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Preventing and reducing adolescent athletes' risk of burnout can help promote long-term sports participation, improve performance, and maintain psychological well-being. The present study examined the associations between perfectionism and burnout among Chinese adolescent athletes and the mediating role of motivation and coping styles. A total of 243 Chinese adolescent athletes (78% boys; Mage = 17.8; SD = 2.62) completed the Sport Multidimensional Perfectionism Scale for China, the Situational Motivation Scale, the Coping Scale for Chinese Athletes, and the Athlete Burnout Questionnaire to assess perfectionism (strivings and concerns), coping styles (problem-focused and emotion-focused), motivation (intrinsic and amotivation), and burnout. Path analyses indicated that intrinsic motivation and coping styles (problem-focused and emotion-focused) serially mediated the relationship between perfectionistic strivings and burnout. Problem-focused coping mediated the relationship between perfectionistic concerns and burnout. These findings contribute to a model of the effect of perfectionism on adolescent athletes' burnout, provide support for the self-determination theory, and suggest a feasible approach for mitigating burnout in this group. [ABSTRACT FROM AUTHOR]

Multiplayer Online Battle Arena (MOBA) games are a popular genre in the current gaming field, and the highly competitive ranking mode is one of the core parts of the gameplay, and the study of the factors affecting players' continuous willingness to play is a necessary issue to ensure the sustainable profitability of these games. This study has developed a conceptual model delineating the continuous willingness of players within the MOBA game ranking mode, employing the frameworks of self-determination theory (SDT) and social comparison theory (SCT). In this study, 396 valid data samples were collected using questionnaire method. The results show that, social comparison enhances players' continuous willingness and avatar identification, and indirectly enhances their continuous willingness through mediation by avatar identification, while game frustration has a significant positive moderating effect in both paths. This study contributes to both theoretical explorations and practical approaches to MOBA game ranking mode. [ABSTRACT FROM AUTHOR]

Both the Dualistic Model of Passion and Self-Determination Theory suggest that the persistence of a behaviour over time derives from the internalisation of the passion or motivation that the individual feels about the activity. However, the integration of these theoretical assumptions may lead to a better understanding of related outcomes, in particular on subjective well-being (SWB). In this context, this study aimed at systematically reviewing the relation between passion, behaviour regulation (i.e., self-determined motivation), and SWB in sport. The PRISMA 2020 protocol was used to guide the systematic review. Electronic searches were conducted in the Web of Science database and Pubmed. The following descriptors were used: SWB; passion; motivation; behavioural regulation; and sport. After the search, 12 studies were retrieved for analysis that show us the following results tendencies: harmonious passion (HP) and autonomous motivation (AM) (i.e., more self-determined forms of behaviour regulation) are positively related to SWB (i.e., life satisfaction and positive affect), while obsessive passion (OP) and controlled motivation (CM) (i.e., less self-determined forms of behaviour regulation) are negatively associated with SWB. However, no studies were found to simultaneously analyse the three theoretical constructs. These results show us the importance of developing conditions in sport contexts that promote positive feelings that take into account athletes' development of harmonious passion and self-determined behaviour regulation, in order to achieve higher levels of well-being. Nevertheless, these results also lead us to the necessity for more studies to highlight the theoretical link between passion and motivation in the context of sport, especially regarding the mediating role of motivation in the relationship between passion and well-being. [ABSTRACT FROM AUTHOR]

Astronomy is seen as a "gateway" science, inspiring students to pursue Science-Technology-Engineering-Mathematics (STEM) related careers. However, there is little evidence that students' attitudes towards astronomy remain stable over time. By integrating Self-Determination Theory (SDT) and Theory of Planned Behaviour (TPB), we identified three dimensions of students' attitudes towards astronomy - intrinsic, which refers to the enjoyment of studying astronomy, extrinsic, which refers to the will to pursue a career in astronomy, and utilitarian, which refers to the relevance of astronomy to society. We used these dimensions as indicators for a Latent Profile Analysis (LPA) to identify attitudinal profiles of 2650 Italian students in grades 9-13. We identified seven profiles, ranging from completely negative to completely positive attitudes. In particular, students enter secondary school mostly interested in astronomy and with a positive view of astronomy. By the end of secondary school, students have significantly lower attitudes towards astronomy in all three dimensions identified. From a theoretical perspective, our study shows that the SDT/TPB framework can be used to develop future instruments aimed at measuring students' attitudes towards science. From a practical point of view, our results call for better support for teachers to maintain students' attitudes towards astronomy throughout secondary school. [ABSTRACT FROM AUTHOR]

The study contributes to research on Universal Basic Income (UBI) by examining mental health trajectories in working individuals who received a monthly UBI payment of €1,000 for the duration of one year. We assessed data from 357 recipients of additional income provided by a crowdfunding association in Germany. Participants reported their life satisfaction, well-being, work motivation, and needs satisfaction at up to three semi-annual measurement occasions, the first of which was scheduled at the onset of UBI payments. Specifically, we focused on the effects of autonomous work motivation as (a) a predictor of change in life satisfaction and well-being and (b) a mediator between needs satisfaction at work and mental health. We conducted Latent Growth Curve Models (LGCM) and Random Intercept Cross-Lagged Panel Models (RI-CLPM). Results of the LGCM indicated growth in life satisfaction and well-being during UBI payment. Autonomous motivation was a robust, positive predictor of initial levels of life satisfaction and well-being, both as time-invariant covariate (TIC) and time-varying covariate (TVC). Moreover, low initial autonomous motivation was associated with greater increase of life satisfaction and well-being. Using a RI-CLPM, we found strong support for the mediating effect of autonomous motivation. Furthermore, gender and income were significant predictors of initial life satisfaction and well-being in most of our models. Women and low-income earners tended to report lower levels of life satisfaction and well-being. The results are discussed focusing on the role of autonomous motivation for psychological health in the context of UBI and occupational health promotion more generally. [ABSTRACT FROM AUTHOR]

Students in fast-track postgraduate programmes face unique challenges, including intense academic pressure, role management difficulties, and high expectations for research output. This study, using the Self- Determination Theory (SDT) framework, specifically investigated good practices of supervisory strategies to improve postgraduate student well-being and academic performance in such accelerated programs. We collected data through online Focus Group Discussions (FGDs) with 264 supervisors from various academic fields and then analysed the data using thematic analysis. We incorporated expert review, FGDs facilitator guidance, and rigorous data validation processes to ensure trustworthiness. The findings reveal several critical challenges students face, including academic, self-management, relationship, financial, and program-related difficulties, highlighting areas where enhanced supervisory support is crucial. Furthermore, we found that supervisors assist students by providing essential academic information, offering structured guidance, and fostering a supportive environment. These findings can guide improved supervision strategies in a postgraduate fast-track programme. [ABSTRACT FROM AUTHOR]

Self-regulated learning--a cyclical process in which a learner sets a goal, monitors, and self-reflects on one's learning to set the next goal--is vital in instrumental learning. However, many conservatory students fail to initiate selfregulated learning; they take lessons passively, practice ineffectively, and fail to give satisfactory performance. These learning experiences could harm students' well-being, and physical and mental health problems are widespread among students. Nevertheless, factors contributing to self-regulated learning remain unknown. We hypothesized that musicians' autonomy in musical interpretation, which we refer to as interpretive autonomy, plays a pivotal role in self-regulated learning. Without developing interpretation, musicians fail to set personal goals, monitor, and self-evaluate their performances in terms of musicality. Although previous studies imply that interpretation plays a significant role in self-regulated learning, this has not been clearly demonstrated. Studies on interpretive autonomy are scarce due to a complicated discourse surrounding performers' freedom in interpretation. The ideology of Werktreue underpins the classical music field, and classical music performances are evaluated based on how faithfully a performer interpreted the composer's intention. Yet musicians hold various beliefs regarding the meaning of faithful interpretation, thus the degree of interpretive autonomy cannot be assessed unless its clear definition is provided. In addition, the mechanisms that promote or hinder interpretive autonomy in learning remain unexplained. To address these issues, we proposed a model of Werktreue internalization by applying self-determination theory. The model defines interpretive autonomy based on internalization types, identifies its effects on musicians' learning behavior and well-being, and reveals the mechanisms that promote or hinder interpretive autonomy in learning experiences. This model allows researchers and educators to assess the degree of interpretive autonomy, attribute impaired learning behavior and well-being to a lack of interpretive autonomy, and promote interpretive autonomy by supporting students' psychological needs in interpretation. [ABSTRACT FROM AUTHOR]

As the COVID-19 pandemic subsides, universities face challenges such as diminished student physical fitness and a decreased interest in physical education courses. The purpose of this study was to evaluate the effectiveness of the tactical games model (TGM) in enhancing university students' motivation in basketball courses, using a comparison control group taught using the direct instruction model (DIM). Additionally, this research delves into the motivational dynamics explained by self-determination theory, aiming to identify key factors influencing student engagement and participation. A total of 141 sophomore university students were analyzed and divided into an experimental group (68 students) and a control group (73 students). The participants engaged in an 8-week teaching intervention program. To assess motivation, the Sport Motivation Scale-II (SMS-II) was administered both before the start and one week after the conclusion of the intervention. Differences in motivation and subscale scores between the TGM and DIM groups were evaluated using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). The results of the study demonstrated that the TGM significantly enhanced university students' motivation (SDI: F = 6.949; p = 0.009; η² = 0.049). Furthermore, TGM enhanced scores on intrinsic and extrinsic motivation sub-scales more effectively than the DIM. These findings advocate for the adoption of TGM by university instructors as a potent tool to elevate student motivation, emphasizing the importance of focusing on both intrinsic and extrinsic motivational elements within physical education programs. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate the effect of supervisor bottom-line mentality (SBLM) on subordinate work well-being using self-determination theory. Furthermore, it examines the mediating role of subordinate harmonious work passion (HWP) and obsessive work passion (OWP), as well as the moderating role of subordinate family motivation on the indirect effect of SBLM on subordinate work well-being. Design/methodology/approach: The authors conducted two studies, an experiment and a field study, to test the hypotheses. In Study 1, the authors conducted an experimental study using a sample of 127 undergraduate students to examine how family motivation moderates the relationship between SBLM and subordinate work passion. Concurrently, in Study 2, the authors conducted a time-lagged field study involving 261 corporate employees in China to validate the findings derived from Study 1, as well as test the entire conceptual model. Findings: The authors find in Study 1 that family motivation moderates the effects of SBLM on subordinate HWP and OWP. Nevertheless, Study 2 uncovers a negative association between SBLM and subordinate work well-being, with HWP and OWP mediating this relationship. Besides, family motivation moderates the mediating effect of HWP on the relationship between SBLM and subordinate work well-being. Originality/value: The main contribution of this study is that the negative effect of SBLM impacts subordinate work well-being, thereby building an accurate and fine-grained knowledge base of the detrimental effects of bottom-line mentality (BLM). Additionally, this study expands the frontiers of knowledge in this area by investigating the mediating mechanisms and boundary conditions of SBLM on subordinate work well-being, effectively addressing a theoretical gap in BLM research. [ABSTRACT FROM AUTHOR]

There are well-established relationships among self-efficacy, group effectiveness, extrinsic and intrinsic motivation, and work performance in employees. However, little is known about these relationships among employees with disabilities. The purpose of this study was to examine the mediation roles of extrinsic and intrinsic motivation in the association between self-efficacy and individual work performance and between group effectiveness and individual work performance in Saudi employees with disabilities. A sample of 176 employees (59.1% female) with disabilities (visual, auditory, mobility, and learning disabilities) participated in the study. A set of structural equation models was built to establish the relationships. There were positive relationships between self-efficacy and both task and contextual performance. Furthermore, intrinsic and integrated regulation mediated the relationship between self-efficacy and task performance, and identified integrated regulation mediated the relationship between self-efficacy and contextual performance. Group effectiveness was related to work performance only through motivational regulations. Therefore, it is crucial for organizations to design psychological training to increase self-efficacy beliefs in employees with disabilities and to teach them how to internalize external forces in the workplace to promote individual work performance and organizational progress. Plain language summary: The aim this study was to examine how self-efficacy and group efficacy benefit the individual performance of employees with disabilities in Saudi Arabia. Further, the study examined the role of intrinsic and the regulations extrinsic motivation as postulated by the self-determination theory. This study was conducted online and a considerable number of employees with disabilities participated in it. There were around 59.1% of females and the participants were aged 37.3 on average. This study revealed that self-efficacy benefited task and contextual performance. Group efficacy had benefits for task and contextual performance only when employees were intrinsically motivated or had integrated the extrinsic motivation into their selves. The results showed also that when employees had managed to internalize the external controls of work, self-efficacy and group efficacy were related to reduced counter-productive work behaviors. This study concludes that, while intrinsic motivation is ideal for the performance of employees, the integration of extrinsic motivation may provide similar benefits. Since some jobs are not intrinsically motivating in nature, learning how to internalize external work incentives may yield positive benefits in employees with disabilities. This is important for managers and organizational psychologists to plan effective trainings and interventions. Although this study provided new insights, the cross-sectional design used and the sampling method don't allow to draw any causation or generalizability. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to explore the effects of cyber incivility on adverse work outcomes of work withdrawal and turnover intention. Specifically, we draw on self-determination theory and conservation of resources theory to examine the mediating roles of basic need satisfaction and burnout in the relationship between cyber incivility and work outcomes. Design/methodology/approach: We used Mplus 7.4 software with a maximum likelihood robust (MLR) estimator to test the structural equation modeling. We followed Anderson and Gerbing's guidelines to test the hypotheses. Findings: The results based on time-lagged data from 685 full-time workers in the United States provide support for the hypotheses that cyber incivility is indirectly associated with work withdrawal and turnover intention through basic need satisfaction and burnout. We also found that for individuals with high conscientiousness, the negative direct effect of cyber incivility on basic need satisfaction and the positive indirect effects of cyber incivility on work withdrawal and turnover intention through basic need satisfaction and burnout are stronger than for individuals with lower conscientiousness. Originality/value: Our research revealed that when employees experience cyber incivility, they enter a defensive mode to protect their already stretched resources from unfulfilled basic need satisfaction. Specifically, experiencing cyber incivility interferes with meeting basic need satisfaction and leads to burnout, which, in turn, triggers defensive work withdrawal and turnover intention. [ABSTRACT FROM AUTHOR]

The engagement in research, as the primary form of learning engagement for PhD students, is crucial for enhancing their competitive edge. Academic passion, a key determinant of learning engagement, plays a significant role in driving the research enthusiasm of PhD students. However, the "black box" concerning whether and how academic passion influences PhD students' research engagement remains to be explored. Addressing this gap, the present study draws upon self-determination theory, adopts the "motivation-behavior-effect" analytical framework, and incorporates ambidextrous learning as a mediator to elucidate the specific pathway through which academic passion impacts PhD students' engagement in research activities. Furthermore, it examines the facilitating role of the academic climate in this process. From December 2022 to March 2023, a questionnaire survey was conducted, collecting 522 responses from PhD students across 25 universities in China. The survey primarily assessed the PhD students' academic passion, ambidextrous learning behaviors (including tendencies towards exploratory and exploitative learning), and their perceived academic climate, investigating how these factors collectively influence their engagement in research activities. The questionnaire data were analyzed using a combination of SEM and bootstrapping with SPSS 26.0 and Mplus 8.3 software. The findings reveal that academic passion significantly positively affects PhD students' research engagement; ambidextrous learning (exploratory and exploitative learning) mediates the relationship between academic passion and PhD students' research engagement; and the academic climate effectively facilitates the transformation of PhD students' academic passion into ambidextrous learning (exploratory and exploitative learning). The study's conclusions not only foster PhD students' enthusiasm for research but also enhance learning effectiveness and innovation vitality, providing a theoretical basis for reforming the doctoral training system. [ABSTRACT FROM AUTHOR]

Personalized gamification aims to address shortcomings of the one-size-fits-all (OSFA) approach in improving students' motivations throughout the learning process. However, studies still focus on personalizing to a single user dimension, ignoring multiple individual and contextual factors that affect user motivation. Unlike prior research, we address this issue by exploring multidimensional personalization compared to OSFA based on a multi-institution sample. Thus, we conducted a controlled experiment in three institutions, comparing gamification designs (OSFA and Personalized to the learning task and users' gaming habits/preferences and demographics) in terms of 58 students' motivations to complete assessments for learning. Our results suggest no significant differences among OSFA and Personalized designs, despite suggesting user motivation depended on fewer user characteristics when using personalization. Additionally, exploratory analyses suggest personalization was positive for females and those holding a technical degree, but negative for those who prefer adventure games and those who prefer single-playing. Our contribution benefits designers, suggesting how personalization works; practitioners, demonstrating to whom the personalization strategy was more or less suitable; and researchers, providing future research directions. [ABSTRACT FROM AUTHOR]

Using self-determination theory (SDT) as a guiding framework, we examined the effects of leader–member exchange (LMX) on performance through psychological need satisfaction and intrinsic motivation. Lagged data was collected from 333 dental hygienists across four time points. We examined three forms of performance: task performance, organizational citizenship behaviour (OCB), and counterproductive work behaviour (CWB). LMX was positively related to all three forms of psychological need satisfaction (competence, relatedness, autonomy), autonomy need satisfaction was positively related to intrinsic motivation, and intrinsic motivation was negatively related to CWB. Overall, there were significant indirect effects from LMX to all forms of performance; however, the mediating mechanisms varied. LMX was indirectly linked to task performance through competence need satisfaction and autonomy need satisfaction, to OCB through competence need satisfaction, and to CWB through the sequential effects of autonomy need satisfaction on intrinsic motivation. Our results highlight the complexity of the LMX-performance relationship and show that SDT can help to explain the relationship, depending on the type of performance being assessed. [ABSTRACT FROM AUTHOR]

Background: The global dissemination of Chinese martial arts (CMAs), transcends mere physical activity; it represents a cultural and philosophical journey that contributes to enhanced psychological well-being. Capturing international attention, CMAs have engendered a network of global instructors committed to their cross-cultural teaching. However, the narrative of CMAs across the globe is incomplete without understanding the psychological factors that fuel the perseverance of these international instructors. Their relentless commitment, motivated by factors beyond the cultural and geographical barriers, poses a unique question: What motivates these instructors to persist in teaching CMAs in the face of such challenges? The study aims to uncover the key motivational mechanisms that influence the perseverance of international CMAs instructors in their teaching endeavors. Methods: Employing Self-Determination Theory, 147 international CMAs instructors completed the Motivation for Teaching CMAs Scale, Perceived Belonging Scale, and Perseverance in Teaching CMAs Scale. SPSS 20.0 was utilized for conducting descriptive statistics, common method bias tests, and correlation analyses. Structural equation modeling was performed using AMOS 26.0. Results: Autonomous Motivation positively affected perseverance in teaching CMAs (β = 0.369, b = 0.465, t = 4.232, p < 0.001). In contrast, A motivation negatively affected perseverance (β = -0.323, b = -0.382, t = -3.561, p < 0.001). Neither Controlled Motivation nor Sense of Belonging significantly affected perseverance. The model explained 27.9% of the variance in perseverance, offering insights into the motivational mechanisms influencing international CMAs instructors. Conclusion: This study concludes that the perseverance of international instructors in teaching CMAs is primarily driven by overcoming a motivation and fostering autonomous motivation, rather than short-term internal or external incentives, which appear ineffective. Additionally, sense of belonging to their CMA school does not significantly influence their perseverance, potentially due to the diverse cultural backgrounds of the instructors surveyed. The findings suggest that by enhancing the recognition and acceptance of CMAs' core philosophies and values, aligning teaching practices with personal and cultural values, and fostering a profound passion for CMAs, international instructors could boost their autonomous motivation, which is crucial for their sustained commitment in promoting CMAs globally. [ABSTRACT FROM AUTHOR]

Goal framing of a classroom task is important to give students future orientation. An independent group design experiment was conducted to investigate the impact of goal framing (intrinsic and extrinsic, as delineated in Self Determination Theory) of a reading activity on the motivation quality of university students. One hundred and ninety-three students (Mean age= 20.92, SD= 1.512) from six Psychology classes participated in the study through purposive sampling. Five teachers teaching in the Department of Psychology at Mohammad Ali Jinnah University, Karachi manipulated the conditions in their respective classes. Students received instructions on intrinsic, extrinsic, or no goal framing, read a text, and answered the adapted Situational Motivational Scale. The scale assessed their autonomous and controlled motivation and amotivation. ANOVA results showed no significant differences in autonomous motivation among the three framing conditions, whereas controlled motivation was higher in extrinsic framing than in no framing. Amotivation was higher in intrinsic framing and no framing than in extrinsic framing. This implies that extrinsic framing may help reduce amotivation among students and may not harm their academics in collectivist or developing societies. The findings contrast with those demonstrated in developed and Western contexts pointing towards a need for further exploration. [ABSTRACT FROM AUTHOR]

Purpose: Based on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members' continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms. Design/methodology/approach: Using a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM). Findings: The SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS. Research limitations/implications: The results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members' intention to continue using online teaching platforms. Originality/value: This study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members' motivational perspectives in online teaching, while the literature mainly focuses on students' perspectives. [ABSTRACT FROM AUTHOR]

Social change movements may take years or decades to achieve their goals and thus require ongoing efforts from their supporters. We apply the insights of self-determination theory to examine sustained collective action over time. We expected that autonomous motivation, but not controlled motivation, would predict sustained action. We also examine whether autonomous motivation shapes and is shaped by social identification as a supporter of the cause. Longitudinal data were collected from supporters of global poverty reduction (N = 263) at two timepoints 1 year apart. Using latent change score modeling, we found that increases in autonomous motivation positively predicted increases in opinion-based group identification, which in turn predicted increases in self-reported collective action. Controlled motivation (Time 1) negatively predicted changes in action. We concluded that autonomous motivation predicts sustained action over time, while promoting controlled motives for action may backfire because it may undermine identification with the cause. [ABSTRACT FROM AUTHOR]

Background During the crucial stage of the COVID-19 pandemic, face-to-face undergraduate medical education was disrupted and replaced with online teaching activities. Based on its emphasized impact on several outcomes, a deeper insight into the pandemic related effects on medical students´ motivation is aspirational. Therefore, this study aimed to assess the motivational changes that took place during the pandemic in medical students and explored, how motivation of medical students is influenced. Methods Using a mixed method inter-cohort study design, 4th year medical students´ motivation, assessed pre- and post-pandemic were compared. In subsequent qualitative analyses underlying variables that may have contributed to both- medical students´ motivation and pandemic related changes were identified. These variables were then systematically explored- both individually and in combination. In a final step, the results were embedded within the Self-Determination Theory. Results Students who were affected by the university lockdown reported significantly higher levels of less selfdetermined motivation and amotivation. The qualitative analysis identified determinants that influence medical students´ motivation. The common core of these determinants is lacking social interaction and support, with a great emphasis on the interaction with the lecturer and patients. Conclusion This study emphasizes the crucial role of medical educators, patient contact, social interactions and personal support on students´ motivation. Students need to be strengthened in their beliefs about their abilities, the value of their task at hand and receive encouragement in their efforts. All this will result in an increased identification with the task and less detrimental outcomes. [ABSTRACT FROM AUTHOR]

The self-determination theory (SDT) is a macro theory of human motivation and personality that focuses on people's innate psychological needs and their desires for growth and development. The Multidimensional Work Motivation Scale (MWMS) is grounded in the SDT and was extensively researched and tested on different cultures, in different languages and in different contexts. The purpose of this research was to evaluate the applicability of the MWMS in a different and relatively new type of work, namely on online gig work. A sample of workers on the Clickworker.com platform (N=542) voluntarily answered the questionnaire. The result shows that, while most subscales are applicable in this context, the Introjected regulation subscale might need some adjustment for online work environments. [ABSTRACT FROM AUTHOR]

This research adopts a person-centered approach towards well-being, examining the heterogeneity in well-being profiles by simultaneously considering the longitudinal trajectories and multivariate compositions of well-being. Specifically, we measured subjective well-being (positive affect, negative affect, and satisfaction with life or SWL), vitality, and peace of mind (PoM) among 1050 Chinese college students, across six time points over their freshmen year. At the first time point, we also measured three sets of predictor variables: self-determination ("what" and why" of goal pursuit), basic psychological needs (autonomy, relatedness, competence, and inner compass), and positive individual differences (optimism, hope, grit, meaning, autonomous functioning, and personal growth initiative). Results from parallel-process latent class growth models supported five distinct profiles: Profile 1 Flourishing has high and improving levels of almost all well-being indicators; Profile 2 Moderate-converging has moderate levels of all well-being indicators, and a trend for satisfaction with life and vitality to converge towards the midpoint; Profile 3 Devoid is stably low on all well-being indicators; Profile 4 PoM-dominant is characterized by high levels of peace of mind; Profile 5 SWL-low features high well-being except for relatively low satisfaction with life. Multivariate logistic regression showed that predictors from all three sets had unique effects in predicting membership in well-being profiles. These results are among the first to uncover the longitudinal multivariate profiles of general well-being and the associated predictors. We also provide implications for differential interventions to improve well-being in student subpopulations, in contrast to the "one-size-fits-all" approach in traditional variable-centered research. [ABSTRACT FROM AUTHOR]

Basic psychological needs (BPN) are a construct that helps clarify the psychological mechanism to reach desirable outcomes for youth athletes. When BPN are undermined, people should be less likely to thrive. As mental toughness (MT) can reduce the negative effects of stressors, MT may buffer the negative effects of maladaptive motivation. This study investigated the mediating role of thriving on the relationships between BPN thwarting and important outcomes for youth athletes' positive functioning. It also examined the buffering effects of MT. One hundred eighty-eight Canadian youth athletes (Mage = 15.51) answered an online survey. The results demonstrated that thriving was a significant mediator, and the indirect relationships were moderated by MT. The indirect associations were nonsignificant for youth with high MT. The findings demonstrated that MT might decrease the negative impacts of BPN thwarting on thriving and important outcomes for young athletes. [ABSTRACT FROM AUTHOR]

School leaders play a pivotal role in fostering change and improvement, including via teacher-led interventions, such as co-teaching. Leaders' vision and support create the conditions for teachers to maximize the effectiveness of school interventions. However, there is limited understanding of how school leaders provide support for the intervention of co-teaching. This gap in knowledge is crucial because co-teaching has the potential to be transformative, but teachers must actively drive pedagogical changes. We conducted a mixed-methods study involving 150 Norwegian elementary schools participating in a multi-year co-teaching initiative for literacy instruction. We collected data through open and closed survey questions, inquiring about school leaders' beliefs and support practices regarding co-teaching. Our descriptive analysis examined school leaders' practices and explored potential associations with their epistemological perspectives. Our findings indicate that leaders who approach co-teaching with cautious optimism tend to provide more thoughtful support compared to those who are overly optimistic and may underestimate implementation challenges. Moreover, most leaders prioritize structural support elements while potentially overlooking psychological and emotional support practices aligned with self-determination theory (SDT). We conclude with practical recommendations for school leaders to offer support to teachers that are grounded in the principles of SDT and organized according to implementation phases. [ABSTRACT FROM AUTHOR]

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This study applied the principles of the role theory and the Self-Determination Theory (SDT) to examine the impacts of job standardization on job motivation, as well as the influence of job motivation on emotional labor, turnover intention, and job satisfaction of guest-contact employees in a hospitality context. This research also analyzed the mediating function of job motivation on the relationship between job standardization and stated job outcomes. The data was gathered in casual foodservice operations in Lebanon. Structural Equation Modeling (SEM) outcomes revealed a direct favorable impact of job standardization on job motivation, and a negative association between job motivation and job outcomes of emotional labor and turnover intention, but a positive link to job satisfaction. Job motivation was also found to mediate the relationship between job standardization and emotional labor, turnover intention, and job satisfaction. The analysis offers operational and theoretical suggestions, as well as directions for future inquiries. [ABSTRACT FROM AUTHOR]

The notion that motivation is imperative for students' psychological well-being and academic functioning is central to Self-Determination Theory (SDT). According to SDT, different types of motivations can co-occur to a various degree with separate outcomes, depending on the extent of experienced degree of autonomy. In the current study, we investigate how making a learning exercise more relevant for higher education STEM students can affect aspects of student functioning mediated through motivation. In a randomized experiment, results indicate that the students who received a more "relevant" assignment (experimental group) experienced more autonomous forms of motivation relative to the students who received a "generic" or "traditional" exercise (control group). Further, the experimental group reported higher levels of vitality and effort relative to the control group. Using a pre- and post-test design measuring changes in emotional affect during the learning activity, we found that the control group reported an increase in negative affect and a decrease in positive affect. Finally, path analysis showed significant relationships between the type of assignment provided and motivation and student functioning. [ABSTRACT FROM AUTHOR]

Employees often demonstrate various regulatory intentions toward multiple responsibilities they must fulfill on the job. Therefore, it is possible that employees' motivation changes during the workday because of the various situations they have experienced and that these motivational fluctuations affect their subjective well-being across different activities. Following the integrated frameworks of the self-determination theory (SDT) and the hierarchical model of motivation (H-SDT), the present research studied the variations of employees' daily motivation for work across different activities using the survey of day reconstruction method (DRM). Multi-level structural equation modeling (MSEM) was used to analyze the variations in the perceived three basic psychological (i.e., autonomy-, relatedness-, and competence-) needs-supportive features (NSFs), situational motivation, and variables capturing the employees' subjective well-being (including vitality and positive/negative affect) laid out according to a list of work episodes in DRM. Results of this study confirmed that employees' subjective well-being (mainly vitality and positive affect) were positively promoted by NSFs pertained to specific work activities via the indirect path of situational autonomous motivation at work. Furthermore, vitality and positive affect were also directly predicted by situational autonomous motivation. These empirical findings expanded the research evidence supporting employees' subjective well-being as a multi-level and multi-dimensional dynamic motivational consequence promoted by configurable specific NSFs at work. We also discussed the limitations and future directions for this line of research. [ABSTRACT FROM AUTHOR]

Introduction: The present study contributes to the conversations on the role of 'autonomy supportive' factors in employee wellbeing in remote work contexts by examining the relationships between servant leadership, communication frequency -- overall and via synchronous (i.e., individual video-calls, individual telephone calls) and asynchronous communication channels (i.e., e-mail messages, and WhatsApp) -- on the one hand, and job satisfaction, on the other, and the moderating role of generation (Baby Boomers and Gen X versus Gen Y) in these relationships. Method: Building on self-determination theory, incorporating insights from servant leadership, telework, and media richness and synchronicity literatures, we developed hypotheses that were tested via multilevel analysis (273 employees nested in 89 managers). Results: In line with expectations, servant leadership had a positive relationship with job satisfaction. Total communication frequency, however, was not related to job satisfaction. Further analyses per communication channel showed that only level 2 e-mail communication frequency was positively related to job satisfaction. In contrast to expectations, the relationships studied were not moderated by generation. Discussion: We concluded that, for all generations, both servant leadership and frequent (e-mail) communication can be regarded as 'autonomy supportive' factors in employee wellbeing. Paradoxically, whereas servant leadership, considered as a human-centric leadership style, suggests close trust-based employment relationships, employees valued frequent asynchronous communication (via e-mail). Having access to information and knowledge when needed may satisfy employees' need for autonomy (and perhaps for flexibility to engage in work and non-work activities). The insights gained in our study can inform organizations, managers, and employees, particularly in future remote work contexts. [ABSTRACT FROM AUTHOR]

Purpose: The growth of self-service technologies (SST) in the retail sector has led to an increased prevalence of SST failures, and spurred academic debate on customer self-recovery of the failed services. This study sets out to explore why customers prefer or decline to engage in self-recovery. A framework integrating elements from self-determination theory and theory of planned behavior is developed to explore the impact of motivational factors, attitudes and self-efficacy on self-recovery intention. Design/methodology/approach: Structural equation modeling (SEM) was used to analyze the sample consisting of 297 users of retail kiosks in convenience stores. Findings: The results revealed that intrinsic motivation and identified regulation directly affect customers' attitude and intention to engage in self-recovery. Despite an insignificant direct relationship, external regulation impacted self-recovery intention through attitude. Further, the association between intrinsic motivation and self-recovery intention is moderated by self-efficacy. Originality/value: Much of the extant SST recovery literature has focused on company-rendered service recovery, providing little guidance to firms on how to promote self-recovery among customers. The integrated motivational-cognitive theoretical base in this study allows for a more differentiated inquiry into the factors shaping self-recovery intention, resulting in a deeper understanding of this topic. The novel insights will help retailers develop effective strategies for promoting self-recovery among users of retail kiosks. [ABSTRACT FROM AUTHOR]

Post-communist states have economic, geopolitical and cultural importance; however, they remain largely under-explored in public management literature. This study applies self-determination theory (SDT) to understand how work context affects perceived autonomy and intrinsic motivation in the public sector of post-communist states, whose administrative context is distinct from that of their counterparts from other administrative traditions. Using the data of 5,662 individuals from the International Social Survey Program we find that public sector employees in post-communist states demonstrate a lower level of autonomy, which in turn, decreases their intrinsic motivation. Our findings provide support to important SDT insights and have implications for public managers. [ABSTRACT FROM AUTHOR]

Research utilising self‐determination theory (SDT) and, in particular, the concept of need satisfaction in public organisations has been increasing in recent years. At the same time, most studies are using insights from SDT, and are not really testing them. In fact, we still have limited knowledge on the outcomes of need satisfaction for civil servants. In this study, we aim to understand how need satisfaction affects the intrinsic motivation of civil servants, as well as their intention to leave the organisation in which they currently work. Using original data from 580 civil servants in Bhutan, this study finds that need satisfaction matters for intrinsic motivation and turnover intention. More specifically, this study finds that while need satisfaction has a positive effect on intrinsic motivation, it has a negative effect on turnover intention. Intrinsic motivation also mediates this relationship. To reduce turnover intention, policymakers may need to enhance public sector employees' need satisfaction and their intrinsic motivation. These findings are consistent with Bhutan's context, in which happiness and human connection and fulfilment are more important than economic values. Points for practitioners: Civil servants of Bhutan whose needs are satisfied are more likely to be intrinsically motivated and less likely to express an intention to quit their jobs.To reduce turnover intention, policymakers may need to enhance public sector employees' need satisfaction and their intrinsic motivation. [ABSTRACT FROM AUTHOR]

This study explores the associations between perceived discrimination and cross-cultural adaptation among 335 international students in China. Drawing on self-determination theory, we propose that autonomous orientation can weaken the relationship between perceived discrimination and cross-cultural adaptation. Integration strategy can be seen as a mechanism that encourages international students to embrace both their original and host culture when they feel be discriminated. Results indicate that perceived discrimination is negatively associated with sociocultural adaptation and psychological adaptation among international students in China. Our research identifies autonomous orientation as an important contingency that weakens the effects of perceived discrimination on cross-cultural adaptation, confirming the moderating role of integration strategy in the relationship between perceived discrimination and sociocultural adaptation. Integration strategy mediates the moderating effects of autonomous orientation on the relationship between perceived discrimination and sociocultural adaption. The findings provide valuable insight into the positive impact of autonomous orientation and integration strategy on the cross-cultural adaptation of international students when they feel be discriminated, which is beneficial to the education and management of international students at the theoretical and practical levels. [ABSTRACT FROM AUTHOR]

Organizations require a dynamic and variant work environment to cope with the ever-changing high-tech global challenges, acute competition, and psychological issues. In addition, the covid-19 pandemic has caused devastation across the world. Lockdowns and government measures to restrict the spread of Covid-19 have far-reaching effects on the health and education sectors. Employees in the health and education sectors were surprised by the sudden crisis, which undermined conventional working procedures. Therefore, this study addresses two global issues: high-tech global challenges and covid-19 devastating effects on the health and education sectors. In the context of self-determination theory and theory of planned behavior, the psychological factors (e.g., psychological empowerment, Grit, paradox mindset, and harmonious Passion) and technological factors (for instance, Information and digital handling skills, Communication and collaboration skills and problem-solving skills) have been explored to augment the individual's innovative work behavior through a novel intellectual risk-taking pathway. Consequently, data comprising1611 responses collected through cross-sectional two-time lag from health and education sectors as well as multisource data obtained from their immediate seniors, reduce biases and provide practitioners and policymakers a new 'psycho-tech innovative work behavior model with the help of intellectual risk-taking pathway', which ultimately addresses the high tech global challenges and mitigates the effects of pandemics like Covid-19 and Omicron. [ABSTRACT FROM AUTHOR]

This study proposes a unified theoretical model to integrate the full spectrum of Self-Determination Theory, self-efficacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theoretical model, 7 hypotheses were tested to understand the acceptance of technology enhanced learning. A total of 303 university students participated in this study. The Heterotrait-Monotrait (HTMT) ratio of correlation was applied to measure Discriminant Validity for the Covariance-Based Structural Equation Model. Based on the results, the unified theoretical model provided better insight to understanding acceptance of technology enhanced learning (R2 =.71). Intrinsic motivation (IM), amotivation, motivation, and technology enhanced self-efficacy (TELSE) were identified as significant determinants of students' perceived ease of use (PEU). Amotivation, motivation and TELSE were significant determinants of students' perceived usefulness (PU) towards technology enhanced learning. During the Covid-19 pandemic, students had internalised external regulation and identified regulation. The empirical results also revealed that the relationship between amotivation and PEU were moderated by gender. Gender also played a role in moderating the effects of amotivation and motivation relationships towards PU. However, the relationships between IM and motivation toward PEU and TELSE to PU were vulnerable towards the moderating effects of gender and students' field of study. In conclusion, students' view on technology acceptance have changed since the pandemic, therefore, their participation in design, development, and implementation of learning resources is much needed than before to improve their psychological motivation. [ABSTRACT FROM AUTHOR]

Higher education students in music respond to a very vocational profile, so that, we start from the general hypothesis that their motivation toward these studies is very high. The aim of this study is to analyze the educational motivation of students of higher education in music from centers located in the Atlantic axis—Galicia and Northern Portugal—according to personal and social variables: sex, family ties with music, country, and center of studies. The results show that women present levels of intrinsic motivation to knowledge and achievement while men are generally more unmotivated. The comparison by country and type of center shows that Portuguese students are more motivated than students taking these studies in Spain. In relation to family ties related to music, it is observed that they do not have a significant influence on their motivation at this educational stage. [ABSTRACT FROM AUTHOR]

Introduction: Substantial research on job motivation over the years has identified motivation to be essential to work outcomes such as wellbeing, attitudes, and performance. Yet, research on job motivation addressing temporal influences has been sparse. Existing research has addressed job motivation as an aggregation of the motivation for tasks, ignoring the possibility of temporal effects where the motivation for one task affects motivation in a subsequent task. The current meta-narrative review analyzes existing research on task motivation and synthesizes findings into a model of cross-task motivation. Methods: Using a predetermined search strategy, a systematic search yielded 1,635 documents of which 17 were selected. Papers were analyzed using a meta-narrative approach according to RAMSES publication standards. Results: Four key meta-narratives were identified, contributing information from different research traditions; (1) restoration effects after need frustration, (2) intrinsic and extrinsic motivation, (3) cognitive carryover effects, and (4) meaning of work. Synthesizing findings from these meta-narratives, a meta-theoretical model for understanding cross-task motivation was proposed. Discussion: This model provides an extension of existing motivational theories elucidating temporal motivational processes. Implications for practitioners include the possibility of arranging jobs to maximize positive motivational outcomes. [ABSTRACT FROM AUTHOR]

The highly popular video game genre of Battle Royale (BR) games is characterized by survival and exploration elements that feature a last-man-standing gameplay, thus, motivating players to be the final contestant in the game. Drawing on the Self-Determination Theory the present study investigated the role of personal values, psychological needs and well-being in a self-selected sample of 303 BR gamers recruited online. The association between players' value orientation and well-being was found contingent on players' BR gaming experience and their need for relatedness. Whereas frequent interaction with this game genre was associated with the basic psychological need satisfaction of autonomy and relatedness, player preference for BR games was related to their need of competence and autonomy. The present study supports the importance of exploring player motives and provides initial insights into the association between BR gaming and basic psychological needs. [ABSTRACT FROM AUTHOR]

The dualistic model of passion proposes two passion types, harmonious and obsessive, representing adaptive and maladaptive passion, respectively. Studies suggest interpersonal experiences explain harmonious passion benefits and obsessive passion negative consequences. However, research has not examined passion among individuals with clinically elevated suicide risk, nor the associations between passion types and suicide-related outcomes. The present study presents a conceptual model linking the dualistic model of passion and the interpersonal theory of suicide constructs [specifically, thwarted belongingness (TB) and perceived burdensomeness (PB)]. U.S. adults with clinically elevated suicide risk (N = 484) completed online, cross-sectional assessments of harmonious and obsessive passion, TB, PB, and future dispositions (i.e., positive focus, negative focus, and suicide orientation). A mediation model indicated the effects of harmonious and obsessive passion on positive and negative focus and suicide orientation were largely explained by TB and PB. The present findings suggest engaging in a passion activity may be meaningfully related to suicide-related interpersonal perceptions (i.e., TB and PB). [ABSTRACT FROM AUTHOR]

This study examines the relationships among students' perceptions of autonomy, competence, and relatedness, self‐determined motivation, and achievement across two different undergraduate Calculus learning environments at the same institution. Furthermore, it also exposits how learning environments are not culturally or socially neutral by establishing clear evidence that one learning environment offered motivational support and associated achievement gains to specific demographic groups while diminishing motivation and achievement for others. To accomplish this, we applied constructs from Self‐Determination Theory (SDT) within a quasi‐experimental design (N = 6866), controlling for prior math knowledge, in both Calculus I and Calculus II over seven semesters. We use this information to advance the broad notion of student‐centeredness and identify the role of motivational processes by which undergraduate Calculus learning environments function. We propose using motivational frameworks as a tool for defining and measuring student‐centeredness relative to individual students, or student groups, rather than to students as a monolith. [ABSTRACT FROM AUTHOR]

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This paper aims to propose a theoretical framework of the dualistic model of entrepreneurial passion (DMEP) and entrepreneurial performance. The framework is based on both the Self-Determination Theory (SDT) and Mood Maintenance Hypothesis (MMH). To gather information, we conducted a comprehensive review of existing conceptual and empirical literature on the topic and synthesized the findings. The findings reveal that the link between DMEP and entrepreneurial performance is distal, with the proposed DMEP having a direct relationship on entrepreneurial performance, and indirect impacts that are serially mediated by factors such as entrepreneurial emotions, risk-taking, competitive aggressiveness, and escalation of commitment. The study presents a succinct framework for the regulation of entrepreneurial passion and its impact on entrepreneurial performance. The study extends the ontological field of the dualistic model of entrepreneurial passion, and the framework is very likely to be validated by empirical research in the future. The practical implications of this study are significant as it provides a thorough comprehension of the connection between entrepreneurial passion and entrepreneurial performance. This information can be used to develop effective strategies and interventions in the field of entrepreneurship. [ABSTRACT FROM AUTHOR]

This multi-sample study (5 samples) revisited the content and factor structure of the Multidimensional Work Motivation Scale (MWMS) through exploratory structural equation modelling. Specifically, the operational representation of, and the relations between, the types of behavioural regulation were investigated as was their relation to theoretical outcomes. Results suggest the removal of three problematic items and show that work motivation, as measured by the MWMS, is best represented by a factor structure reflecting autonomous motivation, introjected and external regulation as well as amotivation. Furthermore, introjected regulation is more strongly represented by its avoidance subscale, whereas the two types of external regulation (material and social) are not distinguishable. Lastly, autonomous motivation is linked to optimal employee functioning (e.g., vigor/vitality, satisfaction, lower turnover intention). The two controlled types of regulation have differentiated relations with performance, but are both linked to poor employee health and turnover intention, with (avoidance) introjected regulation being a particularly important predictor. By revisiting the content of the MWMS and cross-validating its structure in five samples, this study provides an empirically adequate representation of the types of regulation and their outcomes. Suggestions for future research aimed at improving the content of the MWMS are also offered. [ABSTRACT FROM AUTHOR]

This paper aims to examine the relationship between Comprehensive Performance Measurement (CPMS) and football player satisfaction. Structural Equation Model (SEM) through the PLS Smart Modeling is used to verify the construct and reliability and to test the hypothesis. There were 330 professional football players from the Super League and Malaysia Premier League involved in this study. There is a positive and significant relationship between CPMS and Malaysian football player satisfaction, which was statistically significant with a t-value > 3.29, p < 0.001. This finding is based on the self-determination theory, comprising three basic psychological needs: autonomy, relatedness, and competence that can influence players' satisfaction and enhance their performance. This study is conducted in a football sports setting that adds to the knowledge of CPMS in performance evaluation based on self-determination theory. It is a unique combination of the Management Control System and Sports Management. In addition, this study can assist the football club and state association to control the football players' behaviour by preparing various sets of physical activity measurements and performance evaluation records that may be able to produce high-quality players. [ABSTRACT FROM AUTHOR]

Behind the frequent occurrence of business scandals, it is often the silence and connivance of organizational immorality. Moral voice, a kind of employee active moral behavior, inhibits and prevents the organizational unethical phenomenon. Some researchers have sought to explore how to arouse employee moral voice. However, the limited studies mainly investigated the antecedents of leadership styles, ignoring the impact of the organizational factor on moral voice. Based on the self-determination theory, the current study constructs a theoretical model about how socially responsible human resource management (SRHRM) affects employee moral voice via autonomous motivation and controlled motivation and further considering the moderating role of person–organization value fit. From a two-stage research method and the analysis of 260 valid data, we found that SRHRM promoted employee moral voice and this positive linkage was mediated by autonomous motivation but not by controlled motivation. Besides, the findings also revealed that person–organization fit moderated the indirect influences of SRHRM on moral voice via autonomous motivation, such that the indirect influence was stronger for a high level of person–organization value fit than the low level of person–organization value fit. Some theoretical and practical implications also be discussed. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to determine whether prosocial motivation acts as a mediator between the individual motivation types of self-determination theory and knowledge sharing. Design/methodology/approach: A partial least squares structural equation model (PLS-SEM) based on data collection (N = 303)) was calculated, using "Smart PLS 3" software. Findings: In respect of the influence of individual motivation types on knowledge sharing, it was found that prosocial motivation provides indirect mediation for external motivation and complementary mediation for introjected motivation, whereas it has no mediation effect on intrinsic and identified motivation. Research limitations/implications: Future research should consider the use of prosocial motivation as a mediator to reveal indirect effects that, otherwise, are at risk of remaining hidden. Practical implications: To foster knowledge sharing within organizations, measures should be taken to increase external, introjected and prosocial motivation, as it was found that these types of motivation have a significant positive impact on knowledge sharing. Originality/value: The current unanswered question – whether or not prosocial motivation acts as a mediator between the motivation types of self-determination theory and knowledge sharing – is examined, thereby providing insights into the hitherto largely unexplored role of prosocial motivation in knowledge-sharing models. [ABSTRACT FROM AUTHOR]

Previous studies suggest a preretirement disengagement process from work, which includes reduced work motivation. In this study, we investigated changes in autonomous and controlled work motivation over two years among participants of the Health, Aging and Retirement Transition in Sweden (HEARTS) study. We found stability in both types of motivation; however, those who retired after the study period showed more distinct declines in autonomous motivation. A stronger sense of community at work was related to level, but not change in autonomous motivation. Intra‐individual fluctuations in the expected retirement age did not predict work motivation or vice versa. Future studies are needed to better understand the antecedents and consequences of preretirement declines in autonomous work motivation. [ABSTRACT FROM AUTHOR]

Controlling coaching style is a key predictor of athletes’ fear of failure, but the mediating mechanisms underlying this relationship require further exploration. Based on the self-determination theory (SDT) and the hierarchical model of intrinsic and extrinsic motivation (HMIEM), this study investigated the effect of a controlling coaching style on athletes’ fear of failure, as well as the chain mediating effects of basic psychological needs and sport commitment. A questionnaire survey of 252 active athletes was administrated using scales for fear of failure, controlling coaching style, sport commitment, and basic psychological needs. The results indicated that a controlling coaching style was negatively correlated with basic psychological needs and indirectly affected athletes’ fear of failure via basic psychological needs and constrained commitment. The chain mediating effect of basic psychological needs on enthusiastic commitment was not significant, but it was for constrained commitment. In conclusion, the impact of a controlling coaching style on athletes’ fear of failure via basic psychological needs is manifested through the strengthening of constrained commitment rather than the weakening of enthusiastic commitment. These findings contribute to a deeper understanding of why and how a controlling coaching style influences athletes’ fear of failure. Coaches should seek more scientific and effective ways to instruct their athletes. [ABSTRACT FROM AUTHOR]

This study examined the association between team performance perceived by coaches, coaches' basic psychological needs, motivation, and their intentions to persist in coaching. Participants were 719 coaches (80 females, M = 33.49 years, SD = 10.27, range = 18–67) of different team sports (soccer = 514; basketball = 165; volleyball = 23; handball = 14; and hockey = 3) who completed questionnaire measures at the end of the season. Structural equation modelling adjusted for sex, coaches' experience, age categories, and type of sport revealed that coaches' perceptions of team performance were positively related to their need satisfaction and negatively to their need frustration. In turn, coaches' need satisfaction was positively associated with their autonomous motivation, whereas their need frustration was positively related to controlled motivation and amotivation. Finally, coaches' autonomous motivation was a positive predictor of their intentions to persist, and conversely, coaches' amotivation was a negative predictor of their intentions to persist. We found a significant positive and indirect effect between team performance perceived by coaches and their intention to persist through their need satisfaction and autonomous motivation. These findings represent the first quantitative insight into how coach-perceived team performance could function as a new antecedent relevant to coaches' motivational processes and persistence. [ABSTRACT FROM AUTHOR]