UNASSIGNED: Autonomous motivation is important for university students, but it remains a challenge to stimulate their autonomous motivation for their curricula. We developed an extracurricular intervention (Societal Impact Project) with basic psychological needs supportive characteristics such as learning with self-defined problems relevant to curriculum and society, collaborative group work, and coaching by a teacher. This study aims at evaluating the intervention in fostering students\' autonomous motivation for their regular curricula.
UNASSIGNED: We conducted a quasi-experimental study, using between-group pre- and post-test design. Participants from the intervention and control group completed a survey before and after the intervention, which measured the satisfaction of three basic psychological needs, autonomous motivation, controlled motivation, enjoyment, value, and well-being within their regular curricula. We compared the post-test differences between the two groups while controlling for pre-test scores.
UNASSIGNED: Students in the intervention group had greater enjoyment in their regular curricula and perceived their regular curricula to have more value compared to students in the control group. The other variables did not differ significantly between the two groups in the post-test.
UNASSIGNED: The intervention is effective for improving students\' enjoyment and perceived value in their regular curricula. The variables with non-significant differences indicate the difficulty to alter students\' basic psychological needs and motivation in their regular curricula, even after participating in a long-term intervention.

By anchoring on the self-determination theory in an Ethiopian context, this study tried to establish the basic need satisfaction sport scales (BNSSS) reliability and validity. Despite the scale\'s usefulness in measuring athletes\' psychological need fulfillment during a sporting event, no study has proven the scale\'s validity in a setting of Ethiopian sports. To validate the BNSSS scale, confirmatory factor analysis was used in the study. The 20 items of the BNSSS questionnaire\'s English translation are divided into five categories: relatedness, competence, autonomy-perceived locus of internal causality, autonomy-choice, and volition. Senior language experts translated the BNSSS questionnaire into Amharic. The Amharic version of the instrument was used to gather data from 321 athletes, 174 men, and 147 women, with a mean age of 23.34 22.59 and a standard deviation of 5.08 and mean age 5.32; a standard deviation of 2.33 year of experience in their sports from four baseball games. With a Cronbach\'s alpha value ranging from 0.848 to 0.882 (IPLOC to Volition respectively) across the five subscales and, the results confirm the reliability of the BNSSS for evaluating satisfaction with basic needs and motivation among Ethiopian athletes.\" The result demonstrated an acceptable fit with the data (CFI, = 0.958, GFI, = 0.933, RMR, = 0.76, RMSEA, = 0.39) as well as internal consistency. All of the components\' Cronbach\'s alpha values met expectations. The instrument\'s Amharic translation was thus valid and reliable for determining the extent to which Ethiopian athletes\' basic needs were met.

In most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivational training programs have been based on this model. Moreover, all SDT-training programs have been implemented through different group sessions, but individual sessions have not been delivered. This study outlines the protocol of a motivational training program, derived from the circumplex model, designed to enhance motivating teaching styles (and prevent or decrease demotivating teaching styles) among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive outcomes in both teachers and students. A randomised controlled trial design with a mixed-method approach. At least 16 secondary PE teachers will be assigned to either an experimental group or a control group, together with some of their students. The training program comprises four face-to-face group sessions and two follow-up sessions (one individual and one group session). PE teachers will learn how to support autonomy and provide structure, as well as to be less controlling and chaotic towards students. Over approximately five months, teachers will implement these motivational strategies during their PE classes. Different (de)motivating teaching styles, motivational variables, and (mal)adaptive outcomes will be assessed in both PE teachers and their students at three distinct points: before the training program (T1), during the intervention (T2), and at the end of the intervention (T3). Additionally, two discussion groups involving all experimental PE teachers will be held (one following the training program and another at the end of the intervention). The results from this study could be useful for developing motivational training programs for in-service PE teachers. Clinical trial registration: ClinicalTrials.gov, identifier [NTC06479369].

Professional Learning Communities (PLCs) assume a vital role in promoting teacher growth and development, while the presence of intrinsic motivation (IM) in the work environment profoundly impacts teacher performance. Unveiling the interconnections between teachers\' engagement in PLCs and their intrinsic motivation holds the potential to enhance the overall well-being of both teachers and students. This study used a mixed-methods approach to investigate the relationship between PLCs and IM of Chinese Teachers of Foreign Languages (CTFL) in higher education. The questionnaire survey and semi-structured interviews were conducted among 198 teachers in 19 provinces of China. The quantitative data were analyzed by means of descriptive analysis and regression analyses with SPSS 22.0 and the qualitative data were processed by following thematic analysis. Results demonstrated that the participants\' perceptions on their PLCs and IM were at a moderately high level, with mean scores at 3.56 and 3.86 on a 5-point Likert scale, respectively. Regression analyses revealed a significant positive correlation between PLCs and IM. Specifically, Shared Vision (SV), Supportive Environment (SE) and Collaborative Learning (CL) in PLCs were positively correlated with Willingness to Take on Challenges (WTC) and Love for Work (LW) in IM. The qualitative findings highlighted the significance of supportive environment and teacher\'s work engagement in affecting teacher\'s perceptions on PLCs. Job Characteristic of foreign language teacher, along with significant others might also influenced teachers\' intrinsic motivation. Implications for PLCs leadership and foreign language teachers are discussed.

This study aimed to understand how psychological factors affect regular exercise in older adults, hypothesising that trait self-control mediates the relationship between motivation types (intrinsic, extrinsic, and amotivation) and exercise time. In this cross-sectional study, 430 older adults (mean age = 68.8 ± 6.72) completed questionnaires regarding their perceived trait self-control, motivation towards leisure activities, and level of physical activity. A Bayesian mediation analysis was performed, controlling for demographics. We documented positive direct (c\' = 0.021, 95%CI [0.001, 0.043]) and indirect (ab = 0.028, 95%CI [0.014, 0.043]) effects of intrinsic motivation on exercise, a fully mediated indirect effect of extrinsic motivation on exercise (ab = 0.027, 95%CI [0.011, 0.046]), and negative direct (c\' = -0.281, 95%CI [-0.368, -0.194]) and indirect (ab = -0.161, 95%CI [-0.221, -0.105]) effects of amotivation on exercise. There was no direct association between extrinsic motivation and exercise (c\' = 0.013, 95% CI [-0.013, 0.037]). In conclusion, trait self-control mediates motivation to influence exercise behaviour in older adults. Intrinsically motivated individuals resist sedentary living and show higher self-control, while extrinsically motivated ones rely on self-control and are more susceptible to non-adherence during mental fatigue. High amotivation is linked to less exercise and reduced self-control, suggesting potential non-compliance with structured exercise interventions.

Unintentional injuries pose a significant risk to children in early years globally. In particular, toddlers and preschoolers are vulnerable to injuries that occur at home. Despite the availability of preventive measures that can greatly reduce the risks of domestic injuries, some caregivers (e.g., parents) of children in early childhood may not fully implement these safety measures due to poor behavioral adherence or low awareness of the risk of domestic injury. Therefore, it is crucial to understand how caregivers in different cultural contexts approach injury prevention in the home environment. In this multi-cultural study, we investigated the motivational and belief processes underlying childhood domestic injury prevention among a total of 2059 primary caregivers (parents/guardians) of infant and toddlers (aged 2 to 6 years) across four societies, Australia (AU; N = 500), the United States (US; N = 500), Singapore (SG; N = 507), and Hong Kong (HK; N = 552), by applying the integrated model of self-determination theory (SDT) and theory of planned behavior (TPB). Our results support the key tenets of the integrated model and demonstrated cultural invariance model pathways across the four societies studied. In particular, the positive relationships among psychological need support, autonomous motivation, socio-cognitive beliefs, intention, and behavior adherence remained constant across societies. With a multi-cultural sample, this study provides valuable insights into the similarities and differences in motivation and beliefs surrounding childhood domestic injury prevention across these four societies.

UNASSIGNED: Externalizing behavior problems (EBPs) are common in children, with significant long-term impact on the child and family members. Parents, particularly mothers, of children with EBPs often experience heightened emotional distress. One crucial factor affecting parents\' ability to manage this distress is their level of differentiation-of-self (DOS). Differentiated parents are more likely to engage in practices that meet their child\'s psychological needs, thus supporting the self-determination theory principles vital for a child\'s well-being. This study examined the impact of parental DOS on parenting practices and subsequently on the child\'s EBPs, exploring possible differences between mothers and fathers.
UNASSIGNED: Thirty-two mother-father dyads with children aged 6-14, diagnosed with EBPs participated. Parents completed the Differentiation of Self Inventory-Short Form, the Revised Parents as a Social Context Questionnaire, and the Strengths and Difficulties Questionnaire to assess parental DOS, practices, and child\'s EBPs, respectively. Adjusted parallel mediation models examined the mediating role of parental practices in the relationship between parental DOS and a child\'s EBPs.
UNASSIGNED: While no direct link between parental DOS and child\'s symptoms was found, a complete mediation model indicated need-frustrating practices mediating between parental DOS and a child\'s EBPs, for both mothers and fathers. Additionally, fathers\' need-supportive practices, but not mothers\', were negatively associated with the child\'s symptoms.
UNASSIGNED: These findings highlight the interaction between parental traits, need-frustrating practices, and a child\'s psychopathology. Notably, fathers\' supportive behaviors emerged as potential protective factors against child\'s EBPs, suggesting promising directions for future research and interventions targeting fathers.

BACKGROUND: Grounded in self-determination theory, the present study aimed to investigate whether daily changes in employee motivation depend on whether employees receive appreciation from various sources at work, using a 7-day diary design. Beyond general knowledge about the effects of appreciation as an important source of motivation, there is still a lack of knowledge about the intrapersonal effect of appreciation on different types of regulation/motivation in terms of self-determination theory over time.
METHODS: The sample consisted of 104 employees in full-time employment. More than half were women (72%) and the mean age was 43.25 years (SD = 10.53). They completed trait-level measures and then daily records, in which they reported their motivation and whether they received appreciation. Sources of appreciation were leaders, followers, and clients.
RESULTS: Multilevel random coefficient modeling showed that employees reported higher levels of motivation on days when they received appreciation from different sources, independent of gender, trait-level motivation, and the Big Five. Furthermore, introjected regulation moderated the positive association between daily motivation and daily appreciation by the client, and appreciation did not have a lagged effect for subsequent days.
CONCLUSIONS: The current study has both practical and theoretical implications. The results show that employee motivation can be supported through simple but effective steps through appreciation regardless of the source, although appreciation may be more important for employees with introjected regulation than for others.

The study explores motivational profiles for physical activity, using self-determination theory\'s full continuum of motivational regulations, and examines their stability over three months. Furthermore, it investigates whether physical environment and community characteristics are associated with transitioning between profiles, as well as the sociodemographic differences in these motivational transition pathways. Data were collected from 305 U.S. residents at three time points. The three profiles-\'low in motivation\' (23.5 % of the sample in wave 1), \'self-determined motivation\' (41.4 %), and \'ambivalent motivation\' (35.0 %)-were relatively stable. Staying in the low-in-motivation profile was negatively associated with being active in social settings, community support, perceived environmental restorativeness, and availability of physical activity opportunities. Having a higher education and income, being male, employed, married or in a partnership, and identifying as White were associated with being in a motivationally positive profile in the last wave of the study. These profiles reported higher activity and life satisfaction.

Coaching in academic medicine may be used for performance improvement as well as personal and professional growth and development. Medical faculty used to advising and mentoring learners may find it challenging to transition to coaching. Limited information is available about educating physicians to take on the role of coaching. We investigated a faculty coach training program at an academic medical center, using qualitative methods to explore how participants\' perceptions of the training aligned with the elements of Self-Determination Theory (SDT) and Intentional Change Theory (ICT) that were taught using the principles of Experiential Learning Theory (ELT). Based on findings that illuminated understanding and practice of coaching, it may be summarized that the application of experiential learning may be an effective approach in helping faculty embrace the principles of SDT and ICT and make the shift to transformational coaching.