and autonomy support each mediated associations between maternal education and child verbal intelligence quotient (IQ) scores. Further, caregivers who supported greater autonomy in their children had children who participated in conversations more actively, and these children in turn had higher performance IQ scores. When considered simultaneously, conceptual scaffolding was associated with verbal IQ over and above autonomy support, whereas autonomy support related to child engagement, controlling for conceptual scaffolding. These findings shed new light on how environmental factors may support early development, contributing to the design of family-centered, culturally authentic interventions. A video abstract of this article can be viewed at https://youtu.be/9v_8sIv7ako RESEARCH HIGHLIGHTS: Studies from high-income countries have identified factors mitigating the impacts of socio-economic risks on development. Such research is scarce in low- and middle-income countries. The present study conceptualized and evaluated caregiver communicative input in Bangladeshi families along two interrelated yet distinct dimensions: conceptual scaffolding and autonomy support. Conceptual scaffolding and autonomy support individually mediated associations between maternal education and child verbal IQ, shedding light on protective factors in families living in poverty. Parents providing richer conceptual scaffolds were simultaneously more supportive of children's autonomy. However, the two dimensions each related to cognition and language through unique pathways.
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Affiliation(s)
- Ran Wei
- Graduate School of Education, Peking University, Beijing, China
| | - Eileen F Sullivan
- Division of Developmental Medicine, Boston Children's Hospital, Harvard Medical School, Brookline, Massachusetts, USA
- Harvard Graduate School of Education, Cambridge, Massachusetts, USA
| | - Fatema Begum
- Division of Developmental Medicine, Boston Children's Hospital, Harvard Medical School, Brookline, Massachusetts, USA
| | - Navin Rahman
- Division of Developmental Medicine, Boston Children's Hospital, Harvard Medical School, Brookline, Massachusetts, USA
| | - Fahmida Tofail
- International Centre for Diarrhoeal Disease Research, Dhaka, Bangladesh
| | - Rashidul Haque
- International Centre for Diarrhoeal Disease Research, Dhaka, Bangladesh
| | - Charles A Nelson
- Division of Developmental Medicine, Boston Children's Hospital, Harvard Medical School, Brookline, Massachusetts, USA
- Harvard Graduate School of Education, Cambridge, Massachusetts, USA
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van Tuyll van Serooskerken JM, Willemen AM, Embregts PJ, Schuengel C. Parent-perceived autonomy-supportive experiences and basic psychological needs of people with complex support needs: Development and preliminary psychometric evaluation of two questionnaires. J Intellect Disabil 2024:17446295241237553. [PMID: 38488090 DOI: 10.1177/17446295241237553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/28/2024]
Abstract
Background: Understanding and supporting basic psychological needs of persons with complex support needs is important but difficult because of communicative challenges . We developed and tested questionnaires to obtain parents' perspectives on autonomy support and basic psychological needs of autonomy, competence, and relatedness. Method: Two parent-informant questionnaires were developed, administered, and subjected to psychometric property analyses. Participants were 63 Dutch parents of persons diagnosed with severe or profound intellectual and multiple disabilities. Results: Principal component analyses revealed a one-factor structure for the Parental Perceptions on Autonomy-Supportive Experiences questionnaire, while the Parental Perceptions on Basic Psychological Need Signals questionnaire yielded two-factors interpreted as Noticing Signals of Autonomy and Noticing Signals of Competence/Relatedness. Evidence for construct validity was found for both instruments. Conclusions: Preliminary evaluation of the new questionnaires is encouraging, but further validation with a larger sample size is warranted.
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Affiliation(s)
| | - Agnes M Willemen
- Department of Clinical Child and Family Studies, Vrije Universiteit Amsterdam, The Netherlands
| | - Petri Jcm Embregts
- Department of Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, The Netherlands
| | - Carlo Schuengel
- Department of Clinical Child and Family Studies, LEARN! Research Institute for Learning and Education, Vrije Universiteit Amsterdam, The Netherlands
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Almarwani AM, Alanazi FJ, Lamphon HT, Alsulami SA. The relationship between perceived teacher autonomy support, perceived competence in learning, and academic performance among nursing students. Nurs Health Sci 2024; 26:e13090. [PMID: 38356111 DOI: 10.1111/nhs.13090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Revised: 01/04/2024] [Accepted: 01/07/2024] [Indexed: 02/16/2024]
Abstract
Perceived teacher autonomy support in nurse education remains understudied in the literature. This study examined the relationship between students' perceived teacher autonomy support, perceived competence in learning, and academic performance. A cross-sectional correlation descriptive design was used for 225 participants, undergraduate nursing students studying in Saudi Arabia. Perceived teacher autonomy support, perceived competence in learning, and academic performance were measured using the Learning Climate Questionnaire, Perceived Competence Scale for Learning, and student grade point average, respectively. The results revealed a high level of perceived teacher autonomy support and perceived competence in learning among the nursing students, with students in the internship year (final year) reporting higher perceived teacher autonomy support than students in other years. There was a strong positive correlation between perceived teacher autonomy support and perceived competence in learning. Further, students' perceived teacher autonomy support predicted their academic performance, indicating that those with high perceived teacher autonomy support were more likely to have a higher grade point average. Nurse educators must prioritize student autonomy support for better learning and performance, especially upon enrollment in a nursing program.
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Affiliation(s)
| | - Fadiyah Jadid Alanazi
- Public Health Department, Nursing College, Northern Border University, Arar, Saudi Arabia
| | - Hadeel Tayeb Lamphon
- College of Applied Medical Science in Yanbu, Nursing Department, Taibah University, Madinah, Saudi Arabia
| | - Sanaa Awwad Alsulami
- Department of Nursing Sciences and Research, Faculty of Nursing, Umm Al-Qura University, Makkah, Saudi Arabia
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Howard JL, Slemp GR, Wang X. Need Support and Need Thwarting: A Meta-Analysis of Autonomy, Competence, and Relatedness Supportive and Thwarting Behaviors in Student Populations. Pers Soc Psychol Bull 2024:1461672231225364. [PMID: 38291862 DOI: 10.1177/01461672231225364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2024]
Abstract
In this meta-analysis, we review the nomological networks of six need-supportive and need-thwarting categories, as defined by self-determination theory (SDT), and as they apply to students in educational contexts. We conducted a synthesis of 8693 correlations from 637 samples (N = 388,912). A total of 72 covariates were examined, resulting in 183 meta-analytic effects reported. Results indicate that teachers and parents who experience psychological need satisfaction and well-being are seen as more supportive. Supportive teacher behaviors correlated positively with a range of desired student outcomes, including performance, engagement, and well-being. Thwarting behaviors tended to display the opposite pattern. Our results are consistent with the theoretical expectations of SDT, yet questions remain concerning the incremental validity of these constructs. We highlight the need for further research on (a) factors that cause teachers to provide support and (b) the specific behaviors within each category to distinguish these categories and increase practical utility.
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Affiliation(s)
| | | | - Xiao Wang
- Renmin University of China, Beijing, China
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5
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Puente-Díaz R, Cavazos-Arroyo J. The consumption of experiential gifts is construed as more autonomy supportive and leads to greater gratitude, especially when they are given out of love. Front Psychol 2024; 14:1254789. [PMID: 38282855 PMCID: PMC10811146 DOI: 10.3389/fpsyg.2023.1254789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Accepted: 12/19/2023] [Indexed: 01/30/2024] Open
Abstract
The purpose of this investigation was to examine the indirect influence of recalling the consumption of types of gifts, experiential and material, on gratitude by increasing autonomy support. In addition, we tested the conditional influence of the presumed motives of gift-givers from the perspective of gift recipients based on the postulates of Self-Determination Theory. First, participants were randomly to assigned to one of the following conditions: Consumption-of-experiential gift or consumption-of-material gift conditions. After, participants filled out a battery of questionnaires assessing autonomy support and gratitude. Results showed that the consumption of experiential gifts was construed as more autonomy supportive than the consumption of their material counterparts, which then had a positive relationship with gratitude. In experiment two, we tested the proposed mediator, autonomy support, by asking participants to either recall the consumption of the gift that was consistent with their true values or the consumption of an ordinary gift and completed a set of questions assessing autonomy support and gratitude. Results showed that recalling a gift consistent with consumers' true values led to higher levels of autonomy support than recalling an ordinary gift, which was then positively correlated with gratitude. In the third experiment, we conducted a conceptual replication of experiment one and added the examination of the presumed motives of gift-givers as a potential moderator. Results replicated the significant mediation effect found in study 1 and showed that the conditional indirect effect was stronger when gift recipients attributed integrated motives to the gift-givers. The findings were discussed.
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Affiliation(s)
- Rogelio Puente-Díaz
- Department of Business and Economics, Universidad Anáhuac México, Mexico City, Mexico
| | - Judith Cavazos-Arroyo
- Centro Interdisciplinario de Posgrados, Universidad Popular Autónoma del Estado de Puebla, Puebla, Mexico
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Wang S, Gai X. Bidirectional Relationship between Positive Parenting Behavior and Children's Self-Regulation: A Three-Wave Longitudinal Study. Behav Sci (Basel) 2024; 14:38. [PMID: 38247690 PMCID: PMC10813346 DOI: 10.3390/bs14010038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 01/04/2024] [Accepted: 01/04/2024] [Indexed: 01/23/2024] Open
Abstract
In this study, we used a cross-lagged design to explore the relationship between children's self-regulation and positive parenting behaviors. Children aged 3 years (N = 84) were tested individually three times a year for their hot and cool self-regulation, while their parents' positive parenting behaviors (warmth, structure, and autonomy support) were collected through questionnaires. In the structural equation panel model, bidirectional relations between children's inhibitory control and parental positive parenting were found. Children's inhibitory control and positive parenting predicted changes in each other for the first six months. Such a reciprocal relationship also existed between parental autonomy support and children's inhibitory control. There was a cross-lagged effect between parental warmth and children' inhibitory control rather than a simultaneous relation. Children's inhibitory control positively predicted parental structural behaviors rather than vice versa. Children's delayed waiting and positive parenting (autonomy support) were only positively correlated, rather than having a lagging effect. All the relationships faded over time.
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Affiliation(s)
- Su Wang
- School of Psychology, Northeast Normal University, 5268 Renmin Street, Changchun 130024, China;
| | - Xiaosong Gai
- School of Psychology, Northeast Normal University, 5268 Renmin Street, Changchun 130024, China;
- Research Center of Mental Health Education in Northeast Normal University, Key Research Institute of Humanities and Social Science in Universities in Jilin Province, Changchun 130024, China
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LaBuda JE, Kochendorfer LB, Gere J. Daily perceptions of romantic partner autonomy support and undermining of health behavior. Psychol Health 2023:1-20. [PMID: 38153205 DOI: 10.1080/08870446.2023.2296584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Accepted: 12/11/2023] [Indexed: 12/29/2023]
Abstract
OBJECTIVE This study examined accuracy and bias in daily perceptions of a romantic partner's autonomy support and undermining of health behaviors and the associations between misperceptions and both partners' daily experiences. DESIGN A sample of 106 cohabiting couples from the community completed daily reports (N = 2377) of their own and their partner's autonomy support and undermining, and their daily experiences. RESULTS We found tracking accuracy and projection in perceptions of provider's autonomy support and undermining, and evidence of misperceptions: people over-perceived the provider's undermining and under-perceived the provider's autonomy support. Misperceptions were linked with more negative experiences, indicating support and undermining may have the most benefit and least harm when more accurately perceived. CONCLUSION Although there is some accuracy in daily perceptions of provider support and undermining of health behaviors, there are also biases at play in perceptions and misperceptions are linked with more negative experiences, indicating that support and undermining have the most benefit and least harm to both perceiving and providing partners when such behaviors are accurately perceived.
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Affiliation(s)
- Jessica E LaBuda
- Department of Psychological Sciences, Kent State University, Kent, OH, USA
| | | | - Judith Gere
- Department of Psychological Sciences, Kent State University, Kent, OH, USA
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8
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Manzano-Sánchez D, Gómez-Mármol A, Gómez-López M. Body Mass Index: Influence on Interpersonal Style, Basic Psychological Needs, Motivation, and Physical Activity Intention in Physical Education-Differences between Gender and Educational Stage. Behav Sci (Basel) 2023; 13:1015. [PMID: 38131871 PMCID: PMC10740544 DOI: 10.3390/bs13121015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2023] [Revised: 12/02/2023] [Accepted: 12/12/2023] [Indexed: 12/23/2023] Open
Abstract
The present research study's main objective was to find out whether there is a relationship between the body mass index (BMI) and the psychological aspects related to motivation, needs such as autonomy, competence, and social relationships, and the intention of being physically active in Physical Education students in Primary and Secondary Education. To achieve this, a total of 574 students (mean = 13.66; standard deviation = 1.96) participated in this study, to whom a series of questionnaires was administered once permission had been obtained from the centers the students attended, alongside the latter's acceptance to participate in the study. The main results showed that the students with a higher BMI were those who had lower self-determined motivation values with regard to the three basic psychological needs observed and the intention of physical activity. In turn, our differential analysis identified that the students attending Primary Education had lower values of BMI, motivation, and intention to be physically active than the students attending Secondary Education, without finding differences based on the gender of the participants. The need to keep on investigating this topic is consequently gathered, using direct techniques for measuring BMI or proposing mixed research designs.
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Affiliation(s)
- David Manzano-Sánchez
- Department of Didactics of Musical, Plastic and Corporal Expression, Faculty of Education and Psychology, University of Extremadura, 06006 Badajoz, Spain;
| | - Alberto Gómez-Mármol
- Department of Didactics of Plastic, Musical and Dynamic Expression, Faculty of Education, University of Murcia, 30100 Murcia, Spain
- Campus of International Excellence “Mare Nostrum”, University of Murcia, 30100 Murcia, Spain;
| | - Manuel Gómez-López
- Campus of International Excellence “Mare Nostrum”, University of Murcia, 30100 Murcia, Spain;
- Department of Physical Activity and Sport, Faculty of Sports Sciences, University of Murcia, 30720 Murcia, Spain
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9
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Vrolijk P, Van Lissa CJ, Branje S, Meeus WHJ, Keizer R. Within-family linkages between parental monitoring and adolescents externalizing problems with autonomy support as a moderator. J Res Adolesc 2023; 33:1179-1195. [PMID: 37345650 DOI: 10.1111/jora.12868] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Revised: 04/14/2023] [Accepted: 05/23/2023] [Indexed: 06/23/2023]
Abstract
Parents' monitoring efforts are thought to be effective in reducing children's future externalizing problems. Empirical evidence for this claim, however, is limited, as only few studies have unraveled the temporal ordering of these constructs. The present six-wave longitudinal study contributed to the existing literature by examining within-family linkages between monitoring efforts (behavioral control and solicitation) and adolescents' externalizing behaviors while controlling for between-family differences. In addition, it was assessed whether these associations differed when using child versus parent reports, differed for less versus more autonomy-supportive parents, and differed for fathers' versus mothers' monitoring efforts. Longitudinal data (six annual waves) of 497 adolescents (56.9% boys, Mage at T1 = 13.03, SD = 0.46), their mothers (N = 495, Mage at T1 = 44.41, SD = 4.45), and their fathers (N = 446, Mage at T1 = 46.74, SD = 5.10) of the Dutch study Research on Adolescent Development and Relationships (RADAR) were used. Results showed no evidence for the claim that parents' monitoring efforts predict future externalizing problems. In contrast, we found some evidence for the idea that parents' monitoring efforts change in reaction to changes in externalizing problems; when adolescents reported higher levels of externalizing problems than usual in 1 year, this predicted less behavioral control from mothers in the next year. Linkages between monitoring efforts and externalizing problems did not differ between less or more autonomy-supportive parents. Overall, our findings suggest that monitoring efforts are not effective, but also not damaging, in relation to adolescents' externalizing problems.
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Affiliation(s)
- Paula Vrolijk
- Department of Public Administration and Sociology, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Caspar J Van Lissa
- Department of Methodology and Statistics, Tilburg University, Tilburg, The Netherlands
| | - Susan Branje
- Department of Youth and Family, Utrecht University, Utrecht, The Netherlands
| | - Wim H J Meeus
- Department of Youth and Family, Utrecht University, Utrecht, The Netherlands
| | - Renske Keizer
- Department of Public Administration and Sociology, Erasmus University Rotterdam, Rotterdam, The Netherlands
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Großmann N, Fries S, Wilde M. Is the practice of autonomy support the missing element in teacher training at university? A study on the effects of an intervention based on self-determination theory on biology preservice teachers' knowledge, beliefs, and intentions. Front Psychol 2023; 14:1279771. [PMID: 38106398 PMCID: PMC10722232 DOI: 10.3389/fpsyg.2023.1279771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Accepted: 11/13/2023] [Indexed: 12/19/2023] Open
Abstract
Teacher education at universities often lacks practice although preservice teachers should be equipped with effective teaching methods. We conducted an intervention to convey and practice autonomy-supportive teaching behavior (ASTB) with 63 preservice teachers. The first control group (n = 76) did not receive any information on ASTB. A second control group (n = 54) had their regular seminar on ASTB without practicing what they had learned. Significant differences in the participants’ (Mage = 24.18 ± 3.26 years; Msemester = 7.61 ± 1.84; 63% female) knowledge, beliefs, and intentions were found. Participants of the intervention had higher theoretical and practical knowledge regarding ASTB and a higher level of perception that ASTB is easy to implement than a seminar without information on ASTB (first control group) and the regular seminar (second control group). That is, their knowledge acquisition and their belief about the ease of implementation were positively affected by the intervention in comparison to both control groups. Although no significant differences were found, preservice teachers in the intervention group also showed the highest level of agreement with the belief about the effectiveness of ASTB and the most pronounced intention to implement ASTB. The results of our study show that the developed intervention based on self-determination theory had a positive impact on preservice teachers’ knowledge and beliefs about ASTB as well as their intention to apply it in the future. Since teacher education at university often lacks practice, the development of such effective theory- and practice-based interventions for preservice teachers is especially important. The practical skills acquired in our study are of particular importance for one central challenge teachers face in their profession: the need to counteract the decreasing trend of student motivation during secondary schooling.
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Affiliation(s)
- Nadine Großmann
- Department of Biology Education, University of Cologne, Cologne, Germany
| | - Stefan Fries
- Department of Psychology, Bielefeld University, Bielefeld, Germany
| | - Matthias Wilde
- Department of Biology Didactics, Bielefeld University, Bielefeld, Germany
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11
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Jakobsen AM. How Can Autonomy Support from a Coach, Basic Psychological Needs, and the Psychological Climate Explain Ego and Task Involvement? Int J Environ Res Public Health 2023; 20:6977. [PMID: 37947535 PMCID: PMC10647599 DOI: 10.3390/ijerph20216977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Revised: 10/13/2023] [Accepted: 10/17/2023] [Indexed: 11/12/2023]
Abstract
The aim of this study was to consider the relationships among the autonomy support an athlete perceives from their coach, the three basic psychological needs (autonomy, competence, and relatedness), the psychological motivational climate of the team (a task or ego climate), and the athlete's motivational orientation (ego or task involvement). No other studies have investigated this. My three hypotheses were as follows: autonomy support from a coach will have an impact on motivational involvement, all three basic needs will have an impact on motivational involvement, and motivational involvement will be explained by the motivational climate. A total of 175 elite male ice hockey players from Norway, ranging in age from 15 to 18 years old, answered questionnaires about autonomy support, perceived motivational climate, achievement goal orientation, and basic psychological needs. A multiple regression analysis was conducted to predict ego-task involvement using autonomy support from the coach, the need for autonomy, the need for competence, the need for relatedness, the task climate, and the ego climate. The only two variables that statistically significantly predicted ego-task involvement were the autonomy support from the coach (std. beta = 0.28, sign = 0.05) and the ego climate (std. beta = 0.34, sign = 0.01). The analysis revealed that the athletes had a higher score on task (M = 4.85) than ego (M = 3.34) involvement, but when these were transformed into two variables (high and low) for task and ego involvement, we found that most players scored high for both task and ego involvement. We found that autonomy support from the coach had a positive relationship with a high score for players on both task and ego involvement. We also found that the three basic psychological needs had no impact on the motivational involvement of the athletes. Lastly, we found that the ego climate had an impact on motivational involvement. There was a positive relationship between a high score for the ego climate and a high score for both ego and task involvement.
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12
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Manzano-Sánchez D. Profile analysis through self-determination theory and intention to be physically active: differences according to gender and age. Front Psychol 2023; 14:1277532. [PMID: 37854139 PMCID: PMC10580080 DOI: 10.3389/fpsyg.2023.1277532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Accepted: 08/31/2023] [Indexed: 10/20/2023] Open
Abstract
Introduction Physical Education in the current education system has various objectives,including educating students on the values of physical activity and increasing the physical activity levels of students. Objective The purpose of the present study is to analyze the motivational profiles of students, to understand which profiles have higher levels of responsibility, satisfaction of autonomy, competence, and social relationship needs; intention to be physically active; and perception of autonomy support. Methods A total of 752 students from Primary, Secondary, and Non-compulsory Education (M = 13.809; SD = 1.984, 47.9% boys and 52.1% girls), from different educational centers in Spain, participated in the study, to whom a series of questionnaires were administered to find out their values of the mentioned variables. The results established the existence of four profiles: "high quality," "low quality," "high quantity," and "low quantity" of motivation. Results The results reflect that the students of the "high quality" and "high quantity" profiles had higher values in all the variables in relation to the other two groups (except in amotivation and external regulation), discussing the differential analysis between the four groups. The group with the best results was the "high quantity" profile, as opposed to the "low quantity" profile. In turn, no differences were found according to gender, but according to the educational stage, the Primary Education stage was more related to the more self-determined profiles. Discussion and conclusion Therefore, it is necessary to look for more self-determined motivational profiles from an early age in order to improve levels of responsibility, perception of autonomy, satisfaction of basic psychological needs, and the intention to be physically active.
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Morrison L, McDonough MH, Zimmer C, Din C, Hewson J, Toohey A, Crocker PRE, Bennett EV. Instructor Social Support in the Group Physical Activity Context: Older Participants' Perspectives. J Aging Phys Act 2023; 31:765-775. [PMID: 36948211 DOI: 10.1123/japa.2022-0140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Revised: 12/09/2022] [Accepted: 12/13/2022] [Indexed: 03/24/2023]
Abstract
Instructors in organized physical activity classes can be a source of social support through their relationships with participants, influence on participants' interactions with each other, and design of activities. Grounded in interpretive description, the objective of this study was to examine older adults' experiences of and their perspectives on group physical activity instructors' supportive behaviors. Observations of 16 group physical activity classes (N = 295) and focus groups or interviews with N = 38 class participants aged ≥ 55 (n = 29 women) were conducted at four municipal recreation facilities in a Canadian city. Five themes shed light on how instructors provided social support: (a) supporting autonomous engagement, (b) developing caring connections, (c) fostering trust through expert instruction, (d) managing conflict directly and effectively, and (e) creating a climate where people want to go. Instructor training should consider older adults' social support needs and help instructors embody behaviors that support continued physical activity participation, thereby contributing to healthy aging.
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Affiliation(s)
- Lindsay Morrison
- Faculty of Kinesiology, University of Calgary, Calgary, AB,Canada
| | | | - Chantelle Zimmer
- Faculty of Kinesiology, University of Calgary, Calgary, AB,Canada
| | - Cari Din
- Faculty of Kinesiology, University of Calgary, Calgary, AB,Canada
| | - Jennifer Hewson
- Faculty of Social Work, University of Calgary, Calgary, AB,Canada
| | - Ann Toohey
- Cumming School of Medicine, University of Calgary, Calgary, AB,Canada
| | - Peter R E Crocker
- School of Kinesiology, University of British Columbia, Vancouver, BC,Canada
| | - Erica V Bennett
- School of Kinesiology, University of British Columbia, Vancouver, BC,Canada
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14
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Johansen MO, Eliassen S, Jeno LM. "Why is this relevant for me?": increasing content relevance enhances student motivation and vitality. Front Psychol 2023; 14:1184804. [PMID: 37842715 PMCID: PMC10569612 DOI: 10.3389/fpsyg.2023.1184804] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2023] [Accepted: 09/13/2023] [Indexed: 10/17/2023] Open
Abstract
The notion that motivation is imperative for students' psychological well-being and academic functioning is central to Self-Determination Theory (SDT). According to SDT, different types of motivations can co-occur to a various degree with separate outcomes, depending on the extent of experienced degree of autonomy. In the current study, we investigate how making a learning exercise more relevant for higher education STEM students can affect aspects of student functioning mediated through motivation. In a randomized experiment, results indicate that the students who received a more "relevant" assignment (experimental group) experienced more autonomous forms of motivation relative to the students who received a "generic" or "traditional" exercise (control group). Further, the experimental group reported higher levels of vitality and effort relative to the control group. Using a pre- and post-test design measuring changes in emotional affect during the learning activity, we found that the control group reported an increase in negative affect and a decrease in positive affect. Finally, path analysis showed significant relationships between the type of assignment provided and motivation and student functioning.
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Affiliation(s)
- Marius Ole Johansen
- bioCEED – Centre of Excellence in Biology Education, Department of Biology, University of Bergen, Bergen, Norway
| | - Sigrunn Eliassen
- bioCEED – Centre of Excellence in Biology Education, Department of Biology, University of Bergen, Bergen, Norway
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15
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Guijarro-Romero S, Mayorga-Vega D, Casado-Robles C, Viciana J. Effect of an activity wristband-based intermittent teaching unit in Physical Education on students' physical activity and its psychological mediators: a cluster-randomized controlled trial. School-fit study. Front Psychol 2023; 14:1228925. [PMID: 37799526 PMCID: PMC10548227 DOI: 10.3389/fpsyg.2023.1228925] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 08/17/2023] [Indexed: 10/07/2023] Open
Abstract
Objective The main objective of the present study was to examine the effects of an intermittent teaching unit based on the use of activity wristbands and behavior modification strategies on high school students' perceptions of autonomy support, satisfaction of basic psychological needs, motivation toward Physical Education and physical activity, intention to be physically active, and habitual physical activity levels. Materials and methods An initial sample of 353 high school students (final sample = 175; 45.7% females; mean age = 13.3 ± 1.2 years) from two public high schools were cluster-randomly assigned into the intermittent (IG, n = 100) and control (CG, n = 75) groups. The IG performed an intermittent teaching unit twice a week for eight weeks. Specifically, the last 15 min of each lesson were used. As the main strategy to promote the practice of regular physical activity, students wore an activity wristband the whole day during the intervention period. Additionally, other behavior modification strategies were also applied (e.g., educational counseling, physical activity goals or reminders). Regarding the CG, during the intervention period (i.e,, the eight weeks that took place the intermittent teaching unit) they also performed two Physical Education sessions, but without using activity wristbands or other behavior modification strategies. Before and after the intervention, as well as at the end of the follow-up period (six weeks), students' physical activity practice mediators and physical activity levels were measured by validated questionnaires. Results The Multilevel Linear Model results showed that the IG students statistically significantly improved cognitive and procedural autonomy support from pre- to post-intervention (p < 0.05). They also statistically significantly improved autonomy and relatedness basic psychological needs, and autonomous motivation toward physical activity scores from post-intervention to follow-up (p < 0.05). Moreover, the results showed that the IG students statistically significantly improved habitual physical activity scores from pre- to post-intervention, and from post-intervention to follow-up (p < 0.05). Conclusion The intermittent teaching unit based on the use of activity wristbands and other behavior modification strategies was effective for improving students' autonomy support and habitual physical activity levels, but not the rest of physical activity practice mediators. Clinical trial registration https://register.clinicaltrials.gov/, ID: NCT05949463.
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Affiliation(s)
- Santiago Guijarro-Romero
- Department of Didactic of Musical, Plastic and Corporal Expression, University of Valladolid, Valladolid, Spain
| | - Daniel Mayorga-Vega
- Departamento de Didáctica de las Lenguas, las Artes y el Deporte, Facultad de Ciencias de la Educación, Universidad de Málaga, Málaga, Spain
| | | | - Jesús Viciana
- Department of Physical Education and Sport, University of Granada, Granada, Spain
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16
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Tilga H, Koka A, Sevil-Serrano J. Editorial: Family and school-based interventions to increase adolescents' leisure-time physical activity. Front Psychol 2023; 14:1208687. [PMID: 37384183 PMCID: PMC10296754 DOI: 10.3389/fpsyg.2023.1208687] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Accepted: 05/31/2023] [Indexed: 06/30/2023] Open
Affiliation(s)
- Henri Tilga
- Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Tartu, Estonia
| | - Andre Koka
- Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Tartu, Estonia
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17
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Wong TKY, Konishi C, Liu X. Conceptualizing maternal and paternal autonomy support and control among adolescents in Hong Kong. J Res Adolesc 2023; 33:701-715. [PMID: 36514262 DOI: 10.1111/jora.12819] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Revised: 07/25/2022] [Accepted: 11/08/2022] [Indexed: 05/25/2023]
Abstract
This study examined how parental autonomy support and control are conceptualized by adolescents in Hong Kong (Grades 7-11) using the Perceived Parental Autonomy Support Scale. Competitive models were evaluated using confirmatory factor analyses. Although the 6-factor model demonstrated the best fit, further analyses indicated that a second-order structure was more appropriate. Provision of choice, acknowledgment of child's feelings, rationale for rules, and demands subsumed under autonomy support. Guilt-inducing criticisms and the use of threats subsumed under control. Performance pressure emerged as a first-order construct on its own. Measurement invariance was evident across adolescent gender and age. All subscales had adequate to strong reliability. Discriminate validity was evident. Findings offer insights into the conceptualization of autonomy support and control in Hong Kong.
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Affiliation(s)
- Tracy K Y Wong
- Department of Educational and Counselling Psychology, McGill University, Montreal, Québec, Canada
| | - Chiaki Konishi
- Department of Educational and Counselling Psychology, McGill University, Montreal, Québec, Canada
| | - Xuedi Liu
- Department of Educational and Counselling Psychology, McGill University, Montreal, Québec, Canada
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Heredia-León DA, Manzano-Sánchez D, Gómez-Mármol A, Valero-Valenzuela A. Prediction of the adherence to sports practice of young Ecuadorians based on the perception of the coach's interpersonal style. Front Psychol 2023; 14:1133583. [PMID: 37179851 PMCID: PMC10169726 DOI: 10.3389/fpsyg.2023.1133583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2022] [Accepted: 04/12/2023] [Indexed: 05/15/2023] Open
Abstract
Based on the framework of the self-determination theory, the present study aimed to test a predictive model in the Ecuadorian sports context by using autonomy support as a trigger, which was mediated by basic psychological needs and later by autonomous motivation. This procedure was used to predict the intention to be physically active and was carried out on 280 athletes from the province of Azuay (Ecuador) aged between 12 and 20 years (M = 15.28; SD = 1.71). Different scales were used to measure the perception of the interpersonal style of autonomy supported by the coach. The scales employed included the degree of satisfaction of basic psychological needs, motivation to practice sports, and intention to be physically active. A structural equation analysis revealed that perceived autonomy support positively predicted basic psychological needs, which in turn positively predicted autonomous motivation and, as a result, the athletes' intentions to be physically active. It was concluded that coaches' support for the interpersonal style of autonomy can benefit the development of basic psychological needs as well as autonomous motivation, which in turn can increase young athletes' intentions to be physically active. Future research is also recommended to verify this predictive model and to encourage further experimental studies in which coaches promote autonomy support for athletes intending to increase their adherence to practising sports.
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Affiliation(s)
- Diego Andrés Heredia-León
- Department of Physical Activity and Sports, Faculty of Sport Sciences, SAFE (Salud, Actividad Física y Educación) Research Group, University of Murcia, Murcia, Spain
- Academic Unit of Education, Catholic University of Cuenca, Cuenca, Ecuador
| | - David Manzano-Sánchez
- Department of Physical Activity and Sports, Faculty of Sport Sciences, SAFE (Salud, Actividad Física y Educación) Research Group, University of Murcia, Murcia, Spain
- Faculty of Education and Psychology, University of Extremadura, Badajoz, Spain
| | - Alberto Gómez-Mármol
- Faculty of Education, SAFE (Salud, Actividad Física y Educación) Research Group, University of Murcia, Murcia, Spain
| | - Alfonso Valero-Valenzuela
- Department of Physical Activity and Sports, Faculty of Sport Sciences, SAFE (Salud, Actividad Física y Educación) Research Group, University of Murcia, Murcia, Spain
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19
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Iotti NO, Menin D, Longobardi C, Jungert T. Investigating the effects of autonomy-supportive parenting practices on Italian young adolescent students' motivation to defend victims of bullying: findings on the mediating roles of reactance, depression, anxiety, and stress. Front Psychol 2023; 14:1156807. [PMID: 37151352 PMCID: PMC10157229 DOI: 10.3389/fpsyg.2023.1156807] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 03/29/2023] [Indexed: 05/09/2023] Open
Abstract
This study investigated the effect of autonomy-supportive parenting practices on young adolescents' self-reported motivation to defend victims of bullying, and the possible mediating effects of factors such as reactance, anxiety, depression, and stress. Methods Data were collected from 578 Italian public school students ages 10-14 (M age = 11.8 years, 52% boys), who completed a survey in their classroom. The survey included self-report measures of parental orientation, motivation to defend victims of bullying, reactance, anxiety, depression, and stress. Results We found that autonomy-supportive parenting had a positive effect on autonomous motivation to defend, and that this effect was weakly mediated by reactance. Moreover, autonomy-supportive parenting had a negative effect on extrinsic motivation to defend, which was partially mediated by reactance. Reactance had a positive direct effect on extrinsic motivation to defend, but results also showed that anxiety, depression, and stress did not mediate the effect of autonomy-supportive parenting on motivation to defend. Additionally, autonomy-supportive parenting appeared to play a protective role, being associated with lower levels of reactance, anxiety, depression, and stress. Finally, gender differences were found in our sample, with extrinsic motivation to defend being more prevalent in boys, and autonomous motivation to defend being more prevalent in girls. Girls also reported higher levels of anxiety, depression, and stress, compared to boys. Conclusion Our findings show that autonomy-supportive parenting practices play a significant role in fostering young adolescents' motivation to defend victims of bullying, and that they are also linked with lower feelings of reactance, anxiety, depression, and stress. We argue that interventions aimed at contrasting bullying and cyberbullying among youths should seek to involve parents more and promote the adoption of more autonomy-supportive parenting practices, due to their consistently proven beneficial effects.
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Affiliation(s)
| | - Damiano Menin
- Department of Human Studies, University of Ferrara, Ferrara, Italy
| | | | - Tomas Jungert
- Department of Psychology, Lund University, Lund, Sweden
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20
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Teuber Z, Sielemann L, Wild E. Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self-determination perspective. Br J Educ Psychol 2023; 93:229-244. [PMID: 36189945 DOI: 10.1111/bjep.12551] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Revised: 08/12/2022] [Accepted: 09/17/2022] [Indexed: 11/27/2022]
Abstract
BACKGROUND The relation between parental involvement and student achievement has been of research interest for many decades. Although the idea of reciprocal processes between parent and child was proposed 40 years ago, very few efforts have been made to investigate reciprocal relations between parental involvement and student achievement. AIMS Using self-determination theory, this study investigated the longitudinal associations of the manner of parental involvement (i.e., autonomy-supportive or controlling) in children's academic problems with children's academic achievement. This study further addressed the recently intensely debated methodological issue of examining reciprocal relations by comparing a random-intercept cross-lagged panel model (RI-CLPM) with the traditional cross-lagged panel model (CLPM). SAMPLE AND METHODS A RI-CLPM and a traditional CLPM were applied to 5-year longitudinal data including 1465 secondary school students (Mage at T1 = 10.82 years, SD = 0.62). In both models, we controlled for students' gender, school type, socioeconomic status and cognitive ability. RESULTS The results show that the RI-CLPM fitted the data better than the CLPM. Trait-like stability was found for both forms of parental involvement and academic achievement. At the between-person level, controlling involvement related to lower achievement, whereas no correlation between autonomy-supportive involvement and achievement was found. At the within-person level, there were positive reciprocal relations between autonomy-supportive involvement and achievement, whereas controlling involvement was not associated with achievement. CONCLUSIONS This study contributes substantially to the understanding of the relations between parental involvement in children's academic problems and children's academic achievement by simultaneously taking between-person differences and within-person processes into consideration.
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Affiliation(s)
- Ziwen Teuber
- Department of Psychology, Bielefeld University, Bielefeld, Germany
| | - Lena Sielemann
- Department of Psychology, Bielefeld University, Bielefeld, Germany
| | - Elke Wild
- Department of Psychology, Bielefeld University, Bielefeld, Germany
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21
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Cheon SH, Reeve J, Marsh HW. Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention. J Sport Exerc Psychol 2023; 45:26-40. [PMID: 36634307 DOI: 10.1123/jsep.2021-0337] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Revised: 12/02/2022] [Accepted: 12/06/2022] [Indexed: 06/17/2023]
Abstract
Autonomy-supportive teaching increases prosocial and decreases antisocial behavior. Previous research showed that these effects occur because autonomy-supportive teaching improves students' need states (a student-level process). However, the present study investigated whether these effects also occur because autonomy-supportive teaching improves the classroom climate (a classroom-level process). Teachers from 80 physical education classrooms were randomly assigned to participate (or not) in an autonomy-supportive teaching intervention, while their 2,227 secondary-grade students reported their need satisfaction and frustration, supportive and hierarchical classroom climates, and prosocial and antisocial behaviors at the beginning, middle, and end of an academic year. A doubly latent, multilevel structural equation model showed that teacher participation in the intervention (experimental condition) increased class-wide need satisfaction, a supportive climate, and prosocial behavior and decreased class-wide need frustration, a hierarchical climate, and antisocial behavior. Together, greater collective need satisfaction and a more supportive climate combined to explain increased prosocial behavior, while lesser need frustration and a less hierarchical climate combined to explain decreased antisocial behavior. These classroom climate effects have been overlooked, yet they are essential to explain why autonomy-supportive teaching improves students' social functioning.
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Affiliation(s)
- Sung Hyeon Cheon
- Department of Physical Education, Korea University, Seoul,Republic of Korea
| | - Johnmarshall Reeve
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW,Australia
| | - Herbert W Marsh
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW,Australia
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22
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Puente-Diaz R, Cavazos-Arroyo J. Experiential purchases and feeling autonomous: Their implications for gratitude and ease of justification. Front Psychol 2023; 13:1033630. [PMID: 36687808 PMCID: PMC9849932 DOI: 10.3389/fpsyg.2022.1033630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 12/12/2022] [Indexed: 01/07/2023] Open
Abstract
In four studies, we tested the influence of type of purchase on autonomy support and the relationships between autonomy support, gratitude, and ease of justification. In each of the three studies, participants were randomly assigned to either the experiential purchase condition or the material purchase condition. In our fourth and last study, participants were assigned to an either autonomy supportive purchase condition or ordinary purchase condition. Results from study 1 showed a positive direct influence of experiential purchases on autonomy support and a direct and indirect significant relationship with gratitude. Results from study 2 with a sample of older consumers showed a positive influence of experiential purchases on autonomy support and a direct and indirect positive relationship with gratitude. In study 3, consumers who brought to mind an expensive experiential purchase reported higher autonomy support than participants who brought to mind an expensive material purchase and this experimental effect had an indirect positive relationship with gratitude and ease of justification. Last, consumers who brought to mind a purchase that truly reflected who they were reported higher levels of autonomy support than consumers who reported an ordinary purchase and this elicited autonomy had a positive relationship with gratitude. The implications of the results were discussed.
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Affiliation(s)
- Rogelio Puente-Diaz
- Faculty of Business and Economics, Universidad Anáhuac México, Anahuac, Mexico,*Correspondence: Rogelio Puente-Diaz,
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Boyd DT, Nelson LE, Hill MJ, Whitfield D, Ramos SR, Akyirem S, Emel L, Wilton L, Hightow-Weidman L, Shoptaw S, Magnus M, Mayer KH, Piwowar-Manning E, Wallace SE, Fields SD, Wheeler DP. Examining the Role of Autonomy Support, Goal Setting, and Care Coordination Quality on HIV PrEP Adherence in Black Men Who Have Sex with Men: HPTN 073. AIDS Patient Care STDS 2023; 37:22-30. [PMID: 36626154 PMCID: PMC10024067 DOI: 10.1089/apc.2022.0139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023] Open
Abstract
Autonomy support is a concept that is derived from self-determination theory. Autonomy refers to the freedom to act as one chooses. The current study aimed to examine if autonomy support was associated with dried blood spot validated pre-exposure prophylaxis (PrEP) adherence, and whether the association was mediated by PrEP adherence goal setting and progress toward PrEP adherence goals. Our sample was drawn from Black men who have sex with men (MSM) from across three cities (Chapel Hill, NC; Los Angeles, CA; and Washington, DC) in the United States between February 2013 and September 2014. We used logistic regression to evaluate associations between study variables and path analysis to test mediation effects. Participants were, on average, 28 [standard deviation (SD) = 1.12] years old and 25% were unemployed. We found that MSM who experienced high autonomy support were more likely to adhere to PrEP [odds ratio (OR) = 1.17; 95% confidence interval: 1.00-1.38]. MSM who set PrEP adherence goals were more likely to adhere to PrEP. Moreover, MSM who reported making progress toward their goals were also more likely to adhere to PrEP. Finally, client perception of coordination quality enhanced the magnitude of the association between goal setting and goal progress and the effect size of goal progress on PrEP adherence. Autonomy support, goal setting, goal monitoring/evaluation, and care coordination quality influenced PrEP adherence among Black MSM. Our findings indicate that while it is important to set goals for PrEP adherence, goal setting may need to be accompanied by progress monitoring to achieve the maximal effect.
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Affiliation(s)
- Donte T. Boyd
- College of Social Work, The Ohio State University, Columbus, Ohio, USA
- Yale School of Public Health, Center for Interdisciplinary Research on AIDS, New Haven, Connecticut, USA
| | - LaRon E. Nelson
- Yale School of Public Health, Center for Interdisciplinary Research on AIDS, New Haven, Connecticut, USA
- Yale School of Nursing, New Haven, Connecticut, USA
- Unity Health Toronto—St. Michael's, Li Ka Shing Knowledge Institute, MAP Centre for Urban Health Solutions, Toronto, Ontario, Canada
| | - Mandy J. Hill
- Department of Emergency Medicine, University of Texas Health Sciences Center at Houston, McGovern Medical School, Houston, Texas, USA
| | - Darren Whitfield
- School of Social Work, University of Maryland Baltimore, Baltimore, Maryland, USA
| | - S. Raquel Ramos
- Yale School of Public Health, Center for Interdisciplinary Research on AIDS, New Haven, Connecticut, USA
- Yale School of Nursing, New Haven, Connecticut, USA
| | | | - Lynda Emel
- Statistical Center for HIV/AIDS Research and Prevention, Fred Hutchinson Cancer Center, Seattle, Washington, USA
| | - Leo Wilton
- State University of New York at Binghamton, Binghamton, New York, USA
- Department of Humanities, University of Johannesburg, Johannesburg, South Africa
| | - Lisa Hightow-Weidman
- Institute for Global Health and Infectious Diseases, School of Medicine, University of North Carolina Chapel Hill, Chapel Hill, North Carolina, USA
| | - Steve Shoptaw
- Division of Family Medicine, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, California, USA
| | - Manya Magnus
- Department of Epidemiology, Milken Institute School of Public Health, George Washington University, Washington, District of Columbia, USA
| | | | - Estelle Piwowar-Manning
- Department of Pathology, School of Medicine, Johns Hopkins University, Baltimore Maryland, USA
| | - Stephaun E. Wallace
- Vaccine and Infectious Disease Division, Fred Hutch, Seattle, Washington, USA
| | - Sheldon D. Fields
- Ross and Carol Nese College of Nursing, Pennsylvania State University, University Park, Pennsylvania, USA
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Xiang S, Liu Y, Sun X. The longitudinal associations between perceived maternal parenting practices, mother-adolescent relationship quality, and friendship quality. J Adolesc 2023; 95:70-81. [PMID: 36207785 DOI: 10.1002/jad.12098] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Revised: 08/23/2022] [Accepted: 09/19/2022] [Indexed: 01/07/2023]
Abstract
INTRODUCTION As adolescents begin to expand their social networks beyond their family, they turn increasingly to their peers for support. Parenting practices present in the parent-child dyad are likely to extend to peer dyads. However, when considering the process involved in the transmission from parenting practices to friendships, the mediating role of parent-child relationships remains unclear. The current study explored the mediating effect of mother-adolescent relationship quality in the association between perceived maternal parenting practices (i.e., autonomy support and psychological control) and friendship quality using a three-wave longitudinal design, and also examined whether adolescents' gender moderates these associations. METHODS A sample of 344 Chinese adolescents (12.01 to 15-year-old at Wave 1, M = 13.08, SD = 0.39; 153 boys and 191 girls) filled out questionnaires on perceived maternal parenting practices, mother-adolescent relationship quality, and friendship quality, separately in three waves. RESULTS Perceived maternal autonomy support was associated with positive friendship quality through positive mother-adolescent relationship quality. However, perceived maternal psychological control was not associated with negative friendship quality. Moreover, marginal gender differences were only found in the associations between autonomy support and positive mother-adolescent relationship quality. CONCLUSIONS These findings demonstrate the spillover effects existed only between autonomy support and positive friendship quality, and highlight the importance of positive mother-adolescent relationship quality when promoting positive friendship quality.
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Affiliation(s)
- Shiyuan Xiang
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yan Liu
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xiaoying Sun
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
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Zhang YH, Zhao YH, Luo YY, Yang X, Tan D. The relation between autonomy support and music enjoyment in online learning for music undergraduates in the post-COVID-19 era. Front Psychol 2022; 13:1062546. [PMID: 36571004 PMCID: PMC9780075 DOI: 10.3389/fpsyg.2022.1062546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Accepted: 11/14/2022] [Indexed: 12/14/2022] Open
Abstract
Music enjoyment is considered to predict music-related academic performance and career choice. Although relevant research in non-music fields has demonstrated the association between teachers' autonomy support and students' academic enjoyment, it remains unknown whether this association is valid in the music discipline. In addition, in the post-COVID-19 era, online education has become a common way of teaching and learning for music undergraduates. In the form of online learning, the mechanisms mediating teachers' music autonomy support and students' music academic enjoyment are also unknown. This study draws on Pekrun's theory of achievement emotions and control values to explore the mediating role of attributions and values in the association between autonomous support and academic achievement. In this study, 270 undergraduates majoring in music eventually completed the online surveys. Results from structural equation modeling indicated that autonomy support positively predicted music enjoyment and that attributions (i.e., internal attribution and external attribution) and values (i.e., intrinsic value, attainment value, utility value) mediated the association between autonomy support and music enjoyment. The findings also provide insights into possible avenue for promoting music enjoyment emotion during online teaching in the post-COVID-19 era. Implications and limitations are discussed in the study.
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Affiliation(s)
- Yan-Han Zhang
- College of Music, Hebei Normal University, Shijiazhuang, Hebei, China,Department of Cultural and Creative Arts, The Education University of Hong Kong, Tai Po, Hong Kong SAR, China
| | - Yue-Han Zhao
- Faculty of Education, University of Cambridge, Cambridge, England, United Kingdom
| | - Yuan-Yu Luo
- College of Music, Ningbo University, Ningbo, Zhejiang, China
| | - Xiantong Yang
- Faculty of Psychology, Beijing Normal University, Beijing, China,*Correspondence: Xiantong Yang,
| | - Dawei Tan
- College of Teacher Education, Zhejiang Normal University, Jinhua, Zhejiang, China,Department of Music, Taiyuan Normal University, Taiyuan, Shanxi, China,Dawei Tan,
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Williams AM, Hogg JA, Diekfuss JA, Kendall SB, Jenkins CT, Acocello SN, Liang Y, Wu D, Myer GD, Wilkerson GB. Immersive Real-Time Biofeedback Optimized With Enhanced Expectancies Improves Motor Learning: A Feasibility Study. J Sport Rehabil 2022; 31:1023-1030. [PMID: 35728805 DOI: 10.1123/jsr.2021-0226] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2021] [Revised: 04/25/2022] [Accepted: 04/27/2022] [Indexed: 11/18/2022]
Abstract
CONTEXT An Optimizing Performance through Intrinsic Motivation and Attention for Learning theory-based motor learning intervention delivering autonomy support and enhanced expectancies (EE) shows promise for reducing cognitive-motor dual-task costs, or the relative difference in primary task performance when completed with and without a secondary cognitive task, that facilitate adaptive injury-resistant movement response. The current pilot study sought to determine the effectiveness of an autonomy support versus an EE-enhanced virtual reality motor learning intervention to reduce dual-task costs during single-leg balance. DESIGN Within-subjects 3 × 3 trial. METHODS Twenty-one male and 24 female participants, between the ages of 18 and 30 years, with no history of concussion, vertigo, lower-extremity surgery, or lower-extremity injuries the previous 6 months, were recruited for training sessions on consecutive days. Training consisted of 5 × 8 single-leg squats on each leg, during which all participants mimicked an avatar through virtual reality goggles. The autonomy support group chose an avatar color, and the EE group received positive kinematic biofeedback. Baseline, immediate, and delayed retention testing consisted of single-leg balancing under single- and dual-task conditions. Mixed-model analysis of variances compared dual-task costs for center of pressure velocity and SD between groups on each limb. RESULTS On the right side, dual-task costs for anterior-posterior center of pressure mean and SD were reduced in the EE group (mean Δ = -51.40, Cohen d = 0.80 and SD Δ = -66.00%, Cohen d = 0.88) compared with the control group (mean Δ = -22.09, Cohen d = 0.33 and SD Δ = -36.10%, Cohen d = 0.68) from baseline to immediate retention. CONCLUSIONS These findings indicate that EE strategies that can be easily implemented in a clinic or sport setting may be superior to task-irrelevant AS approaches for influencing injury-resistant movement adaptations.
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Affiliation(s)
| | - Jennifer A Hogg
- Department of Health and Human Performance, The University of Tennessee Chattanooga, Chattanooga, TN,USA
| | - Jed A Diekfuss
- Emory Sport Performance and Research Center, Flowery Branch, GA,USA
- Department of Orthopaedics, Emory University School of Medicine, Atlanta, GA,USA
- Emory Sports Medicine Center, Atlanta, GA,USA
| | | | | | - Shellie N Acocello
- Department of Health and Human Performance, The University of Tennessee Chattanooga, Chattanooga, TN,USA
| | - Yu Liang
- Department of Computer Science and Engineering, The University of Tennessee Chattanooga, Chattanooga, TN,USA
| | - Dalei Wu
- Department of Computer Science and Engineering, The University of Tennessee Chattanooga, Chattanooga, TN,USA
| | - Gregory D Myer
- Emory Sport Performance and Research Center, Flowery Branch, GA,USA
- Department of Orthopaedics, Emory University School of Medicine, Atlanta, GA,USA
- Emory Sports Medicine Center, Atlanta, GA,USA
- The Micheli Center for Sports Injury Prevention, Waltham, MA,USA
| | - Gary B Wilkerson
- Department of Health and Human Performance, The University of Tennessee Chattanooga, Chattanooga, TN,USA
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Ribner A, Devine RT, Blair C, Hughes C. Mothers' and fathers' executive function both predict emergent executive function in toddlerhood. Dev Sci 2022; 25:e13263. [PMID: 35357069 DOI: 10.1111/desc.13263] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Revised: 03/21/2022] [Accepted: 03/23/2022] [Indexed: 01/13/2023]
Abstract
There are multivariate influences on the development of children's executive function throughout the lifespan and substantial individual differences can be seen as early as when children are 1 and 2 years of age. These individual differences are moderately stable throughout early childhood, but more research is needed to better understand their origins. To some degree, individual differences in executive function are correlated between mother and child, but no research to date has examined these associations prior to when children are preschool age, nor have any studies considered the role of fathers' and mothers' executive function in tandem. Here, we use a sample of 484 families (Mothers 89.2% white; Fathers 92.5% white) in three countries (UK, USA, Netherlands) to investigate the role of each parents' executive function on the development of children's (49.7% female) executive function from 14 (M = 14.42, SD = 0.57) to 24 (M = 24.47, SD = 0.78) months, as well as parenting practices that underlie these associations. Results of structural equation models suggest stability in some-but not all-components of executive function and growing unity between components as children age. We replicate extant findings such that mothers' executive function predicts children's executive function over and above stability and extend these findings to include associations between father and child skills. We find an additive role of fathers' EF, similar in magnitude to the role of mothers' EF. Finally, for both mothers and fathers we find that sensitivity and autonomy supportive practices mediate the relations between parents' and children's executive function.
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Affiliation(s)
- Andrew Ribner
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA
| | - Rory T Devine
- School of Psychology, University of Birmingham, Birmingham, UK
| | - Clancy Blair
- Department of Applied Psychology, New York University, New York, NY, USA.,Department of Population Health, NYU School of Medicine, New York, NY, USA
| | - Claire Hughes
- Center for Family Research, University of Cambridge, Cambridge, UK
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Abstract
Sport performance depends in part on psychological factors. Self-determination theory emphasizes that the satisfisfaction of basic psychological needs and autonomous motivation may be linked to positive behavioral results and positive perceptions of performance. Our main objective in this study was to analyze the predictive power of such variables as perceived autonomy support, the satisfaction of psychological needs, and autonomous motivation on perceived sport performance. We recruited 447 young Portuguese athletes/participants (340 males, 107 females; Mage = 15.72 years, SD = 1.8). We had participants complete Portuguese sport versions of the Perceived Autonomy Support Exercise Climate Questionnaire, the Basic Psychological Needs in Exercise Scale, the Behavior Regulation Sport Questionnaire and the Perceived Performance in Sport Questionnaire. A gender invariant structural equation model showed that the coach's autonomy support significantly predicted the satisfaction of psychological needs for autonomy, competence, and relatedness. The satisfaction of these three psychological needs predicted autonomous motivation. Satisfying the need for competence positively predicted perceived sport performance, but autonomous motivation was not significantly related to perceived performance.
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Affiliation(s)
- João Lourenço
- Escola Superior de Educação, 225198Instituto Politécnico de Beja, Beja, Portugal
| | - Bartolomé J Almagro
- Faculty of Education, Psychology and Sports Sciencies, 16743University of Huelva, Huelva, Spain
| | - José Carmona-Márquez
- Faculty of Education, Psychology and Sports Sciencies, 16743University of Huelva, Huelva, Spain
| | - Pedro Sáenz-López
- Faculty of Education, Psychology and Sports Sciencies, 16743University of Huelva, Huelva, Spain
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Lee SP, Mitchell C, Repayo K, Tillitt M, Weber C, Chien LC, Doerger C. Patient engagement in cosmetic designing of prostheses: current practice and potential outcome benefits. Prosthet Orthot Int 2022; 46:e335-e340. [PMID: 35344529 PMCID: PMC9372180 DOI: 10.1097/pxr.0000000000000113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Revised: 01/07/2022] [Accepted: 01/09/2022] [Indexed: 02/03/2023]
Abstract
BACKGROUND Making a prosthesis for an individual with limb loss is a highly personalized process. A currently unexplored area is whether there are tangible benefits in greater patient engagement during the cosmetic designing of their prostheses. We examined the current clinical practice of engaging patients in prosthetic cosmetic designing and identified factors associated with patient outcomes. METHODS One hundred and four prosthetists and 28 prosthesis users were surveyed in this cross-sectional study. The questionnaires covered aspects of prosthetic prescription and fabrication, users' perceived level of engagement, and self-reported outcomes. Regression analyses were used to examine the associations between patients' perceived levels of engagement during the design process, satisfaction, and other outcomes. RESULTS Seventy-five percent of the prosthesis users reported being offered at least one cosmetic option during the making of their prostheses, which corroborated with 82.7% of the prosthetists reporting that they typically engage their patients in this aspect of their practices. Patients who were offered at least one cosmetic design option reported significantly greater satisfaction ( P = 0.027) than those who were not offered such an option. Patients' level of satisfaction regarding the look of their prostheses was significantly correlated with their perception that their prostheses empower them in daily activities (r = 0.415, P = 0.028). CONCLUSION Engaging patients in the cosmetic designing of their prostheses is a widely accepted practice. Patients who are more satisfied with the look of their prostheses perceived higher levels of empowerment. Prosthetic practitioners should consider the potential outcome benefits of higher level engagement for users of prosthetic devices.
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Affiliation(s)
- Szu-Ping Lee
- Department of Physical Therapy, University of Nevada, Las Vegas, Las Vegas, NV, USA
| | - Cailin Mitchell
- Department of Physical Therapy, University of Nevada, Las Vegas, Las Vegas, NV, USA
| | - Kenneth Repayo
- Department of Physical Therapy, University of Nevada, Las Vegas, Las Vegas, NV, USA
| | - Matthew Tillitt
- Department of Physical Therapy, University of Nevada, Las Vegas, Las Vegas, NV, USA
| | - Collin Weber
- Department of Physical Therapy, University of Nevada, Las Vegas, Las Vegas, NV, USA
| | - Lung-Chang Chien
- Department of Epidemiology and Biostatistics, University of Nevada, Las Vegas, Las Vegas, NV, USA
| | - Chris Doerger
- Division of Physical Therapy, University of Central Florida, Orlando, FL, USA
- Ottobock Healthcare North America, Austin, TX, USA
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Keskin G, Branje S. Longitudinal relations between maternal and adolescent emotion dysregulation and maternal autonomy support. J Adolesc 2022; 94:811-828. [PMID: 35754358 PMCID: PMC9544504 DOI: 10.1002/jad.12065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 05/09/2022] [Accepted: 06/02/2022] [Indexed: 11/09/2022]
Abstract
INTRODUCTION Maternal characteristics and mother-adolescent relationships are thought to affect the emotional development of adolescents. Adolescents can learn to regulate their emotions by observing their mothers, and this is further facilitated by maternal autonomy support. Therefore, this study longitudinally examined the associations among maternal emotion dysregulation, maternal autonomy support, and adolescent emotion dysregulation. METHOD Participants were 466 Dutch adolescents (54.51% males; Mage = 14.03, SD = 0.45) and 462 mothers (Mage = 45.49, SD = 4.47), who completed self-reports of emotion dysregulation and maternal autonomy support for five consecutive years. RESULTS Random Intercept-Cross Lagged Panel Model analyses showed that at the between-family level, maternal emotion dysregulation was correlated with adolescent emotion dysregulation, adolescent-reported maternal autonomy support, and mother-reported maternal autonomy support; and adolescent emotion dysregulation was correlated with adolescent-reported maternal autonomy support. At the within-family level, higher than usual maternal emotion dysregulation was positively related to adolescent emotion dysregulation at Time 1, yet, was negatively related to adolescent emotion dysregulation at other time points concurrently, and predicted lower adolescent emotion dysregulation in the next year. Also, higher than usual adolescent emotion dysregulation was related to lower adolescent-reported maternal autonomy support both concurrently and the next year. CONCLUSIONS Both mothers and adolescents played an important role in adolescent emotional development. To promote adolescent emotional development, it is important to target both maternal emotion dysregulation to understand the development of adolescent emotion dysregulation, and adolescent emotion dysregulation to prevent mothers from providing less autonomy support to their adolescents.
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Affiliation(s)
- Gizem Keskin
- Department of Psychology, University of British Columbia, Okanagan, Canada
| | - Susan Branje
- Department of Youth and Family, Utrecht University, Utrecht, The Netherlands
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Ramos SR, Beauchamp G, Wheeler DP, Wilton L, Whitfield DL, Boyd DT, Hightow-Weidman L, Fields SD, Nelson LE, On Behalf Of The Hptn Team. Optimizing PrEP Continuance: A Secondary Analysis Examining Perceived Autonomy Support and Care Coordination Quality among Black MSM in HPTN 073. Int J Environ Res Public Health 2022; 19. [PMID: 35457367 DOI: 10.3390/ijerph19084489] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 03/23/2022] [Accepted: 04/06/2022] [Indexed: 02/04/2023]
Abstract
At the end of year 2018, it was estimated that in the United States over 1 million people were living with HIV. Although Black/African American individuals comprise an estimated 13.4% of the US population, as of 2019, they represented an estimated 42% of all new HIV diagnoses in 2018. PrEP use among Black men who have sex with men has not reached levels sufficient to have a population impact on HIV incidence. The purpose of this study was to examine whether high perceived autonomy support and care coordination quality were associated with PrEP continuation. Secondary analyses were conducted on data with 226 Black MSM in three US cities. Participants who were PrEP users and scored higher on autonomy support at week 8 were significantly more likely to continue PrEP (OR 1.48; 95% CI 1.04-2.11). Perception of coordination quality did not differ between PrEP users and non-users at any of the visits. Although coordination quality was not statistically significant, greater than half of PrEP users and non-PrEP users utilized the C4 services. Addressing social, individual, and structural barriers to PrEP may benefit Black MSM irrespective of their PrEP use.
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Powers TA, Koestner R, Denes A, Cornelius T, Gorin AA. Autonomy support in a couples weight loss trial: Helping yourself while helping others. Fam Syst Health 2022; 40:70-78. [PMID: 34855419 PMCID: PMC9380832 DOI: 10.1037/fsh0000663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Self-determination theory proposes that autonomy-supportive environments produce better health outcomes, and evidence demonstrating the importance of autonomy support for health behavior change has become increasingly clear. The bulk of the previous research has focused on the effects of receiving autonomy support, whereas the present study focuses on the potential impact of providing autonomy support for improving the weight loss and relationship satisfaction of the support provider. METHOD Sixty-four couples were randomized to a standard weight loss intervention or to an intervention that included training to enhance autonomy support behavior (e.g., empathic responding, accepting personal choices, etc.). Groups met weekly for 6 months, with assessments at baseline, 3, 6, and 12 months. The assessment of provided autonomy support was based on ratings of videotaped interactions of the couple discussing weight loss issues and on partner report of the autonomy support they received. RESULTS The results did not show any condition effects; however, the results for both conditions indicated that beyond receiving autonomy support, providing autonomy support was associated with greater sustained weight loss for the support provider, and for men greater relationship satisfaction over time. DISCUSSION The results confirm the importance of couples-based interventions and autonomy support for behavior change. In addition, it appears that providing autonomy support is useful for both the recipient and the provider. These results point to the need for developing targeted interventions to facilitate the provision of autonomy support. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Wörtler B, Van Yperen NW, Barelds DPH. The link between empowering leadership and employees' perceptions of the effectiveness of blended working. Scand J Psychol 2022; 63:208-218. [PMID: 35112352 PMCID: PMC9303621 DOI: 10.1111/sjop.12796] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Revised: 10/30/2021] [Accepted: 11/05/2021] [Indexed: 12/20/2022]
Abstract
Linked to technological and societal developments, including the COVID-19 pandemic, employees are increasingly being given the opportunity to blend onsite and remote working including flexibility as to when and where they work. Despite the proliferation of such blended working, there is little empirical research on how leaders in organizations can contribute to facilitating its effectiveness. In the present study, we hypothesized that an empowering leadership style would be positively associated with employees' perceptions of the effectiveness of blended working. Additionally, grounded in Self-Determination Theory, we hypothesized that the satisfaction of employees' work-related psychological needs for autonomy and for competence would mediate this relation. Results of a field study (N = 405 employees) using a two-wave panel design supported a cross-lagged effect of empowering leadership on employees' perceptions of the effectiveness of blended working. However, no evidence was found for the hypothesized mediated relations. Our findings could be of value to organizations as they indicate a specific leadership style that is likely to facilitate the effectiveness of blended working.
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Affiliation(s)
- Burkhard Wörtler
- Department of Psychology, University of Groningen, Groningen, The Netherlands
| | - Nico W Van Yperen
- Department of Psychology, University of Groningen, Groningen, The Netherlands
| | - Dick P H Barelds
- Department of Psychology, University of Groningen, Groningen, The Netherlands
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Bureau JS, Howard JL, Chong JXY, Guay F. Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Rev Educ Res 2022; 92:46-72. [PMID: 35330866 PMCID: PMC8935530 DOI: 10.3102/00346543211042426] [Citation(s) in RCA: 28] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Students' self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors from notable others. In this meta-analysis, conducted over 144 studies and more than 79,000 students, we sought to overview pathways to student motivation in order to verify (1) how do psychological needs rank in the strength of their prediction of self-determined motivation and (2) which autonomy-support providers (parents or teachers) are the most relevant for psychological need satisfaction in students and self-determined motivation. Results show that teacher autonomy support predicts students' need satisfaction and self-determined motivation more strongly than parental autonomy support. In addition, competence is the most positive predictor of self-determined motivation, followed by autonomy and then by relatedness.
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Castelo RJ, Meuwissen AS, Distefano R, McClelland MM, Galinsky E, Zelazo PD, Carlson SM. Parent Provision of Choice Is a Key Component of Autonomy Support in Predicting Child Executive Function Skills. Front Psychol 2022; 12:773492. [PMID: 35111104 PMCID: PMC8802749 DOI: 10.3389/fpsyg.2021.773492] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Accepted: 12/13/2021] [Indexed: 11/13/2022] Open
Abstract
Although previous work has linked parent autonomy support to the development of children's executive function (EF) skills, the role of specific autonomy-supportive behaviors has not been thoroughly investigated. We compiled data from four preschool-age samples in the Midwestern United States (N = 366; M age = 44.26 months; 72% non-Hispanic White, 19% Black/African American, 5% Multiracial) to examine three relevant autonomy-supportive behaviors (supporting competence, positive verbalizations, and offering choice) and their associations with child EF. We coded parent autonomy-supportive behaviors from a 10-min interaction between parent and child dyads working on challenging jigsaw puzzles together. Children completed a battery of EF. Overall, child EF was most consistently correlated with the offering choice subscale. Additionally, only the offering choice subscale predicted child EF while controlling for the other autonomy support subscales and child age. These results suggest that parent provision of choice is an especially relevant aspect of autonomy-supportive parenting and may be important to the development of EF in early childhood. Future research should directly measure children's experience with choice and how it relates to emerging EF.
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Affiliation(s)
- Romulus J. Castelo
- Institute of Child Development, University of Minnesota, Minneapolis, MN, United States
| | - Alyssa S. Meuwissen
- Institute of Child Development, University of Minnesota, Minneapolis, MN, United States
| | - Rebecca Distefano
- Institute of Child Development, University of Minnesota, Minneapolis, MN, United States
- Teachers College, Columbia University, New York, NY, United States
| | - Megan M. McClelland
- Human Development and Family Sciences, Oregon State University, Corvallis, OR, United States
| | | | - Philip David Zelazo
- Institute of Child Development, University of Minnesota, Minneapolis, MN, United States
| | - Stephanie M. Carlson
- Institute of Child Development, University of Minnesota, Minneapolis, MN, United States
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Komenda S, Springstein T, Zrnić I, Zeilinger E, Franken F, Weber G. Satisfaction with life in Special Olympic athletes: the role of autonomy support and basic need fulfilment. Int J Dev Disabil 2022; 68:964-972. [PMID: 36568617 PMCID: PMC9788706 DOI: 10.1080/20473869.2021.1917110] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Aims: Athletes in the general population report higher satisfaction of basic needs when coaches are providing an autonomy supportive sport climate (ASSC). Our study aims at investigating whether ASSC is associated with satisfaction with life in athletes with intellectual disabilities (ID) and whether this association is mediated by basic need satisfaction. Method: During the Special Olympics World Winter Games 2017, 168 athletes with ID (M = 33.86 years; SD = 10.47) completed questionnaires measuring ASSC, basic need satisfaction (autonomy, competence, and relatedness), and satisfaction with life. Multiple linear regression analyses and mediation analyses were performed. The mediation model was controlled for the potential impact of participating in team vs. individual sports. Additionally, gender effects were explored. Results: ASSC was significantly associated with satisfaction with life (β = .38, p < .001). This association was mediated by competence (indirect effect: ab1 = .15; CI [.05; .32]) but not by autonomy or relatedness. No effects were found related to participating in team vs. individual sports or gender. Conclusions: Our study provides evidence that an ASSC is associated with athletes perceiving themselves as more competent and reporting more satisfaction with life.
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Affiliation(s)
- Sophie Komenda
- Department of Clinical and Health Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
- Correspondence to: Sophie Komenda Department of Clinical and Health Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria.
| | - Tabea Springstein
- Department of Clinical and Health Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
- Current Address: Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, USA
| | - Irina Zrnić
- Department of Clinical and Health Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Elisabeth Zeilinger
- Department of Clinical and Health Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
- Current Address: Department of Medicine I, Medical University of Vienna, Vienna, Austria
| | - Fabian Franken
- Department of Clinical and Health Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
- Current Address: Department of Clinical Psychology and Psychotherapy, Psychologische Hochschule Berlin, Berlin, Germany
| | - Germain Weber
- Department of Clinical and Health Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
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Kroemeke A, Sobczyk-Kruszelnicka M. Daily analysis of autonomy support and well-being in patient-caregiver dyads facing haematopoietic cell transplantation. Br J Health Psychol 2021; 27:789-801. [PMID: 34806254 DOI: 10.1111/bjhp.12573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Revised: 09/17/2021] [Accepted: 11/03/2021] [Indexed: 11/29/2022]
Abstract
OBJECTIVES Caregivers may restore patient self-determination in disease by supporting their autonomy, and thus enhance their well-being. In this study, we investigated the between- and within-person effects of recipient-reported and provider-reported autonomy support on patient daily biopsychosocial well-being in patient-caregiver dyads following haematopoietic cell transplantation (HCT). DESIGN A dyadic daily-diary study conducted for 28 days after patients' hospital discharge following HCT. METHODS Patients and their caregivers (N = 200) participated in a 28-day daily-diary study. They completed measures of daily autonomy support reception (patients) and provision (caregivers), subjective physical health, affect (positive/negative), and relationship satisfaction. RESULTS The patient's feeling of being supported in their autonomy was associated with their better positive affect and relationship satisfaction, both overall (between-person effect) and daily (within-person effect). Caregiver-reported overall and daily support of patient autonomy did not predict patient daily biopsychosocial well-being. CONCLUSIONS These findings extended the evidence that autonomy support reported by patients facing HCT may have both accumulative and acute beneficial effects on their psychological and social well-being.
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Affiliation(s)
- Aleksandra Kroemeke
- Department of Health Psychology, Faculty of Psychology in Warsaw, SWPS University of Social Sciences and Humanities, Warsaw, Poland
| | - Małgorzata Sobczyk-Kruszelnicka
- Department of Bone Marrow Transplantation and Oncohematology, Maria Sklodowska-Curie National Research Institute of Oncology (MSCNRIO) Gliwice Branch, Gliwice, Poland
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Wang Y, Zhang J, Lee H. An Online Experiment During COVID-19: Testing the Influences of Autonomy Support Toward Emotions and Academic Persistence. Front Psychol 2021; 12:747209. [PMID: 34707547 PMCID: PMC8542910 DOI: 10.3389/fpsyg.2021.747209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2021] [Accepted: 09/17/2021] [Indexed: 12/02/2022] Open
Abstract
Students’ academic persistence is a critical component of effective online learning. Promoting students’ academic persistence could potentially alleviate learning loss or drop-out, especially during challenging time like the COVID-19 pandemic. Previous research indicated that different emotions and autonomy support could all influence students’ academic persistence. However, few studies examined the multidimensionality of persistence using an experimental design with students’ real-time emotions. Using an experimental design and the Contain Intelligent Facial Expression Recognition System (CIFERS), this research explored the dynamic associations among real-time emotions (joy and anxiety), autonomy support (having choice and no choice), self-perceived persistence, self-reliance persistence, and help-seeking persistence. 177 college students participated in this study online via Zoom during COVID-19 university closure. The results revealed that having choice and high intensity of joy could promote students’ self-reliance persistence, but not help-seeking persistence. Interestingly, students who perceived themselves as more persistent experienced more joy during experiment. The theoretical and practical implications on facilitating students’ academic persistence were discussed.
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Affiliation(s)
- Yurou Wang
- Department of Educational Studies in Psychology, Research Methodology, and Counseling, The University of Alabama, Tuscaloosa, AL, United States
| | - Jihong Zhang
- Department of Psychological and Quantitative Foundations, The University of Iowa, Iowa City, IA, United States
| | - Halim Lee
- Department of Educational Studies in Psychology, Research Methodology, and Counseling, The University of Alabama, Tuscaloosa, AL, United States
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Bordbar M. Autonomy-Supportive Faculty, Students' Self-System Processes, Positive Academic Emotions, and Agentic Engagement: Adding Emotions to Self-System Model of Motivational Development. Front Psychol 2021; 12:727794. [PMID: 34603150 PMCID: PMC8481941 DOI: 10.3389/fpsyg.2021.727794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2021] [Accepted: 08/23/2021] [Indexed: 11/23/2022] Open
Abstract
The aim of this study was to investigate mediating roles of students' self-system processes and positive academic emotions in a relationship between supporting autonomy and agentic engagement. In This research structural equation modeling was used to analyze a conceptual model. The sample consisted of 452 undergraduate students of Ferdowsi University of Mashhad. The research instruments included the autonomy-supportive environment inventory, the self-system processes questionnaire, three questionnaires of academic emotions, and the agentic engagement scale. The findings showed that supporting autonomy had an indirect effect on students' achievement emotions, via self-system processes. Self-system processes had direct and indirect effects on agentic engagement, via positive academic emotions. Supporting autonomy had an indirect effect on agentic engagement by mediating role of self-system processes and positive academic emotions. Accordingly, emotions are proximal determinants of agentic engagement. Supporting autonomy and self-system processes affect agentic engagement from the pathway of academic emotions. Therefore, in addition to environmental factors and self-appraisals, it is necessary to consider students' emotional experiences to promote agentic engagement in learning settings.
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Affiliation(s)
- Maryam Bordbar
- Department of Educational and Counseling Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
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Guo M, Wang L, Day J, Chen Y. The Relations of Parental Autonomy Support, Parental Control, and Filial Piety to Chinese Adolescents' Academic Autonomous Motivation: A Mediation Model. Front Psychol 2021; 12:724675. [PMID: 34512480 PMCID: PMC8429619 DOI: 10.3389/fpsyg.2021.724675] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Accepted: 08/09/2021] [Indexed: 11/15/2022] Open
Abstract
This study attempted to examine the mediating role of filial piety in the relationships between parental autonomy support and control and Chinese adolescents' academic autonomous motivation. A set of questionnaires were administered to 492 adolescent students at two senior high schools in Fuzhou, China. Confirmatory Factor Analysis and Structural Equation Modeling were employed to analyze the data. The results showed that reciprocal filial piety (RFP) fully mediated the relationships of parental autonomy support and behavioral control with adolescents' academic autonomous motivation. RFP did not significantly mediate the relationship between psychological control and academic autonomous motivation. Comparatively, authoritarian filial piety (AFP) did not play a significant mediating role in the relationship between the three parenting dimensions and adolescents' academic autonomous motivation. The findings provide a new perspective for understanding the relationship between parenting behaviors and Chinese adolescents' academic autonomous motivation.
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Affiliation(s)
- Mingchun Guo
- School of Psychology, Fujian Normal University, Fuzhou, China
| | - Long Wang
- School of Psychology, Fujian Normal University, Fuzhou, China
| | - Jamin Day
- School of Psychology, Faculty of Health and Behavioural Sciences, The University of Queensland, Brisbane, QLD, Australia
- School of Creative Industries, College of Human and Social Futures, The University of Newcastle, Callaghan, NSW, Australia
| | - Yanhan Chen
- School of Psychology, South China Normal University, Guangzhou, China
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van der Kaap-Deeder J. The role of parents' autonomy support and psychological control in sibling relationship functioning through children's need-based experiences. Br J Dev Psychol 2021; 39:653-668. [PMID: 34363419 DOI: 10.1111/bjdp.12392] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Revised: 07/23/2021] [Indexed: 11/29/2022]
Abstract
This study aimed to examine whether parents' autonomy support and psychological control during sibling conflict would relate to children's need-based experiences and relationship functioning within the sibling relationship. Two siblings (Mage = 8.61 years, SD = 0.91 and Mage = 10.50 years, SD = 0.94) of 205 families filled out questionnaires. Results showed that parental autonomy support related positively to siblings' relationship satisfaction via children's need satisfaction. Additionally, fathers' psychological control related negatively to provided autonomy support and positively to provided psychological control from one sibling to the other (as reported by the other sibling) and negatively to satisfaction with this relationship via need frustration. These findings highlight the importance of the quality of parents' involvement during sibling conflict.
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Fernet C, Gillet N, Austin S, Trépanier SG, Drouin-Rousseau S. Predicting Nurses' Occupational Commitment and Turnover Intention: The Role of Autonomous Motivation and Supervisor and Coworker Behaviors. J Nurs Manag 2021; 29:2611-2619. [PMID: 34327750 DOI: 10.1111/jonm.13433] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Revised: 06/18/2021] [Accepted: 07/27/2021] [Indexed: 11/29/2022]
Abstract
AIM To examine whether supportive supervisor (transformational leadership) and coworker (autonomy-supportive) behaviors predict occupational commitment and turnover intention over time through autonomous motivation. BACKGROUND Nurse turnover is a serious issue in several countries, straining the efficiency of the healthcare system and compromising both the quality and accessibility of healthcare. METHOD Longitudinal data were collected over 12 months from 387 French-Canadian registered nurses. Structural equation modelling was used to test the hypothesized model. RESULTS The relationships between predictors at Time 1 (supervisor and coworker behaviors) and occupational commitment and turnover intention at Time 2 are mediated by autonomous motivation at Time 1. CONCLUSION In times of global scarcity, the present findings provide insights into how the healthcare work environment acts on nurses' occupational turnover and commitment. IMPLICATIONS FOR NURSING MANAGEMENT Healthcare organizations are advised to foster supportive work environments and promote autonomous motivation to sustain the nursing workforce.
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Affiliation(s)
- Claude Fernet
- Département de gestion des ressources humaines, Université du Québec à Trois-Rivières, Canada
| | - Nicolas Gillet
- Département de psychologie, Université de Tours, Institut Universitaire de France (IUF), France
| | - Stéphanie Austin
- Département de gestion des ressources humaines, Université du Québec à Trois-Rivières, Canada
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Escriva-Boulley G, Guillet-Descas E, Aelterman N, Vansteenkiste M, Van Doren N, Lentillon-Kaestner V, Haerens L. Adopting the Situation in School Questionnaire to Examine Physical Education Teachers' Motivating and Demotivating Styles Using a Circumplex Approach. Int J Environ Res Public Health 2021; 18:ijerph18147342. [PMID: 34299793 PMCID: PMC8304182 DOI: 10.3390/ijerph18147342] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 07/03/2021] [Accepted: 07/05/2021] [Indexed: 11/17/2022]
Abstract
Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.
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Affiliation(s)
| | - Emma Guillet-Descas
- Laboratory of Vulnerabilities and Innovation in Sport (L-VIS UR 7428), University of Claude Bernard Lyon 1, 69100 Villeurbanne, France;
| | - Nathalie Aelterman
- Impetus Academy Inc., 9910 Knesselare, Belgium;
- Department of Personality, Social and Developmental Psychology, Faculty of Psychology and Educational Sciences, Ghent University, 9000 Ghent, Belgium;
| | - Maarten Vansteenkiste
- Department of Personality, Social and Developmental Psychology, Faculty of Psychology and Educational Sciences, Ghent University, 9000 Ghent, Belgium;
| | - Nele Van Doren
- Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, 9000 Ghent, Belgium;
| | - Vanessa Lentillon-Kaestner
- Teaching and Research Unit in Physical Education and Sport (UER-EPS), University of Teacher Education, State of Vaud (HEP Vaud), CH1014 Lausanne, Switzerland;
| | - Leen Haerens
- Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, 9000 Ghent, Belgium;
- Correspondence: (G.E.-B.); (L.H.)
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Bureau JS, Gareau A, Guay F, Mageau GA. Investigating how autonomy-supportive teaching moderates the relation between student honesty and premeditated cheating. Br J Educ Psychol 2021; 92:175-193. [PMID: 34236697 DOI: 10.1111/bjep.12444] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 05/19/2021] [Indexed: 11/27/2022]
Abstract
BACKGROUND Cheating at the post-secondary level is a skewed phenomenon. While personality and environmental factors are associated with cheating, few studies account for the zero inflation when predicting cheating behaviour. AIM In this study, we explore a person-situation interaction hypothesis where teacher autonomy support (AS) could modify the relation between students' honesty trait and premeditated cheating. SAMPLE Participants were 710 college students and 31 teachers. METHODS Teacher and student reports of teacher AS were collected and students also completed self-reports of honesty and premeditated cheating. RESULTS Given that cheating had a zero-inflated negative binomial distribution, we can investigate two separate outcomes: likelihood of cheating and magnitude of cheating. Predictably, student honesty trait predicted lower likelihood and magnitude of cheating. AS, whether student- or teacher-reported, moderated the relation between honesty and likelihood of cheating. In low perceived AS teaching environments, student honesty was associated with cheating likelihood. However, there was no such relation in high perceived AS teaching environments. CONCLUSIONS Students' honesty generally predicts lower cheating. However, the educational environment provided by the teacher influences the strength of this association. The less autonomy-supportive students perceive the educational environment, the more their personality is important in predicting the likelihood of cheating.
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Affiliation(s)
- Julien S Bureau
- Department of Educational Fundamentals and Practices, Université Laval, Quebec City, Quebec, Canada
| | - Alexandre Gareau
- Department of Educational Fundamentals and Practices, Université Laval, Quebec City, Quebec, Canada
| | - Frédéric Guay
- Department of Educational Fundamentals and Practices, Université Laval, Quebec City, Quebec, Canada
| | - Geneviève A Mageau
- Department of Psychology, Université de Montréal, Montreal, Quebec, Canada
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Zhou Z, Li M, Wu J, Li X. Differential Associations Between Parents' Versus Children's Perceptions of Parental Socialization Goals and Chinese Adolescent Depressive Symptoms. Front Psychol 2021; 12:681940. [PMID: 34248782 PMCID: PMC8267414 DOI: 10.3389/fpsyg.2021.681940] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2021] [Accepted: 05/31/2021] [Indexed: 11/13/2022] Open
Abstract
Although prior studies have demonstrated the associations between parental socialization goals and parenting practices, as well as parenting practices and adolescent depressive symptoms, respectively, research examining the comprehensive developmental pathways among these constructs (i. e., the path from parental socialization goals to parenting practices to adolescent depressive symptoms) is scarce, especially in the Chinese context. Grounded in the integrative model of parenting, this study investigated the associations between parental socialization goals and adolescent depressive symptoms by examining the indirect pathways through parents' autonomy support and psychological control as well as the moderating effect of educational stage. In Study 1, 345 Chinese adolescents and their primary caregivers completed a measure on parental socialization goals. Adolescents also reported on their depressive symptoms. Results showed that children who reported more self-development parental goals showed fewer depressive symptoms. However, parents' reports of goals or child-parent perceptual discrepancies were not related to children's depressive symptoms. Drawing on this finding, 424 middle school and 301 high school Chinese adolescents completed measures regarding parental socialization goals, autonomy support, psychological control, and their own depressive symptoms in Study 2. Results showed that parental autonomy support linked the associations of self-development and achievement-oriented parental goals and children's depressive symptoms among middle school students, whereas parental psychological control linked such associations among high school students. Our findings provide a more holistic view on how parents' socialization goals are related to children's depressive symptoms via their parenting practices. We also discussed the practical implications for the clinical work regarding adolescent depressive symptoms.
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Affiliation(s)
- Zexi Zhou
- Department of Psychology, Fudan University, Shanghai, China
| | - Mengtong Li
- Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL, United States
| | - Jiawen Wu
- Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL, United States
| | - Xiaoru Li
- Department of Psychology, Fudan University, Shanghai, China
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Rato Barrio M, Ley C, Schomöller A, Dumon D. Mental Well-Being or Ill-Being through Coaching in Adult Grassroots Sport: A Systematic Mapping Review. Int J Environ Res Public Health 2021; 18:ijerph18126543. [PMID: 34204539 PMCID: PMC8296415 DOI: 10.3390/ijerph18126543] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Revised: 06/10/2021] [Accepted: 06/12/2021] [Indexed: 12/27/2022]
Abstract
There is convincing evidence on the effects of sport and exercise on mental health and well-being. Less evidence is provided about how to achieve these benefits in the context of grassroots sport coaching. We systematically reviewed the scientific literature of three databases to narratively synthesize the current knowledge about which coaching-related factors influence well-being or ill-being, and how to promote mental health in adult athletes through sport coaches. The review includes 52 studies with different methodological and theoretical approaches and mental health outcomes. The wide range of themes were mapped and synthesized within two clusters, i.e., coaching behavior, antecedents, and context; and coach–athlete relationship and social support. The results highlight the importance of the promotion of empowering environments, autonomy-supportive coaching behavior, and coach–athlete relationship quality that relate to the satisfaction of basic psychological needs. The review also calls for a critical perspective, in the sense that the coaching context and working environment may not be empowering and supportive to the well-being of coaches and consequently to the athletes, and that coaches who want to provide autonomy-supportive environments may face various obstacles. Finally, the review synthesizes recommendations for the training of coaches, as one piece of a holistic mental health promotion.
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Affiliation(s)
- María Rato Barrio
- International Council of Sport Science and Physical Education (ICSSPE/CIEPSS), 14053 Berlin, Germany; (M.R.B.); (A.S.); (D.D.)
| | - Clemens Ley
- Institute of Sport Science, University of Vienna, 1150 Vienna, Austria
- Department of Health Sciences, FH Campus Wien, University of Applied Sciences, 1100 Vienna, Austria
- Correspondence:
| | - Anne Schomöller
- International Council of Sport Science and Physical Education (ICSSPE/CIEPSS), 14053 Berlin, Germany; (M.R.B.); (A.S.); (D.D.)
| | - Detlef Dumon
- International Council of Sport Science and Physical Education (ICSSPE/CIEPSS), 14053 Berlin, Germany; (M.R.B.); (A.S.); (D.D.)
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Zimmermann J, Tilga H, Bachner J, Demetriou Y. The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions: A Mediation Analysis Based on the Control-Value Theory. Int J Environ Res Public Health 2021; 18:ijerph18083987. [PMID: 33920112 PMCID: PMC8070009 DOI: 10.3390/ijerph18083987] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/21/2021] [Revised: 04/07/2021] [Accepted: 04/08/2021] [Indexed: 01/07/2023]
Abstract
Analyzing students’ emotional experience in physical education (PE) is of crucial importance as it may fill an important gap in research examining the role of PE for students’ leisure-time physical activity (PA). Based on the control-value theory of achievement emotions, the purpose of this study was to test the assumption that multi-dimensional autonomy support of the PE teacher may affect students’ leisure-time PA via their appraisals of control and value and achievement emotions experienced in PE. Variance-based structural equation modelling was used to test the proposed model in a sample of 1030 students aged between 11 and 18 years (M = 13.4, SD = 1.48) stemming from schools with the lowest educational level among secondary schools in Germany. The results indicated that in particular cognitive autonomy support positively predicted students’ self-efficacy and intrinsic value. Whereas appraisals of self-efficacy were negatively related to the experience of anxiety, intrinsic value was a major positive predictor of enjoyment. Enjoyment, in turn, was of substantial relevance for leisure-time PA. The findings offer a meaningful contribution in understanding students’ emotional experiences and remind PE teachers of their opportunity to adopt an autonomy-supportive teaching style to positively influence the emotions of their students.
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Affiliation(s)
- Julia Zimmermann
- Professorship of Educational Science in Sport and Health, Department of Sport and Health Sciences, Technical University of Munich, 80992 Munich, Germany; (J.B.); (Y.D.)
- Correspondence:
| | - Henri Tilga
- Institute of Sport Science and Physiotherapy, Faculty of Medicine, University of Tartu, 50411 Tartu, Estonia;
| | - Joachim Bachner
- Professorship of Educational Science in Sport and Health, Department of Sport and Health Sciences, Technical University of Munich, 80992 Munich, Germany; (J.B.); (Y.D.)
| | - Yolanda Demetriou
- Professorship of Educational Science in Sport and Health, Department of Sport and Health Sciences, Technical University of Munich, 80992 Munich, Germany; (J.B.); (Y.D.)
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Stawnychy MA, Teitelman AM, Riegel B. Caregiver autonomy support: A systematic review of interventions for adults with chronic illness and their caregivers with narrative synthesis. J Adv Nurs 2021; 77:1667-1682. [PMID: 33615536 DOI: 10.1111/jan.14696] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Revised: 10/22/2020] [Accepted: 11/13/2020] [Indexed: 12/15/2022]
Abstract
Chronic illnesses cause significant mortality in adults. Caregivers (spouses, adult children, friends) support adults with chronic illness in multiple ways, for instance through support of their autonomous decisions about how and why to engage in self-care. AIM To examine interventions designed to improve the health and well-being of adults with chronic illness by enhancing the autonomy supportive behaviours of caregivers. DESIGN Systematic review of randomized controlled trials with narrative synthesis. DATA SOURCES All available dates of publication through August 2020 conducted in PubMed, Medline, Ageline, PsychInfo, and CINAHL. METHODS Randomized controlled interventions of adults with chronic illness and their caregivers with content to enhance caregiver autonomy support were included. Interventions involving healthcare personnel, adults without self-care capacity, or not published in English were excluded. Quality was appraised using Joanna Briggs Institute recommendations. Common themes in autonomy support and associated outcomes (e.g., self-care, social support) were synthesized. RESULTS Search identified 1,426 studies with 16 included in review (N = 2,486 dyads). Methodological quality was moderate. Successful interventions were skills-based, targeted various communication styles, contained in-person elements, and involved nurses. Half of the interventions assessed autonomy support outcomes; 63% (5 of 8) of these improved autonomy support. Results were generally positive for social support, mixed for self-care, and null for caregiver burden. Heterogeneity and complexity of studies limited attribution of effects. CONCLUSION Behavioural interventions designed to enhance dyadic caregiver interpersonal communication to be autonomy supportive may positively influence caregiver skills and chronic illness outcomes. Future studies of autonomy support are needed to identify core intervention components. IMPACT This is the first systematic review examining interventions promoting caregiver to care-receiver autonomy support. Modifying interpersonal communication to be autonomy supportive has potential to improve chronic illness outcomes. Findings can inform how clinicians and investigators enlist caregiver autonomy support to encourage behaviour change.
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Affiliation(s)
- Michael A Stawnychy
- Robert Wood Johnson Foundation Future of Nursing Scholar, Philadelphia, PA, USA.,School of Nursing, University of Pennsylvania, Philadelphia, PA, USA
| | - Anne M Teitelman
- Department of Family and Community Health, School of Nursing, University of Pennsylvania, Philadelphia, PA, USA
| | - Barbara Riegel
- School of Nursing, University of Pennsylvania, Philadelphia, PA, USA.,Edith Clemmer Steinbright Professor of Gerontology, Pennsylvania, PA, USA.,Professorial Fellow, Mary Mackillop Institute for Health Research, Australian Catholic University, Melbourne, Australia
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Kaplan H. Suppression of Psychological Needs Among Beginning Teachers: A Self-Determination Theory Perspective on the Induction Process in Bedouin Schools. Front Psychol 2021; 12:621984. [PMID: 33815206 PMCID: PMC8015802 DOI: 10.3389/fpsyg.2021.621984] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Accepted: 02/18/2021] [Indexed: 11/14/2022] Open
Abstract
The study focuses on the emotional-motivational experiences of Bedouin-Arab beginning teachers during the induction period, from the perspective of Self-Determination Theory. A phenomenological study was employed. Seventy-four teachers participated, 62 of whom completed open questionnaires, while semi-structured interviews were conducted with 12 other participants. The findings indicate that the beginning teachers reported experiences of coercion, exploitation, and gender-based discrimination (autonomy suppression). They also experienced a judgmental attitude, lack of assistance, and difficulties with students (competence suppression), and their sense of relatedness to the school is impaired due to cultural factors (relatedness suppression). As a result, they expressed controlled motivation, a sense of burnout, stress, impaired well-being and disengagement in school. They also suppressed their students' autonomy. At the same time, the findings also show that when the teachers experience a sense of need satisfaction, they integrate well into the school. These findings indicate the necessity for establishing a need-supportive school environment for beginning teachers during their induction period.
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Affiliation(s)
- Haya Kaplan
- Kaye Academic College of Education, Be'er-Sheva, Israel
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DeSmet A, Rodelli M, Walrave M, Portzky G, Dumon E, Soenens B. The Moderating Role of Parenting Dimensions in the Association between Traditional or Cyberbullying Victimization and Mental Health among Adolescents of Different Sexual Orientation. Int J Environ Res Public Health 2021; 18:ijerph18062867. [PMID: 33799679 PMCID: PMC8001163 DOI: 10.3390/ijerph18062867] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Revised: 03/03/2021] [Accepted: 03/08/2021] [Indexed: 12/04/2022]
Abstract
Cyberbullying victimization is associated with mental health problems and reported to occur more in nonheterosexual orientation youth (lesbian, gay, bisexual, and questioning (LGBQ)) than among heterosexual youth. Parental support may protect against mental health problems after being victimized, but nonsupportive parental influences may also exacerbate harm. This study investigated whether parenting dimensions (autonomy support, psychological control) moderated the associations between bullying victimization and mental health problems among heterosexual and LGBQ adolescents. An anonymous survey was completed by 1037 adolescents (M age = 15.2 ± 1.9, 50% female). Regression analyses examined associations between victimization, sexual orientation, and mental health problems, and investigated the moderating role of parenting. Both forms of victimization were associated with higher mental health problems. LGBQ youth experienced more depressive symptoms and suicidal ideation than heterosexual youth. Lower levels of parental psychological control and higher levels of autonomy support were related to having fewer mental health problems. However, perceived autonomy support appeared less protective when adolescents experienced more frequent victimization. Moreover, parental psychological control was related to heightened risk for suicidal plans specifically among LGBQ youth and also exacerbated the association between cyberbullying victimization and stress among LGBQ youth. These findings underscore the need to address parenting in whole-school antibullying and mental health promotion programs.
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Affiliation(s)
- Ann DeSmet
- Faculty of Psychology and Educational Sciences, Université Libre de Bruxelles, 1050 Brussels, Belgium
- Department of Communication Studies, Faculty of Social Sciences, Antwerp University, 2000 Antwerp, Belgium;
- Correspondence: ; Tel.: +32-2650-3282
| | - Maddalena Rodelli
- Department of Philosophy, Pedagogy and Applied Psychology, Faculty of Psychology, Sociology, University of Padua, 35122 Padua, Italy;
| | - Michel Walrave
- Department of Communication Studies, Faculty of Social Sciences, Antwerp University, 2000 Antwerp, Belgium;
| | - Gwendolyn Portzky
- Flemish Centre of Expertise in Suicide Prevention (VLESP), Faculty of Medicine and Health Sciences, Ghent University, 9000 Ghent, Belgium; (G.P.); (E.D.)
| | - Eva Dumon
- Flemish Centre of Expertise in Suicide Prevention (VLESP), Faculty of Medicine and Health Sciences, Ghent University, 9000 Ghent, Belgium; (G.P.); (E.D.)
| | - Bart Soenens
- Department of Developmental, Personality and Social Psychology, Faculty of Psychology and Educational Sciences, Ghent University, 9000 Ghent, Belgium;
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