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Structural equation modeling involving latent interaction has garnered much attention from researchers in many disciplines. Interestingly, Becher & Trowler (2001) described academics as living in a tribe sharing a common set of practices and led by a stable elite. To provide an overview of psychological and educational studies using the latent moderated structural equations approach (LMS), we produced a scoping review from three databases (ERIC, PsychInfo, and Érudit) and selected 78 articles. The goal of this study is to examine the nature and extent of practices regarding the use of the LMS method in order to recommend good practices. Our results show that there are some discrepancies in the way researchers analyze data using LMS.

Background: Physical education (PE) teachers report needing additional support in terms of classroom climate and students' motivation (Verret et al. [2017]. "Enquête provinciale sur les pratiques inclusives en enseignement de l'éducation physique et à la santé: Rapport provincial primaire et secondaire. Montréal, Québec: Université du Québec à Montréal." https://inclusion-eps.uqam.ca/diffusion/). Professional development represents an opportunity to exchange on their practices with colleagues, become familiar with the latest research on effective motivational strategies, develop new skills and support transfer into practice. Objective: This study aims to determine if participation in a 2-day training course (spread over 3 days) on how to create an empowering motivational climate impacted students' motivational variables (self-determined motivation, basic needs satisfaction, perception of motivational climate and PE effort as well as their intention to be physically active) and observed motivational climate. Research design: Quasi-experimental study. Method: A total of 11 PE teachers (experimental group-EG = 6, control group-CG = 5) and their students (elementary = 107, secondary = 100) were recruited. Students completed questionnaires twice: once before the course and once after it was over. Teachers were filmed during two lessons: once before the start of training and once between the second and the last day of training, during a motivational strategy experiment planned by PE teachers on the second day of training. To analyze the data, we used non-parametric tests: the Wilcoxon-Mann-Whitney test and the Wilcoxon signed rank test for related samples. Two experts coded the videos (intrarater reliability = 90.6%; interrater reliability = 93.8%). Findings: Results indicate that the teachers' training had no significant positive effect on students' motivation. In fact, it was surprising to observe a significant decline in students' perception of an empowering motivational climate and effort in the experimental group. However, scores were already quite high at the start of the year, remained high in the middle of the year and were similar for the two groups. Between both measurement points, the control group's amotivation increased and autonomy satisfaction decreased. This was not the case for students in the experimental group, suggesting that the training course might be effective in avoiding the detriment of students' motivation. PE teachers in the experimental group were more empowering during the integration phase of the lesson. Gaps and the overall rating of the lesson (motivational climate) were both more empowering in the experimental group, but did not reach statistical significance (p = 0.066), which is promising for future interventions.

Background: The effect of basic needs and motivational climate has been widely examined in recent years in the field of achievement motivation. Nevertheless, recent studies indicate the need to consider students' (with or without special needs) social goals (e.g. affiliation, recognition, status and responsibility goals) in order to achieve a better understanding of teenagers' motivation to engage in physical activities such as physical education (PE) and sports. The study aimed to test a theoretical model combining concepts of three motivational theories and to verify if the model varies according to students' type of class (ordinary or special). Methods: This correlational study was conducted in four public high schools in the province of Quebec (Canada). A sample of 277 students aged 13-16 years (Mage = 13.55, SD = 0.89, boys = 61.2%) from regular (50.2%) and special education (49.8%) classes completed a questionnaire that assessed five constructs: basic psychological needs, perceived motivational climate, social goals in PE, and overall attitudes towards PE and physical activity (PA) using self-reported questionnaires. Path analyses and invariance testing were performed to verify the presence of class-type differences. Results: In contrast to students from regular classes, those from special classes reported higher autonomy and relatedness in PE. These students also perceived a lower mastery climate and a higher performance climate, and they reported pursuing more recognition and status goals. Results partially supported our theoretical model: motivational climate [right arrow] need satisfaction [right arrow] social goals [right arrow] attitudes. In addition to the expected relationships, positive paths were significant between dimensions of the motivational climate and students' adoption of social goals (mastery climate [right arrow] responsibility and affiliation goals; performance climate [right arrow] recognition and status goals; relatedness-support [right arrow] affiliation goals) and attitudes (mastery climate [right arrow] PE attitudes), and between need satisfaction and students' goals (autonomy [right arrow] status goal) and attitudes (competence [right arrow] PE and PA attitudes). The final model was invariant across groups, except for the relationship between students' need for autonomy and their adoption of social affiliation goals. In fact, this relationship was positive and significant only for students from special classes. Conclusions: The research sheds light on the mechanisms underlying social goals, while emphasizing the importance of promoting a motivational climate that fulfils students' basic psychological needs in both regular and special PE classes.

Building and sustaining students' sense of belonging at school has been proposed by teachers and researchers as a means of stimulating students' intent or desire to learn and of reducing student attrition. This article will present the results of an inquiry into the literature on belonging to support the perspective that is it necessary, not only to foster a strong sense of belonging, but also to place much greater emphasis on school belonging in educational programs, practices, and research. The aims of the paper are: (a) to review the theoretical literature on school belonging with an emphasis on its defining attributes and main determinants, (b) to review the measurement instruments of school belonging, and (c) to identify various strategies that may enhance school belonging. In light of the defining attributes identified, the authors propose six general recommendations for educational stakeholders wishing to build and sustain students' sense of belonging at school.

Purpose: To assess if high school students' leisure-time physical activity is predicted by their perception of the motivational climate, their perceived competence, and their achievement goals in physical education (PE) and if these variables interact with each other. Methods: A sample of 843 high school students completed self-reported questionnaires in the middle and at the end of the school year. The data were analyzed by structural equation modeling and latent moderated structural equations. Results: Leisure-time physical activity was positively predicted by students' performance-approach goals and perceived competence in PE and by the interaction between their perceived competence and their adoption of mastery goals. Discussion/Conclusion: Only individual variables in PE were related to leisure-time physical activity. The significant interaction effect between students' mastery goals and perceived competence in PE suggests that teachers need to foster students' perceptions of competence. The authors therefore discuss the scope of the results with regard to pedagogical practices.

Based on achievement goal theory, this study aimed to verify if relationships between student-perceived motivational climate and student achievement goals differ by teacher-induced climates in physical education (PE). A sample of 651 French Canadian students and 23 PE teachers (categorized in three clusters) completed self-report questionnaires. To verify if the climate-goals relationships differ according to the teacher-induced climate, this study conducted a multigroup invariance analysis. The results revealed full invariance across groups for means and intercepts. However, only partial invariance was observed for variance, covariances, structural weights, and residuals, indicating that, despite disparities between students' and teachers' perceptions, the teacher-induced climate seems to play a role in students' goal adoption in PE. This study refines current understanding of the climate-goals relationship by considering the teachers' perspective of their practices in PE. Practical implications are discussed.

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This article outlines a strategy that we, as high school teachers, used in the academic year 2012-2013 to improve a student's school engagement. Extracurricular activities such as sports have proven useful (among other strategies) to counter school disengagement, specifically in enhancing positive social relations among the teachers and students involved. The authors present an approach implemented in partnership with the students, and discuss the consequences of this strategy for the students and the desired improvements. Finally, we emphasize the importance of peer involvement, teachers' collaboration, and the teachers' willingness to inspire and empower change.

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education 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 Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education 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 Journal on Developmental Disabilities is the property of Ontario Association on Developmental Disabilities 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.)