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College student-athletes balance the demands of both sport and school in the context of higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM) using Self-Determination Theory as the theoretical lens. College Division I, II, III, and Club college athletes took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r(147) = .19, p = .02) and academic (r(147) = .30, p < .001) motivation. Extrinsic learning style was positively correlated with career athletic (r(147) = .27, p = .001) and student athletic (r(147) = .16, p < .05) motivation but negatively corelated with academic motivation (r(147) = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p < .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings suggest being more independent, participant, and collaborative in class is related to motivation both in school and in student athletic endeavors. Athletes pursuing a STEM major may show higher academic motivation than athletes pursuing non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though further exploration of these factors is necessary to fully understand their relationship in college student-athletes. [ABSTRACT FROM AUTHOR]

Intrinsic motivation has received widespread attention as a predictor of positive work outcomes, including employees' prosocial behavior. We offer a more nuanced view by proposing that intrinsic motivation does not uniformly increase prosocial behavior toward all others. Specifically, we argue that employees with higher intrinsic motivation are more likely to value intrinsic motivation and associate it with having higher morality (i.e., they moralize it). When employees moralize intrinsic motivation, they perceive others with higher intrinsic motivation as being more moral and thus engage in more prosocial behavior toward those others, and judge others who are less intrinsically motivated as less moral and thereby engage in less prosocial behaviors toward them. We provide empirical support for our theoretical model across a large-scale, team-level field study in a Latin American financial institution (n = 784, k = 185) and a set of three online studies, including a preregistered experiment (n = 245, 243, and 1,245), where we develop a measure of the moralization of intrinsic motivation and provide both causal and mediating evidence. This research complicates our understanding of intrinsic motivation by revealing how its moralization may at times dim the positive light of intrinsic motivation itself. [ABSTRACT FROM AUTHOR]

This paper presents a rigorous and in-depth systematic review of the literature on Basic Psychological Needs Theory (BPNT) and its applications in marketing research. Despite the widespread use of conventional models and theories in marketing research, motivational theories, such as BPNT, which have demonstrated significant effectiveness in driving motivation, have been relatively neglected. BPNT proposes that fulfilling basic psychological needs for autonomy, competence, and relatedness (ACR) leads to intrinsic motivation, emotional stability, and strong attachment. Our systematic review identifies how the constructs underpinned by BPNT have been utilized, as well as what research designs, contexts, and methodologies have been applied in marketing research. By integrating BPNT into marketing research, the authors aim to provide researchers with much-needed directions for future research and advocate for its continued growth. Specifically, the review notes tensions in terms of contradictory findings, identifies major gaps, and operationalizes BPNT in marketing research by establishing a set of marketing priorities (provided in the form of testable propositions) in seven major domains under the lens of BPNT. As the first systematic literature review of its kind, this theoretical study serves as an essential reference and valuable resource for scholars and practitioners aiming to explore and integrate BPNT into their research and practice. [ABSTRACT FROM AUTHOR]

Activity and physical effort positively affect a person's psychophysical state and emotional experience. Interest in the phenomenon of flow, the state of perceived arousal, stems from its relationship to an individual's intrinsic motivation. Flow is an area of research in many fields, including sports. Nowadays, solutions are being sought to support the traditional assessment of cognitive and affective states using analysis of physiological signals. Therefore, the present study analysed and estimated the physiological responses that may occur during the induction of a flow state between exercises stimulated by additional metrorhythmic stimuli. Thirty-six healthy subjects participated in the study. The effects of various metrorhythmic stimuli on the body's physiological response during the subjects' free gait were examined. The physiological response and flow intensity were evaluated when the rate of individual stimuli was changed, and the rate was enforced. Several statistically significant variables and correlations were determined for physiological indicators depending on the stage of the study conducted and the level of flow experienced. A positive, statistically significant correlation of flow and HRV frequency variables was obtained. The results also confirm previous literature reports on the relationship between flow response and frequency heart rate variability during physical activity. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

People regularly encounter situations in which they have to engage in tasks they find boring or irrelevant, in which case their autonomy—the need to act in ways that are meaningful for oneself—is impeded. When there is no motivational support available, individuals need to find ways to overcome their motivational barriers by themselves. Applying autonomy-regulation strategies may be effective for increasing autonomy and particularly the more adaptive types of motivation (i.e., intrinsic and internalized). Testing this idea, we investigated whether individuals apply self-supportive strategies to boost their feelings of autonomy and motivation in two studies via cross-sectional survey samples (overall N = 2,344). We analyzed how autonomy regulation strategies were associated with theoretically related variables via Structural Equation Modeling (SEM). In Study 1, the self-reported use of autonomy regulation strategies was strongly positively associated with intrinsic and internalized types of motivation, weakly positively correlated with introjected avoidance motivation, and not associated with external motivation. In Study 2, we introduced two dilemmas concerning motivational problems individuals face when engaging in tasks and being assigned a task, respectively. Results indicate that individuals report using general strategies of autonomy regulation to achieve fulfillment of autonomy and intrinsic motivation, next to more specific autonomy regulation strategies regarding specific dilemmas. Our results show that it would be worthwhile to investigate if stimulating individuals to use autonomy regulation strategies would positively affect their motivation (e.g., in job or study contexts), and that in doing so, it is important to consider both specific context effects on autonomy regulation as well as individual preferences for general strategies used to regulate one's autonomy. [ABSTRACT FROM AUTHOR]

Background: While the benefits of physiotherapy for hospitalized older patients (HOPs) are well established, these patients are often considered demotivated by healthcare team members (HTMs), which is perceived as a hindrance to their rehabilitation. The quantitative data currently available on the lack of involvement of HOPs are mainly measures of mobility. Motivation as such has, to our knowledge, never been measured. Therefore, this study aims to quantify for the first time the motivation levels of HOPs in their participation in activities of daily living (ADLs) and physiotherapy, and to explore the motivating factors behind their participation in physiotherapy. Methods: The motivation of 60 older patients hospitalized in an acute geriatrics ward was quantified using the Scale of Demotivation Assessment (SDA). Out of these participants, 14 were interrogated through individual semi-structured face-to-face interviews. After transcription, data were analyzed according to Self-Determination Theory, which has been proven effective in the understanding of motivational mechanisms. Results: The prevalence of demotivation was 47% (95% CI: [0.34;0.6]) for ADLs and 35% (95% CI: [0.23;0.48]) for physiotherapy. The main demotivating factors were the feeling of external control (lack of autonomy) and dependance experienced by HOPs, as well as the limited availability of staff during hospitalization. Conversely, feelings of competence, security, respect for limits, and commitment from the HTMs were important motivating factors. Conclusion: A large number of relational factors have an impact on the motivation of HOPs regarding their participation in ADLs and in physiotherapy sessions. Appropriate time and space organizing and the provision of suitable equipment, combined with a genuine caring and respectful attitude from the HTMs, could considerably encourage the expression of intrinsic motivation and thus the involvement of HOPs in their own care program. [ABSTRACT FROM AUTHOR]

Background: Medical students experience high levels of stress and related mental health problems. Students' autonomous and controlled motivation and their mental well-being are interconnected. This study aimed to investigate whether an innovative teaching concept based on self-determination theory (SDT) could improve students' motivation and thereby reduce their stress levels, ultimately providing a healthier framework for learning. Methods: In a week-long practical psychiatry course for medical students, a new didactic concept was implemented in half the groups (n = 73) and compared with the preexisting concept (n = 75) as a randomized controlled trial (RCT). To promote the SDT-target factors of perceived autonomy, competence, and relatedness, the methods used included team building, exclusively positive feedback, group discussions, and choice in task distribution. Significant group differences in motivation, stress, performance, and their relationships were analyzed through t-tests, multiple linear regression analyses, mediation analyses, and hierarchical linear modeling (HLM) using questionnaires collected before (t0) and after (t1) the course, and students' exam results (t2). Results: In the innovation group (n = 53), intrinsic motivation/interest (d = 0.41; p =.019) and perceived choice/autonomy (d = 0.33; p =.048) were greater than in the control group (n = 52). While autonomous regulation remained stable, the innovation group showed reduced controlled regulation (d = -0.36; p =.033) and reported significantly lower stress (d = -0.55; p =.003). The observed changes in motivation collectively mediated the stress reduction. However, students in the innovation group achieved lower exam scores, which seemed to result from the absence of critical feedback, but not from the observed differences in motivation or stress. Conclusions: This study demonstrated that enhancing intrinsic motivation through SDT-based teaching can effectively reduce stress in medical students. Exclusively strengths-based positive feedback may have hindered exam performance, but optimizing educational concepts to promote motivation and reduce stress will be a valuable step toward improving medical students' mental well-being. [ABSTRACT FROM AUTHOR]

Introduction: Motivation is a driving force behind man's behavior which has led to many psychological studies throughout the world. Moreover, it is the fuel for successful learning. While intrinsic motives provide the internal rewards, extrinsic motivation supplies the required external rewards to keep the engine of learning running. Knowing the factors which impact intrinsic/extrinsic motivation helps educators target their efforts at a higher level and make more informed decisions. Method: This study intends to examine how intrinsic vs. extrinsic motivation may be influenced by demographics including learners' background factors of major, age, and occupation and to determine the relationships that may exist between intrinsic and extrinsic motivation. To this end, an explanatory sequential mixed-methods research was conducted at one of the public universities in Shiraz on the majors of Elementary Education, Educational Affairs, Social Studies and Theology, and the Arabic language which were selected through cluster sampling. These students were having their English courses at the university. Based on Krejcie and Morgan's formula for sample size, a questionnaire was administered to 100 participants to collect quantitative data. Moreover, semi-structured interview sessions were conducted with one fourth of the participants. Results: Using Multiple Analysis of Variance (MANOVA) and Pearson correlation, we found that learners' background factors of age, field of study and professional status did not affect intrinsic nor extrinsic motivation. However, significant and positive relationships were found between intrinsic motivation and total motivation index, and between extrinsic motivation and total motivation index. Qualitative data obtained from the interviews were analyzed using a thematic analysis. The results of the interviews showed some new illuminating trends as revealed from the participants' responses and it was found that most interviewees followed intrinsic motives and considered motivation as a factor of great significance. Conclusion: In the English as a Foreign Language (EFL) context in which our study was conducted, instructors can follow more similar classroom motivational techniques and strategies since neither type of motivation was influenced by the variables of different major, age and occupation. Though many studies have shown that EFL learners are more extrinsically motivated in comparison with ESL ones, our study revealed that participants were more intrinsically motivated. Thus, this study may be replicated in other educational contexts such as an ESL context. The study can also be repeated in some universities in which other educational systems such as coed education is used to see the possible similarities and differences. Motivation is the important stimulant to impel the learners to achieve their learning goals; thus, it should receive sufficient attention in various educational settings. [ABSTRACT FROM AUTHOR]

Need for Cognition has been established as a key intellectual investment trait shaping students' academic development. However, little is yet known about its malleability, particularly in youth. This study investigated stability and change in Need for Cognition in a large longitudinal sample of 3409 adolescents from 166 classes in 27 schools in Flanders. Participants reported on their Need for Cognition in Grades 7, 8, 11 and 12. First, the latent rank-order stability of Need for Cognition between Grades 7 and 11 was found to be r = 0.50. This stability was of a similar magnitude to that of the Big Five personality traits observed in the same sample and larger than that of academic intrinsic motivation. Second, trajectories of Need for Cognition over time were found to vary between individuals. In particular, three trajectory classes could be identified, differentiated mainly by the initial level of Need for Cognition (i.e., a low, medium, and high trajectory). Finally, cognitive ability, cognitive stimulation at home, and parental autonomy support, but not parental educational level, were associated with higher odds of belonging to the high Need for Cognition trajectory and lower odds of belonging to the low Need for Cognition trajectory. [ABSTRACT FROM AUTHOR]

Career crafting offers a new approach for individuals to cope with changing career situations. However, few studies have focused on personality-related antecedents that stably predict career proactivity. Additionally, as individuals' careers are embedded in various social relationships, career crafting involves significant social interaction. Our study focuses on gratitude, which is related to social interaction, suggesting that gratitude fosters an appreciation for interpersonal relationships, providing a beneficial impetus for career crafting. A quantitative approach was adopted with a three-wave survey with 825 responses, and SPSS 26 and Mplus 8.3 were used as the analytical software for confirmatory factor analysis, hierarchical regression analysis, and path analysis. We conducted an empirical examination employing a moderated mediation model grounded in the framework of proactive motivation. The results revealed a positive correlation between gratitude and career crafting, with prosocial motivation mediating this relationship. Simultaneously, intrinsic motivation moderated the relationship between prosocial motivation and career crafting. Our study emphasizes gratitude's role in career crafting and explores how it, along with prosocial motivations, drives proactive behaviors, responding to calls for relational work redesign and examining interactions between intrinsic and prosocial motivations in careers. It has important practical implications for individuals, organizations, and career counselors. [ABSTRACT FROM AUTHOR]

Grades in introductory STEM courses can impact intrinsic motivation (IM) and self-efficacy (SE). We used an exploratory approach to examine trends in grades and how IM and SE impact students' grades. It is known that most first-generation (FG) college students are from underrepresented backgrounds (URM), and that these students are least likely to persist in STEM fields. Therefore, gaining a better understanding of motivation in our most underserved students could be critical to improving their success in introductory biology courses and ultimately future persistence in STEM. We found that, on average, URM FG students received the lowest final grades and experienced the greatest declines in IM and SE. This research informs the way we may think about changes in motivation and self-efficacy in our introductory biology courses as these lay the foundation for future learning and success. [ABSTRACT FROM AUTHOR]

As information and communication technologies and learner characteristics in higher education develop, so do distance education methods, which are implemented at various levels by higher education institutions. The involvement of students in the learning process is one of the most crucial factors to consider throughout the distance education application transformation, which might change depending on the conditions. At this point, it can be stated that the intrinsic motivation levels of learners involved in distance learning play a decisive role in participating in learning processes. Therefore, examining the intrinsic motivation levels of distance learners is seen as an element that needs to be emphasized. This justifies the study's goal, which is to analyze the intrinsic motivation levels of students who get distance education from higher education institutions concerning factors including age, gender, employment, and educational status. The relational survey model, one of the general survey models, was utilized in this study, which included 327 distance learners. In terms of distance education applications, the findings of the study have a guiding nature for the administrators working in higher education institutions. The analyses carried out revealed that there were no significant differences in the intrinsic motivation levels of distance learners according to their gender, employment situation, or level of education. Furthermore, it has been found that as people get older, their intrinsic incentive for learning grows. A list of recommendations based on the data gathered within this study is provided at the end. [ABSTRACT FROM AUTHOR]

The present study examined the relationships among perceived teacher's autonomy support, four motivational regulations (external, introjected, identified, intrinsic), and four social-emotional outcomes (self-efficacy, resilience, test anxiety, and perceived stress). A total of 130 primary students aged between 10 and 11 (M = 10.36; SD = 0.48) were recruited in Singapore. In particular, the mediating effects of four motivational regulations in the relationship between teacher's autonomy support and social-emotional outcomes were tested using bootstrapping method. Results of the study indicated that external regulation and intrinsic motivation were two mediators between teacher's autonomy support and test anxiety. Surprisingly, introjected regulation was positively associated with test anxiety and perceived stress and functioned as a significant mediator between teacher's autonomy support and test anxiety and perceived stress. Teacher's autonomy support may serve as a potential approach to develop students' positive social-emotional outcomes such as self-efficacy and resilience while reduce negative social-emotional influences such as test anxiety and stress through activating students' motivational resources. The present study provides novel insights into the relationships between SDT and four social-emotional outcomes by considering the four types of motivational regulation as mediators to investigate the effects of perceived teacher's autonomy support on students' SEL-related outcomes. [ABSTRACT FROM AUTHOR]

The quality of Physical education (PE) largely depends on the degree of students' motivation to participate in various kinesiological activities, whereby the level and structure of the motivational space are important. The aim of this research was to analyse the level and structure of student's motivation to perform tasks in PE classes, as well as gender differences. The research was conducted on 77 female and 61 male primary-school students from Split, Croatia, aged 12 to 15. Motivation assessment was carried out using the Motivation for PE questionnaire. Analysis confirmed that basic metric characteristics of all PE motivation measures are at a satisfactory level. In the total sample, measure of PE motivation is expressed as high, with intrinsic measures of motivation being significantly higher than extrinsic forms of student motivation. In general, no differences were found in measures of motivation according to the sex of the respondents. Differences in several measures of PE motivation were found between respondents of different grades, whereby students of 5th and 6th grades show higher results of PE motivation than students of 7th and 8th grades. Using cluster analysis, three different types of PE motivation were determined for both female and male students. For female student these clusters were defined as very low, high, and extremely high motivated types, while for male students clusters were defined as low, high, and extremely high motivated types. The structure and frequency of types of PE motivation is different for sub-samples of female and male students. Knowledge of the described structure will enable teachers to recognize and intervene in students' motivation, aiming to optimise work effects in kinesiological education. [ABSTRACT FROM AUTHOR]

This mixed-method study investigated how task-based language teaching (TBLT) implemented in English-for-nursing programmes impacted students’ learning motivation. Specifically, the study explored the motivational patterns that underlie the students’ participation in the learning process, the factors influencing their English-learning motivation, and the aspects of TBLT that positively affected their learning motivation. The data analysed were acquired through questionnaires and interviews. The questionnaire was designed according to the motivational attitude test battery (MATB) by Gardner (2014). The results of the research reveal that intrinsic motivation was the most favourable motivation, followed by instrumental, extrinsic, and integrative motivation. Several factors influenced the students’ English-learning motivation, such as positive teacher-student interpersonal relationships, teacher praise, teacher feedback or stroke⸻the written feedback from teacher⸻, learning tasks and class activities, student curiosity, teaching method, and relatedness. Three aspects of TBLT positively affected student motivation: task activities, autonomous learning and authentic learning motivation, and teachers’ positive facilitation. The findings can help design materials that motivate students, specifically in nursing programmes in which English is not used as a medium of instruction. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A systematic review and meta-analysis were conducted to examine the effectiveness of facial anthropomorphism of learning material design in improving learning and other relevant outcomes. We searched Web of Science, PsycInfo, and PsycArticle for studies published before February 2023. Learning outcomes included transfer, retention, and comprehension. Other relevant outcomes included affective-motivational, effort, and experience outcomes. Outcomes that were reported in at least five independent experiments were meta-analyzed; otherwise, a narrative synthesis was performed. Subgroup analysis by participants' age and material type was employed for learning outcomes. A total of 33 independent experiments from 13 research articles were identified and analyzed. For learning outcomes, facial anthropomorphism yielded significant improvements in transfer (standardized mean difference [SMD] 0.28, 95% CI 0.15 to 0.40, p < 0.001), retention (SMD 0.31, 95% CI 0.14 to 0.48, p < 0.001), and comprehension (SMD 0.46, 95% CI 0.27 to 0.64, p < 0.001). Anthropomorphism yielded stronger effect in retention among juvenile students and for static learning materials. Additionally, anthropomorphism design achieved significantly positive effects in positive affect, intrinsic motivation, intrinsic motivation change, perceived difficulty, intrinsic cognitive load, germane cognitive load, perceived learning outcome, aesthetics, and enjoyment. Nineteen outcomes were narratively analyzed and mixed results were found. Facial anthropomorphism design of multimedia learning materials can induce positive emotions in learners and improve their intrinsic motivation that in turn facilitates learners' transfer, retention, and comprehension performance. The study provides valuable insights that can guide educators and multimedia designers in applying facial anthropomorphism with learning materials to facilitate learning outcomes. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between career and study fair participation and the motivations of Sint Maarten's secondary vocational students. Using a mixed-method design, data was collected from 98 participants (N = 98) who completed an online survey consisting of the Academic Motivation Scale (AMS). Twenty-one survey participants were subsequently interviewed. Key findings indicated that extrinsic motivation was the highest among participants. The results indicate that a single career fair alone may not be sufficient for improving the intrinsic motivation of students. Future studies should investigate the impact of attending multiple career fairs over a longer period. Overall, the research findings contribute to our understanding of academic motivation and the correlations between career and study fairs and secondary vocational student motivations in Sint Maarten. The findings highlight the importance of improving fair attendance through better promotion and logistical support for students, while also emphasizing the need to address stigmas that affect intrinsic motivation of students. The findings of this study can be particularly useful among policymakers and school leaders in the field of vocational education. [ABSTRACT FROM AUTHOR]

Background: Much policy attention focuses on increasing the supply of workers in the English NHS but there has been less attention paid to the rise in leavers. This paper seeks to explore how existing data sets can illuminate the decision-making of leavers and inform actions that could mitigate this. Method: Secondary analysis of routinely collected data from 79 workforce projects in the UK (n = 46 339 participants) over a 4-year (2019–2023) period was undertaken. Free text data we extracted and analysed using content analysis, sentiment analysis and text mining. Inclusion criteria were those who stated they had resigned, had confirmed retirement date, and had secured employment elsewhere either within or without the sector but had not yet resigned. Exclusion criteria were those who had not indicated they were leaving or indicated intention to leave. These findings were then compared with themes from Herzberg's work hygiene theory and Hoffat and Woods's professional practice environment theory. Results: Multiple reasons were given for leaving. Findings were congruent with Herzberg's two factor work hygiene theory and demonstrate that leavers are driven by the inability to meet their intrinsic motivation to practice according to their professional standards as much as by terms and conditions. Leavers describe suboptimal professional practice environments which produce obstacles to achieving their work objectives and leaving their intrinsic motivation frustrated. Conclusion: Whilst reasons for leaving differ between people, there is a relationship between intrinsic motivation (why they want to do the job) and the conditions in which they try to do the job. This study suggests that looking beyond the primary reason for leaving given in the national dataset could identify how the practice environment influences the decision. [ABSTRACT FROM AUTHOR]

Family‐supportive supervisor behaviours (FSSB) and their association with employees' work, family, and health outcomes have been widely investigated in workplace contexts. We aimed to acquire a comprehensive understanding of whether FSSB have valuable associations with work, family, and health outcomes and to investigate how FSSB are related to these outcomes using 126 independent samples retrieved from 122 articles (N = 59,068). Our findings revealed several outcomes. First, the bivariate results demonstrated that FSSB were significantly associated with essential work, family, and health outcomes. Second, FSSB exerted beneficial incremental effects on task performance, burnout, organizational commitment, and job satisfaction beyond coworker support, flexible work arrangements, and family‐supportive organizational perceptions, providing further support for its discriminant validity. Third, we built an integrative model that uses ability‐motivation‐opportunity as our organizational framework. Our findings demonstrate that FSSB are significantly associated with employees' work and health outcomes through self‐efficacy, intrinsic motivation, and autonomy. Intrinsic motivation exerts the largest mean indirect effect, followed by self‐efficacy and autonomy. Based on these findings, we discuss theoretical and practical implications as well as directions for future research. [ABSTRACT FROM AUTHOR]

This study investigates how engagement (E), foreign language enjoyment (FLE), and ambiguity tolerance (AT) exert mediation/moderation in metaverse-based foreign language learning (FLL). Featuring augment/simulation-based experiences and self-fulfillment/external-control-oriented mechanics, metaverse provides virtualized interactive circumstances involving individuals' embodied presence/behaviors, aligning with FLL that emphasizes social interaction. Based on the quantified survey data, partial least squares structural equation modeling (PLS-SEM) analyses investigate the significance and positivity of the mediation/moderation relations. According to the results, E exerts fully positive mediation in the effect of intrinsic motivation (IM) on learning effectiveness (LE), FLE exerts partially positive mediation in the effect of classroom social climate (CSC) on E, and AT exerts negative moderation in the positive effect of E on LE. Notably, FLE exerts insignificant mediation in the effect of growth mindset (GM) on E. Therefore, efficient metaverse-based FLL requires synergies of affective factors, i.e., intrinsic motivation, perceptions of classroom social climate, moderate degrees of ambiguity tolerance, and engagement, for sustainable and long-term language learning progress in virtual interactive experiences. At the theoretical level, the findings extend the FLL-related models and advance the understanding of FLL. At the practical level, the findings provide references for more efficient metaverse implementations in FLL. [ABSTRACT FROM AUTHOR]

This study investigates the intricate causal mechanisms of university students' sustained use of artificial intelligence (AI) tools for self-directed learning (SDL) within the theoretical framework of self-determination theory (SDT). Employing a convenience sampling strategy, 387 university students from China were included in the study. Methodologically, we employed structural equation modeling (SEM) for the measurement and causal analysis, and we employed fuzzy-set qualitative comparative analysis (fsQCA) for the configurational analysis. The research results emphasize several important insights. Perceived usefulness, intrinsic motivation, and satisfaction play important roles in encouraging university students' continuance intentions. Satisfaction emerges as a pivotal mediator, bridging the connection between perceived usefulness, intrinsic motivation, and continuance intention. The system quality, the information quality, and social interaction have significant positive influences on perceived usefulness. Perceived autonomy and perceived competence display strong correlations with both intrinsic motivation and satisfaction. Moreover, the results from the fsQCA show five configurations, in which the key factors collectively shape students' continuance intentions through complex interactions through various configurations. The findings reveal diverse configurations by which university students form continuance intentions towards using AI tools for SDL, providing detailed insights into the profound and indirect impacts on forming continuance intention behaviors. This enriches and advances the current theoretical understanding. [ABSTRACT FROM AUTHOR]

The present research investigated the association between a series of motivational factors and burnout syndrome among elite skiers at the contextual level within the Hierarchical Model of Intrinsic and Extrinsic Motivation (HMIEM). There are 352 subjects (258 males, 94 females, aged 18 to 25 years) across five skiing events from three sport universities in this study. Four psychological scales related to motivational factors and burnout syndrome were completed by subjects. Overall, the result showed that a task-involving climate had a positive relationship with basic psychological needs, eliciting a positive pathway to autonomous motivation, and thus negatively affecting burnout syndromes. On the other hand, an ego-involving climate had a negative relationship with basic psychological needs, eliciting a negative pathway to amotivation, and then positively affecting burnout syndromes. The results underscore the intricate associations between a variety of motivational factors and athletes' burnout syndrome, supporting the need to incorporate burnout syndrome elements into the outcomes of HMIEM sequence. [ABSTRACT FROM AUTHOR]

Background: The aim of the research was to evaluate outdoor aerobic sport activities (OASA) in the physical education (PE) of university students using wearables and their potential to personalize the learning process and enhance motivation. Methods: In total, 368 university students participated. The OASA structure and the key points of application in PE were described. Descriptive statistics of the training units (n = 3,680) were processed. The students recorded their training data in the Strava app (10 sessions per semester), and the data were shared in the online sport community created on the Strava platform. Motivation was evaluated using a questionnaire. The focus was both on intrinsic motivation and extrinsic "ICT" motivation, based on Strava app features and tools. Results: The most preferred outdoor aerobic sport activities were running (58%), cycling (13%), and walking (16%). The results provided insight into motivation and performance analysis. Students' motivation to participate in OASA was mainly in health concerns, such as staying in shape (94%), staying healthy (90%), and psychological concerns, such as having fun (88%), improving state of mind (88%), or relieving stress (83%). In achievement concerns, the motivation was a personal challenge (72%), while competing with others was ranked lowest (32%). The Strava app was a motivating tool for students to record, monitor, and analyze their individual activities and feel "connectedness" to the online sport community. 70% of students were motivated by the non-competitive character of PE, which gave them a personalized opportunity to train without being compared to others. Discussion: The OASA management, with the use of blended learning methods and the Strava app, uses a motivational approach to create, support, and maintain students' healthy habits of physical activity through PE lessons. The need for students to be motivated to exercise can be confirmed in the analysis of the statistical descriptive parameters of running, cycling, and walking. There was a tendency for students to complete only the minimum required distance/time (not more). On the other hand, students enjoyed the training, and 99% of students confirmed that they would enroll again. That fact underlined the importance of motivating students with an effective learning strategy and giving support and guidance. [ABSTRACT FROM AUTHOR]

This study offers interdisciplinary theoretical discussion connecting consumer behavior, values, self‐regulation, self‐determination, and religiosity concepts, and develops a conceptual model of the effects of consumer religiosity on compulsive buying. Complex sequential mediational mechanisms are investigated, involving the effects of unique religiosity facets on compulsive buying through materialistic values and hedonistic shopping values. Results show that intrinsic religiosity is negatively related with materialistic and hedonistic shopping values and compulsive buying, while the social extrinsic religiosity and personal extrinsic religiosity are positively related with these consumer values and the resulting compulsive buying. Compared with prior research, this study examines the three religiosity facets separately. This work also identifies the moderating role of gender, with all facets of religiosity exhibiting stronger relationships for women as compared with men. Theoretical and practical implications for consumers, policy makers, and marketers focus on the importance of maintenance of intrinsic religiosity orientation in personal life. [ABSTRACT FROM AUTHOR]

Gamification is a specific type of experiential learning theory (ELT) that emphasizes student choice and activities to transform mundane tasks into a desirable opportunity to learn. This pedagogical approach is particularly useful in information-heavy courses, such as courses that engage in the study of religious mysticism or "hagiology". In hagiology classes, students are exposed to new hagiographic media and discuss methods that are particularly complicated because this content is not only heavy on data but also engages the affective dimensions of human experience. This article explores leessons learned from the successes and failures of gamification pedagogy in my "Masters and Mystics" course, where students comparatively study Christian mysticism and Muslim Sufism. In particular, this article analyzes gamifacation's ability to promote intrinsic student motivation through "game mechanics and experience design", which is particularly salient in the hagiological classroom. I end the article with a discussion of how I have reworked the course with new gamification practices into a "Comparative Mysticism: Christianity and Islam" course. [ABSTRACT FROM AUTHOR]

Rewards act as external motivators and can improve performance in various cognitive tasks. However, previous research demonstrated mixed findings regarding the effect of reward on working memory (WM) performance, and the question of whether reward enhances WM performance is arguable. It remains unclear how the effect of reward on WM can be influenced by various factors, such as types of reward and experimental paradigms. In this meta-analytic study, we systematically investigated the effect of reward on WM by analyzing data from 51 eligible studies involving a total of 1767 participants. Our results showed that reward robustly enhanced WM performance, with non-monetary rewards inducing more benefits than monetary rewards. This may be because, while both types of reward could induce extrinsic motivation, non-monetary rewards enhanced intrinsic motivation while monetary rewards reduced it. Notably, all three reward methods—reward binding, reward expectation, and subliminal reward—effectively improved WM performance, with the reward binding paradigm exhibiting the greatest effects. This finding suggests that the reward effect can be attributed to both increasing the total amount of WM resources and improving the flexibility of resource reallocation. Moreover, the type of WM, the experimental paradigms, and the outcome measures are three moderators that should be jointly considered when assessing the reward effects on WM. Overall, this meta-analytic study provides solid evidence that reward improves WM performance and reveals possible mechanisms underlying these improvements. [ABSTRACT FROM AUTHOR]

Based on motivational theory, this study investigated the effect of users' knowledge seeking on users' knowledge contribution in question-and-answer (Q&A) communities. We collected 4643 samples from the largest social Q&A platform in China (Zhihu) and applied a mediation effect test to the data. The results showed that knowledge seeking affects intrinsic motivations (altruism and self-efficacy) and extrinsic motivations (social support, group identity, and reputation), further affecting knowledge contribution. Our findings indicated that Q&A communities should be concerned with users' intrinsic and extrinsic motivations to ensure balanced knowledge exchange on social Q&A platforms, ultimately fostering long-term stability and growth. Existing research has mainly focused on a single behavioral state, such as knowledge seeking or knowledge contribution, and has paid little attention to the connection between these two types of user information behaviors. This study aimed to fill this gap by revealing the mechanisms through which users' knowledge seeking affects their knowledge contribution. [ABSTRACT FROM AUTHOR]

Much of the research on science, technology, engineering, and mathematics (STEM) students' motivation measures the relationship between student motivation and academic outcomes, focusing on the student's mindset. Our mixed-methods research takes a different approach and considers the relationship between student motivation and instructional practices. Teaching practices and student motivation were analyzed simultaneously in undergraduate Biology classes using a self-determination theory-based survey to measure students' motivation during courses that were observed using the Classroom Observation Protocol for Undergraduate STEM (COPUS), and observation notes were collected to document instructor and student behaviors. Quantitative data were used to differentiate students' motivational levels, and qualitative data were collected to describe how instructors use specific teaching practices. The results provide a lens into how students' intrinsic motivation varies alongside the instructional practices and interactions in these classes. We found a correlation between higher levels of student motivation in interactive lectures and student-centered teaching profiles. This study highlights how the same practice can be implemented by multiple instructors with varying student motivation scores, pointing out the importance of fidelity to evidence-based instructional practice methods. The results of this study are discussed in the context of published empirical studies examining evidence-based instructional practices that are conceptually supportive of autonomy, competence, and relatedness. Active learning practices observed in this study correlated to positive learning outcomes are discussed and may serve as a guide for instructors interested in implementing specific active learning practices. Recommendations for instructors and departments that are interested in flexible methods to monitor progress toward active learning practices in biology and other STEM disciplines by combining the COPUS and self-determination survey results are presented. NEW & NOTEWORTHY: This study uses a novel combination of instruments to describe students' intrinsic motivation in response to teaching practices. Findings demonstrate that active learning methods may support higher student motivation. Recommendations drawn from the study include using a variety of active learning methods, using evidence-based instructional methods with fidelity, and monitoring the students' affective response to those methods. Alignment of active learning practices to the components of self-determination may result in higher quality student motivation in science, technology, engineering, and mathematics (STEM) courses. [ABSTRACT FROM AUTHOR]

Copyright of Cultura, Ciencia y Deporte is the property of Cultura, Ciencia y Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The increasing need for continuous innovation has given rise to a substantial increase in co-creation initiatives. Since the co-creation of value involves customers participating in the creation of product offerings voluntarily and actively, this investigation tries to understand what drives customers to participate in these co-creation initiatives. To do so, this study employs a probabilistic sample of 683 users enrolled in Linux forums for open-source software distributions. The path analysis and bootstrap samples revealed that customers who exhibit a high innate innovativeness and feel that they belong in the online community show a greater motivation towards platform exploration and participation in co-creation. Moreover, the effect of this synergic interaction on their co-creation participation was partially mediated by the normative dimension of their intrinsic motivation, while the hedonic dimension was not a strong predictor of co-creation contributions. This study fills the voids in the existing literature by showcasing the relevance of personal characteristics, beyond individual motivation, in co-creation behavior. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nearly every employee is subject to some form of legal requirement as a function of their work. Laws are often implemented by authorities to ensure that employees and organizations engage in ethical and moral conduct at work. Importantly, acting in a moral manner is linked to benefits for employees, increasing intrinsic motivation that facilitates high levels of proactive behavior. Yet, employees increasingly face situations where laws or regulations conflict with what they perceive as morally appropriate (i.e., legal constraints on moral behavior), which we argue instead have negative consequences for employees. Combining insights from the literature on motivation and moral foundations theory, we propose that when employees face legal constraints on moral behavior, they feel less intrinsically motivated, leading them to engage in less proactive behavior. We further predict that legal constraints are less damaging when employees perceive them as necessary versus unnecessary evils. We test our model across three complementary studies: a field study of employees from a company in a heavily regulated industry and two preregistered experiments. [ABSTRACT FROM AUTHOR]

Wearable health technologies are designed to improve a user's self-awareness of their state of health and increase motivation and physical activity, but there is limited understanding of the psychological and behavioral impact these devices have. The present research attempts to further clarify the influence of individual characteristics on the cognitive, affective, and behavioral outcomes of activity tracker usage, including the development of dependency. A cross-sectional study of 212 college students who used activity trackers was conducted to evaluate the psychological and behavioral impact of activity tracker usage and users' affective response to their device. Participants expressed more positive affect while wearing their device as opposed to when they were unable to wear it. Female participants exhibited more positive affect than male participants while wearing their device but less when unable to wear it. Only 9% of the sample reported a dependency effect. The dependency effect was negatively associated with intrinsic motivation to be physically active, motivation by the idea of success, and the personality traits of agreeableness and conscientiousness. The dependency effect was positively associated with extrinsic motivation for physical activity and tracker usage, as well as need for cognitive closure. This research elucidates the unintended outcomes of activity tracker usage along with the individual characteristics that present as predictors of these outcomes. [ABSTRACT FROM AUTHOR]

Unstable farm income and the desire to diversify revenue sources have increased the significance of agritourism as an alternative economic opportunity for farmers and ranchers. Agritourism integrates the top economic drivers—agriculture and tourism—and has been identified as a highly effective complementary business for farmers to generate additional income and mitigate the financial uncertainties associated with traditional farming enterprises. Visitors' satisfaction is critical for operating a successful agritourism business, as it influences destination choice, consumption of products and services, and the decision to return. This study examined the relationship between agritourism visitors' intrinsic motivation, environmental behavior, satisfaction, and intentions to revisit and recommend. With a total of 615 survey responses, the study reveals a significant relationship between agritourism visitors' intrinsic motivation, environmental behavior, and satisfaction related to destination, risk, and food attributes. Furthermore, visitors' overall satisfaction with these three attributes significantly influences their intentions to revisit and recommend the destination. The findings of this study will enable agritourism operators and policymakers to formulate appropriate policies for the sustainable development of this sector. Future promotional and educational tools could be developed based on these findings. [ABSTRACT FROM AUTHOR]

Understanding the motivations behind consumer engagement on sports club social media can help clubs and marketers tailor their strategies to better connect with fans, fostering deeper loyalty and more meaningful interactions. By identifying what drives fans to engage—whether it is a genuine love for the brand or the pursuit of rewards—clubs can create more targeted content that not only boosts engagement but also strengthens the overall fan experience and community. This study explores the impact of intrinsic and extrinsic motivation on consumer engagement with sports club social media, utilising the theoretical framework of Uses and Gratifications Theory. Methods/Approach: Using structural equation modelling and network analysis, different motivational factors, such as internal and external motivation, were analysed to determine their influence on engagement behaviours. The findings reveal that both intrinsic motivations (e.g., personal identity, entertainment, and brand love) and extrinsic motivations (e.g., rewards, empowerment, and social interaction) significantly affect consumer engagement. Intrinsic motivations were strong predictors of high-quality engagement behaviours, including meaningful commenting and active participation in discussions. In contrast, extrinsic motivations, particularly the role of social interaction, were more associated with the frequency of posting and sharing content. These results underscore the importance of understanding the diverse motivational drivers behind consumer interactions with sports club social media to enhance fan engagement and loyalty. [ABSTRACT FROM AUTHOR]

The general purpose of this article is to examine incentives and their relations with institutions and with other motivations. The article proposes a concept of incentives in a narrow and in a broad sense. It discusses the provision of incentives by different types of institutions (formal and informal social norms; conventions). It briefly considers the relation between the incentivizing influence of institutions and their constraining influence. It distinguishes incentives from intrinsic motivations and profound motivations. It establishes links between the incentivizing and the profound motivational influence of institutions, especially the possible unfolding of the former into the latter. [ABSTRACT FROM AUTHOR]

Academic misconduct is ubiquitous, a fortiori during crisis periods. The present research examines undergraduates' learning motivation, based on Self-Determination Theory and personality traits factors, according to the Big Five Factor Model, affecting academic misconduct across different time spans: Before, during, and after a life-changing event. Using online questionnaires, we measured the level of academic misconduct, learning motivation, and personality traits of 1090 social sciences students during five different time spans pre-COVID-19, during COVID-19 (before and after vaccination), and after COVID-19 (post and long post). The results showed significant differences in students' self-reported academic misconduct levels among the different periods and similar misconduct levels in pre-COVID-19 and long post-COVID-19. Additionally, the findings exhibited that external motivation significantly increases academic misconduct and that two out of five personality traits (agreeableness and emotional stability) reduce their occurrences. We conclude that higher education preparedness for academic integrity during an emergency is still a desideratum and that ethical concerns should not be abandoned but rather be fully addressed during emergency periods. This could be addressed by instructors allocating tasks during emergency groups involving students with pro-social personalities (agreeableness and emotional stability) and intrinsic motivation to serve as social agents in deterring academic misconduct. [ABSTRACT FROM AUTHOR]

There is currently concern about the decrease in physical activity participation among university students. To address this issue, different pedagogical approaches have been developed to improve participants' motivation, with gamification standing out among them. Gamification integrates game design elements into learning environments to increase responsibility, motivation, and engagement in physical activities in different educational stages through intrinsic and extrinsic rewards, although evidence is limited and diverse. Therefore, this study investigates how gamification affects the motivational profile of university students in the context of physical activity. The study was conducted with university students of Physical Activity and Sports Sciences (n = 72), using an experimental design that included a gamified group (GG) and a control group (CG) without gamification. A questionnaire was used to measure motivation before and after the intervention. The results showed a significant increase in intrinsic motivation and a decrease in amotivation in the gamified group, while no significant changes were observed in the control group. However, there were increases in extrinsic motivation in both groups. These findings suggest that gamification can be effective in improving intrinsic motivation and reducing amotivation in university students for physical activity as well as enhancing extrinsic motivation considering the rewards used. [ABSTRACT FROM AUTHOR]

This study examines the impact of virtual reality (VR) on student motivation in education, emphasizing its potential to create immersive learning environments that enhance engagement and learning outcomes. By adopting a quantitative approach, the research investigates the motivational effects of two VR applications among 52 high school students in Mexico, exploring variations in motivation across four dimensions—attention, relevance, satisfaction, and confidence—and assessing gender-based differences. Results indicate improvements in all dimensions, particularly in attention and satisfaction, which are crucial for intrinsic motivation. Female students showed superior results in all dimensions, suggesting gender-specific impacts. The study underscores VR's role in fostering motivation and offers practical recommendations for integrating VR technology in educational settings to maximize their benefits for student engagement and motivation. Possible limitations that should be considered to optimize its use are also identified. This research aims to provide valuable guidance for educators, researchers, and educational institutions seeking to harness VR technology for improved engagement and motivation in education. [ABSTRACT FROM AUTHOR]

This study aims to investigate the correlation between exercise participation motivation and social physique anxiety and their differences across the exercise stages of change in individuals. A convenience sampling technique was used to gather data from 374 sedentary individuals aged 18 and over, using a questionnaire that included the Behavioral Regulations in Exercise Questionnaire-2 (BREQ-2), Social Physique Anxiety (SPA) scale, and Exercise Stages of Change Questionnaire (ESOCQ). Welch's ANOVA test was utilized to examine if there were significant differences between the average levels of behavioral regulations in exercise and SPA within exercise stages of change, respectively. Based on Welch's ANOVA results, it has been found that there are significant differences in the total score of SPAS according to exercise stages of change (F = 15.801, p < 0.001). Furthermore, the sub-factors intrinsic regulation, introjected regulation, and external motivation statistically significantly differ according to exercise stages of change ( F = 6.681 , p < 0.001 for IR; F = 30.186 , p < 0.001 for introjected regulation; F = 10.104 , p < 0.001 for external motivation, F = 0.481 , p = 0.750 for AM). Pearson's r correlation coefficients were also computed to determine the relationship between behavioral regulations in exercise and SPA. A significant negative moderate correlation was found between intrinsic regulation and SPA (r = −0.645, p < 0.001). Furthermore, a significant medium positive correlation was found between introjected regulation and SPA (r = 0.534, p < 0.001), external motivation and SPA (r = 0.588, p < 0.001), and amotivation and SPA (r = 0.564, p < 0.001). The findings suggest that being self-motivated for exercise might decrease SPA. On the other hand, exercise motivated by external pressures could lead to increased SPA. The findings also suggest that those who started exercising with intrinsic motivation reached more advanced stages of exercise than those who started exercising with extrinsic factors. Finally, extrinsic motives may help in the first stages of the exercise, but intrinsic motives are required to continue the exercise. Consequently, these findings may guide physical activity specialists, trainers, etc., to develop more effective strategies to motivate exercise participation by considering social physique anxiety among individuals. [ABSTRACT FROM AUTHOR]

To understand how to strengthen employee's loyalty programme (LP) behaviour, this research examined the connection between Chinese hotel employee's intrinsic motivation (IM), extrinsic motivation (EM), their intention to apply loyalty programme practices (LPP) in the Chinese hotel industry and lastly the degree to which Chinese hotel employees feel that LPP are relevant to them. Data was collected from 1047 hotel employees (893 final valid responses) in China. Path analysis was employed by SPSS Statistics 24 and Mplus 7.4 to test the proposed hypotheses. The findings suggest that both extrinsic and intrinsic motivation of Chinese hotel employees were found to have a positive impact on their intentions to adopt LPP. The employee's loyalty programme involvement mediated the above influence process. Theoretical and practical implications are also discussed. [ABSTRACT FROM AUTHOR]

Using the Self Determination Theory (SDT) and the L2 Motivation Self System (L2MSS) as referential framework, this study aimed to explore Saudi college EFL learners’ motivation and autonomy in terms of dominant motivational orientations, differences between intrinsic and extrinsic motivation, and between ideal and ought-to L2 selves, the level of learning autonomy, and gender differences in motivation and learning autonomy. It also aimed to identify whether motivation predicted learners’ autonomy. A further aim was to identify whether motivation and autonomy predicted learners’ achievement. Using a 24-item questionnaire, data was collected from 169 learners on their motivational orientations and autonomy. Statistical analysis revealed that the learners’ ideal L2 self ranked first followed by intrinsic motivation, extrinsic motivation, and ought-to L2 self. Significant differences were found between learners’ selfdetermined/internalized motivation and external motivation in favor of the self-determined/internalized motivation. Learners’ autonomy was found to be high and no gender differences were found in learners’ motivation or autonomy. Intrinsic motivation and ideal L2 self were found to be the best predictors of learners’ autonomy. Of all motivational orientations and learning autonomy, learning autonomy, ideal L2 self and intrinsic motivation explained 47% of variance in learners’ achievement. In brief, learners’ selfdetermined/internalized motivation affected their autonomy most strongly, and both autonomy and selfdetermined/internalized motivation accounted for a sizeable proportion of their achievement. [ABSTRACT FROM AUTHOR]

Most research on sustainable small-scale local producer lifestyles emphasises healthy food production but lacks the integration of mental and spiritual well-being into a holistic concept of a healthy lifestyle. This study explores the motives behind the production activity of producers engaged in sustainable food production in several western Hungarian sub-regions, aiming to identify their attitudes and motivations. The small-scale entrepreneurial mindset encompasses needs beyond physical and ethical aspects, such as involvement, socio-cultural attachment to the past, tradition, nature, place, and local culture. An online questionnaire was conducted with 73 local producers in the second quarter of 2024. The results of the factor and cluster analyses were used to classify the producers into two clusters: the "Value-Creator" and the "Proud" clusters. The main features of these two clusters were illustrated in persona profiles. The "Value-Creator" cluster, mainly women, feels a strong connection to the local community and views sustainable production as a lifestyle choice. The "Proud" cluster, consisting of young men, focuses on the quality and uniqueness of their products. This research contributes to a deeper understanding of sustainable production by exploring producers' intrinsic motivations and lifestyle choices. The findings could also inform other entrepreneurial projects, such as urban initiatives. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Medical students experience high levels of stress and related mental health problems. Students’ autonomous and controlled motivation and their mental well-being are interconnected. This study aimed to investigate whether an innovative teaching concept based on self-determination theory (SDT) could improve students’ motivation and thereby reduce their stress levels, ultimately providing a healthier framework for learning. Methods In a week-long practical psychiatry course for medical students, a new didactic concept was implemented in half the groups (n = 73) and compared with the preexisting concept (n = 75) as a randomized controlled trial (RCT). To promote the SDT-target factors of perceived autonomy, competence, and relatedness, the methods used included team building, exclusively positive feedback, group discussions, and choice in task distribution. Significant group differences in motivation, stress, performance, and their relationships were analyzed through t-tests, multiple linear regression analyses, mediation analyses, and hierarchical linear modeling (HLM) using questionnaires collected before (t0) and after (t1) the course, and students’ exam results (t2). Results In the innovation group (n = 53), intrinsic motivation/interest (d = 0.41; p = .019) and perceived choice/autonomy (d = 0.33; p = .048) were greater than in the control group (n = 52). While autonomous regulation remained stable, the innovation group showed reduced controlled regulation (d = -0.36; p = .033) and reported significantly lower stress (d = -0.55; p = .003). The observed changes in motivation collectively mediated the stress reduction. However, students in the innovation group achieved lower exam scores, which seemed to result from the absence of critical feedback, but not from the observed differences in motivation or stress. Conclusions This study demonstrated that enhancing intrinsic motivation through SDT-based teaching can effectively reduce stress in medical students. Exclusively strengths-based positive feedback may have hindered exam performance, but optimizing educational concepts to promote motivation and reduce stress will be a valuable step toward improving medical students’ mental well-being.