The effect of basic psychological needs on the flow experience in a digital gamified learning setting.

Introduction: Digitalization and gamification offer numerous motivation-enhancing opportunities to design biology lessons. For example, digital, gamified learning settings can enhance lessons by offering intense experiences. Such lessons might offer the opportunity to witness flow during the learning activity. For learners, flow can be positively influenced by perceived autonomy, competence, and relatedness. However, previous research on biology lessons has not focused on the impacts of the basic need satisfaction on the flow experience in digital learning settings. Methods: To address this research gap, using the topic of the locomotion systems of animals, we investigated students' perceived autonomy, competence, and relatedness as possible predictors of their flow experience while processing a digital, gamified learning environment. The teaching unit was thematically focused on the locomotion system of animals. Our sample consisted of 161 students (46.6% female) from sixth to eighth grade. Students' perceived satisfaction of their basic needs and their flow experience were evaluated. Results and Discussion: Results confirmed perceived autonomy and perceived competence as predictors of students' flow experience. However, perceived relatedness had no impact on the flow experience. Our findings are in line with the current state of research and prove to be mostly consistent with previous results.

Dissection in biology education compared to alternative methods in terms of their influence on students' emotional experience.

Introduction: Dissecting animal organs is a method of biology teaching that offers a direct and authentic view into morphological structures and enables hands-on activity and multisensory experiences. However, the dissection process is often associated with certain (negative) emotions that might hinder successful learning. One such emotion that is particularly common during dissection is disgust. Experiencing disgust can negatively affect emotional experiences. Consequently, alternatives for dissection in biology lessons are being sought. Methods: In this study, the method of dissection is compared with two common methods of teaching the anatomy of the mammalian eye: watching a video and working with an anatomical model. The focus of the comparison is on the influence on the following emotional qualities of experience: perceived disgust, perceived interest, well-being and boredom. Two hundred and eighteen students (Mage = 14.19, SDage = 1.02 years, 52% female) from secondary schools in Germany participated in a two-hour lesson on the anatomy of the mammalian eye using one of the three aforementioned teaching methods. Findings: Our results show that perceived disgust was higher for the dissection group than in the ones that worked with a video or a model. We found that dissecting and watching a video led to a similar level of interest, well-being, and boredom. The anatomical model was perceived as less disgusting but more boring than the dissection. The detailed videos of a dissection seem to offer similar positive emotional experiences when compared to dissecting in class and may be an alternative approach when teachers have concerns about performing a real dissection.

Why students feel competent in the classroom: A qualitative content analysis of students' views.

This qualitative study aimed to identify and to systematize factors that contribute to students' competence satisfaction in class from students' perspectives. Based on self-determination theory as our primary theoretical background, we conducted episodic interviews with 25 high school students. A combined deductive-inductive qualitative content analysis approach was applied. As our key finding, we revealed different teaching factors within and beyond self-determination theory (i.e., structure, autonomy support, relatedness support, mastery goal structure, perceived error climate, teaching quality, teachers' reference norm orientations) as well as additional factors (e.g., students' motivation and engagement, peer climate and reciprocal peer support) that contributed to students' competence satisfaction in class from the students' points of view. This study contributes to existing research on why students' competence satisfaction arises in class by complementing it with an integrative, explorative, and student-oriented perspective.

"I've Always Thought That I Was Not Good at Experiments "-The Benefit of Non-formal Learning in Terms of Students' Perceived Competence.

Outreach science labs have been established as non-formal out-of-school learning environments in the fields of science, technology, engineering, and mathematics. Previous research has suggested that visiting an outreach science lab can be beneficial in terms of student motivation. Nevertheless, the current research on these out-of-school learning environments lacks studies that investigate important variables for the development of self-determined student motivation, such as perceived competence. In our study, we investigated the moderating effect of the learning environment on the relationship between students' contextual competence perceptions and their situational competence experiences regarding experimentation. For this purpose, 119 students in the first year of the upper secondary school participated in an experimental course on enzymology at an outreach science lab (n = 60) and in their biology classroom at school (n = 59). Our results showed that the relationship between students' contextual competence perceptions and their situational competence experiences during experimentation is moderated by the learning environment. The analyses revealed that students with a higher contextual competence perception showed comparable situational experiences of competence in both learning environments. In contrast, the students who perceived themselves as less competent at a contextual level benefited from experimenting at the outreach science lab in terms of their situational competence experiences.

University Students' Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach.

Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students' motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N=1,139) and the other at the beginning of forced distance learning (N=1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students' vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students' vitality.

How Can Students Feel More Vital Amidst Severe Restrictions? Psychological Needs Satisfaction, Motivational Regulation and Vitality of Students during the Coronavirus Pandemic Restrictions.

During the pandemic restrictions imposed in spring 2020, many aspects of students' living and learning environments changed drastically. From the perspective of Self-Determination Theory, changes in social context interact with the satisfaction or frustration of basic psychological needs and, as a result, with study-related motivational regulation and vitality. In this study, we investigate the relationships between the contextual factors of online-based distance learning, basic psychological needs, forms of motivational regulation and subjective vitality in a sample of N = 1849 university students across eight universities in Austria and Germany. Based on structural equational modelling, the results stress the relevance of satisfaction with technological resources in regard to higher levels of satisfaction in all three basic psychological needs, while perceived overload is linked to lower levels of needs satisfaction and increased basic psychological needs frustration. Further, the estimated workload difference before and during the pandemic is not related to the motivational outcomes of the model. All relationships have been tested for mediation effects between basic psychological needs and the different forms of motivational regulation on subjective vitality: for the need for relatedness, no mediation is found, while the effect of the need for autonomy is fully mediated by autonomous regulation styles. The need for competence was associated with several mediating interactions with regulation styles. The results offer insight into students' perceptions of their study-related experiences during the pandemic and can help to develop effective methods in online-based and blended learning settings in the future.

Two Preregistered Direct Replications of "Objects Don't Object: Evidence That Self-Objectification Disrupts Women's Social Activism".

Self-objectification has been claimed to induce numerous detrimental consequences for women at the individual level (e.g., sexual dysfunction, depression, eating disorders). Additionally, at the collective level, it has been proposed that self-objectified women might themselves contribute to the maintenance of the patriarchal status quo, for instance, by participating less in collective action. In 2013, Calogero found a negative link between self-objectification and collective action, which was mediated by the adoption of gender-specific system justification. Here, we report two preregistered direct replications (PDRs) of Calogero's original study. We conducted these PDRs after three failures to replicate the positive relation between self-objectification and gender-specific system-justification belief in correlational studies. Results of the two PDRs, in which we used a Bayesian approach, supported the null hypothesis. This work has important theoretical implications because it challenges the role attributed to self-objectified women in the maintenance of patriarchy.

Perceived Organizational Support and Workplace Conflict: The Mediating Role of Failure-Related Trust.

The aim of the present research was twofold. First, we examined the effects of perceived organizational support (POS) on workplace conflict (i.e., relationship conflict and task conflict). Second, we identified one mechanism explaining these relationships, namely failure-related trust. Using a sample of 263 teachers from Belgium, the results of Study 1 indicated that POS is negatively related to relationship conflict and is also, unexpectedly, negatively related to task conflict. Furthermore, using a sample of 477 Belgian employees, Study 2 replicated these results and further demonstrated that failure-related trust mediates the negative relationship between POS and both types of workplace conflict. Theoretical and practical insights of this research are discussed.

Does antiepileptogenesis affect sleep in genetic epileptic rats?

Recently it was established that early long lasting treatment with the anti-absence drug ethosuximide (ETX) delays the occurrence of absences and reduces depressive-like symptoms in a genetic model for absence epilepsy, rats of the WAG/Rij strain. Here it is investigated whether anti-epileptogenesis (chronic treatments with ETX for 2 and 4 months) affects REM sleep in this model. Four groups of weaned male WAG/Rij rats were treated with ETX for 4 months, two groups for 2 months (at 2-3 and 4-5 months of age), the fourth group was untreated. Next, the rats were recorded 6 days after the last day of the treatment for 22.5 h. Non-REM sleep and REM sleep parameters and delta power were analyzed in four characteristic and representative hours of the recoding period. Four months treatment with ETX reduced the amount of REM sleep and REM sleep as percentage of total sleep time. Other sleep parameters were not affected by the treatment. Clear differences between the various hours of the light-dark phase in amounts of non-REM and REM sleep and delta power were found, in line with commonly reported circadian sleep patterns. It can be concluded that the reduction of REM sleep is unique for the early and long lasting chronic treatment. The outcomes may explain our earlier finding that a reduction of REM sleep might alleviate depressive like symptoms.