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The objective of this study was to examine possible antecedents and consequences of teachers' emotions in the classroom. Based on a cognitive-social perspective and self-determination theory, we examined the relationship between basic psychological needs (BPNs), teachers' class-related emotions and teachers' life satisfaction. A sample of 595 teachers from Andalusia (Spain) participated in an online survey. A structural equation model was tested, in which BPNs predicted teachers' emotions ([beta] = 0.69; p < 0.001 positive emotions and [beta] = -0.42; p < 0.001 negative emotions). In addition, BPNs ([beta] = 0.36; p < 0.001) and positive emotions ([beta] = 0.23; p < 0.001) predicted satisfaction with life. The results show that the fulfilment of work-related BPNs is important to generate positive emotions and well-being in teachers. In addition, the study is the first to provide extensive details on the psychometric properties for assessing teacher emotions with the Achievement Emotions Questionnaire - Teachers (AEQ-T) in a Spanish sample.

Purpose: The objective of the study was to evaluate the relationships among the achievement emotions experienced during physical education classes, the intention to be physically active, and academic achievement. Methods: The sample consisted of 764 Spanish secondary education students (348 boys and 416 girls). Results: Pride, enjoyment, and hopelessness were the main emotions to explain the intention to be physically active, whereas enjoyment and boredom were the most important emotions to explain academic achievement. Given that boys had a better emotional experience than girls, the effect of gender in the prediction was studied. It highlights the significant moderating effect of gender for enjoyment and pride in the intention to be physically active. Discussion/Conclusion: These results show the need to apply strategies focused on each emotion, taking into account the students' gender, for those that help to improve their emotional experience during physical education classes.

The aim of this study was to detect possible motivational profiles in a sample of adolescent athletes. Furthermore, the study analysed the differences in the perceived motivational climate's sub-factors and the satisfaction of the basic psychological needs of the different profiles that were found. A sample of 608 athletes was used, and subjects had a mean age of 14.43 years. The perceived motivational climate (PMCSQ-2), psychological mediators (BPNES), and motivation of the athletes in sport (SMS) were measured. Cluster analysis revealed two profiles. A highly motivated profile, with high scores in both forms of motivation: self-determined (intrinsic motivation and identified regulation) and non-self-determined motivation (introjected and external regulation), save for amotivation; and a moderately motivated profile, with moderate scores (around 3 and 4) in forms of self-determined and non-determined motivation. In the multivariate analysis of the perceived motivational climate's sub-factors and of the basic psychological needs according to the profile, significant differences were found in favour of the highly motivated profile both for the task-involving climate and ego-involving climate sub-factors, as well as for the three psychological mediators. The results are discussed in regard to the importance of encouraging a climate that involves tasks and that tries to satisfy the need for autonomy, competence, and relationships with others during training sessions in order to obtain more self-determined motivational profiles. [ABSTRACT FROM AUTHOR]

High mountain dry siliceous grasslands of the Montseny Mountains in NE Spain affected by tourism and grazing were revegetated in 1999. Four revegetation techniques and two commercial seed mixtures were tested in two experiments and compared 7 years after their application. The first experiment evaluated a mixture of seeds pre-grown on turf patches. The second evaluated another seed mixture applied using three different seeding methods: (1) hand sown; (2) hydroseeding (high-pressure spray technique for applying a homogeneous slurry of seed and mulch); and (3) hydroseeding combined with transplantation of a single species extracted from the surrounding natural grassland. The success of revegetation treatments was analyzed in relation to vegetation cover, plant height and density, grass production, floristic composition, species richness and Shannon index. The results indicate that several techniques succeeded in establishing vegetation cover, but none were sufficient to achieve full restoration. Seeding treatments achieved high vegetation cover but did not result in the floristic composition of native grasslands. Plots with the transplantation of a native fescue displayed the highest proportion of native species. [ABSTRACT FROM AUTHOR]