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)

The role of motivation in clinical presentation, treatment engagement and response in schizophrenia-spectrum disorders: A systematic review.

Schizophrenia, a debilitating psychiatric disorder, has a long-term impact on social and occupational functioning. While negative symptoms, notably amotivation, are recognized as poor prognostic factors, the positive force of patient motivation (autonomous motivation) remains underexplored. This systematic review, guided by Self-Determination Theory (SDT), investigated the impact of motivation on clinical presentation, and treatment engagement and response in schizophrenia-spectrum disorders. Fifty-five independent studies (N = 6897), using 23 different motivation scales, met inclusion criteria. Results were categorized into cross-sectional and longitudinal correlates of autonomous motivation, and the effects of motivational interventions. Cross-sectionally, autonomous motivation was positively associated with social/occupational functioning, and negatively associated with negative and positive symptom severity. In longitudinal studies, baseline autonomous motivation predicted engagement in and response to social/occupational treatments, with mixed results in cognitive interventions. In the 16 randomized controlled trials (RCTs), the most common motivational interventions were individualized goal setting and goal attainment support, followed by increasing sense of competence by challenging defeatist beliefs, and enhancing relatedness by increasing contact time. Motivational interventions consistently increased autonomous motivation, treatment engagement and response. More studies are needed, particularly studies that monitor motivation during treatment: proximal assessments could facilitate the identification of treatment elements that impact motivation and engagement and inform treatment modifications to enhance the patient experience and improve treatment efficacy.

Effect of Parent-Initiated Support on Career Calling Among Chinese Kindergarten Teachers: Basic Psychological Need Satisfaction as Mediator.

Purpose: Possessing a calling to teach is a core and essential quality of good kindergarten teachers, and it is critical to explore which factors positively impact kindergarten teachers' career calling. Developing a career calling is a meaning-making process that can be influenced by the actions of others in the workplace. During the frequent parent-teacher interactions, parent-initiated support may serve as significant interpersonal cues for kindergarten teachers in developing their career calling. Thus, the present study examined the effect of parent-initiated support on kindergarten teachers' career calling. Further, we investigated the multiple mediating roles of global and specific basic psychological need satisfaction based on the self-determination theory (SDT). Methods: Cross-sectional data were collected from 629 kindergarten teachers in China and analyzed using Mplus 8.3 software and the Process 3.5 macro of SPSS 26.0 software. Before testing the hypothesis, we used Mplus 8.3 to save factor scores from the Bifactor model of basic psychological need satisfaction and two uni-dimensional models of parent-initiated support and career calling. Subsequently, using the Process 3.5 macro within SPSS 26.0 software, we conducted path analysis to examine the total and mediating effects between parent-initiated support and kindergarten teachers' career calling. Results: The results revealed a positive effect of parent-initiated support on teachers' career calling. Teachers' global and specific competence need satisfaction partially mediated this positive effect, while the mediating effects of teachers' specific autonomy and relatedness need satisfaction were non-significant. Conclusion: These findings suggest that parent-initiated support is an important job resource for kindergarten teachers' development of career calling. In addition to satisfying global psychological needs, satisfying specific needs (eg, competence need) provides additional benefits to kindergarten teachers' experience of career calling.

Who stays? Who goes? Motivation and tendency to drop out in music schools.

Based on self-determination theory, this study examined the extent to which the satisfaction of the basic psychological needs for autonomy, competence, and social relatedness in instrumental lessons explain the quality and quantity of motivation, which are responsible for persistence and dropout in music schools. This study also investigated whether parental involvement contributes to dropout. A total of 140 music students from Austria (37.16% male, 62.1% female, 0.8% diverse) were surveyed using a quantitative questionnaire. The central variables are the tendency to dropout (dependent variable) and, as predictors, the motivational regulation styles, the satisfaction of basic psychological needs in the classroom and parental involvement. The results of a structural equation model indicated that satisfaction of basic needs in class and parental involvement, mediated by motivation, predicted dropout tendencies. Autonomous motivation in lessons is negatively associated and controlled motivation is positively associated with the tendency to drop out of music schools. Satisfaction of basic psychological needs during lessons and parental involvement predicts autonomous motivation. However, basic psychological needs cannot predict controlled motivation but parental involvement can predict controlled motivation to a limited extent. Finally, this study emphasizes the practical importance of need satisfaction and parental involvement in motivation and continuing to play a musical instrument.

Psychological needs fulfillment and perinatal well-being among low-SES individuals: a mixed methods investigation.

Poor perinatal mental health is associated with deleterious effects and individuals with low socioeconomic status (SES) are at elevated risk. Fortifying multi-level resources of low-SES pregnant individuals to boost their well-being is a crucial step toward achieving equity in perinatal health. The purpose of this project was to explore what patterns of resources supported well-being among low-SES pregnant individuals in Colorado. In a prospective mixed methods cohort study, 23 low-SES pregnant individuals completed surveys and interviews. Participants were separated into 3 subgroups based on their overall Warwick-Edinburgh Mental Well-being Scale (WEMWBS) score and interviewed to identify multi-level resources that supported their well-being. Our analysis was framed by Self-Determination Theory which contends that three universal basic psychological needs are required for individuals to function in a healthy manner: autonomy, competence, and relatedness. We extrapolated resources that promoted perinatal competence, autonomy, and relatedness from the high well-being group. Perinatal-related knowledge (construct related to competence); mindfulness and intended pregnancy (constructs related to autonomy); and emotional, informational, and friend support, social capital, and connection to nature (constructs related to relatedness) were identified as the resources more frequently endorsed in the high well-being group. Targeting interventions to fortify specific multi-level resources that support the autonomy, competence, and relatedness of pregnant individuals facing socioeconomic disadvantage is a crucial step toward achieving equity in perinatal health.

An Experiential Approach to Training Medical Faculty to Coach: "The Total Experience was Much More Than the Sum of Its Parts".

Coaching in academic medicine may be used for performance improvement as well as personal and professional growth and development. Medical faculty used to advising and mentoring learners may find it challenging to transition to coaching. Limited information is available about educating physicians to take on the role of coaching. We investigated a faculty coach training program at an academic medical center, using qualitative methods to explore how participants' perceptions of the training aligned with the elements of Self-Determination Theory (SDT) and Intentional Change Theory (ICT) that were taught using the principles of Experiential Learning Theory (ELT). Based on findings that illuminated understanding and practice of coaching, it may be summarized that the application of experiential learning may be an effective approach in helping faculty embrace the principles of SDT and ICT and make the shift to transformational coaching.

Daily state of motivation as the effect of appreciation in a diary study.

BACKGROUND: Grounded in self-determination theory, the present study aimed to investigate whether daily changes in employee motivation depend on whether employees receive appreciation from various sources at work, using a 7-day diary design. Beyond general knowledge about the effects of appreciation as an important source of motivation, there is still a lack of knowledge about the intrapersonal effect of appreciation on different types of regulation/motivation in terms of self-determination theory over time. PARTICIPANTS AND PROCEDURE: The sample consisted of 104 employees in full-time employment. More than half were women (72%) and the mean age was 43.25 years (SD = 10.53). They completed trait-level measures and then daily records, in which they reported their motivation and whether they received appreciation. Sources of appreciation were leaders, followers, and clients. RESULTS: Multilevel random coefficient modeling showed that employees reported higher levels of motivation on days when they received appreciation from different sources, independent of gender, trait-level motivation, and the Big Five. Furthermore, introjected regulation moderated the positive association between daily motivation and daily appreciation by the client, and appreciation did not have a lagged effect for subsequent days. CONCLUSIONS: The current study has both practical and theoretical implications. The results show that employee motivation can be supported through simple but effective steps through appreciation regardless of the source, although appreciation may be more important for employees with introjected regulation than for others.

Influencing Factors of Women's Sports Participation Based on Self-Determination Theory: A Systematic Review and Meta-Analysis.

Introduction: The lack of physical exercise is a global health concern, particularly affecting women. However, there is limited research on factors influencing women's sports participation. Recent studies on increasing women's physical activity levels differ in methodologies and conclusions. Motivation, as the cornerstone of most human behaviors, has important effects on female motor participation. Self-Determination Theory (SDT) is an important method to study human behavioral motivation and supported by empirical evidence. In the field of women's sports, the SDT is also widely used. This review explores the impact of SDT-related factors on women's sports participation, considering age variations. It aims to guide future empirical research and promote PA across demographics. Methods: This review, by searching the existing empirical literature in Web of Science, Google Scholar, Elsevier ScienceDirect, CNKI, obtained 32 independent studies, conducted a meta-analysis after coding them, considering 11 influencing factors from the integration of SDT and Basic Psychological Needs Theory. Results/Conclusion: The study found a significant positive correlation between autonomous motivation and women's sports participation, with identified regulation having the strongest influence. Controlled motivation showed no significant impact on women's exercise, while amotivation had an inhibitory effect. Enhancing women's perception of autonomy, competence, and relatedness significantly promotes sports participation. Age differences were observed in the relationship between autonomous motivation, basic psychological needs, and sports participation, with the strongest effects on women aged 25-40, while the impact was relatively weaker in older women. The correlation between basic psychological needs and female sports participation also has a significant age difference. Thus, different measures should be taken to improve exercise participation in women of different age groups.

"It Helps Make the Fuzzy Go Away": Autistic Adults' Perspectives on Nature's Relationship with Well-being Through the Life Course.

Background: While previous work highlights the links between nature and various positive well-being-related outcomes, the experiences of autistic people in nature have received limited empirical research. Our study aimed at gathering autistic adults' perspectives on the relationship between nature and well-being in both childhood and adulthood. Methods: We used an online survey to capture the views of 127 autistic adults across the United Kingdom. Using reflexive thematic analysis, we analyzed responses to three questions focused on nature experiences in childhood and adulthood and how the participants felt that nature was (or was not) related to well-being. Guided by self-determination theory, we used both inductive and deductive analysis. Results: We developed three main themes to reflect the nature experiences of autistic adults: choosing to escape into nature, supporting relatedness through connecting in (and to) nature, and nature doesn't judge, but other people do. Compared with many other contexts, nature provides a non-judgmental space through which (in both childhood and adulthood) many, but not all, autistic individuals can meet individual needs and experience autonomy, relatedness, and competence. Conclusion: This analysis of how autistic adults in the United Kingdom utilize nature to support well-being has implications for how nature can be used in social prescribing as well as in ensuring that existing outdoor spaces, organizations, and activities are supportive of autistic people.

Why is this an important issue? Autistic adults often experience poorer mental health and overall well-being than neurotypical adults. Since some autistic adults are very interested in nature and often report that they feel better after spending time in nature, natural spaces and activities taking place outside could be one way of improving well-being for autistic adults. What was the purpose of this study? There is very little research on how autistic adults experience nature, although some autistic people have written about their experiences. The purpose of this study was to develop an understanding of how autistic people experience nature and how nature might benefit their well-being. What did the researchers do? We created a survey that asked 26 questions about how autistic adults experience nature. This survey included questions about how often they visited nature, if they had a focused interest in nature, whether and how nature was related to their well-being, and childhood experiences of nature. Focusing on three of the questions, we used reflexive thematic analysis (a way of identifying patterns in data) to develop three themes. What were the results of the study? The three themes we developed were: choosing to escape into nature, supporting relatedness through connecting in (and to) nature, and nature doesn't judge, but other people do. These themes illustrate the different ways that autistic adults experienced nature. For some, nature was a way of relating to others and relating more deeply with themselves. Nature was also a way of escaping from people who were unkind, from situations that were uncomfortable, and from other stresses in life. Many autistic participants reported that nature was helpful to their well-being, because they experienced less judgment from natural spaces and creatures­though other people were sometimes judgmental, which made nature experiences worse. What do these findings add to what was already known? These findings confirm previous research showing that many autistic people have focused interests in nature. The findings not only add to the numerous existing anecdotal accounts about how autistic people feel in nature but also demonstrate a diverse range of perspectives. Not all autistic participants in this study felt that nature was beneficial to their well-being. What are the potential weaknesses of the study? Unfortunately, surveys are only accessible to people who have Wi-Fi/internet access, can use a computer or phone, and have the time to complete the survey. The survey might also have drawn in participants who were specifically interested in this topic, which might influence the findings. How will these findings help autistic adults now or in the future? These findings will help autistic adults, practitioners, and carers to identify a potential source of support for well-being. As autistic adults in this study used nature to meet different needs related to their well-being, natural space and nature-based activities may help improve well-being in autistic adults who enjoy nature.

The relationship between the environment and physical activity-related motivational trajectories.

The study explores motivational profiles for physical activity, using self-determination theory's full continuum of motivational regulations, and examines their stability over three months. Furthermore, it investigates whether physical environment and community characteristics are associated with transitioning between profiles, as well as the sociodemographic differences in these motivational transition pathways. Data were collected from 305 U.S. residents at three time points. The three profiles-'low in motivation' (23.5 % of the sample in wave 1), 'self-determined motivation' (41.4 %), and 'ambivalent motivation' (35.0 %)-were relatively stable. Staying in the low-in-motivation profile was negatively associated with being active in social settings, community support, perceived environmental restorativeness, and availability of physical activity opportunities. Having a higher education and income, being male, employed, married or in a partnership, and identifying as White were associated with being in a motivationally positive profile in the last wave of the study. These profiles reported higher activity and life satisfaction.

Understanding Parental Adherence to Early Childhood Domestic Injury Prevention: A Cross-Cultural Test of the Integrated Behavior-Change Model.

Unintentional injuries pose a significant risk to children in early years globally. In particular, toddlers and preschoolers are vulnerable to injuries that occur at home. Despite the availability of preventive measures that can greatly reduce the risks of domestic injuries, some caregivers (e.g., parents) of children in early childhood may not fully implement these safety measures due to poor behavioral adherence or low awareness of the risk of domestic injury. Therefore, it is crucial to understand how caregivers in different cultural contexts approach injury prevention in the home environment. In this multi-cultural study, we investigated the motivational and belief processes underlying childhood domestic injury prevention among a total of 2059 primary caregivers (parents/guardians) of infant and toddlers (aged 2 to 6 years) across four societies, Australia (AU; N = 500), the United States (US; N = 500), Singapore (SG; N = 507), and Hong Kong (HK; N = 552), by applying the integrated model of self-determination theory (SDT) and theory of planned behavior (TPB). Our results support the key tenets of the integrated model and demonstrated cultural invariance model pathways across the four societies studied. In particular, the positive relationships among psychological need support, autonomous motivation, socio-cognitive beliefs, intention, and behavior adherence remained constant across societies. With a multi-cultural sample, this study provides valuable insights into the similarities and differences in motivation and beliefs surrounding childhood domestic injury prevention across these four societies.

It Is Not Just a Matter of Motivation: The Role of Self-Control in Promoting Physical Activity in Older Adults-A Bayesian Mediation Model.

This study aimed to understand how psychological factors affect regular exercise in older adults, hypothesising that trait self-control mediates the relationship between motivation types (intrinsic, extrinsic, and amotivation) and exercise time. In this cross-sectional study, 430 older adults (mean age = 68.8 ± 6.72) completed questionnaires regarding their perceived trait self-control, motivation towards leisure activities, and level of physical activity. A Bayesian mediation analysis was performed, controlling for demographics. We documented positive direct (c' = 0.021, 95%CI [0.001, 0.043]) and indirect (ab = 0.028, 95%CI [0.014, 0.043]) effects of intrinsic motivation on exercise, a fully mediated indirect effect of extrinsic motivation on exercise (ab = 0.027, 95%CI [0.011, 0.046]), and negative direct (c' = -0.281, 95%CI [-0.368, -0.194]) and indirect (ab = -0.161, 95%CI [-0.221, -0.105]) effects of amotivation on exercise. There was no direct association between extrinsic motivation and exercise (c' = 0.013, 95% CI [-0.013, 0.037]). In conclusion, trait self-control mediates motivation to influence exercise behaviour in older adults. Intrinsically motivated individuals resist sedentary living and show higher self-control, while extrinsically motivated ones rely on self-control and are more susceptible to non-adherence during mental fatigue. High amotivation is linked to less exercise and reduced self-control, suggesting potential non-compliance with structured exercise interventions.

Exploring the link between parents' differentiation of self and children's externalizing behavior problems: the mediating role of need-supportive vs. need-frustrating parenting practices.

Objective: Externalizing behavior problems (EBPs) are common in children, with significant long-term impact on the child and family members. Parents, particularly mothers, of children with EBPs often experience heightened emotional distress. One crucial factor affecting parents' ability to manage this distress is their level of differentiation-of-self (DOS). Differentiated parents are more likely to engage in practices that meet their child's psychological needs, thus supporting the self-determination theory principles vital for a child's well-being. This study examined the impact of parental DOS on parenting practices and subsequently on the child's EBPs, exploring possible differences between mothers and fathers. Methods: Thirty-two mother-father dyads with children aged 6-14, diagnosed with EBPs participated. Parents completed the Differentiation of Self Inventory-Short Form, the Revised Parents as a Social Context Questionnaire, and the Strengths and Difficulties Questionnaire to assess parental DOS, practices, and child's EBPs, respectively. Adjusted parallel mediation models examined the mediating role of parental practices in the relationship between parental DOS and a child's EBPs. Results: While no direct link between parental DOS and child's symptoms was found, a complete mediation model indicated need-frustrating practices mediating between parental DOS and a child's EBPs, for both mothers and fathers. Additionally, fathers' need-supportive practices, but not mothers', were negatively associated with the child's symptoms. Discussion: These findings highlight the interaction between parental traits, need-frustrating practices, and a child's psychopathology. Notably, fathers' supportive behaviors emerged as potential protective factors against child's EBPs, suggesting promising directions for future research and interventions targeting fathers.

The Impact of a Gamified Intervention on Daily Steps in Real-Life Conditions: Retrospective Analysis of 4800 Individuals.

BACKGROUND: Digital interventions integrating gamification features hold promise to promote daily steps. However, results regarding the effectiveness of this type of intervention are heterogeneous and not yet confirmed in real-life contexts. OBJECTIVE: This study aims to examine the effectiveness of a gamified intervention and its potential moderators in a large sample using real-world data. Specifically, we tested (1) whether a gamified intervention enhanced daily steps during the intervention and follow-up periods compared to baseline, (2) whether this enhancement was higher in participants in the intervention than in nonparticipants, and (3) what participant characteristics or intervention parameters moderated the effect of the program. METHODS: Data from 4819 individuals who registered for a mobile health Kiplin program between 2019 and 2022 were retrospectively analyzed. In this intervention, participants could take part in one or several games in which their daily step count was tracked, allowing individuals to play with their overall activity. Nonparticipants were people who registered for the program but did not take part in the intervention and were considered as a control group. Daily step counts were measured via accelerometers embedded in either commercial wearables or smartphones of the participants. Exposure to the intervention, the intervention content, and participants' characteristics were included in multilevel models to test the study objectives. RESULTS: Participants in the intervention group demonstrated a significantly greater increase in mean daily steps from baseline than nonparticipants (P<.001). However, intervention effectiveness depended on participants' initial physical activity. The daily steps of participants with <7500 baseline daily steps significantly improved from baseline both during the Kiplin intervention (+3291 daily steps) and the follow-up period (+945 daily steps), whereas participants with a higher baseline had no improvement or significant decreases in daily steps after the intervention. Age (P<.001) and exposure (P<.001) positively moderated the intervention effect. CONCLUSIONS: In real-world settings and among a large sample, the Kiplin intervention was significantly effective in increasing the daily steps of participants from baseline during intervention and follow-up periods compared to nonparticipants. Interestingly, responses to the intervention differed based on participants' initial steps, with the existence of a plateau effect. Drawing on the insights of self-determination theory, we can assume that the effect of gamification could depend of the initial motivation and activity of participants.

Predictors of post-exercise affect: A self-determination theory approach considering physical, social, and psychological factors.

BACKGROUND: Studies have shown increases in affect after acute exercise. However, the specific aspects of an exercise experience that predict or contribute to post-exercise affect remain relatively unknown. This study aimed to determine which physical (i.e., duration and intensity), contextual (i.e., social context and time of day), and psychological factors (i.e., motivation and need satisfaction) predicted post-exercise affect. METHODS: In 2021, 296 gym users self-reported affect before and immediately after exercising at a gym facility. Participants also reported situational motivation towards exercise, need satisfaction (i.e., autonomy, competence, and relatedness), who they exercised with (social interaction), and the duration and perceived intensity of their exercise session. We first conducted a paired samples t-test to identify whether affect significantly increased from before to after exercise, and then a hierarchical regression model to determine which factors predicted post-exercise affect. RESULTS: Affect significantly increased from before to after exercise (t[291] = 8.116, p < .001). Autonomous motivation (ß = .23, p = <.001), autonomy satisfaction (ß = .15, p = <.05), and relatedness satisfaction (ß = .19, p = <.01) significantly predicted post-exercise affect, whereas duration, perceived intensity, social interaction, and time of day did not. CONCLUSIONS: People should be encouraged to engage in activities that satisfy their need for autonomy and relatedness during leisure-time (i.e., not during the workday). SO WHAT?: This approach to physical activity promotion may lead to better affective outcomes and increased adherence compared to focusing on how long, how intense, or with whom people exercise.

Materialistic happiness is negatively associated with meaning in life: A serial double mediation model.

BACKGROUND: Materialism refers to values that equate materialistic possessions with happiness and success. Gathering materialistic possessions is also central to materialists' life. Extant research has widely shown that materialism is detrimental to people's well-being, but its influences on meaning in life are less clear. In this article, we address two principal research questions within the framework of self-determination theory: First, we explore the association between varying dimensions of materialism and the perceived meaning in life; second, we investigate the factors that mediate the relationship between materialistic values and meaning in life. METHODS: Two cross-sectional online survey studies (Study 1: 190 Chinese participants; Study 2: 767 participants [mainly Caucasians] from Prolific) were conducted to test a hypothesized serial double mediation model, in which basic psychological needs satisfaction and subjective well-being were the two serial factors mediating the materialistic happiness to meaning in life relationship. RESULTS: Among the three materialism values, only materialistic happiness was negatively associated with meaning in life. Basic psychological needs satisfaction and subjective well-being serially mediated the relationship. Theoretical and practical implications were discussed.

Uncovering the factors underlying collaboration outcomes in interprofessional education: A preliminary investigation involving healthcare students.

BACKGROUND: Interprofessional education (IPE) incorporates healthcare students from various disciplines to learn with, about, and from one another, aiming to foster effective collaboration. However, the factors that promote these collaboration outcomes remain elusive. Recognizing this knowledge gap, this study utilizes self-determination theory applied in a ten-day IPE programme. The study aims are twofold: to clarify the potential influence of personal factors (autonomy, competence, and relatedness) and environmental factors (clear goals and technology support) on collaboration outcomes (team goal achievement and team effectiveness) and to examine the effect of the IPE on these outcomes. METHODOLOGY: The study utilized an IPE programme that integrated asynchronous and synchronous learning methods across two institutions in Hong Kong and the United Kingdom. This involved 147 students from diverse healthcare disciplines who were enrolled in the IPE programme. A pre- and post-test design was employed to examine programme effects. Multiple regression analysis was conducted to explore the factors influencing these outcomes, while paired samples t-tests were used to evaluate the effect of the IPE programme on collaboration outcomes. RESULTS: Among the personal factors, a sense of relatedness emerged as an important predictor of team effectiveness and goal achievement. Clear goals and technology support positively influenced collaboration outcomes. A paired samples t-test indicated significant improvements in collaboration outcomes after the IPE simulation. CONCLUSION: These findings highlight the importance of designing a large IPE programme that meets basic psychological needs (especially the sense of relatedness) and provides clear goals and adequate technology support in the IPE context. This study is helpful to understand how personal and environmental factors promote the collaboration outcomes in medical education and provide insights for future IPE curriculum development.

Sport anxiety and subjective happiness of college athletes: a self-determination theory perspective.

Introduction: Sport anxiety not only impacts the performance of college athletes but also influences their psychological well-being. The psychological well-being of sports students is crucial for both academic performance and competition, as they need to balance their academic performance with professional athletic training. Method: Based on self-determination theory, this study examines the relationship between various factors in sport anxiety (somatic anxiety, worry, and concentration disruption) and subjective happiness, as well as the mediating role of need satisfaction in this relationship. A total of 835 college athletic students participated in the study, completing the Sport Anxiety Scale-2, Basic Psychological Needs Satisfaction Scale-in General, and Subjective Happiness Scale. Results: An analysis of gender differences revealed that female participants scored significantly higher on somatic anxiety (t = -2.21, df = 833, p = 0.028, Cohen's d = -0.155) and worry (t = -3.17, df = 833, p = 0.002, Cohen's d = -0.223) compared to males. In the analysis by sport type, participants engaged in team sports scored significantly higher on somatic anxiety (t = 2.70, df = 833, p = 0.007, Cohen's d = 0.187), Worry (t = 1.97, df = 833, p = 0.049, Cohen's d = 0.136), and concentration disruption (t = 2.73, df = 833, p = 0.007, Cohen's d = 0.189) than those in individual sports. Additionally, in the analysis by grade level, freshman college athletes exhibited significantly lower sport anxiety compared to sophomore athletes [F(4, 830) = 4.06, p = 0.003, η p 2 =0.019]. The mediation analysis revealed that concentration disruption in sport anxiety is significantly and negatively related to subjective happiness. Additionally, need satisfaction (competence, autonomy, and relatedness) mediates the relationship between worry, as well as concentration disruption in sport anxiety and subjective happiness. Discussion: Future research should build on the current study by employing longitudinal designs and integrating multiple objective measures to further explore the relationship between sport anxiety and subjective happiness.

Schrödinger's Cat-Parallel experiences: exploring the underlying mechanisms of undergraduates' engagement and perception in online learning.

Background: The emergence of e-learning had an intense, immediate, and disruptive transformation in the education system. While education aims to seek more interactions and learning engagement between teachers and students, it turns out that it takes lots of work to achieve the goal in the online classroom. Aims: This study aims to explore the underlying mechanisms and implications that emerge from the influence of the new features of online learning, drawing on students' real-life experiences, to construct a comprehensive theoretical model. Sample: From July 2023 to October 2023, 56 undergraduates, including 18 male and 38 female, participated in the data collection process either face-to-face or online. Methods: The study constructs a substantive theoretical model by employing the approaches of The Grounded Theory, three level-coding constant comparative method, theoretical sampling, core category distillation and storyline collation. Results: (1) The elements involved in the process of online learning exhibit underlying logical correlations, driven by profound underlying factors, ultimately resulting in a parallel experience akin to Schrödinger's Cat. (2) Online features lead to students' motivation mainly depending on whether they are self-regulated. (3) Teacher-student interactions and self-regulation shape different learning contexts and types by being moderated by internal and external effects. Conclusions: Students had a parallel experience similar to that of Schrödinger's Cat: they were constantly dissatisfied with "rational" learning and "perceptually" satisfied with online learning. The variation in the satisfaction of the three basic psychological needs necessities college students in online learning leads to parallel experiences.

Being as Having, Loving, and Doing: A Theory of Human Well-Being.

ACADEMIC ABSTRACT: Stronger theory on the nature of human well-being is needed, especially as well-being indicators are increasingly utilized in policy contexts. Building on Erik Allardt, who argued that a theory of well-being is, in essence, a theory of human nature, I propose four modes of existence each capturing one dimension central to human well-being: Having recognizes humans as biological creatures requiring certain material resources for survival. Loving captures human social nature and our dependence on others for well-being. Doing highlights the active and agentic nature of human existence. Being acknowledges humans as experiencing their existence. Each mode of existence gives rise to a few more specific needs, and a full assessment of human well-being requires both subjective and objective indicators tapping into these needs. The proposed theory integrates psychological well-being research with sociological and philosophical traditions and contributes to debates about how the progress of nations and sustainability should be measured. PUBLIC ABSTRACT: Well-being is something we all value individually, and it is also a key political goal. Accordingly, how we define and measure well-being influences what physicians, managers, policy-makers, politicians, and international organizations aim to improve through their work. Better theories of well-being make better measurement of well-being possible, which makes possible more effective and evidence-based advancement of human well-being. In this spirit, the present article argues that there are four fundamental dimensions to human well-being: Having highlights that as biological creatures, we have physical needs, loving highlights human social needs, doing highlights that we are active and agentic beings with goals and strivings, and being highlights that we feel and evaluate our lives. To assess well-being, we need measures tapping into all four of these dimensions. And to assess the sustainability of well-being, we need to examine how to provide well-being for all humanity while remaining within planetary boundaries.