UNASSIGNED: While previous work highlights the links between nature and various positive well-being-related outcomes, the experiences of autistic people in nature have received limited empirical research. Our study aimed at gathering autistic adults\' perspectives on the relationship between nature and well-being in both childhood and adulthood.
UNASSIGNED: We used an online survey to capture the views of 127 autistic adults across the United Kingdom. Using reflexive thematic analysis, we analyzed responses to three questions focused on nature experiences in childhood and adulthood and how the participants felt that nature was (or was not) related to well-being. Guided by self-determination theory, we used both inductive and deductive analysis.
UNASSIGNED: We developed three main themes to reflect the nature experiences of autistic adults: choosing to escape into nature, supporting relatedness through connecting in (and to) nature, and nature doesn\'t judge, but other people do. Compared with many other contexts, nature provides a non-judgmental space through which (in both childhood and adulthood) many, but not all, autistic individuals can meet individual needs and experience autonomy, relatedness, and competence.
UNASSIGNED: This analysis of how autistic adults in the United Kingdom utilize nature to support well-being has implications for how nature can be used in social prescribing as well as in ensuring that existing outdoor spaces, organizations, and activities are supportive of autistic people.
Why is this an important issue? Autistic adults often experience poorer mental health and overall well-being than neurotypical adults. Since some autistic adults are very interested in nature and often report that they feel better after spending time in nature, natural spaces and activities taking place outside could be one way of improving well-being for autistic adults. What was the purpose of this study? There is very little research on how autistic adults experience nature, although some autistic people have written about their experiences. The purpose of this study was to develop an understanding of how autistic people experience nature and how nature might benefit their well-being. What did the researchers do? We created a survey that asked 26 questions about how autistic adults experience nature. This survey included questions about how often they visited nature, if they had a focused interest in nature, whether and how nature was related to their well-being, and childhood experiences of nature. Focusing on three of the questions, we used reflexive thematic analysis (a way of identifying patterns in data) to develop three themes. What were the results of the study? The three themes we developed were: choosing to escape into nature, supporting relatedness through connecting in (and to) nature, and nature doesn\'t judge, but other people do. These themes illustrate the different ways that autistic adults experienced nature. For some, nature was a way of relating to others and relating more deeply with themselves. Nature was also a way of escaping from people who were unkind, from situations that were uncomfortable, and from other stresses in life. Many autistic participants reported that nature was helpful to their well-being, because they experienced less judgment from natural spaces and creatures—though other people were sometimes judgmental, which made nature experiences worse. What do these findings add to what was already known? These findings confirm previous research showing that many autistic people have focused interests in nature. The findings not only add to the numerous existing anecdotal accounts about how autistic people feel in nature but also demonstrate a diverse range of perspectives. Not all autistic participants in this study felt that nature was beneficial to their well-being. What are the potential weaknesses of the study? Unfortunately, surveys are only accessible to people who have Wi-Fi/internet access, can use a computer or phone, and have the time to complete the survey. The survey might also have drawn in participants who were specifically interested in this topic, which might influence the findings. How will these findings help autistic adults now or in the future? These findings will help autistic adults, practitioners, and carers to identify a potential source of support for well-being. As autistic adults in this study used nature to meet different needs related to their well-being, natural space and nature-based activities may help improve well-being in autistic adults who enjoy nature.

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.

BACKGROUND: Digital interventions integrating gamification features hold promise to promote daily steps. However, results regarding the effectiveness of this type of intervention are heterogeneous and not yet confirmed in real-life contexts.
OBJECTIVE: This study aims to examine the effectiveness of a gamified intervention and its potential moderators in a large sample using real-world data. Specifically, we tested (1) whether a gamified intervention enhanced daily steps during the intervention and follow-up periods compared to baseline, (2) whether this enhancement was higher in participants in the intervention than in nonparticipants, and (3) what participant characteristics or intervention parameters moderated the effect of the program.
METHODS: Data from 4819 individuals who registered for a mobile health Kiplin program between 2019 and 2022 were retrospectively analyzed. In this intervention, participants could take part in one or several games in which their daily step count was tracked, allowing individuals to play with their overall activity. Nonparticipants were people who registered for the program but did not take part in the intervention and were considered as a control group. Daily step counts were measured via accelerometers embedded in either commercial wearables or smartphones of the participants. Exposure to the intervention, the intervention content, and participants\' characteristics were included in multilevel models to test the study objectives.
RESULTS: Participants in the intervention group demonstrated a significantly greater increase in mean daily steps from baseline than nonparticipants (P<.001). However, intervention effectiveness depended on participants\' initial physical activity. The daily steps of participants with <7500 baseline daily steps significantly improved from baseline both during the Kiplin intervention (+3291 daily steps) and the follow-up period (+945 daily steps), whereas participants with a higher baseline had no improvement or significant decreases in daily steps after the intervention. Age (P<.001) and exposure (P<.001) positively moderated the intervention effect.
CONCLUSIONS: In real-world settings and among a large sample, the Kiplin intervention was significantly effective in increasing the daily steps of participants from baseline during intervention and follow-up periods compared to nonparticipants. Interestingly, responses to the intervention differed based on participants\' initial steps, with the existence of a plateau effect. Drawing on the insights of self-determination theory, we can assume that the effect of gamification could depend of the initial motivation and activity of participants.

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.

Schizophrenia, a debilitating psychiatric disorder, has a long-term impact on social and occupational functioning. While negative symptoms, notably amotivation, are recognized as poor prognostic factors, the positive force of patient motivation (autonomous motivation) remains underexplored. This systematic review, guided by Self-Determination Theory (SDT), investigated the impact of motivation on clinical presentation, and treatment engagement and response in schizophrenia-spectrum disorders. Fifty-five independent studies (N = 6897), using 23 different motivation scales, met inclusion criteria. Results were categorized into cross-sectional and longitudinal correlates of autonomous motivation, and the effects of motivational interventions. Cross-sectionally, autonomous motivation was positively associated with social/occupational functioning, and negatively associated with negative and positive symptom severity. In longitudinal studies, baseline autonomous motivation predicted engagement in and response to social/occupational treatments, with mixed results in cognitive interventions. In the 16 randomized controlled trials (RCTs), the most common motivational interventions were individualized goal setting and goal attainment support, followed by increasing sense of competence by challenging defeatist beliefs, and enhancing relatedness by increasing contact time. Motivational interventions consistently increased autonomous motivation, treatment engagement and response. More studies are needed, particularly studies that monitor motivation during treatment: proximal assessments could facilitate the identification of treatment elements that impact motivation and engagement and inform treatment modifications to enhance the patient experience and improve treatment efficacy.

BACKGROUND: Interprofessional education (IPE) incorporates healthcare students from various disciplines to learn with, about, and from one another, aiming to foster effective collaboration. However, the factors that promote these collaboration outcomes remain elusive. Recognizing this knowledge gap, this study utilizes self-determination theory applied in a ten-day IPE programme. The study aims are twofold: to clarify the potential influence of personal factors (autonomy, competence, and relatedness) and environmental factors (clear goals and technology support) on collaboration outcomes (team goal achievement and team effectiveness) and to examine the effect of the IPE on these outcomes.
METHODS: The study utilized an IPE programme that integrated asynchronous and synchronous learning methods across two institutions in Hong Kong and the United Kingdom. This involved 147 students from diverse healthcare disciplines who were enrolled in the IPE programme. A pre- and post-test design was employed to examine programme effects. Multiple regression analysis was conducted to explore the factors influencing these outcomes, while paired samples t-tests were used to evaluate the effect of the IPE programme on collaboration outcomes.
RESULTS: Among the personal factors, a sense of relatedness emerged as an important predictor of team effectiveness and goal achievement. Clear goals and technology support positively influenced collaboration outcomes. A paired samples t-test indicated significant improvements in collaboration outcomes after the IPE simulation.
CONCLUSIONS: These findings highlight the importance of designing a large IPE programme that meets basic psychological needs (especially the sense of relatedness) and provides clear goals and adequate technology support in the IPE context. This study is helpful to understand how personal and environmental factors promote the collaboration outcomes in medical education and provide insights for future IPE curriculum development.

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.

Child maltreatment poses serious consequences, while sports participation among adolescents offers a potential avenue for mitigating such consequences. This study, based on self-determination theory (SDT), examines the associations among child maltreatment, sports motivation (intrinsic and extrinsic), and satisfaction or frustration of basic psychological needs (BPNs). This study also investigated the mediating role of sports motivation in the relationship between child maltreatment and psychological adaptation. Adolescents engaged in sports were derived from the first wave of a large two-wave study (wave 1: n = 1403; wave 2: n = 618) using data on child maltreatment, intrinsic and extrinsic motivation, and satisfaction and frustration of within the sports context. Subsequently, data on psychological adaptation, including self-esteem and satisfaction with life, were collected during the second wave. Path analyses revealed satisfaction and frustration of BPNs as significant mediators in the relationship between child maltreatment and sports motivation. In addition, intrinsic motivation mediated the relationship between child maltreatment and psychological adaptation after 18 months. Specifically, the results indicated that enhancing intrinsic motivation in adolescents with a history of child maltreatment by improving satisfaction of BPNs could be an innovative intervention target.

BACKGROUND: Social media is an integral part of adolescents\' lives and has a strong influence on development and wellbeing. Research examining adolescent social media use and wellbeing is confusing as findings are inconsistent, inconclusive and contradictory. To address this issue, digital wellbeing scholars recommend that researchers adopt a theoretical approach with the aim of increasing meaningfulness and applicability of findings. Hence, this review applies self-determination theory to investigate how adolescent social media use supports and thwarts the basic psychological needs of relatedness, autonomy and competence. Satisfaction of all three psychological needs is essential for optimal development and wellbeing.
METHODS: A scoping review was conducted using a systematic search of five databases relating to adolescent social media use. The preferred items for systematic review and meta-analysis protocols (extension for scoping reviews) was applied resulting in 86 included studies.
RESULTS: Adolescent social media use both supports and thwarts relatedness, autonomy and competence. The findings highlighted how different aspects of adolescent social media use (including intra-personal, inter-personal, situational and environmental factors) contribute to the satisfaction and frustration of basic psychological needs.
CONCLUSIONS: This review illustrates how social media can be both beneficial and detrimental to satisfying the basic psychological needs of relatedness, autonomy and competence. This is important when considering that if psychological needs are satisfied or frustrated in adolescence, the repercussions can have a cascading effect throughout adulthood. This review identifies gaps in the literature and provides suggestions for future research.