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.

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: The lack of physical exercise is a global health concern, particularly affecting women. However, there is limited research on factors influencing women\'s sports participation. Recent studies on increasing women\'s physical activity levels differ in methodologies and conclusions. Motivation, as the cornerstone of most human behaviors, has important effects on female motor participation. Self-Determination Theory (SDT) is an important method to study human behavioral motivation and supported by empirical evidence. In the field of women\'s sports, the SDT is also widely used. This review explores the impact of SDT-related factors on women\'s sports participation, considering age variations. It aims to guide future empirical research and promote PA across demographics.
UNASSIGNED: This review, by searching the existing empirical literature in Web of Science, Google Scholar, Elsevier ScienceDirect, CNKI, obtained 32 independent studies, conducted a meta-analysis after coding them, considering 11 influencing factors from the integration of SDT and Basic Psychological Needs Theory.
UNASSIGNED: The study found a significant positive correlation between autonomous motivation and women\'s sports participation, with identified regulation having the strongest influence. Controlled motivation showed no significant impact on women\'s exercise, while amotivation had an inhibitory effect. Enhancing women\'s perception of autonomy, competence, and relatedness significantly promotes sports participation. Age differences were observed in the relationship between autonomous motivation, basic psychological needs, and sports participation, with the strongest effects on women aged 25-40, while the impact was relatively weaker in older women. The correlation between basic psychological needs and female sports participation also has a significant age difference. Thus, different measures should be taken to improve exercise participation in women of different age groups.

UNASSIGNED: Possessing a calling to teach is a core and essential quality of good kindergarten teachers, and it is critical to explore which factors positively impact kindergarten teachers\' career calling. Developing a career calling is a meaning-making process that can be influenced by the actions of others in the workplace. During the frequent parent-teacher interactions, parent-initiated support may serve as significant interpersonal cues for kindergarten teachers in developing their career calling. Thus, the present study examined the effect of parent-initiated support on kindergarten teachers\' career calling. Further, we investigated the multiple mediating roles of global and specific basic psychological need satisfaction based on the self-determination theory (SDT).
UNASSIGNED: Cross-sectional data were collected from 629 kindergarten teachers in China and analyzed using Mplus 8.3 software and the Process 3.5 macro of SPSS 26.0 software. Before testing the hypothesis, we used Mplus 8.3 to save factor scores from the Bifactor model of basic psychological need satisfaction and two uni-dimensional models of parent-initiated support and career calling. Subsequently, using the Process 3.5 macro within SPSS 26.0 software, we conducted path analysis to examine the total and mediating effects between parent-initiated support and kindergarten teachers\' career calling.
UNASSIGNED: The results revealed a positive effect of parent-initiated support on teachers\' career calling. Teachers\' global and specific competence need satisfaction partially mediated this positive effect, while the mediating effects of teachers\' specific autonomy and relatedness need satisfaction were non-significant.
UNASSIGNED: These findings suggest that parent-initiated support is an important job resource for kindergarten teachers\' development of career calling. In addition to satisfying global psychological needs, satisfying specific needs (eg, competence need) provides additional benefits to kindergarten teachers\' experience of career calling.

UNASSIGNED: Sport anxiety not only impacts the performance of college athletes but also influences their psychological well-being. The psychological well-being of sports students is crucial for both academic performance and competition, as they need to balance their academic performance with professional athletic training.
UNASSIGNED: Based on self-determination theory, this study examines the relationship between various factors in sport anxiety (somatic anxiety, worry, and concentration disruption) and subjective happiness, as well as the mediating role of need satisfaction in this relationship. A total of 835 college athletic students participated in the study, completing the Sport Anxiety Scale-2, Basic Psychological Needs Satisfaction Scale-in General, and Subjective Happiness Scale.
UNASSIGNED: An analysis of gender differences revealed that female participants scored significantly higher on somatic anxiety (t = -2.21, df = 833, p = 0.028, Cohen\'s d = -0.155) and worry (t = -3.17, df = 833, p = 0.002, Cohen\'s d = -0.223) compared to males. In the analysis by sport type, participants engaged in team sports scored significantly higher on somatic anxiety (t = 2.70, df = 833, p = 0.007, Cohen\'s d = 0.187), Worry (t = 1.97, df = 833, p = 0.049, Cohen\'s d = 0.136), and concentration disruption (t = 2.73, df = 833, p = 0.007, Cohen\'s d = 0.189) than those in individual sports. Additionally, in the analysis by grade level, freshman college athletes exhibited significantly lower sport anxiety compared to sophomore athletes [F(4, 830) = 4.06, p = 0.003, η p 2 =0.019]. The mediation analysis revealed that concentration disruption in sport anxiety is significantly and negatively related to subjective happiness. Additionally, need satisfaction (competence, autonomy, and relatedness) mediates the relationship between worry, as well as concentration disruption in sport anxiety and subjective happiness.
UNASSIGNED: Future research should build on the current study by employing longitudinal designs and integrating multiple objective measures to further explore the relationship between sport anxiety and subjective happiness.

UNASSIGNED: The emergence of e-learning had an intense, immediate, and disruptive transformation in the education system. While education aims to seek more interactions and learning engagement between teachers and students, it turns out that it takes lots of work to achieve the goal in the online classroom.
UNASSIGNED: This study aims to explore the underlying mechanisms and implications that emerge from the influence of the new features of online learning, drawing on students\' real-life experiences, to construct a comprehensive theoretical model.
UNASSIGNED: From July 2023 to October 2023, 56 undergraduates, including 18 male and 38 female, participated in the data collection process either face-to-face or online.
UNASSIGNED: The study constructs a substantive theoretical model by employing the approaches of The Grounded Theory, three level-coding constant comparative method, theoretical sampling, core category distillation and storyline collation.
UNASSIGNED: (1) The elements involved in the process of online learning exhibit underlying logical correlations, driven by profound underlying factors, ultimately resulting in a parallel experience akin to Schrödinger\'s Cat. (2) Online features lead to students\' motivation mainly depending on whether they are self-regulated. (3) Teacher-student interactions and self-regulation shape different learning contexts and types by being moderated by internal and external effects.
UNASSIGNED: Students had a parallel experience similar to that of Schrödinger\'s Cat: they were constantly dissatisfied with \"rational\" learning and \"perceptually\" satisfied with online learning. The variation in the satisfaction of the three basic psychological needs necessities college students in online learning leads to parallel experiences.

UNASSIGNED: The prevalence of depression among older adults residing in nursing homes has risen. While physical activity interventions based on the self-determination theory have been shown to reduce depressive symptoms among students and middle-aged adults, research in nursing home residents is scarce. This study aimed to investigate whether physical activity can alleviate depressive symptoms in nursing home residents over an extended period.
UNASSIGNED: Between September 2020 and August 2021, 46 nursing home residents in Shenyang were randomly assigned to either a control group (n = 23) or an intervention group (n = 23). The control group followed a standard physical activity programme, whereas the intervention group underwent a programme based on self-determination theory. Both groups were monitored for 24 weeks post-intervention. Depression scores were assessed using the Geriatric Depression Scale, sociodemographic data collected via a self-designed questionnaire, cognitive function evaluated using the Mini-Mental State Examination, and weight and body fat measured using the Omron KARADA Scan Body Composition and Scale.
UNASSIGNED: Depression scores were measured at five time points: baseline (T0), weeks 12 (T1), and 24 (T2) of the intervention, and weeks 12 (T3) and 24 (T4) during follow-up. Both groups exhibited a trend of decline by more than five points. The intervention group demonstrated more favourable pre-to-post changes in depression scores compared to the control group.
UNASSIGNED: A physical activity intervention based on self-determination conceptual framework has been proven to be effective for nursing home residents with depressive symptoms, also aiding in the maintenance of their physical activity levels. This study offers a theoretical foundation for the development of intervention programmes by researchers and identifies potential intervention strategies for caregivers in nursing homes.
UNASSIGNED: The Chinese Clinical Trial Registry (ChiCTR2200060598) (June 5, 2022).

BACKGROUND: In the cognitive-affective model of athlete burnout, anxiety is a key physiological response to stress that influences the development of burnout in athletes. Despite its importance, there has been little research on the relationship between competitive anxiety and athlete burnout, particularly regarding the mediating mechanisms. This study aimed to explore the relationship between competitive anxiety and athlete burnout, with a focus on the mediating role of general need satisfaction from self-determination theory.
METHODS: The current study employed a cross-sectional design involving 618 college athletes (354 females, mean age 20.57 years), comprising 303 participants in individual sports and 315 in team sports. These participants completed the Sport Anxiety Scale-2 (SAS-2), the Athlete Burnout Questionnaire (ABQ), and the Basic Psychological Need Satisfaction Scale in General (BPNSS-G) online. Subsequently, correlation, regression, and mediation analyses were conducted using SPSS and JASP to examine the relationships between the variables.
RESULTS: Regression results indicated that somatic anxiety (beta = 0.116, t = 2.21, p = 0.028) and concentration disruption (beta = 0.259, t = 5.35, p < 0.001) in competitive anxiety were positively correlated with athlete burnout. Worry in competitive anxiety was negatively correlated with competence (beta =-0.149, t=-2.70, p = 0.007) and autonomy (beta =-0.179, t=-3.25, p = 0.001) in needs satisfaction. Additionally, the regression results found that competence (beta =-0.178, t=-3.39, p = 0.001) and Autonomy (beta =-0.208, t=-4.17, p < 0.001) were negatively associated with athlete burnout. Mediation analyses revealed significant direct effects in the relationship between somatic anxiety (Effect = 0.116, p = 0.026) along with concentration disruption (Effect = 0.259, p < 0.001) and athlete burnout. In the indirect effect, worry (Effect = 0.071, p = 0.002) as well as concentration disruption (Effect = 0.082, p < 0.001) had significant effects in relation to athlete burnout, respectively.
CONCLUSIONS: Overall, the current study found that somatic anxiety and concentration disruption in competitive anxiety are related to athlete burnout. Moreover, competence and autonomy in need satisfaction mediated the relationship between competitive anxiety (worry and concentration disruption) and athlete burnout. The findings of this study not only shed further light on the relationship between competitive anxiety and athlete burnout but also provide theoretical insights into the mediating mechanisms of this relationship.

UNASSIGNED: Workplace loneliness has become a prevalent experience among employees in organizations; however, there is limited empirical research on how leaders can address and mitigate this issue. Drawing upon self-determination theory and empowering leadership theory, this study examines the impact of empowering leadership on workplace loneliness by exploring the mediator of role breadth self-efficacy and the moderator of leader-member conversational quality.
UNASSIGNED: A time-lagged research design was used, collecting data through a two-wave online survey involving 531 employees in Chinese public sectors. The participants consisted of 321 males and 210 females, with an average age of 35 years (SD = 7.36).
UNASSIGNED: Our findings indicate that empowering leadership positively influences employees\' role breadth self-efficacy, reducing their workplace loneliness. Moreover, leader-member conversational quality strengthens this indirect effect, suggesting that empowering leadership is more effective in reducing workplace loneliness when leader-member conversational quality is high.
UNASSIGNED: This study expands and enriches research on the antecedents of workplace loneliness from the leadership approach, providing valuable insights for organizations to implement interventions that effectively alleviate employees\' workplace loneliness.

Artificial Intelligence (AI) exerts significant influence on both professional and personal spheres, underscoring the necessity for college students to have a fundamental understanding of AI. Guided by self-determination theory (SDT), this study explores the influence of psychological needs satisfaction on AI literacy among university students. A cross-sectional survey involving 445 university students from diverse academic backgrounds was conducted. The survey assessed the mediation effect of students\' psychological need satisfaction between two types of support-technical and teacher-and AI literacy. The results indicate that both support types positively influenced the fulfillment of autonomy and competence needs, which subsequently acted as mediators in enhancing AI literacy. However, the satisfaction of relatedness needs did not mediate the relationship between the types of support and AI literacy. Unexpectedly, no direct association was found between the two forms of support and AI literacy levels among students. The findings suggest that although technical and teacher support contribute to fulfilling specific psychological needs, only autonomy and competence needs are predictive of AI literacy. The lack of direct impact of support on AI literacy underscores the importance of addressing specific psychological needs through educational interventions. It is recommended that educators provide tailored support in AI education (AIEd) and that institutions develop specialized courses to enhance AI literacy.