Disordered Eating Behaviors Through the Lens of Self-Determination Theory.

This study aimed to verify a conceptual model of eating regulation based on the Self-Determination Theory. This model suggests that basic psychological needs satisfaction is related to general self-determined motivation and autonomous regulation toward eating, which in turn are associated with less disordered eating behaviors and attitudes and better satisfaction with life. Two hundred thirty-nine women without an eating disorder completed self-reported questionnaires. The hypothesized model was tested with a serial multiple mediation analysis using PROCESS macro. The overall indirect effect of basic psychological needs satisfaction on life satisfaction through the three mediators, i.e. general motivation, regulation of eating behaviors, and eating behaviors and attitudes, was significant. Results are coherent with the Self-Determination Theory and add to past research by suggesting that basic psychological needs satisfaction might be a key target when addressing women's disordered eating behaviors and attitudes.

Longitudinal testing of a dietary self-care motivational model in adolescents with diabetes.

OBJECTIVE: Based on self-determination theory, this study tests a model positing that perceived autonomy support from parents and health care providers positively predicts self-efficacy and autonomous self-regulation in dietary self-care. In turn, self-efficacy and autonomous self-regulation predict better dietary self-care over time. METHOD: Longitudinal data were collected in a consecutive series of 289 adolescent patients with type I diabetes at two time points separated by a two-year interval. RESULTS: Structural equation modeling analysis revealed that perceived autonomy support from health care providers at Time 1 (T1) positively predicted self-efficacy and autonomous self-regulation at Time 2 (T2), T1 self-efficacy and autonomous self-regulation positively predicted T2 dietary self-care, and T1 dietary self-care positively predicted T2 autonomous self-regulation. CONCLUSION: Autonomy support from health care providers appears to help adolescents develop motivational factors for dietary self-care and adhere to dietary recommendations.

Sex differences in the effects of mental work and moderate-intensity physical activity on energy intake in young adults.

The aim of this study was to examine the acute effects of mental work and moderate-intensity physical activity on various components of energy balance in young and healthy adults. With the use of a randomized crossover design, 35 participants aged 24 ± 3 years completed three 45-min conditions, namely, (i) resting in a sitting position (control), (ii) reading and writing (mental work (MW)), and (iii) exercising on a treadmill at 40% of peak oxygen uptake (exercise), followed by an ad libitum lunch. The endpoints were spontaneous energy intake (EI), energy expenditure (EE), appetite sensations, and EI for the remainder of the day. We observed that the energy cost of the control and MW conditions was about the same whereas the exercise condition increased EE to a greater extent in men than women. Exercise induced a decrease in EI relative to EE compared to the control condition that was more pronounced in men than women. However, women tended to increase their energy intake after the MW condition compared to the control one whereas an opposite trend was observed in men. None of the appetite sensation markers differed significantly between both sexes. In conclusion, men and women have specific food intake patterns when submitted to cognitive and physical stimuli.

Effects of gender, age, and diabetes duration on dietary self-care in adolescents with type 1 diabetes: a Self-Determination Theory perspective.

This study tests a model derived from Self-Determination Theory (SDT) (Deci and Ryan, 2000) to explain the mechanisms by which non-modifiable factors influence dietary self-care in adolescents with type 1 diabetes (n = 289). SEM analyses adjusted for HbA1c levels revealed that longer diabetes duration and female gender were indicative of poorer dietary self-care. This effect was mediated by contextual and motivational factors as posited by SDT. Poorer autonomy support from practitioners was predominant in girls with longer diabetes duration. Perceived autonomous motivation and self-efficacy were indicative of greater autonomy support, and led to better dietary self-care.

Women's depressive symptoms during the transition to motherhood: the role of competence, relatedness, and autonomy.

This study investigates the longitudinal pattern of reciprocal relations between mothers' perceived satisfaction of their needs for competence, relatedness, and autonomy and depressive symptoms during the transition to motherhood. Participants were 331 women assessed during their pregnancy and two and five months after delivery. Results based on structural equation modeling provide some support for the effect of perceived needs satisfaction on subsequent depressive symptoms during the postpartum period. In addition, it appears that prior postpartum depressive symptoms account for subsequent psychological needs satisfaction. Discussion centers on the theoretical, methodological, and practical implications of the results.

Longitudinal relations among perceived autonomy support from health care practitioners, motivation, coping strategies and dietary compliance in a sample of adults with type 2 diabetes.

The purpose of this study was to test the causal ordering among perceived autonomy support from health care practitioners, motivation, coping strategies and compliance to dietary self-care activities. Using a cross-lagged panel model, we investigate how these variables relate to one another over a one-year period. A total of 365 adults with Type 2 diabetes participated in the study. Results suggest that autonomous motivation and active planning are reciprocally related over time, and that prior autonomous motivation is related to the extent participants subsequently comply with their diet. Results are discussed in light of Self-determination Theory and the coping perspective.

Representations of relatedness with parents and friends and autonomous academic motivation during the late adolescence-early adulthood period: reciprocal or unidirectional effects?

BACKGROUND: The literature on the determinants of academic motivation indicates that social and affective processes connected to students' interpersonal relationships are central elements in understanding students' academic motivation and other school-related outcomes. AIMS: The aim of this study was to answer the following questions: Does autonomous motivation drive representations of relatedness, do representations of relatedness drive autonomous motivation, or are these constructs reciprocally related over time? SAMPLE: The sample consists of 834 adolescents aged 18 years (SD=1.88) who participated in a 3-year longitudinal study. RESULTS: Results from the structural equation models provided good support for the effect of representations of relatedness with parents on autonomous academic motivation but no convincing support for the effect of motivation on representations of relatedness with parents. In addition, no significant effect in either direction was found between representations of relatedness with friends and autonomous academic motivation. CONCLUSION: It might be important to inform parents that they may still have an influence on their adolescent's representations of relatedness and subsequently on his/her autonomous academic motivation even during the late adolescence-early adulthood period, a period when some parents may be tempted to believe that they can do little to motivate their offspring.

Perceptions of parental involvement and support as predictors of college students' persistence in a science curriculum.

As technological and scientific skills are increasingly needed, finding that science students encounter significant problems in their academic program causes serious concern. The authors examined how perceived parental involvement and support predict college students' persistence in science based on J. P. Connell and J. G. Wellborn's (1991) theoretical model: Perceived parental involvement and support should foster student persistence by promoting students' competence, autonomy, and relatedness. Results suggest that perceived parental autonomy supports predicted scientific persistence partly through students' autonomy. Perceived parental involvement, although unrelated to persistence, was a significant predictor of autonomy and relatedness. Results suggest that perceived parental involvement and support have specific roles in predicting student self-processes and achievement, highlighting the importance of sustaining parents' contribution for college students.