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What motivates a first-generation learner to go to school? The question haunts a social scientist when exploring dimensions of academic motivation of the first-generation Learners in rural and remote context. Learners from the low Socio-Economic Status are 'at risk' of academic motivation, cohere with specific psychological behaviours leading to academic failure. Gathering quantitative and qualitative data, the study opts to capture dimensions of motivational constructs of first-generation Learners. The study adopts explanatory sequential research design that entails triangulating quantitative statistical results with qualitative findings to validate the outcome of the study. The student participants were 1554 selected through stratified random sampling using gender, social affiliation and grade as criteria for getting hierarchy. The findings include steady decline of academic motivation of Learners in the secondary level of school education under the lens of socio-economic context, home environment and school and neighborhood quality perceiving academic, and psychological hardships as the outcome. [ABSTRACT FROM AUTHOR]

AbstractHistorically, sex workers’ voices and perspectives have been left out of the scholarship related to sex work, which has resulted in victimization and pathologizing narratives around sex work. This qualitative study sought to help address this perspective gap in the literature by talking with sex workers about what they want helping professionals to know about sex work. Data were analyzed from interviews in September and October 2023 with 29 sex workers across the United States. Participants were recruited via a popular sex work listserv through which participants self-selected into the study which limited the perspectives included in our findings. The findings revealed that sex workers want helping professionals to know that sex work is diverse, that sex work is work, and that sex workers demand dignity and respect. Ultimately, it is the responsibility of the helping professional to educate themselves on how to provide ethical and informed care and create an environment where sex workers feel safe and respected. Future research should aim to identify gaps in services and address loopholes that cause harm to the sex work community. [ABSTRACT FROM AUTHOR]

State-promoted biodiversity conservation can either align with or diverge from Indigenous Peoples’ priorities, knowledge, and self-determined development paths. Drawing on fieldwork at the Amazon borders of Brazil, Colombia, Ecuador, and Peru, this paper examines Indigenous organizations’ efforts to uphold territorial rights and pursue planning with Indigenous values in landscapes earmarked for conservation. The key question centers on how ‘border configurations’ affect grassroots planning and conservation focusing on the experience of Peruvian Secoya (Siékopai) People. Using expert interviews and ethnographic methods, the paper finds that conservation agencies risk losing credibility without genuine efforts toward social equity and well-being, constrained by mandates that often neglect local needs. The success of Life Plans depends on solidarity networks that balance conservation with viable economic alternatives, equitable power dynamics, and access to services. Ultimately, the paper shows that Life Plans empower Indigenous organizations, offering meaningful options for political self-representation within Amazonian conservation. [ABSTRACT FROM AUTHOR]

Background: Ethical case discussions in psychiatric hospitals are particularly useful when a moral conflict between respect for the patient's autonomy and well-being becomes apparent when considering the legitimacy of coercive treatment. To date, there is hardly any data on the procedure and the results of such case discussions. We therefore present data from a large psychiatric clinic. Aim of the study: We retrospectively analyzed ethical case discussions prior to compulsory medication in a quantitative and qualitative manner. Methods: The study analyzed the protocols of all ethical case discussions over a 2-year period. They used the method of principle-based ethical case discussion. The qualitative analysis of selected cases was supplemented by reference to case records. Results: An advance care directive was not available in any of the cases, so that the presumed will was used generally to assess the autonomy perspective. It proved quite complex to address danger to third parties when assessing the beneficence and nonmaleficence perspective. In 5 out of 35 consultations, the compulsory medication was not recommended from an ethical perspective. Discussion: Ethical case discussions enable a holistic individual examination of moral obligations. They contribute to well-founded decisions and can help to reduce the frequency of coercive medications, suggesting routine use of ethics counselling. [ABSTRACT FROM AUTHOR]

The purpose of this study is to analyse the differences in the International Foundation Programmes in Australia, China and the United Kingdom and to explore different University Foundation Programmes' effect on international student satisfaction, learning motivation and their performance in higher education. Through this research, it can be seen that improving the interaction between teachers and international students in the foundation stage, helping international students establish a certain sense of belonging, and integrating into the local culture is considered a key factor in improving foundation students' learning motivation and their satisfaction. The discussion of the research results suggests that some countries with imperfect international foundation courses should establish a more diverse curriculum system and hold highly interactive cultural activities to make it easier for students to integrate into the local culture, so as to help international students maintain a positive initiative and attitude when entering undergraduate studies. [ABSTRACT FROM AUTHOR]

Geopolitical transformations have drastic effects in many spheres of public life. Their most prominent manifestations are observed with regard to ethno-political conflicts and their settlement processes, particularly when they are accompanied by serious regional rearrangements. The Nagorno-Karabakh conflict and the process of its settlement are among the most typical cases in this regard. After the 2018 change of power in Armenia, the normally developing process of the Nagorno-Karabakh conflict settlement within the framework of the main principles of international law ended up in sharp upheavals, succumbing to the logic of the sharply heated West-Russia geopolitical confrontation. The formation of antagonistic relations between the Co-Chair states of the OSCE Minsk Group undermined their mediation efforts, leaving two options for the resolution of the conflict: the realization of people's right to self-determination with the support of international community or the genocide of the Nagorno-Karabakh people. The article considers the threats of a catastrophic development of events due to changes in the positions of powerful actors regarding the conflict settlement under the influence of geopolitical transformations, as well as the possibility of preventing such a development. [ABSTRACT FROM AUTHOR]

The relationship between humanity and the soil is an increasingly important topic in social theory. However, conceptualisations of the soil developed by anticolonial thinkers at the high point of the movement for self-determination between the 1940s and the 1970s have remained largely ignored. This is a shame, not least because theorists like Eric Williams, Walter Rodney, Suzanne Césaire and Amílcar Cabral were concerned with the soil. Building on recent work on human-soil relations and decolonial ecology, we argue that these four thinkers conceptualised the connection between soil, empire, and anticolonial revolt. Williams and Rodney ground understanding of soil degradation in global relations of economic power, while Césaire and Cabral reconceptualise postcolonial nationhood in terms of the mutability and diversity of the soil. The article concludes by suggesting that these two anticolonial counterpoints, global connectivity and more-than-human identification, anticipate and deepen contemporary attempts to decolonise ecological thinking. [ABSTRACT FROM AUTHOR]

Planes de Vida (Life Plans) are an initiative in Latin America connecting Indigenous self‐governance with a state vision of a good life for citizens. While Life Plans have been proposed since the mid‐1980s, these are often crafted with the vision and language of states in place of Indigenous ones. Informed by Indigenous Standpoint Theory and Napo Runa living ecologies, we use autoethnography, participant observation, and secondary text analysis to re‐orient the relationship between state and Indigenous planning, and to ask what Amazonian futures would be possible if they started from Indigenous (rather than state) planning. To explore this re‐orientation, we examine the case of the Kichwa organisation FOIN, in the Ecuadorian Amazon. We argue that Life Plans can be indigenised with Kichwa planning philosophies and model ways to centre Indigenous methodologies that can shape the transformational potential of such planning initiatives. [ABSTRACT FROM AUTHOR]

Background: Self‐determination refers to setting goals and making decisions regarding one's own life with support from others as needed. Research on people with intellectual and developmental disabilities has established the importance of self‐determination for quality of life outcomes, such as increased independence and life satisfaction. However, self‐determination has not been characterised specifically in fragile X syndrome (FXS), the leading inherited cause of intellectual disability. Relative to youth with other forms of intellectual and developmental disabilities, youth with FXS may face exceptional barriers to the development of self‐determined behaviour. In addition to intellectual disability, the FXS behavioural profile is characterised by high rates of autism and anxiety that may further limit opportunities for youth with FXS. The heritable nature of the condition can also yield a distinctive family environment, with siblings and parents also living with fragile X or its associated conditions. Considering these unique challenges, the present study examined self‐determination in young adult males and females with FXS and explored whether factors such as language skills, adaptive behaviour and autism traits were associated with self‐determination capacity and opportunities. Methods: The present study included 9 females and 36 males with FXS between the ages of 17 and 25 years. Caregivers (mothers or fathers) completed the American Institute for Research Self‐Determination Assessment, which is a questionnaire that yields three scores: self‐determination capacity, opportunities for self‐determination at home and opportunities for self‐determination at school. Results: Caregivers endorsed a wide range of self‐determination capacity and opportunities, with ratings for opportunities at home and school exceeding ratings of capacity. Better adaptive behaviour skills were associated with more self‐determination capacity, and the presence of more autism traits was associated with fewer opportunities at school. Conclusions: Results from this study contribute to our understanding of avenues to best support young adults with FXS as they transition to adulthood. Our findings also have implications for practice, such that interventions targeting adaptive behaviours and self‐determination may be an effective approach for promoting autonomy and independence for young adults with FXS. Additionally, caregivers and educators should continue to provide opportunities to practise self‐determination, regardless of their perception of capacity. [ABSTRACT FROM AUTHOR]

Objective: The present study was conducted to determine the effectiveness of self-determination training on self-handicapping and academic procrastination among students. Methods and Materials: The present study is a quasi-experimental design with pre-test, post-test, and follow-up with a control group. The statistical population included all students studying at Farhangian University in Birjand at Imam Sajjad and Shahid Bahonar campuses in the academic year 2016-2017, totaling 1,950 individuals. The research sample included 40 students from Farhangian University who voluntarily enrolled and were randomly assigned to two groups of 20 each using a random numbers table. The experimental group participated in 12 sessions of 90 minutes each, one session per week over two months, undergoing an intervention program based on self-determination skills developed by the researchers based on Deci and Ryan's (1985) self-determination theory. The control group received no training during this period. The Jones and Rhodewalt (1982) Self-Handicapping Scale and the Solomon and Rothblum (1984) Academic Procrastination Scale were used to measure the variables. Data analysis was conducted using SPSS-23 software. Findings: The results of multivariate covariance analysis indicated that self-determination skills training had a significant effect on reducing student self-handicapping (F=104.88) and academic procrastination (F=34.74) (p<0.001), and these results persisted in the follow-up phase. Conclusion: Based on the findings, learning and applying self-determination skills by students can reduce self-handicapping and the occurrence of procrastination behaviors during their studies. Therefore, the results of this study have practical implications for psychologists and counselors at university counseling centers to utilize self-determination skills to reduce academic procrastination and self-handicapping among students. [ABSTRACT FROM AUTHOR]

People with disabilities consistently advocate for their right to be self-determined. Decades of research highlight the positive impacts of self-determination intervention on in-school and post-school outcomes of secondary students with disabilities. Increasingly, self-determination interventions are being implemented in inclusive contexts for all students, including students with and without disabilities. To enable implementation with high fidelity, further examination of the supports needed by teachers is required. In this study, the authors examine the impacts of differing intensities of teacher implementation supports (online modules only vs. online modules + coaching) on the initiation of the self-determined learning model of instruction (SDLMI) by schools and teachers and outcomes for students that arise from more intensive implementation when schools and teachers do initiate. Results suggest that intensifying teacher implementation supports has a positive impact on a cascading series of outcomes for schools, teachers, and students. In this study, the authors discuss the implications of the results for future research and practice. [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.)

Copyright of Zeitschrift für Gerontologie und Geriatrie is the property of Springer Nature 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.)

Background: Despite the well-known benefits of physical activity (PA), non-communicable disease and premature mortality rates among adults continue to rise. The relationship between adults’ goals and exercise-specific motivation on the type of PA intensity one engages remains unclear. The purpose of this study was to identify physical activity (PA) profiles based on frequency and intensity (i.e., levels of PA) in an adult sample. A secondary purpose was to examine how the PA profiles differ on the reasons people have for exercising and behavioral regulation. Methods: A Cross-sectional survey was conducted with 1,169 (46.8 ± 16.7 years) participants solicited from a hospital-affiliated wellness center, social media promotions, and a research volunteer registry. The International PA Questionnaire (IPAQ) was used to determine frequency, intensity, and time spent engaging in PA. Additionally, the Reasons to Exercise (REX-2) scale, the Behavioral Regulation in Exercise Questionnaire-3 (BREQ-3), and demographics were assessed. K-cluster analyses were performed to identify profiles based on PA levels using the IPAQ guidelines. Multivariate analysis of variance (MANOVA) was used to assess profile differences. Results: Five distinct PA clusters were derived, and defined as: a Low, Walking, Moderate Intensity, High Intensity, and Sitting cluster (p <.001). These clusters differed significantly (p <.001) from each other with respect to motivation, the reasons adults have for exercise, and PA levels. Conclusion: The results from this study support the important role of psychological factors such as motivation and reasons for exercise on behavioral outcomes (i.e., physical activity). For future research investigating adults PA- related behaviors, whether it be on adults starting a new exercise program or for PA maintenance, it may be beneficial to develop programs that encourage participants to reflect on the reasons they identify as important for exercising, and how such reasons contribute to their overall PA engagement behaviors. [ABSTRACT FROM AUTHOR]

Background: Based on their place of employment, workers with agricultural hukou (WAH) are categorized into local workers with agricultural hukou (LWAH) and migrant workers with agricultural hukou (MWAH). Research shows that although LWAH often find themselves at a disadvantage in terms of labour income and access to public services, the significant growth of this group in recent years has drawn attention to their choice of workplace and the factors influencing it. Guided by the theories of self-determination and social comparison, this study aims to explore the impact of the differences between LWAH and MWAH in psychological needs and social comparisons on life satisfaction, as well as the underlying mechanisms. Methods: This study utilizes data from the China Family Panel Studies (CFPS) from 2014 to 2020, employing a two-way fixed effects model to investigate the differences in life satisfaction between 1,976 LWAH and MWAH. Additionally, propensity score matching (PSM) is used to conduct regression analysis on the matched sample, providing a more accurate comparison of life satisfaction between LWAH and MWAH under similar individual characteristics. Finally, the study further examines the mediating effects of perceived social status and job satisfaction and analyses the differences in life satisfaction between LWAH and MWAH across dimensions such as generation, region, and work conditions. Results: The baseline regression results indicate that LWAH have significantly higher life satisfaction compared to MWAH, and this finding is robust to various tests. Mediation analysis reveals that perceived social status plays a mediating role in the difference in life satisfaction between LWAH and MWAH, while job satisfaction does not have a significant mediating effect. Heterogeneity analysis further shows that intergenerational, regional, and work condition differences have varying impacts on the life satisfaction of two groups. Conclusions: This study provides important insights into understanding the workplace choices and quality of life of Chinese workers with agricultural hukou. Finally, to effectively promote situ urbanization processes, local governments need to prioritize enhancing workers with agricultural hukou (WAH)'s autonomy, sense of competence, and social status, thereby improving their perceived social status in society and attracting more labourers to return to their hometowns for work and entrepreneurship. [ABSTRACT FROM AUTHOR]

AbstractAimMethodResultsInterpretation\nIMPLICATIONS FOR REHABILITATIONTo achieve expert consensus on optimal child-led goal setting and evaluation practices for school-aged children (5 ≤ 17 years) who have a disability or delay.A three-round, eDelphi consensus design was used. In Round 1, expert allied health professionals identified factors important during child-led goal setting for: (i) planning, (ii) process steps and tools, and (iii) support strategies. Factors were collated into items for Rounds 2 and 3. Participants rated item agreement on a 7-point Likert scale. Consensus was determined as ≥75% of participants in agreement or disagreement.Sixty professionals from nine countries and six disciplines participated. Of 323 unique items generated, 159 (50%) reached consensus. Strong agreement was reached for goal setting and evaluation “process steps” and “support strategies” to engage children. It was strongly recommended that allied health professionals should tailor their processes to each child’s individual needs, provide ability-specific strategies and resources, and empower children to share their perspectives. Fewer items reached consensus for “planning” and “tools” to guide child-led goal setting.Professional experts agree that children can be actively involved in goal setting and evaluation. Future research should focus on tools and technologies to support child-led goal setting for children with diverse abilities.Professionals agree that children should be involved in goal setting to the greatest extent possible.Children’s readiness to participate relates to their cognition, communication, social-emotional skills, and motivation.The goal setting process should be personalised and accessible for children.Child-specific tools are needed to support children to share their perspectives.Professionals agree that children should be involved in goal setting to the greatest extent possible.Children’s readiness to participate relates to their cognition, communication, social-emotional skills, and motivation.The goal setting process should be personalised and accessible for children.Child-specific tools are needed to support children to share their perspectives. [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]

This paper examines a relatively understudied topic in the literature of Cypriot political history, namely the relations between Cyprus and African countries during the Makarios era. Drawing upon the official archives of the UN, USA, UK, and the Republic of Cyprus (specifically the Press and Information Office, PIO, and the Ministry of Foreign Affairs, MFA), as well as Cypriot newspapers, this research is grounded in historical analysis. The main findings of the paper suggest that Makarios perceived the Zurich-London status quo in Cyprus as contrary to principles such as self-determination, democracy, independence, and sovereignty, prompting him to engage in an international struggle for change. Makarios’s attitudes towards Cyprus aligned with African countries’ collective struggle under frameworks such as AAPSO, the Non-Aligned Movement, and G-77, both for themselves and the rest of the world. In various international forums, notably the United Nations, Cyprus and African nations provided mutual support against Western imperialism. Their collaboration extended beyond the Cyprus Problem to encompass the rights of people struggling for independence against colonialism all around the world and those seeking democracy in the face of racist regimes in Southern Rhodesia and South Africa. [ABSTRACT FROM AUTHOR]

In the times of neoliberal policies, care managers work as gatekeepers to different elder care services. In this study, we examined how care managers categorise older adults' life situations in relation to needs for gerontological social work. Our data consisted of focus group interviews with 19 care managers working in different parts of Finland and were analysed by category analysis. The results show that processing older adults as clients of social work is not unambiguous. The Finnish legislation does not offer a solid foundation for defining the complex needs of older adults in everyday practices of care managers, but abuse and several coincident support needs were recognised as criteria for social work services. Importantly, ethical issues concerning sensitive situations and the self‐determination of older adults were categorised as situations where social work is needed. This sets high expectations for the ethical expertise of social work in elder care. [ABSTRACT FROM AUTHOR]

Background: Exercise rehabilitation programmes are important for long-term health and wellbeing among people with cardiac and pulmonary diseases. Despite this, many people struggle to maintain their physical activity once rehabilitation ends. This repeated measures study tracked changes in physical activity behaviour and motivation during and after completing a community-based exercise rehabilitation programme. Methods: Cardiac and pulmonary exercise rehabilitation patients (N = 31) completed six once-monthly measures of physical activity (MET·min), self-determined motivation, intention, and habit strength for rehabilitation exercise (within rehabilitation sessions) and lifestyle physical activity (outside of rehabilitation sessions). Linear regression and random effects models with estimated marginal means were used to test for associations between physical activity motivation and behaviour and change during and post-rehabilitation. Results: Overall physical activity decreased after rehabilitation (823 MET·min) despite patients becoming more self-determined for lifestyle physical activity during rehabilitation. More self-determined motivation, stronger intentions, and stronger habits were associated with more lifestyle physical activity behaviour. However, none of these motivation variables were significantly associated with rehabilitation exercise behaviour. Conclusions: Among community-based cardiac and pulmonary rehabilitation patients, physical activity levels decreased following exercise rehabilitation programmes. The findings revealed clear distinctions in the motivation of rehabilitation exercise compared to lifestyle physical activity. Exercise rehabilitation programmes might improve the longevity of outcomes by integrating approaches to enhance lifestyle physical activity beyond the clinic. [ABSTRACT FROM AUTHOR]

Introduction: The WHO European Mental Health Action Plan (2013–2030) emphasises the need to generate services that are more inclusive and attentive to the co‐construction of care practices. This exploratory research investigates the needs of young substance abusers shown during their stay in residential communities; in particular, it explores the idea that treatment may include a new phase focused on how to manage moderate or controlled alcohol intake during residential care. Interviews with young ex‐users open up critical reflections on complete abstinence programmes from all substances, including alcohol, as a prerequisite for discharge and also provide examples of how to co‐design a plan for mindful drinking. Methods: Fourteen young adults, aged 19–32 years, non‐alcoholists, treated at rehab in Fermo, in central Italy, were interviewed during a programme between 6 and 18 months of period. They were asked about exploring needs in preparation for the conclusion of the rehabilitation pathway. From this exploration emerged the need to introduce controlled alcohol intake during the rehabilitation stay. This request became the focus of the semi‐structured interviews. Results: Three main themes emerged, which are as follows: (1) difficulties in integrating the new identity with the past of consumption, (2) resistance to the idea of total abstinence in social relations and (3) uncertainties about post‐community behaviour regarding alcohol intake. At the same time, three unexpected needs were expressed: (1) test the personal knowledge and skills on how to manage the alcohol intake, (2) receive support during the residential path to build up self‐control competence given the post‐discharge period and (3) build a personalised therapeutic path together with the supervisor and the operators while still at the rehab, according to the realistic lifestyle and routine outside the rehab. Conclusions: This research highlights the importance of personalising treatment based on each user's needs, going far beyond the standardised treatments for users previously considered unable of self‐control and self‐determination. For that purpose, the relationship between the users and the operators might be privileged, as it is able to cover the specific needs aimed for the new identity. Involving the Participants: The research sparked a discussion within the community, involving and initiating an open dialogue between the operators and the users, allowing them to focus on certain innovative strategies offered by the service, putting the users' needs at the very centre of the attention. The results were compared and discussed actively with the participants involved. [ABSTRACT FROM AUTHOR]

There is a strong and growing focus on self-determination in French-speaking countries, and this pilot study reports the technical adequacy of the Self-Determination Inventory: Student Report (SDI:SR) French Translation. Data were collected with 471 French-speaking youth with and without disabilities in Canada (Quebec), Switzerland, France, and Belgium. Key findings showed it was feasible to use 20 (of 21) items to represent the self-determination construct in the French-speaking sample. The same set of items function in the same way across students with and without disabilities, and students with disabilities descriptively scored lower. Overall, this study provides promising evidence for reliability and validity of the SDI:SR French Translation and suggests ongoing development and larger-scale testing of the SDI:SR French Translation is warranted. [ABSTRACT FROM AUTHOR]

In this study I examine the ritualistic behavior of participants in the intentional community where I live, the Los Angeles Ecovillage, and how that relates to well-being in a collective sense. Studying the ritualistic behavior within the Los Angeles Ecovillage can offer insight into areas that have been perhaps less explored, as in ritual's relationship to well-being in intentional communities, particularly in the urban context of this community. Furthermore, although it is a factor, psychological well-being in this context is not limited to an individual's self-reported quality of mental and physical health—it arguably extends to a collective expression of well-being. In describing social alternative approaches to health and well-being related problems posed by societal barriers to human connection, a paradigm may be formed for how intentional community can support psychological needs. [ABSTRACT FROM AUTHOR]

Secession referendums can help to resolve the tension between self-determination and state sovereignty. Nevertheless, not all state governments accept holding such consultations in collaboration with secessionist movements. This article tackles this issue by focusing on the determinants of agreed and non-agreed upon independence referendums. Through a statistical analysis based on a dataset of independence referendums held in liberal democracies from 1945 to 2022 (N = 70), we demonstrate that the decision of the parent state's government to agree to an independence referendum depends on two factors. The first is the perception of competition and/or electoral proximity to the referendum demand. The second depends on the expectation of the low cost of an eventual secession – at least in terms of population, area and natural resources. Accordingly, we propose a general model designed to predict the disposition of a liberal democracy to agree to an independence referendum. [ABSTRACT FROM AUTHOR]

The beneficial psychological effects of exercise might be explained by self-determination theory and autonomy. However, the underlying neurophysiological mechanisms are even less elucidated. Previously neglected, aperiodic (1/f) brain activity is suggested to indicate enhanced cortical inhibition when the slope is steeper. This is thought to be associated with an increased cognitive performance. Therefore, we hypothesize that running with a self-selected intensity and thus given autonomy leads to stronger neural inhibition accompanied by psychological improvements. Twenty-nine runners performed two 30-min runs. First, they chose their individual feel-good intensity (self-selected run; SR). After a 4-weeks washout, the same speed was blindly prescribed (imposed run; IR). Acute effects on mood (Feeling Scale, Felt Arousal Scale, MoodMeter®), cognition (d2-R, digit span test) and electrocortical activity (slope, offset, 1/f-corrected alpha and low beta band) were analyzed before and after the runs. Both runs had an equal physical workload and improved mood in the Felt Arousal Scale, but not in the Feeling Scale or MoodMeter®. Cognitive performance improved after both runs in the d2-R, while it remained stable in the digit span test after SR, but decreased after IR. After running, the aperiodic slope was steeper, and the offset was reduced. Alpha activity increased after SR only, while low beta activity decreased after both conditions. The aperiodic features partially correlated with mood and cognition. SR was not clearly superior regarding psychological effects. Reduced aperiodic brain activity indicates enhanced neural inhibition after both runs. The 1/f-corrected alpha band may emphasize a different neural processing between both runs. [ABSTRACT FROM AUTHOR]

This essay explores the concept of 'contrarianism' in its polymorphic nature. The figure of the 'contrarian' is likened to Janus, simultaneously challenging and benefiting from existing power structures. The essay examines the persistent stigmatization of individuals who learn to live with debilitating somatic illnesses and the discrimination against those with psychogenic bodies, interpreting them as manifestations of contrarianism. It considers how reactions such as culturally inappropriate responses to stressors, socially deviant behaviour and conflicts between individuals and society can be viewed as attempts to challenge prevailing modes of coexistence. Drawing on the works of Roland Barthes and Lauren Berlant, this essay proposes contrarianism as a multifaceted exploration of non-stigmatized ways of leading an 'idiorhythmic' life. [ABSTRACT FROM AUTHOR]

This article grounds the morality of secession on two forms of collective self-determination: one manifests the communal goods of secessionists and the other the value of shared political institutions. Secession is morally valuable when the two are incompatible such that the claimant confronts persistent alienation. For remedial rights theories, only 'strict violations' permit secession. For primary rights theories, 'broad violations' grant secession as a last resort, and so this thesis, 'collective self-determination as nonalienation', should be accepted regardless. First, as the two collective forms of self-determination develop two forms of territorial rights, it supplements cogent accounts of territorial justification for, and claims to, secession. Second, as persistent alienation can have both strict and broad interpretations, it also provides moral grounds shared by remedial and primary rights theories if they concede the value of collective self-determination. The strict sense refers to persistent coercion that violates personal autonomy and nullifies state legitimacy. The broad interpretation denotes long-term political frustration caused by unreasonable prevention of greater collective autonomy that even legitimate states may achieve. Third, to verify whether this amounts to long-term political frustration and to address persistent alienation, secession should be regarded as a last resort, despite its support from the primary rights account. [ABSTRACT FROM AUTHOR]

Purpose: This study was intended to investigate a small-scale School-based Motivational Interviewing (SBMI) pilot with first-year college students. This approach honors student autonomy, supports self-determination and has the potential to impact educational outcomes in higher education. Motivational Interviewing (MI) is an evidence based conversational skill set, defined as "a collaborative conversational style for strengthening a person's own motivation and commitment to change" (Miller and Rollnick, 2013, p. 12). Student perceptions of satisfaction with the faculty-student mentoring intervention were sought. Relational aspects of MI (partnership, empathy and alliance) were also explored. Design/methodology/approach: A mixed-method approach was used for the SBMI study, focused on college students with recent academic setbacks (N = 19). Findings: The intervention was deployed with high levels of MI technical fidelity and relational quality. Participants reported high satisfaction with the intervention. The relational aspects and participant perceived alliance with their faculty were highly correlated across the intervention, adding to the discussion of the mechanisms of MI that contribute to its effectiveness. Research limitations/implications: This work is formative, yet at this point is not generalizable given the scope of the study. Practical implications: Findings are encouraging for further development of this innovative pedagogical approach. Possible future applications of research are provided. Social implications: Discussed herein, SBMI has the potential to meet the needs of traditionally underrepresented student groups. Originality/value: The reported study is the initial portion of a larger intervention development project. [ABSTRACT FROM AUTHOR]

AbstractObjective: The purpose of this study was to utilize self-determination theory (SDT) incorporating the person-environment contextual factors as a framework to examine how the SDT factors may interact with functional disability and contextual factors to influence well-being for students with disabilities in higher education. Methods and participants: A quantitative descriptive design utilizing a convenience sample of 210 students with disabilities in higher education was used. Results: The final regression model accounted for 64% of the variance in well-being. When controlling for all other predictor variables in the model, functional disability, autonomy, learning competence, and relatedness were found to be predictive of well-being, with autonomy being the strongest predictor of well-being, followed by relatedness, learning competence, and functional disability. Conclusion: This study offers critical insights for higher education institutions, emphasizing the need for fostering environments that prioritize autonomy, competence, and relatedness to promote the well-being of students with disabilities. [ABSTRACT FROM AUTHOR]

Introduction: The current study examines the psychometric characteristics of the Family Climate Questionnaire (FCQ), which was intended to measure the degree of autonomy-support among family members for a respondent with health concerns. Method: The sample included military veterans (N = 350), a portion of whom had congestive heart failure (N = 86) or diabetes (N = 77), and a portion who were referred from primary care for behavioral health concerns (N = 187). Overall, 92.6% of the participants were male, and 56.7% were Black or African American and 40.6% were Caucasian. Results: The findings highly supported the factor structure, internal consistency, and construct validity of the Autonomy Support subscale. In addition, there was high support for factorial invariance across subsamples of veterans with chronic medical problems compared to those referred from primary care. The findings for an additional subscale developed for this study, Coercion, were less supportive, with insufficient convergence in factor structure and relatively poorer internal consistency. Discussion: The FCQ Autonomy Support measure appears to have potential as a useful measure of a family environment that supports autonomy for health among individuals with both medical and mental health conditions, and it is a flexible measure that can be used with a range of family member types. The FCQ Coercion measure received less consistent empirical support and will require additional development and testing. Public Significance Statement: Family members can help individuals make positive decisions about their health, but how they try to do this makes a difference. This study tests a brief measure of how much freedom of choice others offer with their support and can be used regardless of the current health problems of the person filling it out. This will make it possible to compare scores across studies in the future. [ABSTRACT FROM AUTHOR]

The principle of self-determination is at the centre of the Russian Federation's (Russia's) 'justifications' for using force against Ukraine and supporting the separatist entities in its eastern provinces, as demonstrated by official statements of Russia's representatives and the oral and written submissions to the inter-state proceedings on the application of the Genocide Convention before the International Court of Justice (Ukraine v. Russia). In particular, Russia construes self-defence as an exercise of remedial self-determination, supporting territorial separation and the creation of satellite states or their annexation by the Federation. This is in continuity with Russia's policies and argumentations utilised in other contexts such as Crimea, Abkhazia and South Ossetia. These cases differ in their context and history but share the same remedial approach to external self-determination as a purported justification to use force. This is also in partial continuity with the tradition of Soviet approaches to self-determination. Like other states' self-indulgent 'exceptionalism' in international law, Russia's cherry-picking application of self-determination reveals its instrumental usage to camouflage imperialistic aggression and expansionistic ambitions. [ABSTRACT FROM AUTHOR]

How did it become possible for Denmark to integrate Greenland into the colonial metropole during anti-colonial post-Second World War multilateral diplomacy on decolonisation? Scholarship on the evolution of international society generally equates post-war political decolonisation with the universalisation of sovereign independence. This leaves unaddressed that a quarter of colonial territories did not emerge as sovereign states in post-war political decolonisation. Through multi-archival research, this articles starts to address this conundrum by tracing the emergence of integration into the colonial metropole as a route to political decolonisation in early multilateral diplomacy within the United Nations and how this option was first applied to Greenland. Entering the diplomatic engine room, I demonstrate the generative impact of Danish diplomatic practices and the constitutive importance of a discourse of Danish colonial exceptionalism to explain the legal emergence of decolonisation as integration by 1952 and Denmark's ability to employ this option in the United Nations by 1954. The implications of the paper for scholarship on the evolution of international society go beyond uncovering the emergence of integration as a legal option in political decolonisation. Through its attention to everyday discursive negotiation and diplomatic practice, the article nuances extant scholarship by demonstrating that early post-war multilateral diplomacy was less a quick propagation of universal sovereignty than a contentious, ongoing, negotiation over the meaning and application of self-determination. [ABSTRACT FROM AUTHOR]

In education, there is a risk that joy in learning is counteracted by allowing a performance culture to dominate. Research shows that emotions are of great importance for results, motivation and well‐being. This study aims to add knowledge about the essential meanings of joy in learning based on students' lived experiences and thereby implications for the learning environment. The essence of the phenomenon of joy in learning has been formulated through descriptive phenomenological analysis. Qualitative data consists of 25 narratives from students engaged in voluntary forms of education. The study shows that joy in learning emerges throughout the learning process, when students discover that they gain knowledge, understand and can control their learning process and achieve something with their knowledge. The implications for teaching involve awareness of the learning process providing a balance between structure, support, challenge and personal choice which was valued along with relationships that contribute to autonomy. [ABSTRACT FROM AUTHOR]

Within the framework of Self‐Determination Theory (SDT), basic psychological need satisfaction predicts quality of motivation which in turn predicts study efforts. Although studies focusing on interpersonal differences have repeatedly shown this sequence of relations, only a few have examined its stability at the intra‐personal level. In this diary study, we recruited 141 university students (Mage = 20.80, SD = 2.20 years) to investigate the degree of confluence among week‐to‐week need satisfaction, quality of motivation, learning strategies, and procrastination for four weeks. Multilevel structural equation modelling showed that need satisfaction covaried positively with autonomous motivation. In turn, week‐to‐week autonomous motivation predicted positively week‐to‐week critical thinking and effort regulation and negatively procrastination. These relations emerged even after controlling for gender, age, and study hours per week. Further, contextual autonomous motivation predicted higher mean levels of critical thinking and effort regulation and lower ones of procrastination. Interestingly, a cross‐level interaction supported the sensitivity hypothesis as the negative relation between need satisfaction and controlled motivation was only true among students who were high in contextual (pre‐diary assessed) controlled motivation. These findings highlight the importance of contextual motivation and the need to establish academic environments that consistently satisfy students' psychological needs, thus promoting the quality of motivation and adaptive learning strategies. [ABSTRACT FROM AUTHOR]

Quality of life (QoL) has been extensively studied within the field of intellectual disability, with various theoretical frameworks being developed to guide the provision of appropriate supports in daily life. However, the role that self-determination can play in the QoL of adolescents with intellectual disability has received little attention. This study explores the impact of personal characteristics (age, gender, intellectual disability level, and diagnosis of autism spectrum disorder) and the context-related variable of self-determination on QoL, overall and at domain level, in 100 adolescents with intellectual disability in a single school. The KidsLife scale of QoL and the AUTODDIS scale of self-determination were applied, with the participants' teachers acting as respondents. The variable of self-determination had the highest influence on QoL, being positively related to all the domains under investigation. A diagnosis of autism spectrum disorder was positively related with Personal Development, Material Well-being, and Social Inclusion domains. Intellectual disability severity only had a negative relationship with QoL total level when not considered simultaneously with self-determination. We discuss the role that self-determination plays in the quality of life of youth with intellectual disability. [ABSTRACT FROM AUTHOR]

This survey study investigated understanding and use of the Americans with Disabilities Act (ADA), self-advocacy, self-determination, and campus resources by college students with disabilities. Thirty-one students registered with a student disability office at a Midwestern state university completed an anonymous survey. Thirty-two percent of participants reported that they knew how to advocate for their own education before beginning college. A majority of participants displayed strong understanding of self-determination, self-advocacy, and campus resources, but reported a weak understanding about the ADA. Participants reported stronger agreement on their use of self-determination and self-advocacy skills than on campus resources. Their lowest score was for their use of self-advocacy skill when their legal rights had to be voiced. These students' lack of understanding of their legal rights and limited self-advocacy skills in protecting their legal rights suggest implications for both transition services in high school and support services at the college level. [ABSTRACT FROM AUTHOR]

The way in which Foucault confronts Husserl helps to highlight the instance that drives Foucauldian research and its current legacy. Foucault inscribes his work through Husserl within a broader tradition, namely, that of the critical thinking that has crossed all of modernity from the Renaissance to the Enlightenment and up to phenomenology. His main legacy can be identified precisely in the way he relaunches and radicalises this tradition by intensifying its critical gaze. We will follow the steps of The Crisis of European Sciences to evoke the underlying purposes of Husserl's work, showing how his genealogical analysis of scientific knowledge, as a mix of historically determined practices, is guided by the ethical aim of self-determination. Later we will show how Foucault takes up this instance in a completely original way, and we will analyse which analogies and differences can be traced between the two authors' approaches to the problem of an individual's self-determination in his relationship with the network of knowledge-power in which he is immersed. In fact, both authors consider that there can be no emancipation and self-determination of the individual without a preliminary historical-critical retrospective on knowledge and on the ways in which its contents have been constituted. But this retrospective, which we could define generically as genealogical (genetic-phenomenological in Husserl's terms), is played out differently by the two authors and implemented by Foucault with a greater degree of radicalism. [ABSTRACT FROM AUTHOR]

Many students with physical disabilities graduating with a postsecondary STEM degree do not acquire full-time employment. Work experiences can provide undergraduates with authentic experiential learning to help them better prepare for successful STEM careers. Internships provide an important transitional learning phase for students with disabilities to practice necessary job tasks and determine what accommodations or assistive technologies they need to effectively accomplish the requirements of a specific job. As students with physical disabilities transition from a postsecondary education institution with student support services to work environments with different protocols for obtaining accommodations, they may not know what accommodations are truly needed or how to obtain them. We propose that college students with disabilities who are exposed to principles of self-determination (SD) theory during Gregory S Fehribach Center internships are better prepared to identify and utilize effective job accommodations in STEM and other work settings. This practice brief discusses the importance of developing critical learning skills rooted in SD during internships, which has resulted in beneficial results for both interns with physical disabilities and employers who may have never worked with a physically disabled employee. The accommodation processes implemented during the Fehribach Center internship program are correlated with the steps of the Action Model for Self-Determination (Field & Hoffman, 1994, 2015). We believe that these SD skills for acquiring accommodations can be applied by students during other transitional learning phases such as going on to graduate school or seeking other jobs. [ABSTRACT FROM AUTHOR]

This contribution addresses some bioethical and medico-legal issues of the opinion formulated by the Italian National Bioethics Committee (CNB) in response to the dilemma between the State's duty to protect the life and health of the prisoner entrusted to its care and the prisoner's right to exercise his freedom of expression. The prisoner hunger strike is a form of protest frequently encountered in prison and it is a form of communication but also a language used by the prisoner in order to provoke changes in the prison condition. There are no rules in the prison regulations, nor in the laws governing the legal status of prisoners, that allow the conscious will of the capable and informed subject to be opposed and forced nutrition to be carried out. However, this can in no manner make therapeutic abandonment legitimate: the medical doctor should promote every action to support the patient. In the recent opinion formulated by the CNB it was remarked how self-determination is a central concept in human rights and refers to an individual's ability to make autonomous and free decisions about his or her life and body. [ABSTRACT FROM AUTHOR]

Both identity-first and person-first language can be appropriate when writing about disability. Identity-first language (IFL) places the disability identifier first in the syntax of the sentence (visually impaired athlete), while person-first language (PFL) places the descriptor of the person before the descriptor of the disability (athlete with a visual impairment). The extent to which individuals with disabilities identify with a disability culture is affected by the development of their own identity in relation to their disability, and may impact language choices. Furthermore, the stage with which an individual is at concerning their disability identity development could impact their decision on PFL versus IFL. Whether the disability is congenital or acquired and whether the condition is temporary, permanent, or progressive are additional considerations impacting identity formation and language preferences. Current tensions exist regarding the use of IFL versus PFL, particularly between practitioners and disabled individuals. [ABSTRACT FROM AUTHOR]

Reflecting the neglect of childhood disability in transitions research, there is a notable dearth of research on the factors shaping self-determination in post-school decision-making for disabled young adults. To address this gap, we explore how early educational experiences, parental expectations, economic vulnerability, school context, and educational supports shape perceived school support in developing self-determination skills among disabled and non-disabled secondary school students in Ireland. Utilising data from the nationally representative Growing Up in Ireland study, descriptive analyses map post-school decision-making and self-determination skills development among disabled and non-disabled young adults at age 20. Multivariate analyses explore the experiences of students with different disabilities, investigating how family, school, and peer influences shape such skill development. Disparities are found between disabled and non-disabled students, as well as among disabled students in school support for this skills development, with gender, socioeconomic background, cultural capital, and early educational experiences also important in perceived support. Positive school engagement and student-teacher relationships, as well as high self-expectations, emerge as protective factors, indicating that fostering supportive environments and self-concept may enhance students' self-determination skills. The findings underscore the importance of promoting causal agency, providing support for proxy agency, and taking action to create enriching opportunities and choices for all students. [ABSTRACT FROM AUTHOR]

Reflection on the relationship between free will and consciousness has mainly revolved around Libet-style experiments, for example by criticizing the claim that conscious intentions never cause what we do. Less attention has been paid to whether this response captures the sense in which consciousness is relevant for free will, however. In this paper I argue that scholars seem to accept two assumptions they should reject: (1) that the relationship between free will and consciousness is best characterized in terms of conscious states and/or processes being part of the causal chain leading up to the action, and (2) that the third-person perspective is a suitable means to capturing the relationship between free will and consciousness. I provide an alternative proposal of how free will and consciousness may be related, in which an agent's self-understanding of what she is doing and why, while acting, takes center stage. In order to capture the relationship between the two, I argue, the first-person perspective should be investigated instead of explained away. [ABSTRACT FROM AUTHOR]

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Abstract What motivates a first-generation learner to go to school? The question haunts a social scientist when exploring dimensions of academic motivation of the first-generation Learners in rural and remote context. Learners from the low Socio-Economic Status are ‘at risk’ of academic motivation, cohere with specific psychological behaviours leading to academic failure. Gathering quantitative and qualitative data, the study opts to capture dimensions of motivational constructs of first-generation Learners. The study adopts explanatory sequential research design that entails triangulating quantitative statistical results with qualitative findings to validate the outcome of the study. The student participants were 1554 selected through stratified random sampling using gender, social affiliation and grade as criteria for getting hierarchy. The findings include steady decline of academic motivation of Learners in the secondary level of school education under the lens of socio-economic context, home environment and school and neighborhood quality perceiving academic, and psychological hardships as the outcome.

Abstract Background Despite the well-known benefits of physical activity (PA), non-communicable disease and premature mortality rates among adults continue to rise. The relationship between adults’ goals and exercise-specific motivation on the type of PA intensity one engages remains unclear. The purpose of this study was to identify physical activity (PA) profiles based on frequency and intensity (i.e., levels of PA) in an adult sample. A secondary purpose was to examine how the PA profiles differ on the reasons people have for exercising and behavioral regulation. Methods A Cross-sectional survey was conducted with 1,169 (46.8 ± 16.7 years) participants solicited from a hospital-affiliated wellness center, social media promotions, and a research volunteer registry. The International PA Questionnaire (IPAQ) was used to determine frequency, intensity, and time spent engaging in PA. Additionally, the Reasons to Exercise (REX-2) scale, the Behavioral Regulation in Exercise Questionnaire-3 (BREQ-3), and demographics were assessed. K-cluster analyses were performed to identify profiles based on PA levels using the IPAQ guidelines. Multivariate analysis of variance (MANOVA) was used to assess profile differences. Results Five distinct PA clusters were derived, and defined as: a Low, Walking, Moderate Intensity, High Intensity, and Sitting cluster (p

Abstract Background Based on their place of employment, workers with agricultural hukou (WAH) are categorized into local workers with agricultural hukou (LWAH) and migrant workers with agricultural hukou (MWAH). Research shows that although LWAH often find themselves at a disadvantage in terms of labour income and access to public services, the significant growth of this group in recent years has drawn attention to their choice of workplace and the factors influencing it. Guided by the theories of self-determination and social comparison, this study aims to explore the impact of the differences between LWAH and MWAH in psychological needs and social comparisons on life satisfaction, as well as the underlying mechanisms. Methods This study utilizes data from the China Family Panel Studies (CFPS) from 2014 to 2020, employing a two-way fixed effects model to investigate the differences in life satisfaction between 1,976 LWAH and MWAH. Additionally, propensity score matching (PSM) is used to conduct regression analysis on the matched sample, providing a more accurate comparison of life satisfaction between LWAH and MWAH under similar individual characteristics. Finally, the study further examines the mediating effects of perceived social status and job satisfaction and analyses the differences in life satisfaction between LWAH and MWAH across dimensions such as generation, region, and work conditions. Results The baseline regression results indicate that LWAH have significantly higher life satisfaction compared to MWAH, and this finding is robust to various tests. Mediation analysis reveals that perceived social status plays a mediating role in the difference in life satisfaction between LWAH and MWAH, while job satisfaction does not have a significant mediating effect. Heterogeneity analysis further shows that intergenerational, regional, and work condition differences have varying impacts on the life satisfaction of two groups. Conclusions This study provides important insights into understanding the workplace choices and quality of life of Chinese workers with agricultural hukou. Finally, to effectively promote situ urbanization processes, local governments need to prioritize enhancing workers with agricultural hukou (WAH)’s autonomy, sense of competence, and social status, thereby improving their perceived social status in society and attracting more labourers to return to their hometowns for work and entrepreneurship.

Abstract This study explores the interplay between Self-Determination (SDT), relatedness, and teaching presence and CoI’s presence (teaching, cognitive, and social) in the context of online educational settings within China. Specifically, the study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) to investigate the interaction between SDT (Self-Determination, relatedness, and competence) and the perceived learning outcomes (autonomy, competence, and perceived learning). The underlying structure of the study’s conceptual framework was analyzed through the measurement model and the discriminant validity assessment. The results show that cognitive presence, social presence, and teaching presence are significantly associated with autonomy, competence, relevance, and perceived learning. Moreover, cognitive presence and social presence can potentially augment cognitive processes, amplifying the mediating role of relatedness between cognitive presence and learning outcomes.