Exploring Virtual Coach Education in USA Lacrosse

In 2020, USA Lacrosse moved all coach training workshops to a virtual format in response to the COVID-19 pandemic. Knowing that in-person coach training has been heavily studied regarding the motivation of the coaches who participate, the shift to virtual delivery of coach education prompted the researchers to examine how the workshops themselves supported the basic needs, motivation, and engagement of coach learners. Aligned with self-determination theory's conception of motivation and the three basic needs of autonomy, competence, and relatedness, the researchers drew upon observation and survey data that were collected to determine the success of the virtual training. Using this information, the researchers found that the coach trainers used a variety of need-supportive behaviors and very few need-thwarting behaviors. Surveys revealed that the coaches displayed high levels of autonomous motivation, low levels of controlled motivation, and favorable engagement. These results are discussed in conjunction with the literature that is focused on in-person training programs as well as best practices in technology-enhanced learning to provide input into how virtual programming may be of benefit to coach learners and how coach trainers can best support coaches' needs in a virtual environment.

Training on autonomy promotion and pedagogical support during COVID-19 lockdowns

This paper analyzes the implementation of a professional development program on autonomy promotion and instructional support in the classroom, and the relationship between this program and students' engagement. The program was designed during the delivery of online classes as a result of the COVID-19 pandemic. The study used a convergent parallel design. Participants were five elementary teachers and their students (N=110) at a public school in Cali, Colombia. The program consisted of two workshops and three online individual feedback sessions. Classes were recorded before and during the program and classroom interactions were coded. The results show high variability in teachers' autonomy promotion and instructional support during the classes. Students' engagement was higher when teachers promote greater autonomy and instructional support. Variables that could affect teachers' use of learning from the program are discussed. © 2023 Revista Latinoamericana de Ciencias Sociales. 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)

The Effects of Expressing Empathy/Autonomy Support Using a COVID-19 Vaccination Chatbot: Experimental Study in a Sample of Belgian Adults.

BACKGROUND: Chatbots are increasingly used to support COVID-19 vaccination programs. Their persuasiveness may depend on the conversation-related context. OBJECTIVE: This study aims to investigate the moderating role of the conversation quality and chatbot expertise cues in the effects of expressing empathy/autonomy support using COVID-19 vaccination chatbots. METHODS: This experiment with 196 Dutch-speaking adults living in Belgium, who engaged in a conversation with a chatbot providing vaccination information, used a 2 (empathy/autonomy support expression: present vs absent) × 2 (chatbot expertise cues: expert endorser vs layperson endorser) between-subject design. Chatbot conversation quality was assessed through actual conversation logs. Perceived user autonomy (PUA), chatbot patronage intention (CPI), and vaccination intention shift (VIS) were measured after the conversation, coded from 1 to 5 (PUA, CPI) and from -5 to 5 (VIS). RESULTS: There was a negative interaction effect of chatbot empathy/autonomy support expression and conversation fallback (CF; the percentage of chatbot answers "I do not understand" in a conversation) on PUA (PROCESS macro, model 1, B=-3.358, SE 1.235, t186=2.718, P=.007). Specifically, empathy/autonomy support expression had a more negative effect on PUA when the CF was higher (conditional effect of empathy/autonomy support expression at the CF level of +1SD: B=-.405, SE 0.158, t186=2.564, P=.011; conditional effects nonsignificant for the mean level: B=-0.103, SE 0.113, t186=0.914, P=.36; conditional effects nonsignificant for the -1SD level: B=0.031, SE=0.123, t186=0.252, P=.80). Moreover, an indirect effect of empathy/autonomy support expression on CPI via PUA was more negative when CF was higher (PROCESS macro, model 7, 5000 bootstrap samples, moderated mediation index=-3.676, BootSE 1.614, 95% CI -6.697 to -0.102; conditional indirect effect at the CF level of +1SD: B=-0.443, BootSE 0.202, 95% CI -0.809 to -0.005; conditional indirect effects nonsignificant for the mean level: B=-0.113, BootSE 0.124, 95% CI -0.346 to 0.137; conditional indirect effects nonsignificant for the -1SD level: B=0.034, BootSE 0.132, 95% CI -0.224 to 0.305). Indirect effects of empathy/autonomy support expression on VIS via PUA were marginally more negative when CF was higher. No effects of chatbot expertise cues were found. CONCLUSIONS: The findings suggest that expressing empathy/autonomy support using a chatbot may harm its evaluation and persuasiveness when the chatbot fails to answer its users' questions. The paper adds to the literature on vaccination chatbots by exploring the conditional effects of chatbot empathy/autonomy support expression. The results will guide policy makers and chatbot developers dealing with vaccination promotion in designing the way chatbots express their empathy and support for user autonomy.

Fostering students' motivation towards learning research skills: the role of autonomy, competence and relatedness support.

In order to design learning environments that foster students' research skills, one can draw on instructional design models for complex learning, such as the 4C/ID model (in: van Merriënboer and Kirschner, Ten steps to complex learning, Routledge, London, 2018). However, few attempts have been undertaken to foster students' motivation towards learning complex skills in environments based on the 4C/ID model. This study explores the effects of providing autonomy, competence and relatedness support (in Deci and Ryan, Psychol Inquiry 11(4): 227-268, https://doi.org/10.1207/S15327965PLI1104_01, 2000) in a 4C/ID based online learning environment on upper secondary school behavioral sciences students' cognitive and motivational outcomes. Students' cognitive outcomes are measured by means of a research skills test consisting of short multiple choice and short answer items (in order to assess research skills in a broad way), and a research skills task in which students are asked to integrate their skills in writing a research proposal (in order to assess research skills in an integrative manner). Students' motivational outcomes are measured by means of students' autonomous and controlled motivation, and students' amotivation. A pretest-intervention-posttest design was set up in order to compare 233 upper secondary school behavioral sciences students' outcomes among (1) a 4C/ID based online learning environment condition, and (2) an identical condition additively providing support for students' need satisfaction. Both learning environments proved equally effective in improving students' scores on the research skills test. Students in the need supportive condition scored higher on the research skills task compared to their peers in the baseline condition. Students' autonomous and controlled motivation were not affected by the intervention. Although, unexpectedly, students' amotivation increased in both conditions, students' amotivation was lower in the need supportive condition compared to students in the baseline condition. Theoretical relationships were established between students' need satisfaction, students' motivation (autonomous, controlled, and amotivation), and students' cognitive outcomes. These findings are discussed taking into account the COVID-19 affected setting in which the study took place.

Autonomy support buffers the impact of self-criticism on depression

The current study examined the associations among self-criticism, perceptions of autonomy support, and depression prior to and during the onset of the Covid pandemic. 283 students at a large Canadian university participated in a goal related study, and completed questionnaires assessing personality, autonomy support, and depressive symptoms starting in September of 2019 and ending in May of 2020. The results showed that self-criticism was associated with increases in depressive symptomatology, and that autonomy support was inversely associated with depression. The results also showed that autonomy support moderated the effect of self-criticism on depression such that individuals with higher baseline self-criticism who perceived high levels of autonomy support reported lower levels of depression during the beginning of the pandemic. These results confirm the deleterious impact of selfcriticism and the potential benefits of autonomy support. The presence of autonomy support appears to buffer those who are high in self-criticism from increased depressive symptoms. These results have important clinical implications, suggesting the need to address the perniciousness of self-criticism and the need to develop innovative ways to enhance the delivery of autonomy support. © 2022 Elsevier Ltd

Politically-polarized perceptions of governmental autonomy-support impact internal motivations to comply with COVID-19 safety guidelines.

Compliance with health safety guidelines is essential during pandemics. However, political polarization in the U.S. is reducing compliance. We investigated how polarized perceptions of government leaders' autonomy-support and enforcement policies impacted security and internally-motivated compliance with national (Study 1a) and state (Study 1b) safety guidelines. We surveyed 773 Republicans and Democrats from four states (California, Florida, New York, Texas) during the first wave of the 2020 COVID-19 pandemic. Overall, participants perceived that the decision processes of opposing political administrations did not support their autonomy. Lack of autonomy-support was associated with reduced security and internal motivations to comply (R 2 = 50.83%). When political administrations enforced health safety mandates (Democrat state leaders in this study) and were perceived as autonomy-supportive, participants reported the highest security and internally-motivated compliance (R 2 = 49.57%). This effect was especially pronounced for Republicans, who reacted negatively to enforcement without autonomy-support. Political leaders who use fair and supportive decision-making processes may legitimize enforcement of health safety guidelines, improving compliance. Supplementary Information: The online version contains supplementary material available at 10.1007/s11031-022-09974-x.

The relation between autonomy support and music enjoyment in online learning for music undergraduates in the post-COVID-19 era.

Music enjoyment is considered to predict music-related academic performance and career choice. Although relevant research in non-music fields has demonstrated the association between teachers' autonomy support and students' academic enjoyment, it remains unknown whether this association is valid in the music discipline. In addition, in the post-COVID-19 era, online education has become a common way of teaching and learning for music undergraduates. In the form of online learning, the mechanisms mediating teachers' music autonomy support and students' music academic enjoyment are also unknown. This study draws on Pekrun's theory of achievement emotions and control values to explore the mediating role of attributions and values in the association between autonomous support and academic achievement. In this study, 270 undergraduates majoring in music eventually completed the online surveys. Results from structural equation modeling indicated that autonomy support positively predicted music enjoyment and that attributions (i.e., internal attribution and external attribution) and values (i.e., intrinsic value, attainment value, utility value) mediated the association between autonomy support and music enjoyment. The findings also provide insights into possible avenue for promoting music enjoyment emotion during online teaching in the post-COVID-19 era. Implications and limitations are discussed in the study.

Parental Autonomy Support and Psychological Well-Being in University Students During the COVID-19 Pandemic: The Role of Autonomy Satisfaction

Background: University students, as emerging adults, have autonomy as one of their central developmental tasks. Parents need to provide an autonomy-supportive environment to encourage students to act based on their volition, benefiting their psychological well-being. This study aims to explore the effect of parental autonomy support on psychological well-being by the mediation of autonomy satisfaction. Methods: 227 university students in Indonesia (21.6% male, 78.4% female) aged 18-24 years old (M = 20.73;SD = 0.93) participated in the study and completed an online survey. We used three validated Indonesian version questionnaires: Parental Autonomy Support, Basic Psychological Needs Satisfaction and Frustration, and Psychological Well-Being. Results: The result shows that autonomy satisfaction fully mediated the relationship between parental autonomy support and psychological well-being. Conclusion: This finding supported the self-determination theory framework and implied the importance of parental autonomy support in enhancing university students' psychological well-being, especially in pandemic situations. © 2022 Akram et al.

Protective Factors against Morally Injurious Memories from the COVID-19 Pandemic on Nurses' Occupational Wellbeing: A Cross-Sectional Experimental Study.

The COVID-19 pandemic was a fertile ground for nurses' exposure to self- and other-Potentially Morally Injurious Events (PMIEs). Our study explored the effects of nurses' memories of self- and other-PMIEs on occupational wellbeing and turnover intentions. Using an experimental design on a convenience sample of 634 Romanian nurses, we tested a conceptual model with PLS-SEM, finding adequate explanatory and predictive power. Memories of self- and other-PMIEs were uniquely associated with work engagement, burnout, and turnover intentions, compared to a control group. These relationships were mediated by the three basic psychological needs. Relatedness was more thwarted for memories of other-PMIEs, while competence and autonomy were more thwarted for memories of self-PMIEs. Perceived supervisor support weakened the indirect effect between type of PMIE and turnover intentions, through autonomy satisfaction, but not through burnout. Self-disclosure weakened the indirect effect between type of PMIE and turnover intentions, through autonomy satisfaction, and both burnout and work engagement. Our findings emphasize the need for different strategies in addressing the negative long-term effects of nurses' exposure to self- and other-PMIEs, according to the basic psychological need satisfaction and type of wellbeing indicator.

Autonomy support buffers the impact of self-criticism on depression

The current study examined the associations among self-criticism, perceptions of autonomy support, and depression prior to and during the onset of the Covid pandemic. 283 students at a large Canadian university participated in a goal related study, and completed questionnaires assessing personality, autonomy support, and depressive symptoms starting in September of 2019 and ending in May of 2020. The results showed that self-criticism was associated with increases in depressive symptomatology, and that autonomy support was inversely associated with depression. The results also showed that autonomy support moderated the effect of self-criticism on depression such that individuals with higher baseline self-criticism who perceived high levels of autonomy support reported lower levels of depression during the beginning of the pandemic. These results confirm the deleterious impact of selfcriticism and the potential benefits of autonomy support. The presence of autonomy support appears to buffer those who are high in self-criticism from increased depressive symptoms. These results have important clinical implications, suggesting the need to address the perniciousness of self-criticism and the need to develop innovative ways to enhance the delivery of autonomy support.

The effect of voluntary versus compulsory preventive behavior on consumer adaptation during COVID-19.

Consumers have been taking various preventive measures during COVID-19. We propose that people who take voluntary (vs. compulsory) preventive actions are better able to adapt to different aspects of life changes. In four studies, we demonstrate that voluntary preventive measures have a positive effect on consumers' adaptation to work, social relationships, interest in hobbies, and other consumption aspects. Because voluntary behavior promotes autonomy, we also manipulate consumers' autonomous motivation and find that feeling autonomous increases consumers' intention to take prevention and pursue adaptation. Moreover, we manipulate consumer self-efficacy and find that it improves consumer safety behavior and adaptation.

Effects of Autonomy Support and Emotion Regulation on Teacher Burnout in the Era of the COVID-19 Pandemic.

The COVID-19 pandemic has exacerbated levels of stress and anxiety for P-12 teachers around the globe. The present study aims to understand teachers' emotional experiences and feelings of burnout during the pandemic, and how individual (i.e., emotion regulation strategies) or contextual factors (e.g., school administrative support) intersect with different facets of their emotional experiences. Using a sequential explanatory mixed methods design, we collected and examined survey and interview data from teachers in the southeastern United States. The structural equation model confirmed the relationships among the following latent variables: negative emotion, emotion regulation, autonomy support, burnout, and teacher enthusiasm. Qualitative findings provide further insight in the contextualized nature of these relationships and how they play out across various schools and districts.

How could hospitality employees survive? The individual costs, career decisions and autonomy support of furlough strategies in a crisis

The hospitality industries are fragile and have very little business in a public crisis such as the Covid-19 pandemic. Under a difficult time, the hospitality organizations still need to keep talent employees who are critical when the business is recovered. Furlough that employers keep talent employees without variable cost, becomes a common choice among hotels. However, the potential impacts of such furlough practices on employees have rarely been investigated. By analyzing the data set from 386 furloughed UK hotel employees, the present study illustrated that the perceived costs of furlough as well as the availability of alternative opportunities resulted in career changes, and that feelings of acknowledged as a dimension of autonomy support weakened the effects of social costs on career change decisions. The findings call for more balanced furlough strategies and extend knowledge about social justice at workplace.

Pivoting to be Patient-Centered: A Study on Hidden Psychological Costs of Tele-Healthcare and the Patient-Provider Relationship

Purpose: While the COVID-19 pandemic has necessitated a shift toward virtual medicine, there are some potentially important limitations with this modality of healthcare. One such concern, which has not yet been elucidated, is how telephone-based versus in-person visits differentially impact patients' perceived autonomy and the resulting patient-provider relationship. Grounded in self-determination theory (SDT), this pilot study addresses this question by investigating the association between patients' perceived autonomy support and relationship needs satisfaction (autonomy, competence, relatedness) in both types of visits with their family doctor and care team. Methods: Running from Sept. 2020 to Feb. 2021, data was collected via convenience sampling from n = 66 patients (34 in person, 32 virtual) nested within k = 6 family physicians. Patients completed an online survey containing two previously validated scales derived from SDT: The Healthcare Climate Questionnaire and the Basic Need Satisfaction in Relationships Scale. Each scale was adapted to reflect a virtual or in-person visit experience. A random effects model captured the relationship between the motivational variables in each group, adjusting for various sociodemographic effects. Results: Both groups' perceived autonomy support positively related to their relationship needs satisfaction with their family doctor and care team. Compared to traditional in-person visits, patients perceived the virtual healthcare climate as significantly less autonomy-supportive. Conclusions: In line with SDT, findings from this study suggest that when patients sense a more autonomy-supportive healthcare climate, they will experience a more needs-satisfying relationship with their family doctor and healthcare team. These results have potentially significant implications for supporting patient motivation and facilitating optimal health and wellness outcomes, particularly within the virtual care environment.

Effect of teacher autonomy support on the online self-regulated learning of students during COVID-19 in China: The chain mediating effect of parental autonomy support and students' self-efficacy.

Background: Self-regulated learning (SRL) ability is the key determinant of the success of full-time online learning. Thus, exploring the influencing factors of SRL and their influencing mechanisms is necessary to improve this ability among K-12 students. Objectives: The purpose of this study was to investigate the influence mechanism of teacher autonomy support on students' online SRL by examining the structural relationship among teacher autonomy support, parental autonomy support, students' self-efficacy, and students' online SRL. Methods: We use structural equation modelling and effect analysis to analyse the collected data from 961 Chinese K-12 students who engaged in full-time online learning in their homes during the coronavirus disease 2019 (COVID-19) outbreak. Results and Conclusions: Parental autonomy support and students' self-efficacy play crucial independent mediating roles in the influence of teacher autonomy support on students' online SRL. Parental autonomy support and students' self-efficacy have a chain mediating effect on the influence of teacher autonomy support on students' online SRL. Implications: On the basis of the results, we suggest that in order to develop students' online SRL ability, it is important for teacher to improve parental autonomy support and students' self-efficacy. In addition, base on the chain mediating effect, to improve students' online SRL, teacher autonomy support needs focus on parental autonomy support, and then parental autonomy support needs focus on improving students' self-efficacy.

The link between empowering leadership and employees' perceptions of the effectiveness of blended working.

Linked to technological and societal developments, including the COVID-19 pandemic, employees are increasingly being given the opportunity to blend onsite and remote working including flexibility as to when and where they work. Despite the proliferation of such blended working, there is little empirical research on how leaders in organizations can contribute to facilitating its effectiveness. In the present study, we hypothesized that an empowering leadership style would be positively associated with employees' perceptions of the effectiveness of blended working. Additionally, grounded in Self-Determination Theory, we hypothesized that the satisfaction of employees' work-related psychological needs for autonomy and for competence would mediate this relation. Results of a field study (N = 405 employees) using a two-wave panel design supported a cross-lagged effect of empowering leadership on employees' perceptions of the effectiveness of blended working. However, no evidence was found for the hypothesized mediated relations. Our findings could be of value to organizations as they indicate a specific leadership style that is likely to facilitate the effectiveness of blended working.

Students home alone-profiles of internal and external conditions associated with mathematics learning from home

This study aims at describing differences in internal and external resources of students to handle mathematics learning from home. Based on data from N= 223 7th-grade secondary school students gathered via an online survey at the end of the first school year during the COVID-19 pandemic, we used latent profile analysis to identify student profiles defined by the internal factors perceived value and success of students' math learning from home and the external factors family support and teacher support-all specifically related to home learning. A number of general learning conditions, comprising internal (e.g., sustained attention) and external factors (e.g., socioeconomic status), are included as outcome variables. The best-fitting four-profile solution suggests one profile with comparably unfavorable internal and external resources. About 35% of the students are assigned to that profile. The other three profiles show combinations of, relative to the sample, more and less promising specific home learning and general learning conditions suggesting that these students have different resources available in the face of learning mathematics from home.

An Online Experiment During COVID-19: Testing the Influences of Autonomy Support Toward Emotions and Academic Persistence.

Students' academic persistence is a critical component of effective online learning. Promoting students' academic persistence could potentially alleviate learning loss or drop-out, especially during challenging time like the COVID-19 pandemic. Previous research indicated that different emotions and autonomy support could all influence students' academic persistence. However, few studies examined the multidimensionality of persistence using an experimental design with students' real-time emotions. Using an experimental design and the Contain Intelligent Facial Expression Recognition System (CIFERS), this research explored the dynamic associations among real-time emotions (joy and anxiety), autonomy support (having choice and no choice), self-perceived persistence, self-reliance persistence, and help-seeking persistence. 177 college students participated in this study online via Zoom during COVID-19 university closure. The results revealed that having choice and high intensity of joy could promote students' self-reliance persistence, but not help-seeking persistence. Interestingly, students who perceived themselves as more persistent experienced more joy during experiment. The theoretical and practical implications on facilitating students' academic persistence were discussed.