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Many studies have assessed students' motivation through surveys, but only a few studies systematically investigated through students' own words the reasons and aims of their achievement striving. In the present study, we rely on the Goal Complex Perspective (Sommet and Elliot in J Educ Psychol 109(8):1141--1162, 2017. https://doi.org/10.1037/edu0000199; Vansteenkiste et al. in Educ Psychol 49(3):153-174, 2014. https://doi.org/10.1080/00461520.2014.928598) to uncover qualitative differences in achievement motivation. Content analysis of 1303 statements made by 597 Greek secondary students revealed (i) more autonomous motivation than controlled motivation statements, (ii) spontaneously generated statements of mastery-learning and outcome goals but rarely of performance-normative goals, (iii) mastery-learning goals being coupled with both autonomous and controlled motivation, providing ecological support for the conceptualization of mastery goal complexes. Logistic regression analyses verified our classification, as students' statements were predicted by corresponding types of motivation assessed by close, Likert-type questions. These findings, which align with the Goal Complex Perspective, are discussed in terms of the operational definition of autonomous and controlled motivation and achievement goals.

Finite element analysis (FEA) is a fundamental tool that can be used in the orthopaedic world to simulate and analyze the behaviour of different surgical procedures. It is important to be aware that removing more than 20% of the meniscus could increase the shear stress in the cartilage and enlarge the risk of knee joint degeneration. In this fact, the maximal shear stress value in the medial cartilage increased up to 225% from 0.15 MPa to 0.5 MPa after medial meniscectomy. Also, meniscal root repair can improve meniscal biomechanics and potentially reduce the risk of osteoarthritis, even in cases of a loose repair. FEA has been used to better understand the biomechanical role of cruciate ligaments in the knee joint. ACLr with bone-patellar tendon-bone graft at 60 N of pretension and double-bundle PCLr were closer to that of a native knee in terms of biomechanics. The addition of a lateral extra-articular augmentation technique can reduce 50% of tibial translation and internal rotation, protecting the graft and minimizing the risk of re-rupture. Interestingly, anatomic and non-anatomic medial patellofemoral ligament reconstruction increased the pressure applied to the patellofemoral joint by increasing patellar contact pressure to 0.14 MPa at 30° of knee flexion using the semitendinosus as a graft. After all the advances in medical imaging technologies, future studies should take into consideration patient-specific data on both anatomy and mechanics, in order to better personalize the experimental model.

Performance at school is affected not only by students' achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students' achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes and their Greek language and mathematics teachers. Results from multilevel analyses indicated that students' mastery-approach and performance-approach goals were positively related to positive affect whereas performance-avoidance goals were negatively related to positive affect. At class-level, relationships between achievement goals and affect were moderated by students' emotion perception ability. These findings highlight the importance of emotion abilities and their role in motivational processes for class-level outcomes.