Older Adults Using Technology for Meaningful Activities During COVID-19: An Analysis Through the Lens of Self-Determination Theory

Restrictions during the COVID-19 pandemic significantly affected people's opportunities to engage in activities that are meaningful to their lives. In response to these constraints, many people, including older adults, turned to digital technologies as alternative ways to pursue meaningful activities. These technology-mediated activities, however, presented new challenges for older adults' everyday use of technology. In this paper, we investigate how older adults used digital technologies for meaningful activities during COVID-19 restrictions. We conducted in-depth interviews with 40 older adults and analyzed the interview data through the lens of self-determination theory (SDT). Our analysis shows that using digital technologies for meaningful activities can both support and undermine older people's three basic psychological needs for autonomy, competence, and relatedness. We argue that future technologies should be designed to empower older adults' content creation, engagement in personal interests, exploration of technology, effortful communication, and participation in beneficent activities. © 2023 ACM.

Media synchronicity implications for Indian white-collar employees' work-from-home wellbeing and preference, mediated by psychological needs satisfaction

PurposeWork-from-home (WFH) gained ground with COVID and will now continue to be a part of India's future of work. Under WFH information and communication technologies (ICT) media become the primary/sole mode of communication for employees, which holds several implications for employers and employees. Therefore, this study aims to investigate the impact of ICT media characteristics and usage frequency on multiple WFH outcomes. Specifically studied was ICT media's ability to support synchronicity or coordinated behaviours of individuals working together.Design/methodology/approachThis work examined the effect of ICT media's synchronicity-supporting ability and usage frequency on WFH employees' need for competence and relatedness satisfaction, thereby wellbeing and preference to WFH. Data from 301 white-collar employees of varied manufacturing and services organizations of India was analysed via partial least squares structural equation modelling.FindingsAchieving more synchronicity by frequently using ICT media that can better facilitate coordinated behaviours did not directly influence WFH employees' feeling of belongingness (need for relatedness) or wellbeing. It did, however, positively affect their feeling of effectance (need for competence) and thereby wellbeing. However, unexpectedly, it negatively influenced preference to WFH more often.Originality/valueThis study has uniquely combined media synchronicity and self-determination theories to investigate the implications of a work practice on employee wellbeing and preferences. Also, an extensible media evaluation parameter was created that encompasses the characteristics and usage frequency of a set of ICT media.

Why Do We Swipe on Tinder? Psychological Correlates of Tinder Use

Using apps like Tinder is becoming increasingly popular, especially among youth. Although there is an increase in Tinder use, only a few studies have addressed the motives for using Tinder and the problematic use of Tinder. This study aims to examine the frequency of use and motives for the use of Tinder among young people and to examine the predictors of problematic use of Tinder. The research was conducted online, and the following measuring instruments were used: Tinder Use Motivation Scale, Problematic Tinder Use Scale and Basic Psychological Need Satisfaction and Frustration Scale. Participants (N = 191;F = 75.3%;M-age = 23.14, SDage = 2.779) stated that their most common reason for using Tinder is boredom, looking for an intimate partner, looking for a sexual partner, and finally improving self-esteem. The results on this sample show that women spend more time on Tinder than men, and men are more likely to look for a sexual partner than women. Participants who express a higher level of need for relatedness frustration, use Tinder to find an intimate partner or raise self-confidence, access it more frequently and spend more time on Tinder, show a higher level of problematic use of Tinder.

The impact of living in a bio-secure bubble on mental health: An examination in elite cricket.

The COVID-19 pandemic has had a profound impact on many people's lives, including the use of bio-secure environments to facilitate the continuation of professional sport. Although it is well documented that the pandemic has negatively impacted mental health, the impact of bio-bubbles on mental health is yet to be investigated. In the present study we sought to identify the impact of bio-bubbles on the mental health of those residing within, and then to explore the underlying mechanism of any such impact. Individuals (n = 68) who resided in England and Wales Cricket Board (ECB) created bio-bubbles between March 2020 and April 2021 provided data, regarding their time inside and outside of bio-bubbles, on measures of mental health and basic psychological need satisfaction and frustration. Analysis revealed that bio-bubbles increased anxiety and depression and reduced wellbeing. Additionally, MEMORE mediation analyses revealed that autonomy frustration mediated the relationship between bubble status and all mental health markers. Furthermore, compared to men, women were more likely to experience elevated levels of anxiety and depression inside the bubble. The findings suggest that bio-bubbles negatively impact mental health and further suggest that satisfaction and frustration of basic psychological needs is a contributing factor. Findings suggest organizations tasked with creating bio-bubbles would do well to tailor their environment with an awareness of the importance of basic psychological needs and sex differences in relation to mental health. To the best of our knowledge, this research represents the first investigation of the impact of bio-bubbles on mental health.

Daily Self-Leadership and Playful Work Design: Proactive Approaches of Work in Times of Crisis

This study investigates how employees may use proactive work strategies to satisfy their basic psychological needs during the coronavirus disease 2019 (COVID-19) pandemic. We use self-determination theory to hypothesize that daily self-leadership (e.g., goal setting, constructive cognition) and playful work design (PWD;redesigning work to be more fun/challenging) satisfy basic psychological needs and facilitate job performance. We also predict that the use of these proactive strategies is particularly important when individuals ruminate a lot about the COVID-19 crisis. Daily diary data collected among a heterogeneous group of employees largely confirm these theoretical predictions. For organizational practitioners, this study thus suggests that it is important to encourage employees to be proactive. Although this may be challenging during crises, leaders could provide autonomy and feedback to foster self-leadership and PWD. In addition, organizations may offer training interventions so that employees learn to apply these proactive work strategies. AD -, Rotterdam, the Netherlands;, Johannesburg, South Africa ;, Rotterdam, the Netherlands ;, Rotterdam, the Netherlands;, Johannesburg, South Africa

A needs assessment of intervention services for students with emotional, social, and behavioral challenges in an orthodox Jewish high school

The present study investigated the mental health needs of a Modern Orthodox Jewish High School. The researcher sought to find out what types of emotional, social, and behavioral issues students present in a Modern Orthodox High School, what types of strategies and interventions are currently being used to address these issues, and how effective teachers perceive these strategies to be. The study investigated what additional services teachers would consider to be useful to address the emotional, social and behavioral challenges of students, and what barriers to the effective delivery of mental health teachers perceive. Finally, the study investigated the differences between teachers of religious topics and teachers of secular topics as pertain to their perception of mental health challenges, perception of strategies used, and suggestions of strategies that they think should be implemented. A survey was administered via Qualtrics to all teaching staff (N = 42) via email. Respondents (n = 29) reported that the most concerning mental health challenges they perceived were anxiety, inattention/hyperactivity, family stressors and peer challenges. Teachers reported that the mental health strategies they observed the most were individual counseling/therapy and health and wellness promotion. Teachers perceived individual counseling, group therapy and parent consultation with the school psychologist/guidance staff to be the most effective interventions. Teachers reported that they perceived it would be effective to add screening for emotional/behavioral/social problems, and prevention programs for students with externalizing challenges and internalizing challenges. The main barriers reported by teachers were competing priorities taking precedence over mental health services, challenges with parent consultation, lack of staff training, difficulty identifying children with mental health needs, stigma associated with receiving mental health services. Teachers of religious topics more frequently reported perceiving higher amounts of mental health challenges, though the means were very close. This survey was conducted in the midst of the COVID-19 pandemic, and the divergence of the findings from prior research on the topic may be due to the unique mental health challenges that came about during the pandemic. The divergences may also be due to the unique nature of the Orthodox Jewish School. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Basic psychological needs satisfaction, autonomy support, and mindsets as predictors of self-regulation in university online learners

Problem: In contrast to more traditional learning environments, it can be difficult to "see and hear" both the instructor and, more crucially, the students when engaging in online education. This has been one of the most common criticisms leveled against online education for a long time.The COVID-19 disruption and transformation of online learning in higher education underlines the fact that variance among online learners in terms of academic success and psychological well-being are determined by the level and quality of self-regulation. What is the degree of self-regulation among American university students who study online because of the COVID-19 pandemic's impact, and what variables might affect or perhaps predict this level of self-regulation? Purpose of Study: The purpose of the present study was to test a theoretical model that explains how autonomy support, satisfaction of basic psychological needs, and mindsets predict self-regulation among university online learners in the United States. Based on the model fit and direct effect results of the first research hypothesis, the second research model was developed to examine the mediating effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation, and whether mindsets could moderate the indirect effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation. To assess the data, structural equation modeling (SEM) was employed. Method: This study used quantitative analysis of non-experimental survey data collected via Alchemer. A model-testing design was used to examine a theoretical model which proposed that basic psychological needs satisfaction (autonomy, competency, relatedness), autonomy support, and mindsets predict online learners' self-regulation. 1257 people in all completed the survey. The number of complete and valid participant responses was a sample of 404. Excel, SPSS version 26, Mplus version 8.3 were used for data analysis. Structural equation modeling (SEM) was adopted as the main statistical technique. Results: The first research model of this study hypothesized that autonomy support, basic psychological needs satisfaction, and mindsets predict university online learners' self-regulation. Analysis of the data indicated that the first hypothesized research model fit the data (X2=464.364, df=200, Normed Chi-Square=2.231, CFI=0.925, TLI=0.913, RMSEA=0.057, SRMR=0.053). The path analysis indices of model one suggested that autonomy support positively affected university online learners' basic psychological needs satisfaction (b=0.82, p<0.001). Basic psychological needs satisfaction positively affected self-regulation (b=0.44, p<0.001) and mindsets positively affected self-regulation (b=0.23, p<0.001). Overall, research model one explained 44.2% variance of online learners' self-regulation.The model fit indices showed that the second hypothesized research model fit the data (X2=378.398, df=146, Normed Chi-Square=2.259, CFI=0.921, TLI=0.908, RMSEA=0.063, SRMR=0.050). A significant mediator effect of basic psychological needs satisfaction was found between autonomy support and self-regulation. The results indicated that the conditional indirect effect of autonomy support on self-regulation via basic psychological needs satisfaction was significant both when the mindsets score was high (which suggests growth mindset orientation) (beta=0.216, 95% CI [0.098, 0.316]) and when the mindsets score was low (which suggests fixed mindset orientation) (beta=0.150, 95% CI [0.031, 0.250]). Conclusions: Applying SEM technique for data analysis, the model fit indices showed that the first hypothesized research model of this study fit the data and explained 44.2% variance of university online learners' self-regulation. The path analysis indices of model one suggests that basic psychological needs satisfaction... (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Students' basic psychological needs in blended teacher learning groups

Introduction: Student teachers (henceforth: students) in higher education often experience feelings of emotional loneliness that negatively impact upon their well-being and motivation to learn. Consequently, the importance of social learning for students has gained increased prominence, with Teacher Learning Groups (TLGs), that is, social configurations in which students, in-service teachers, and teacher educators, sometimes supplemented by researchers and/or experts, collaboratively learn through social interactions, being introduced in teacher training institutes. Ordinarily, TLGs organized their meetings face-to-face;however, due to COVID-19 measures, they had to rapidly transition to blended meetings, which in turn impacted upon students' basic psychological needs. Methods: In the present study, a convergent parallel mixed-methods design was utilized. The variables Social Configurations (Practice integration, Long-term orientation and goals;Shared identity and equal relationships) and Basic Psychological Needs (Competence, Autonomy, Relatedness) were assessed through the use of qualitative interviews and by administering two online quantitative surveys: the "Dimensions of Social Learning Questionnaire” and the "Basic Psychological Need Satisfaction and Frustration Scale”. Seventy students completed the questionnaires, while 14 students were interviewed. The students were recruited from four teacher training institutes. Results: The analyses reveal that the more students perceive Shared identity and equal relationships in blended TLGs, the greater the fulfillment of Basic Psychological Needs they experience. Moreover, the more students experience the fulfillment of the need for Competence, the more students perceive TLGs' Social Configurations. Discussion: Based on the findings, we conclude that, although in-depth learning is more challenging during distance learning, blended TLGs are valuable for students' Basic Psychological Needs during unpredictable times. Copyright © 2023 De Vocht, Vrieling-Teunter, Sins and Vermeulen.

"The show must go on": How Paralympic athletes safeguarded their mental well-being and motivation to train for the postponed Tokyo 2020 games.

Introduction: After the decision to postpone the Tokyo 2020 Games due to the COVID-19 pandemic, athletes had to adjust to a novel situation with feelings of uncertainty and insecurity. Grounded in Self-Determination Theory, this study was the first to examine whether different motivational profiles among Paralympic athletes can be identified, and to link these profiles with the athletes' emotional, cognitive, and performance-related outcomes in times of a pandemic. Methods: Five months before the start of the Paralympic Games, the participants (N = 32; mean age = 33.2 ± 6.8 years) completed an online questionnaire measuring their demographics, basic psychological needs, perceived stress, depressive symptoms, general well-being, and motivational self-regulation strategies. Two months after the Games, they completed a second online questionnaire measuring their actual and perceived performance at the past Games. Results: Through K-means cluster analysis, three distinct clusters were identified based on the athletes' dominant type of motivation, these are, dominantly amotivated (n = 11), autonomously motivated (n = 12), and controlled motivated (n = 9). Comparisons of athletes' emotional, cognitive, and performance-related outcomes depending on their motivational profile revealed that the athletes with a dominantly amotivated profile had the least adaptive outcomes (i.e., low need satisfaction, high need frustration, and more depressive symptoms). Athletes with a dominantly autonomously motivated profile made less use of controlling self-motivating strategies compared to the other two profiles. Moreover, their actual performance at the Paralympic Games was better. Discussion: Although none of the athletes were at severe risk for depression or showed extremely high levels of stress, these results confirm that improving the quality of athletes' motivation can safeguard their well-being and enhance performance in Paralympic Sports.

Anxiety and psychological needs of high school students: COVID-19 period.

The study aims to examine the relationship between anxiety and psychological needs of high school students during the COVID-19 pandemic period. The fact that the COVID-19 virus poses a threat to mental health as well as physical health, the effects of the pandemic period on the psychological needs and anxiety level of adolescents, especially in a critical developmental stage, and the scarcity of studies concerning adolescent mental health in this period, constituted the purpose of the current study. The quantitative (N = 502) and qualitative data (N = 29) of the study, in which triangulation design was used, were collected from high school students studying in the Southeast of Turkey. In the quantitative part of the research Multiple Linear Regression was implemented and content analysis was used in the qualitative part. The results indicate that love, belonging and power, which are subdimensions of basic psychological needs, are significant predictors of anxiety level. Additionally, it is seen that the need for freedom subdimension is the least predictive variable for the anxiety level. It is concluded that there are moderate negative and significant relationships between the general and subdimensions of basic psychological needs and the level of state anxiety. In this sense, it has been found that the level of anxiety tends to decrease as the level of the satisfaction of basic psychological needs increases. The results in the qualitative analysis part largely overlap with the results in the quantitative part. Suggestions based on the findings of the study are made to researchers.

Personal attributes and job resources as determinants of amount of work done under work-from-home: empirical study of Indian white-collar employees

PurposeEven after COVID-19 pandemic, several organizations intend extending work-from-home (WFH), to the extent of making it permanent for many. However, WFH's impact on productivity remains uncertain. Therefore, this paper aims to study personal and job factors determining the likelihood of amount of work done at home being same/more vis-à-vis office.Design/methodology/approachEmployees' basic psychological needs and job crafting tendencies;job-related aspects of task independence, technology resources and supervisory support;and several demographic factors are examined as determinants. Firth logistic regression analysis of data from 301 Indian white-collar employees is performed.FindingsDemographically, longer exposure to WFH, greater work experience and being a support function worker increased the likelihood of same/greater amount of work done at home. Being a woman or married reduced the likelihood, while being a manufacturing/services worker was non-significant. Among psychological needs, greater needs for autonomy and relatedness decreased and increased the likelihood of same/greater amount of work done at home, respectively. Regarding personal and job resources, job crafting to increase structural job resources and supervisor support increased the likelihood of same/greater amount of work done at home versus office.Originality/valueThis paper adds to the limited India-centric literature on WFH;uniquely examining influences of individual personal attributes on amount of work done by combining job demands-resources (JD-R) model and basic psychological needs theory.

We need a hero: HR and the 'next normal' workplace

During the first few months of the COVID-19 pandemic, employees worked from home in record numbers and enjoyed extraordinarily high levels of autonomy. Now, as employers reopen their doors, we can build on those gains to create better workplaces than the ones we left behind. HR has a window of opportunity in which to develop psychologically safe workplaces, trust-based employment relationships and socially connected workforces. But progress towards better workplaces hangs on a few critical adjustments in the HR researcher-practitioner relationship. HR researchers must work with HR practitioners to identify organization-level interventions and examine their simultaneous influence on employee and employer outcomes. HR practitioners must create sandboxes where those interventions can be pilot tested, and resist their instinctive urge to establish formalised structures and develop monitoring systems. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Student well-being in times of covid-19 in the netherlands: Basic psychological need satisfaction and frustration within the academic learning environment

The COVID-19 pandemic affected student well-being through measures such as closing educational institutions and social distancing, which forced universities to adapt the student learning environment. Previous research has demonstrated that the learning environment influences student well-being by satisfying their basic psychological needs of autonomy, competence, and relatedness. The present study therefore aimed to investigate, against the background of the pandemic, (1) how the basic psychological needs related to student well-being, (2) how students perceived interaction within the academic system, and (3) how they would like the "new educational normal" to look. To address these aims, we implemented a cross-sectional survey which included both quantitative measures and qualitative open-ended questions and distributed it at a Dutch university (n = 653). To identify the predictive strength of need satisfaction and frustration, we ran multiple regressions. We found that need satisfaction and frustration were significantly related to the well-being measures, of which relatedness was only weakly related to student well-being. Moreover, students reported restricted interactions with their teachers and fellow students, leading to feelings of disconnectedness, as well as struggles to establish or maintain relationships. In contrast with the quantitative findings, students highlighted relatedness as an essential, currently lacking part of their experience. They suggested a potential hybrid learning environment with a focus on social cohesion. This study emphasizes the relevance of interpersonal connections within higher education and provides practical ideas for post-pandemic academic structures. These insights can support systemic investments of universities in student well-being and creating a healthier learning environment for the future. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Experiences of gifted students during the COVID-19 pandemic in Turkey

COVID-19 began to spread all over the world in the Spring of 2020. All schools, including the institutions serving students with special needs, were closed to decrease the spread of the virus. The schools had to shift to online education, which was a new experience for most students. In addition to the negative effects of the pandemic itself, the new learning format required extra effort from students. Gifted and talented students as a special group with special educational and socio-emotional needs may have experienced the pandemic differently. In the present study, we aimed to explore gifted and talented students' subjective well-being, feelings of hope, and stress coping strategies with a quantitative method. In addition, we used a qualitative method and asked a few open-ended questions to dig deeper into these students' experiences during the pandemic. We found a statistically significant correlation among subjective well-being, hope, and stress coping strategies. Effective stress coping strategies are used more frequently than negative ones. We revealed that although there are some positive sides to the process, the students described some difficulties with social interaction, access and use of technology, motivation, and physical health. Based on the findings, we suggested some important implications and recommendations for parents, educators, and policymakers. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Attitude of Schoolchildren Towards Emergency Distance Learning: Relations with Intrinsic Motivation and School Satisfaction

The results of a study of retrospective attitudes towards distance learning during the COVID-19 pandemic among secondary school students are presented (N=439, grades 5-8th). Motivational predictors of this relationship were analyzed, explaining the individual differences among schoolchildren in their preference for distance learning. With the help of structural equation modeling, it is shown that a negative attitude towards distance learning that took place in the recent past, compared to traditional learning, is associated with greater satisfaction of their basic needs for autonomy, competence and relatedness with teachers and classmates, and this relationship is mediated by intrinsic learning motivation, which, in turn, predicts attitudes towards forced distance learning, school satisfaction, and academic performance. It is shown that intrinsically motivated schoolchildren who are interested in the educational process, in general, have a negative attitude towards the forced distance learning that took place during COVID-19 pandemic and would not want it to return. © 2022 Moscow State University of Psychology and Education. All rights reserved.

Exploring the impacts of COVID-19 related social distancing on loneliness, psychological needs and symptomatology

Loneliness may be a consequence of social distancing, a measure imposed by several governments to try to reduce the contagion of severe acute respiratory syndrome-related coronavirus 2 (SARS-CoV-2). Despite being necessary, this measure may have thus caused a rise in mental health issues, leading to higher psychological distress and symptomatology. Thus, it is also important to explore how loneliness relates to the regulation of psychological needs. This study aims to explore the relationships between loneliness, symptomatology, and the regulation of psychological needs. 142 individuals (M age=32.7, SD=10.9), answered self-report questionnaires in a cross-sectional design. Results show that loneliness is positively correlated with symptomatology and difficulties in the regulation of psychological needs, with these relationships being mediated by psychological distress and psychological well-being. We discuss our results with a focus on loneliness and related psychopathological symptomatology, as they seem to be core factors in the regulation of psychological needs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Correction: A self-support approach to satisfy basic psychological needs during difficult situations

Reports an error in "A self-support approach to satisfy basic psychological needs during difficult situations" by Behzad Behzadnia and Saeideh FatahModares (Motivation and Emotion, Advanced Online Publication, Aug 24, 2022, np). The original version of this article contained a mistake in the acknowledgements section. The correct acknowledgements section is given in the erratum. The original article has been corrected. (The following of the original article appeared in record 2022-95204-001). We tested whether a self-support approach to satisfy basic psychological needs to increase students' basic need satisfaction, mindfulness, and subjective vitality, and decrease their need frustration, coronavirus, and test anxiety during the novel coronavirus and university final exams. Three hundred and thirty students (Mage = 21.45, SD = 2.66) participated in this 6-day long experimental study and they were randomly allocated to either experimental (self-support approach, n = 176) or control (no-intervention) condition. Students completed the targeted questionnaires at the beginning (first day of the university final exams, Time 1) middle (3 days after the beginning of the study, Time 2), and the end of study (6 days after the beginning of the study, Time 3). Compared to students in the control condition, students in the experimental condition reported higher need satisfaction, mindfulness, subjective vitality, and lower need frustration, coronavirus, and test anxiety. Through a path analysis, the experimental condition predicted positively students higher need satisfaction, which in turn, predicted their higher subjective vitality, and lower coronavirus and test anxiety at Time 3. Results highlighted the importance of a self-support approach on students' outcomes during difficult situations, that have implications for theory and practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Connecting during COVID: Meeting social and emotional needs of vulnerable elementary students during a pandemic

The COVID-19 pandemic necessitated school buildings to close in March of 2020 across the United States. From that time forward, many students remained in virtual learning environments, unable to step onto campus. The remote environments were isolating and struggled to support the academic or social and emotional needs of many students. The inability to access the supports from the physical school environment caused additional challenges for certain student populations, especially those who are considered at-risk academically or described as vulnerable due to conditions within the home environment. This mixed methods action research study, framed around the theoretical foundations of Maslow's Hierarchy of Needs and the Science of Learning and Development model, measured the impact of a social and emotional learning, online mentoring framework on levels of student engagement and connectedness. Teachers met virtually with small groups of students for six weeks, implementing lessons that focused on CASEL's social and emotional learning competencies. Both qualitative and quantitative data from surveys and focus groups measured the impact of these lessons. While the implementation of the framework did not significantly impact levels of engagement, it did yield a substantial impact on connectedness within the elementary environment. The study also explored how professional development can support staff in meeting specific needs of vulnerable students. The findings indicated that comprehensive professional development was needed to meet the needs of this population of students. Such professional development should focus on student need and support fostering relationships within the school environment in order to mitigate the educational inequities that result from isolated, remote learning environments. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

HyFlex environment: addressing students' basic psychological needs.

Active learning strategies engage students and promote student-centered learning environments. Implementing active learning in a HyFlex environment during the Fall of 2020 global pandemic was challenging. We describe the Interactive Synchronous HyFlex approach to teaching design thinking at the introductory college level and explore impacts on students' basic psychological needs, including autonomy, competence, and relatedness. Aligned with Self-Determination Theory, active learning has been shown to motivate students and increase performance and retention in science, engineering, and mathematics disciplines, among others (Freeman et al., 2014; Lo & Hew, 2019). In active environments, the predominant mode of instruction is not lecture based and it engages students through student-to-student interactions and student-to-instructor interactions. The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. This model of instruction is ideal for our design thinking course used as a context for this study because students are challenged to learn by doing. In active learning courses, students engage in video-recorded lectures or talks, text-based materials and online quizzes, or other preparation activities before and in preparation for class (Bishop & Verleger, 2013; Lo et al., 2017; O'Flaherty & Phillips, 2015). Scheduled class meeting time is used for engagement and interaction between students informed by a social constructivist learning theory. Students challenge each other to apply what they have learned with guidance and support from the instructor.

Staying physically active during the COVID-19 pandemic: Assessing the roles of motivation, basic psychological needs, goal orientation and anticipatory sport persistence.

Nationwide barriers to public and private sport institutions were implemented during COVID-19 lockdowns. Autonomous motivation, perceived fulfillment of basic psychological needs (competence, autonomy, and relatedness) and goal orientation coincide with higher persistence rates in physical activity. The aim of this study is to investigate which factors are related to anticipatory sport persistence, a specific form of sport persistence. We conducted an online survey with N = 208 (74% female) participants. Correlation analyses showed that higher anticipatory sport persistence coincides with autonomous motivation (r = 0.314, p < 0.01), basic psychological needs (competence r = 0.528, autonomy r = 0.446, relatedness r = 0.315; all p < 0.01), and goal orientation (intrinsic r = 450, extrinsic r = 0.146; all p < 0.01). Furthermore, multiple regression analysis showed that anticipatory sport persistence can be predicted through intrinsic goal orientation (B = 0.465, p < 0.01) and the need for competence (B = 0.418, p < 0.01). The importance of anticipatory sport persistence when expecting external barriers to physical activity, its relationship toward sport persistence and possible implications for the planning and perseverance of physical activity plans are being discussed.