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This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the mediating role of self-determined motivation and academic self-efficacy and establishing whether the role of teachers and parents varies over time. A total of 419 adolescents—201 males (48%) and 218 females (52%), M age = 14.34 years ( SD = .90)—attending at T1 the ninth grade of schooling participated in the study. The questionnaires were administered three times over three years in February 2016 (T1), February 2017 (T2), and February 2018 (T3). Specifically, at T1, the students answered questionnaires regarding parental monitoring and teacher support. At T2 and T3, the students completed questionnaires about self-determined motivation and academic self-efficacy. At the end of each school year, in June 2017 (T2b) and June 2018 (T3b), the teachers’ assessments of the students’ academic performance expressed in school marks were collected. A structural equation model was used to test the hypothesised longitudinal relations between the study variables. The results showed that teacher support and parental monitoring directly and positively affected motivation and self-efficacy over time, which, in turn, impacted academic performance positively. The results also indicated that teacher support and parental monitoring indirectly affected academic performance over time through the mediation of motivation and self-efficacy and that the parents’ influence was highest on motivation, while the teachers’ influence was highest on self-efficacy. These results suggest the importance of implementing interventions aimed at enhancing parental monitoring and teacher support to improve students’ academic performance.

This study aimed to examine variations in motivational regulation and the intention to remain in swimming training across a competitive season, considering different age groups. A total of 154 competitive swimmers participated and were categorised as young, youth, junior, and senior. Data were collected at three points during the 2023–2024 season (December, March, and June), using the Behavioral Regulation Sport Questionnaire and specific intention items. Results indicated that younger swimmers maintained higher levels of self-determined motivation throughout the season, whereas youth and junior groups experienced greater motivational shifts and a decrease in intention. Interestingly, senior swimmers reported higher levels of controlled motivation, along with increased intention to remain. These findings suggest that both motivation and intention to continue training are age-dependent, emphasizing the importance of age-sensitive strategies to support sustained engagement in competitive swimming. El presente estudio buscó analizar las variaciones en la regulación motivacional y la intención de continuar en el entrenamiento de natación a lo largo de una temporada competitiva, en función de la edad. Participaron 154 nadadores federados, agrupados en categorías infantil, juvenil, júnior y sénior. La recogida de datos se realizó en tres momentos diferentes de la temporada (diciembre, marzo y junio), utilizando el Cuestionario de Regulación Conductual en el Deporte y tres ítems específicos de intención. Los resultados mostraron que los nadadores más jóvenes mantuvieron altos niveles de motivación autodeterminada, mientras que los grupos juvenil y júnior presentaron mayores fluctuaciones motivacionales y un descenso progresivo en la intención. En contraste, los nadadores sénior manifestaron un incremento en la motivación controlada y una mayor intención de continuar. Estos hallazgos sugieren que la motivación y la intención en la práctica deportiva evolucionan de forma diferenciada según la edad, lo que subraya la necesidad de adaptar las estrategias motivacionales a cada etapa del desarrollo deportivo. Este estudo objetivou analisar as variações na regulação motivacional e na intenção de permanecer no treino de natação ao longo de uma época competitiva, em diferentes grupos etários. Participaram 154 nadadores federados, divididos em quatro escalões: jovens, juvenis, juniores e seniores. A recolha de dados ocorreu em três momentos da época desportiva (dezembro, março e junho), através do Questionário de Regulação Comportamental no Desporto e de itens específicos de intenção. Os resultados revelaram padrões distintos entre os grupos: os mais jovens mantiveram elevados níveis de motivação autodeterminada, enquanto os juvenis e juniores apresentaram flutuações nas formas de motivação e declínio na intenção. Por outro lado, os seniores demonstraram maior motivação controlada, associada a um aumento na intenção de permanecer. As diferenças observadas sugerem que a motivação e a intenção para a prática desportiva evoluem com a idade, sendo necessário considerar estratégias específicas para promover o envolvimento sustentado no treino.

Based on the conceptual model of multidimensional and hierarchical motivational climate the objective of this study was to test two models. One model (M1) of total mediation, testing the mediating mechanisms that explain why the motivational climate affects intention of continuity or dropout. Specifically, we test the mediating role of satisfaction/frustration of basic psychological needs and self-determined motivation, in the relationship between the players’ perception of the empowering and disempowering climate created by the coach, and the intention of young soccer players to continue/dropout the sport practice. The second model (M2) of partial mediation, contributes to knowing the mechanisms that link the antecedent variables included in the model (perceived empowering and disempowering motivational climate) and the outcomes (intention of continuity or dropout in sport). A total of 381 young male soccer players between 12 and 14 years of age (M = 12.41, SD = 0.89), completed a questionnaire package tapping into the variables of interest: players’ perception of the motivational climate created by the coach (empowering and disempowering), satisfaction/thwarting of basic psychological needs, self-determined motivation and the intention to continue/dropout sports participation. The hypothesized model was tested using a structural equation model technique with latent variables. The results of the partial mediation model were satisfactory (χ2= 120.92; df = 68; RMSEA = 0.045; CFI = 0.968; TLI = 0.957) and showed that need satisfaction and self-determined motivation partially mediated the relationship between the perception of the empowering climate and the intention to continue. Moreover, need satisfaction showed a positive and significant relationship with the intention to continue sports participation. Additionally, need thwarting and self-determined motivation totally mediated the relationship between the perception of the disempowering climate and the intention to dropout. Furthermore, needs thwarting was positively and significantly related to the intention to dropout of sports participation. Findings point to the importance of fostering empowering climates and preventing the creation of disempowering climates in the grassroots football.

In second language acquisition research, the psychological factors associated with language learning have been a prominent focus. The affective turn in and introduction of positive psychology in this field have further boosted research on the roles of positive learner psychological factors (e.g. motivation) in performance (e.g. engagement). However, the theoretical lens for investigating these variables requires further clarification, and the roles of some variables (e.g. boredom) in language learning have been under-researched. Guided by this background, this study aims to explore the complex relationships between learners’ basic psychological needs, self-determined motivation, boredom and behavioural engagement among 687 Chinese senior high school EFL learners from the perspective of self-determination theory (SDT). Quantitative data collection and analysis revealed that students’ basic psychological needs directly predicted behavioural engagement. Basic psychological needs also indirectly predicted behavioural engagement through the simple mediation of boredom and the chain mediation of self-determined motivation and boredom. However, the simple mediation of self-determined motivation in the relationship between basic psychological needs and behavioural engagement was non-significant. The findings enrich the application of SDT in the language learning engagement research, providing valuable implications for teachers and educators.

The aim of this study was to examine the effects of the motivational climate created by the coach and perceived by a group of young high-performance handball players on their sport motivation, self-determination, sport psychological needs and sport commitment. The study participants were 479 young handball players. The age range was 16–17 years old. Players were administered a battery composed of a Perceived Motivational Climate in Sport Questionnaire, Sport Motivation Scale, the Basic Psychological Needs in Exercise Scale and Sport Commitment Questionnaire to measure the above-mentioned theoretical constructs. Results showed that the handball players showed high levels of a task-involving climate, of basic psychological needs satisfaction and of self-determined motivation and commitment. Higher levels of basic psychological needs such as autonomy and competence were associated with a higher task-involving climate, self-determined index and sport commitment (task-involving climate–basic psychological needs (β = 0.55; 95% IC 0.387/0.682; p = 0.001); Ego-involving climate–basic psychological needs (β = 0.06; 95% IC −0.069/0.181; p = 0.387); Basic psychological needs–self-determined index (β = 0.48; 95% IC 0.376/0.571; p = 0.001); Self-determined index–commitment (β = 0.58; 95% IC 0.488/0.663; p = 0.001). The obtained model showed that basic psychological needs mediated the association between a task-involving climate and self-determination, and self-determination mediated the association between basic psychological needs satisfaction and commitment.

To understand the psychological antecedents or personal factors that lead to weight control behaviours that can help to develop more effective prevention strategies. The present correlational study has a non-experimental, quantitative, cross-sectional design. A model was tested considering types of motivation (autonomous motivation, controlled motivation and amotivation) as mediators in the relationship between the Grit personality and healthy and unhealthy weight control behaviours, with self-control as a moderator in the aforementioned indirect effects. Monterrey (Nuevo León, México). A representative sample of 1219 adults (men = 599; women = 620) aged 18-65 years (M = 29·37, sd = 11·83). Findings supported the mediator role of the types of motivation. Specifically, Grit showed a positive indirect effect on healthy weight control behaviours through autonomous motivation. Conversely, Grit showed a negative indirect effect on unhealthy weight control behaviours through autonomous motivation. Furthermore, findings supported the moderator role of self-control in the relationship between amotivation and healthy and unhealthy weight control behaviours. This study provides evidence for the key role of Grit in the adoption of healthy or unhealthy control behaviours, as well as the role of autonomous motivation in the development of healthy behaviours.

Artificial Intelligence (AI) technologies are transforming educational settings by offering tools that enhance learning experiences. AI-powered applications, such as ChatGPT and Poe, provide real-time assistance, fostering learner autonomy and self-determined motivation. However, limited research has explored their impact on undergraduate students’ learning strategies and motivation. This study investigates the effectiveness of AI-powered educational applications in enhancing metacognitive and social learning strategies, as well as self-determined motivation, among Chinese undergraduate students. This mixed-methods quasi-experimental study involved 310 undergraduates (45% female, 55% male; M age = 21) at the Criminal Investigation Police University of China. Participants were assigned to an AI-integrated experimental group ( n  = 139) or a control group ( n  = 171). Validated questionnaires assessed metacognitive/social strategies (SILL) and autonomous motivation (RAI). Qualitative data from 834 reflective journals were thematically analyzed. ANCOVA was used to compare post-test outcomes, controlling for pre-test scores, while journals provided experiential insights. Ethical approval and informed consent were obtained. Using a quasi-experimental design, this study investigated the impact of AI-integrated instruction on metacognitive strategies, social strategies, and motivation in 310 undergraduate students. ANCOVA revealed significant improvements in the AI group ( p  < .001), with large effect sizes observed for metacognition (η² = 0.39) and motivation (η² = 0.31), which are large effect sizes according to Cohen’s benchmarks. Qualitative analysis of 834 journals highlighted themes of autonomy, support for metacognitive strategies, and reduced anxiety, although risks of superficial application were noted. Mixed methods confirmed AI’s effectiveness in enhancing strategic learning. AI applications facilitate independent academic exploration and enhance learners’ motivation by providing immediate support and personalized learning experiences. These findings highlight the potential of AI-powered tools to foster learner autonomy. However, successful integration into educational settings requires strategic pedagogical approaches to maximize benefits while addressing potential challenges.

As an increasing number of international students are studying in English-speaking universities, there has been growing interest in exploring the factors and complexities that impact international students' academic achievement and adaptation during their studies. The present study aimed to investigate how international students adapt to new academic environments in US universities by exploring the relationships between self-determined motivation, beliefs about classroom assessments, the use of self-regulatory learning strategies, and academic performance based on self-determination theory. To examine international students' learning experiences, 321 international Asian undergraduate students at a large research-intensive midwestern university participated in an online survey. Structural equation modeling was conducted to test the proposed model. The findings demonstrated that self-determined motivation in courses led to adaptive beliefs about classroom assessments, which promoted a variety of self-regulatory learning strategies, including shallow and metacognitive strategies. Metacognitive learning strategies were significantly related to students' academic performance. This study allows us to better understand how Asian international students adapt to US academic environments through their motivation to learn, perspectives about classroom assessments, and learning strategies across different academic disciplines at the university level. (HRK / Abstract übernommen).

Despite enthusiastic claims around the benefits of corporate volunteering (CV) for the workplace and its widespread implementation, the impact of such programs for beneficiaries and non-profit organizations remains uncertain, particularly when employees' participation is one-off. Previous research suggests that the benefits of CV for employees, businesses, and society are more likely to occur if employees internalize a volunteer identity—that is, if being a volunteer becomes a part of their self. This leads them to sustain their participation in CV over time, maximizing CV's positive effects on all stakeholders. This study explores the factors explaining why employees internalize a volunteer identity in a corporate context. We do so by empirically testing Grant's (Acad Manag Rev 37(4):589-615, 2012) volunteer work design (VWD) theoretical model with a sample of 619 employees involved in CV programs, and by comparing its relevance with an alternative, extended model relying on insights from self-determination theory (SDT). Whereas we find only partial and weak empirical support for the VWD model, our SDT-extended model is supported empirically. These results show that the quality of motivation that employees experience while volunteering plays a more important role than repeated participation, as it illuminates the process of how factors such as the quality of the projects, organizational support for CV, as well as the causes targeted affect the internalization of a volunteer identity. In particular, we show that employees are more likely to internalize a volunteer identity if they can choose what cause to engage for and if they feel that the projects they participate in are meaningful. Surprisingly, we also show that a prestigious cause as well as recognition and managerial support foster a controlled form of motivation for employees, which are then unlikely to internalize a volunteer identity. In doing so, we contribute to a better understanding of how CV can have lasting benefits for both business and society, and provide business leaders with actionable insights about how to design impactful CV programs.

Organizations are always adapting to increase their business and workforce competency. Organizations must be able to compete and adapt by prioritizing employee performance and strategic excellence. Adaptive performance can be studied from several perspectives and has different definitions. This research analyzes psychological capital on adaptive performance, both directly and mediated by self-determined motivation. The sample comes from 375 employees from 32 units in the Ministry of Transportation. The analysis uses SEM AMOS. The research found that psychological capital positively influences adaptive performance; psychological capital has a positive and significant influence on self-determination motivation; self-determination motivation negatively and insignificantly affects on adaptive performance; Self-determination motivation was unable to mediate between psychological capital and adaptive performance. This research has a limited scope and can be developed. The conclusion states that strategic communication skills and personal resources can influence organizational changes.