Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness / Motivación para aprender: un estudio internacional multinivel sobre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenido

En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del contenido y las características motivacionales de los estudiantes. El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N = 602), Portugal (N = 469), México (N = 1177), Chile (N = 372), y Brasil (N = 413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprender.(AU)

Teacher autonomy support is related to improved student learn-ing. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class con-tent with student autonomy, and, in turn, on motivation to learn. The par-ticipants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the use-fulness of class content, basic psychological need for autonomy, and moti-vation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the stu-dent autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.(AU)

Cómo se comunican las tareas importa: necesidades psicológicas y ser físicamente activo en Educación física / How task are communicated matters: psychological needs and being physically active in physical education

Este estudio está basado en la mini teoría de las Necesidades Psicológicas Básicas y tuvo por objetivo examinar las interrelaciones entre la calidad en la presentación de las tareas por parte del profesor de Educación física como un factor social, la satisfacción de las necesidades psicológicas básicas como factores mediadores personales de los alumnos, y sus intenciones de ser físicamente activos como indicador de un hábito relacionado a la salud. La muestra consistió en 448 estudiantes (207 hombres y 241 mujeres; Medad = 10.58 años, DT = 0.54) de nivel primaria en la zona metropolitana de Monterrey, México. Los resultados obtenidos a través de un análisis de ecuaciones estructurales revelaron que la presentación de las tareas se asoció de manera positiva y significativa con la satisfacción de las necesidades psicológicas básicas, y esto a su vez, se asoció de la misma forma con las intenciones de ser físicamente activo. En conclusión, la calidad con la que el profesor comunique las tareas de aprendizaje juega un papel relevante para que sus estudiantes se perciban autónomos, competentes y relacionados, así como también, en sus deseos futuros por realizar actividad física (AU)

This study is based on the Mini-Theory of Basic Psychological Needs and aimed to examine the interrelationships between the quality of task presentation by the physical education teacher as a social factor, the satisfaction of basic psychological needs as personal mediating factors of the students, and their intentions to b physically active as an indicator of a health-related habit. The sample consisted of 448 students (207 males and 241 females; Mage = 10.58 years, SD = 0.54) from elementary school in the metropolitan area of Monterrey, Mexico. The results obtained through structural equation modeling revealed that task presentation was positively and significantly associated with the satisfaction of basic psychological needs, and this, in turn, was similarly associated with intentions to be physically active. In conclusion, the quality with which the teacher communicates the learning tasks plays a relevant role in students' perception of themselves as autonomous, competent and related, as well as in their future desires to engage in physical activity (AU)

Validación del Cuestionario de Climas Motivacionales empowering y disempowering en jóvenes deportistas mexicanos / Validation of the Empowering and Disempowering Motivational Climates Questionnaire with young Mexican athletes

Resumen Introducción: El objetivo del estudio fue validar el Cuestionario de Climas Motivacionales Empowering y Disempowering (Empowering and Disempowering Motivational Climate Questionnaire-Coach, EDMCQ-C) en jóvenes deportistas mexicanos a través del análisis de sus propiedades psicométricas, fiabilidad, validez convergente-discriminante, concurrente y factorial (de primero y segundo orden). Método: Participaron un total de 1243 jóvenes deportistas mexicanos de 12 a 17 años. Resultados: Los análisis mostraron adecuadas propiedades psicométricas, tanto de fiabilidad por dimensiones y factores, como de validez, convergente-discriminante, concurrente, factorial, de dos dimensiones (AFC de primer orden) y de cinco factores con sus respectivas dos dimensiones (AFC de segundo orden). Conclusión: Estos datos sugieren que la versión adaptada al contexto mexicano es un instrumento válido y fiable para evaluar la percepción de los climas motivacionales que generan los entrenadores en jóvenes deportistas mexicanos.

Abstract Abstract Introduction: The aim of the study was to validate the Empowering and Disempowering Motivational Climate Questionnaire-Coach (EDMCQ-C) in young Mexican athletes through the analysis of its psychometric properties, reliability, convergent-discriminant, concurrent and factorial (first and second order) validity. Method: A total of 1243 young Mexican athletes aged 12 to 17 years participated. Results: Analysis showed adequate psychometric properties, both reliability by dimensions and factors, as well as convergent-discriminant, concurrent, factorial, two-dimensional (first-order CFA) and five-factor validity with their respective two dimensions (second-order CFA). Conclusion: These data suggest that the version adapted to the Mexican context is a valid and reliable instrument to assess the perception of motivational climates generated by coaches in young Mexican athletes.

Empowering and Disempowering Motivational Climates, Mediating Psychological Processes, and Future Intentions of Sport Participation.

Based on the conceptual model of multidimensional and hierarchical motivational climate the objective of this study was to test two models. One model (M1) of total mediation, testing the mediating mechanisms that explain why the motivational climate affects intention of continuity or dropout. Specifically, we test the mediating role of satisfaction/frustration of basic psychological needs and self-determined motivation, in the relationship between the players' perception of the empowering and disempowering climate created by the coach, and the intention of young soccer players to continue/dropout the sport practice. The second model (M2) of partial mediation, contributes to knowing the mechanisms that link the antecedent variables included in the model (perceived empowering and disempowering motivational climate) and the outcomes (intention of continuity or dropout in sport). A total of 381 young male soccer players between 12 and 14 years of age (M = 12.41, SD = 0.89), completed a questionnaire package tapping into the variables of interest: players' perception of the motivational climate created by the coach (empowering and disempowering), satisfaction/thwarting of basic psychological needs, self-determined motivation and the intention to continue/dropout sports participation. The hypothesized model was tested using a structural equation model technique with latent variables. The results of the partial mediation model were satisfactory (χ2= 120.92; df = 68; RMSEA = 0.045; CFI = 0.968; TLI = 0.957) and showed that need satisfaction and self-determined motivation partially mediated the relationship between the perception of the empowering climate and the intention to continue. Moreover, need satisfaction showed a positive and significant relationship with the intention to continue sports participation. Additionally, need thwarting and self-determined motivation totally mediated the relationship between the perception of the disempowering climate and the intention to dropout. Furthermore, needs thwarting was positively and significantly related to the intention to dropout of sports participation. Findings point to the importance of fostering empowering climates and preventing the creation of disempowering climates in the grassroots football.

[Subtotal sternal agenesis with ectopia cordis: surgical management and long-term outcome (a case in Benin)]. / Agénésie sternale subtotale avec ectopia cordis: gestion chirurgicale et résultat à long terme (à propos d´un cas au Bénin).

Sternal agenesis as well as ectopia cordis are extremely rare congenital malformations. We here report a single case treated in the Department of Paediatric Surgery in Benin. The study involved a 3-year-old girl with congenital sternal agenesis associated with ectopia cordis; firstly, she underwent controlled healing. Then thoracoplasty was performed with favourable outcome. Long-term results are good. Now, she is 13 years old, is attending school and has a satisfactory clinical condition. This is one of the few cases reported in the literature. Optimal therapeutic management has been keeping the patient alive in West Africa.

Corrigendum: Quality of the Physical Education Teacher's Instruction in the Perspective of Self-Determination.

[This corrects the article DOI: 10.3389/fpsyg.2021.708441.].

Quality of the Physical Education Teacher's Instruction in the Perspective of Self-Determination.

The teacher's instructions in physical education class have important implications for the psychological well-being of their students. The aim of this study was to analyze, under the postulates of the Self-Determination Theory (SDT), a model with the following sequence: the perception of the quality of the instructions (task presentation, amount of corrective feedback, and its legitimate perception) generated by the physical education teacher, the satisfaction of the three basic psychological needs and the subjective vitality in young students. The participants were 890 students (462 males and 428 females) of primary level from the metropolitan area of Monterrey, Mexico, between ages 11 and 13 (M = 11.36; SD = 0.49). The structural equation modeling showed positive and significant associations in all model interrelations, that is, task presentation and the amount of corrective feedback (B = 0.88, p < 0.001), and this in turn with legitimate perception (B = 0.81, p < 0.001); the legitimate perception of feedback and the satisfaction of the need for autonomy, competence, and relatedness (B = 0.63, p < 0.001; B = 0.90, p < 0.001; B = 1.01, p < 0.001, respectively); finally, the satisfaction of the three psychological needs and the subjective vitality (B = 0.12, p < 0.01; B = 0.43, p < 0.001; B = 0.24, p < 0.001, respectively). Therefore, the importance of a quality task presentation, as well as providing corrective feedback based on support for autonomy, is evident, so that students perceive it legitimately and thus facilitate the satisfaction of their basic psychological needs and in consequence, indicators of psychological well-being such as subjective vitality.

Hepatic osteodystrophy in cirrhosis due to alcohol-related liver disease.

INTRODUCTION: hepatic osteodystrophy, including osteoporosis, is an abnormal bone metabolism related with chronic liver diseases. Osteoporosis is associated with an increased risk of bone fractures, with a significant impact on morbidity, mortality and healthcare costs. Nevertheless, bone disorders tend to be undervalued in cirrhosis due to alcohol-related liver disease (ALD cirrhosis). This study aimed to assess the prevalence of hepatic osteodystrophy and osteoporosis in ALD cirrhosis. METHODS: a prospective observational study was performed that included patients with ALD cirrhosis, between September 2017 and December 2018. Bone mineral density was determined by dual energy X-ray absorptiometry at the lumbar spine and the femoral neck. Hepatic osteodystrophy was defined as a T-score below -1 SD and osteoporosis as a T-score below -2.5 SD. RESULTS: ninety-four patients were included; 24.5 % (n = 23) had prior fragility fractures and ten patients suffered new osteoporotic fractures during the study period. Hepatic osteodystrophy was diagnosed in 79.8 % (n = 75) and osteoporosis in 21.3 % (n = 20) of cases. Patients with hepatic osteodystrophy presented significantly worse Child-Turcotte-Pugh (p < 0.05) and Model for End-Stage Liver Disease (MELD-sodium) scores (p = 0.01). According to the multivariate analysis, lower body mass index (BMI) (OR = 0.787, 95 % CI: 0.688-0.901, p = 0.001) and vitamin D deficiency (OR = 6.798, 95 % CI: 1.775-26.038, p = 0.005) were significantly and independently associated with hepatic osteodystrophy. Patients with osteoporosis also had a lower BMI (p = 0.01). Female patients and those with prior fragility fractures were more likely to suffer from osteoporosis (p < 0.05). CONCLUSION: our study revealed a high prevalence of hepatic osteodystrophy and osteoporosis in patients with ALD cirrhosis (particularly in those with a lower BMI) and a concerning high rate of fragility fractures. Bone mineral density should be assessed in order to allow for an early diagnosis and the implementation of preventive measures.

Students' Perceptions of Teachers' Corrective Feedback, Basic Psychological Needs and Subjective Vitality: A Multilevel Approach.

The way students perceive corrective feedback has repercussions on what they learn and think. Based on the self-determination theory, the aim of this study is to test a model of multilevel mediation that examines the relationships between the perception of corrective feedback with its degree of acceptance (perceived legitimacy) at the team level and the subjective vitality of students at the individual level, mediated by the satisfaction of the three psychological needs, in the context of physical education. The participants were 742 students aged between 10 and 13 years old (52.6% men, 47.4% women) in 29 physical education groups. The results of the multilevel structural equation modeling analysis found at the group (between) level a positive and significant relationship between corrective feedback and perceived legitimacy (B between = 0.49, p < 0.01), as well as a positive and significant relationship between perceived legitimacy and the needs of competence (B between = 0.66, p < 0.05) and relatedness (B between = 0.95, p < 0.01). In addition, there was a positive and significant association between competence and subjective vitality (B between = 2.06, p < 0.01), and a negative and significant association between relatedness and subjective vitality (B between = -0.85, p < 0.01). Also, on an individual (within) level, the needs of autonomy (B within = 0.09, p < 0.05), competence (B within = 0.27, p < 0.01), and relatedness (B within = 0.17, p < 0.01) were positively and significantly associated with subjective vitality. Finally, corrective feedback showed a positive indirect effect on subjective vitality through perceived legitimacy and competence, while the indirect effect was negative through perceived legitimacy and relatedness. In conclusion, on an individual level, students who perceive their basic psychological needs to be met in turn, increase their subjective vitality. At the group level, the results are discussed. These findings suggest that teachers might be best advised to ensure that their students accept corrective feedback, by having it couched in a manner that suggests that learning and improvement can follow, and communicated in an autonomy-supporting way.

Metastasis of lobular breast carcinoma in the bowel / Metástasis de carcinoma lobular de mama en el intestino

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Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries.

Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (Mage = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process.

Estrés percibido y felicidad auténtica a través del nivel de actividad física en jóvenes universitarios / Perceived stress and authentic happiness through the level of physical activity in young university students / Estresse percebido e felicidade autêntica através do nível de atividade física em jovens estudantes universitários

Se ha demostrado en la literatura que el estrés y la felicidad se han relacionado de diversas maneras, y estas a su vez, también se relacionan con la práctica de actividad física (AF). El objetivo de este trabajo fue poner a prueba el papel de la AF en la reducción del estrés y el aumento de la felicidad, así como su rol mediador en la relación entre ambas variables. Concretamente, se pusieron a prueba las siguientes hipótesis: 1) la percepción del estrés (con o sin control de la situación estresante) y la felicidad auténtica difieren en función del nivel de AF; 2) a mayor práctica de AF, mayor percepción de control en la situación estresante y menor percepción de sentirse sobrepasado por la situación; 3) a mayor práctica de AF mayor felicidad auténtica; y 4) la relación entre la percepción del estrés (con o sin control de la situación estresante) y la felicidad auténtica está mediada por la AF. Participaron 938 estudiantes de licenciatura, con un rango de edad de 17 a 51 años (M = 20.25, DT = 3.34), 521 mujeres y 417 hombres. Respecto a la actividad física (AF) que realizan: 15.1% no realiza ninguna actividad; 19.7% realiza actividad irregular; 28% actividad física moderada (2hrs/sem); y 37.1% actividad intensa (20min/día, 5 veces/sem). Los participantes contestaron la PSS (Cohen, Kamarck, y Mermelstein, 1983) y el AHI (Shepherd, Oliver, y Schofield, 2015). Mediante análisis descriptivos, ANOVAs y modelos de regresión mediada se dio respuesta a las hipótesis. Los resultados muestran que la percepción del estrés (con o sin control de la situación estresante) y la felicidad auténtica difieren significativamente en función del nivel de AF. Concretamente, a mayor nivel de práctica de AF mayor percepción de control ante una situación estresante y mayor felicidad auténtica; mientras que a menor práctica de AF, mayor percepción de verse sobrepasado ante una situación estresante. Por último, el nivel de actividad física media la relación entre el estrés percibido (con control de la situación estresante y sin control de la situación estresante) y la felicidad auténtica. Con base a los resultados concluimos que la AF ayuda a percibir un menor estrés ante situaciones demandantes, por lo que promueve un bienestar psicológico

Previous literature has shown that stress and happiness are related in various ways, and both variables have been also related to physical activity (PA) practice. The objective of the present study was to test the role of PA in the decrement of stress and increment of happiness, and additionally to test its mediator role in the relationship between the two aforementioned variables. Concretely, the following hypotheses were tested: 1) the perceived stress (with or without control of the stressful situation) and the authentic happiness differ across different levels of PA; 2) subjects with higher practice of PA will show higher perceived control and lower loss of control in stressful situations; 3) subjects with higher practice of PA will show higher authentic happiness; and 4) the relationship between perceived stress (with or without control of the stressful situation) and authentic happiness is mediated by PA. Participants were 938 undergraduate students from different careers, with an age range from 17 to 51 years (M = 20.25, SD = 3.34), 521 women and 417 men. Regarding physical activity (PA) practice: 15.1% does not to do any activity; 19.7% does an irregular PA; 28% does moderate PA (2hrs / week); and 37.1% does intense PA (20min/day, 5 times/week). Participants answered the PSS (Cohen, Kamarck, y Mermelstein, 1983) and the AHI (Shepherd, Oliver, y Schofield, 2015). We used descriptive analysis, ANOVAs and mediated regression models to test the hypotheses. Results showed that perceived stress (with or without control of the stressful situation) and authentic happiness differ significantly across PA levels. Concretely, higher level of PA practices was related to higher perception of control in a stressful situation and to higher authentic happiness; otherwise, the lower the PA practice, the greater the perception of being overwhelmed by a stressful situation. Finally, the level of physical activity mediated the relationship between perceived stress (with and without control of the stressful situation) and authentic happiness. Based on these results, we concluded that PA helps to perceive less stress in demanding situations, thus promoting psychological well-being

Tem sido demonstradona literatura que o stress e a felicidadetêm sido relacionados de várias formas, e estas, por sua vez, tambémestão relacionadas com a prática da actividade física (AP). O objetivo destetrabalhofoi testar o papel da AF naredução do estresse e no aumento da felicidade, bem como o seu papel mediador narelação entre ambas as variáveis. Especificamente, foram testadas as seguinteshipóteses: 1) a percepção do estresse (comousem controle da situaçãoestressante) e a autênticafelicidadediferem de acordocom o nível de AF; 2) quantomaior a prática de AF, maior a percepção de controle nasituaçãoestressante e menor a percepção de sentir-se sobrecarregado pela situação; 3) quantomaior a prática de AF, maior a autênticafelicidade; e 4) a relação entre a percepção do estresse (comousem controle da situaçãoestressante) e a autênticafelicidade é mediada pela AF. Um total de 938 estudantes de graduação, comidades entre 17 e 51 anos (M = 20,25, SD = 3,34), 521 mulheres e 417 homensparticiparam. Em relação à atividade física (AF) realizam: 15,1% nãorealizamnenhumaatividade; 19,7% realizamatividade irregular; 28% realizamatividade física moderada (2hrs/semana); e 37,1% realizamatividade intensa (20min/dia, 5 vezes/semana). Os participantes responderamao SHP (Cohen, Kamarck, e Mermelstein, 1983) e ao AHI (Shepherd, Oliver, e Schofield, 2015). Análisesdescritivas, ANOVAs, e modelos de regressão mediados foram usados para responder àshipóteses. Os resultados mostram que a percepção do estresse (comousem controle da situaçãoestressante) e a autênticafelicidadediferem significativamente dependendo do nível de AF. Especificamente, quantomaior o nível de prática de AF, maior a percepção de controle em umasituaçãoestressante e maior a felicidadeautêntica; enquanto que quanto menor o nível de prática de AF, maior a percepção de estar sobrecarregado em umasituaçãoestressante. Finalmente, o nível de atividade física medeia a relação entre o estressepercebido (com controle da situaçãoestressante e sem controle da situaçãoestressante) e a felicidadeautêntica. Com base nos resultados concluímos que a PA ajuda a perceber menos stress em situações exigentes, promovendoassim o bem-estar psicológico

A rare case of diarrhea and ascites.

BACKGROUND: Eosinophilic enterocolitis is a rare condition included in the spectrum of the eosinophilic gastrointestinal disorders. Diagnosis is based on clinical presentation combined with an increase infiltration of eosinophils in the gastrointestinal tract, in the absence of other secondary causes of eosinophilic infiltration. CASE PRESENTATION: We report a case of a 22-year-old male with eosinophilic enterocolitis presenting with malabsorption syndrome (diarrhea, vomiting, weight loss), bowel wall thickening, and ascites. Secondary causes of intestinal eosinophilia were excluded, and diagnosis was established in a timely manner. Treatment plan included a 6-food elimination diet and corticosteroid therapy, with clinical remission after 2 weeks of therapy. The patient remains asymptomatic after 12 months of follow-up, with no relapse.

Misplacement of a nasogastric feeding tube: a case report

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An unusual endoscopic finding - Acute diverticulitis / Un hallazgo endoscópico inusual - diverticulitis aguda

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Misplacement of a nasogastric feeding tube: a case report.

Nasogastric tube (NGT) insertion is widely used for enteral feeding. After blind insertion of a NGT, confirmation of correct placement prior to feeding using reliable methods is mandatory. NGT misplacement in the respiratory tract can lead to serious complications. We report a case of a patient with dysphagia and malnutrition that needed enteral feeding as nutritional support. A NGT was blindly inserted, and its gastric position was confirmed through air insufflation and epigastric auscultation. Enteral feeding was initiated. Few hours later, the patient presented with respiratory distress. An urgent thoracic computed tomography was requested due to suspiction of pulmonary embolism, which revealed the NGT in the respiratory tree and a pneumonia in the lower lobe of the right lung. The NGT was removed, a new insertion was attempted and its gastric position was confirmed by radiography. Enteral feeding was initiated uneventfully. This case highlights the need for use of reliable methods of confirming tube location in order to avoid complications of misplacement.

Coaches' Corrective Feedback, Psychological Needs, and Subjective Vitality in Mexican Soccer Players.

In the sport context, an essential aspect of an athlete's development and performance happens during the interaction with the coach while receiving information on the aspects of performance that need to be modified (corrective feedback). Grounded in the Self-Determination Theory and particularly on the basic psychological needs theory, a structural equation model (SEM) was tested with the following sequence: perception of the amount of corrective feedback generated by the coach, perceived legitimacy of corrective feedback, satisfaction of basic psychological needs, and vitality in soccer players. Additionally, simple mediation and serial (double) mediation models were also tested. Participants were 377 Mexican soccer players (Maged = 16.46, SD = 1.08), who completed the instruments that evaluated the study variables. SEM results reported positive and significant variables' interrelations in the sequence. The analysis of serial mediation model showed that the perceived legitimacy of feedback and the satisfaction of basic psychological needs fully mediated the relationship between the perception of the amount of corrective feedback generated by the coach and the perception of the subjective vitality of Mexican soccer players. Results suggest that coaches have to ensure that athletes accept the corrective feedback provided and meet their basic psychological needs. Based on SDT tenets, this research highlights the importance for coaches to be aware of the athlete's perceptions when they are providing corrective feedback and their implications for athlete's technical development and well-being. It is suggested to incorporate those aspects to training programs for coaches.