scholarly journals Conclusion

2021 ◽  
pp. 769-772
Author(s):  
Margaret L. Kern ◽  
Michael L. Wehmeyer
Keyword(s):  
Coping Skills ◽  
Character Strengths ◽  
Self Regulation ◽  
Psychological Needs ◽  
Environmental Context ◽  
Basic Psychological Needs ◽  
Positive Education ◽  
School Environments ◽  
The Social ◽  
The Impact

AbstractThe chapters in this Handbook provide evidence of the plurality of theories, models, methods, and perspectives relevant to positive education. Chapters highlight the diverse ways in which positive education is conceptualized and implemented, complexities inherent to school environments, and the need to rigorously study the impact of activities. Chapters describe core ingredients of positive education, including basic psychological needs, mindset, character strengths, coping skills, empathy, engagement, gratitude, social relationships, emotions, kindness, meaning and purpose, mindfulness, self-efficacy, self-regulation, and wellbeing literacy. These ingredients primarily emphasize the skills and attributes of the person. Yet other chapters remind us of the importance of the social and environmental context, including the impact that trauma, disadvantage, culture, socioeconomic pressures, and broader systemic pressures have. Together, the chapters speak to both the possibilities and challenges of what positive education might become.

scholarly journals Resilience in the Endurance Runner: The Role of Self-Regulatory Modes and Basic Psychological Needs

2021 ◽  
Vol 11 ◽  
Author(s):  
Pierluigi Diotaiuti ◽  
Stefano Corrado ◽  
Stefania Mancone ◽  
Lavinia Falese
Keyword(s):  
Self Regulation ◽  
Psychological Needs ◽  
Sport Performance ◽  
Basic Psychological Needs ◽  
Major Influence ◽  
Endurance Runner ◽  
Locomotion Mode ◽  
Endurance Runners ◽  
The Impact

Endurance sports certainly require an important and delicate task of mental and physical reintegration from the impact of the fatigue induced by the exertion of the sport performance. The topic of the resilience of athletes has been the theme of numerous studies, however, there are few specific works on the psychological resilience of runners. Our study aimed to investigate Resilience in Endurance Runner related to the role of Self-Regulation Modes and Basic Psychological Needs. Especially, the aim of our work was presenting a model where the gratification of the Needs of Autonomy and Competence and the level of Locomotion were the predictors of the two main components of Richardson’s resilience: Homeostatic and Resilient Reintegration. The present study involved 750 endurance runners, members of the Fidal (Italian Athletics Federation). A SEM analysis was performed combining into one explanatory model the following variables: Autonomy and Competence Satisfaction, Self-Regulatory Locomotion Mode, Homeostatic and Resilient Reintegration. The model showed overall acceptable fit measurements: χ2 = 872.152; CFI = 0.966; TLI = 0.952; RMSEA = 0.058. Results indicated that BPNs and SRMs are predictors of the level of resilience in endurance running athletes. In particular, Resilient Reintegration was mainly affected by Locomotion Mode (β = 0.379 for p < 0.005), which in turn received a major influence from Autonomy Satisfaction (β = 0.574 for p < 0.001). Homeostatic Recovery was found to be affected by Competence Satisfaction (β = 0.489 for p < 0.001). The study pointed out the importance of supporting in endurance runners the gratification of the needs of Autonomy and Competence as key factors capable of enhancing perseverance, timely recovery and psychophysical balance.

scholarly journals The effect of descriptive age norms on the motivation to exercise among older adults

2017 ◽  
Vol 34 (3) ◽  
pp. 400-409
Author(s):  
Johan Pelssers ◽  
Katrien Fransen ◽  
Norbert Vanbeselaere ◽  
Filip Boen
Keyword(s):  
Older Adults ◽  
Repeated Measures ◽  
Autonomous Motivation ◽  
The Elderly ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Age Norms ◽  
The Social ◽  
Exercise Activity ◽  
The Impact

Summary Based on the principles of the Social Identity Approach (SIA), the present experiment aimed to examine the impact of communicating descriptive age norms on older adults’ autonomous motivation to exercise. Under the cover of a marketing study, older adults (n = 120; age = 65–70 years) participated in a newly created exercise activity, ‘Pattern Stepping’. This activity was framed as an activity that was descriptively normative either for older adults, for younger adults, for both groups, or for none. Repeated measures ANOVAs revealed that participants felt greater satisfaction of their basic psychological needs and were more autonomously motivated to exercise if Pattern Stepping was framed as an activity popular among the young, rather than among older adults. These findings suggest that framing an exercise as descriptively normative for the elderly can thwart older adults’ autonomous motivation if they do not identify as an older adult.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

Behavioral Self-Regulation of Telework Locations: Interrupting Interruptions! (Retracted)

2005 ◽  
Vol 19 (2) ◽  
pp. 111-140 ◽  
Author(s):  
James E. Hunton
Keyword(s):  
Social Dynamics ◽  
Self Regulation ◽  
Work Location ◽  
Office Space ◽  
Company Policy ◽  
The Social ◽  
The Rich ◽  
The Impact ◽  
Health Care Company ◽  
Care Company

This study examines the impact of alternative telework strategies on professional and personal outcomes. The research design is a longitudinal between-participants field experiment with two manipulated factors: satellite office space available (no, yes) and downtown office space available (no, yes). In all four conditions, participants could telework from home. The design incorporated a fifth (control) condition with no telework, reflecting current company policy. One hundred sixty medical coders from a large health care company participated in the experiment. Archival data recorded work locations, task interruptions, quality adjusted task performance, and employee retention, while the experience sampling method (ESM) captured cognitive and affective responses. The findings help to explain the social dynamics of work location autonomy in the rich ecological settings of employees' organizational and personal environments.

HuDA_COVID Human Disposition Analysis during COVID-19 using Machine Learning

2022 ◽  
Vol 13 (2) ◽  
pp. 0-0
Keyword(s):  
Machine Learning ◽  
Health Status ◽  
Human Life ◽  
Age Groups ◽  
Psychological Needs ◽  
Mass Survey ◽  
Negative Effects ◽  
Methodical Approach ◽  
The Social ◽  
The Impact

Coronavirus has greatly impacted various aspects of human life, including human psychology & human disposition. In this paper, we attempted to analyze the impact of the COVID-19 pandemic on human health. We propose Human Disposition Analysis during COVID-19 using machine learning (HuDA_COVID), where factors such as age, employment, addiction, stress level are studied for human disposition analysis. A mass survey is conducted on individuals of various age groups, regions & professions, and the methodology achieved varied accuracy ranges of 87.5% to 98%. The study shows people are worried about lockdown, work & relationships. Furthermore, 23% of the respondents have not had any effect. 45% and 32% have had positive and negative effects, respectively. It is a novel study in human disposition analysis in COVID-19 where a novel weighted assignment indicating the health status is also proposed. HuDA_COVID clearly indicates a need for a methodical approach towards the human psychological needs to help the social organizations formulating holistic interventions for affected individuals.

Active Learning and Self-Determination for the Management of Differences in the Classroom

2018 ◽  
Vol 9 (1) ◽  
pp. 42-54
Author(s):  
Oliva Patrizia ◽  
Anna Maria Murdaca ◽  
Assunta Penna
Keyword(s):  
Active Learning ◽  
Students With Disabilities ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Traditional Teaching ◽  
Typical Development ◽  
Level Of Satisfaction ◽  
Traditional Teaching Methods ◽  
The Impact

The contexts of active learning, be they cooperative or flipped, are considered environments in which effective forms of learning are developed and students report greater satisfaction of basic psychological needs, intrinsic motivation, and interest in the subjects studied compared to the peers included in classes with traditional teaching methods. The aim of this study is to investigate whether there are differences between students with disabilities and without any pathology, included in active learning contexts, in the level of satisfaction of basic psychological needs, in the perception of skills, in the perception of the classroom climate and in the motivation to learn. 100 students (age: M = 16.99; DS = 1.808), 33 with disabilities and 67 students with typical development were involved. The results confirmed, in addition to the impact of individual factors in the motivation to study (psychological needs and perception of skills), a significant relationship also emerged with the classroom climate, with the teaching strategies of active learning and functional and self-determined levels of motivation to study.

scholarly journals Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active

2019 ◽  
Vol 16 (13) ◽  
pp. 2326 ◽  
Author(s):  
Manzano-Sánchez ◽  
Valero-Valenzuela ◽  
Conde-Sánchez ◽  
Chen
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Personal Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Experimental Group

The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

scholarly journals The Impact of an Outdoor and Adventure Sports Course on the Wellbeing of Recovering UK Military Personnel: An Exploratory Study

Sports ◽  
2019 ◽  
Vol 7 (5) ◽  
pp. 112 ◽  
Author(s):  
Mariana Kaiseler ◽  
Chris Kay ◽  
Jim McKenna
Keyword(s):  
Military Personnel ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Psychological Wellbeing ◽  
Research Attention ◽  
Positive Effects ◽  
Long Term Impact ◽  
The Impact ◽  
Adventure Sports

UK military personnel have faced increased demands over the last three decades; these have affected their wellbeing and caused multiple physical and mental health problems. Currently, bespoke rehabilitation systems may recommend participation in sports programmes. Although research attention has been drawn to the short-term positive effects of these programmes, their long-term impact on psychological wellbeing is unknown. To address this gap, the current study explored the long-term impact of a sports programme on UK military personnel’s ability to make changes in their day-to-day life through the lens of psychological wellbeing. For this purpose, UK military personnel (n = 97) completed an online survey aiming to provide a quantitative and qualitative picture of their experiences of an outdoor and adventure sports programme, underpinned by the basic psychological needs theory, six months following completion. Findings suggest that 75% of respondents found that the course was useful for facilitating adaptive changes. Content analysis suggests that elements of the course seem to satisfy their basic psychological needs of competence, relatedness and autonomy. Activities initiated six months after the course are mostly aligned with improved psychological wellbeing. Useful theoretical and applied implications are discussed.

Qualitative Descriptors of Exercise in Older Women

1996 ◽  
Vol 4 (3) ◽  
pp. 251-263 ◽  
Author(s):  
Joanne Kraenzle Schneider
Keyword(s):  
Data Analysis ◽  
Older Women ◽  
Self Regulation ◽  
Environmental Context ◽  
The Self ◽  
Future Research ◽  
Exercise Maintenance ◽  
The Social ◽  
Social Environmental ◽  
Maintenance Model

The self-regulation of exercise maintenance model was used to study the episode-specific interpretations of exercise of older women immediately after an exercise episode. Seventeen women, mean age 69.7 ± 4.9 years, were recruited to represent a variety of exercise patterns. A semistructured episode-specific interview was administered after an exercise episode. The questions asked related to physiological/somatic and cognitive/emotional sensations associated with exercise and the social/environmental context of the exercise experience. Data analysis revealed five themes—somatic sensations, affirmations, connectedness, explanations, and reflections—each of which contained distinct categories. The proposed self-regulation of exercise maintenance model was clarified to better represent the data grounded in the women’s descriptions. The women’s qualitative descriptors will be used to develop a quantitative instrument to measure older women’s interpretations of exercise. Future research should involve testing the self-regulation of exercise maintenance model and examining interventions that affect episode-specific interpretations and thereby exercise maintenance.

scholarly journals Metacognitive regulation, basic psychological needs and subjective vitality of first year university students

2021 ◽  
Vol 11 (1) ◽  
pp. 63-71
Author(s):  
Daria Makarova
Keyword(s):  
Self Regulation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
First Year ◽  
Subjective Vitality ◽  
Intellectual Activity ◽  
Intellectual Performance ◽  
Level Of Satisfaction ◽  
Metacognitive Regulation ◽  
First Year University

Intellectual performance is influenced by many factors, besides intelligence and cognitive skills, including the type of motivation and metacognitive regulation. The authors of the arti- cle became interested in the question of whether there is a connection between productivity of metacognitive regulation and different types of motivation (extrinsic and intrinsic). Accord- ing to the self-determination theory (SDT), maintaining intrinsic (autonomous) motivation requires satisfying of one’s basic psychological needs. Also, SDT distinguishes the concepts of self-control and self-regulation (a particular case of which is metacognitive regulation) and postulates the existence of a connection between self-regulation and the level of subjective vitality. The aim of the study was to test the following hypothesis: the higher the level of satisfaction of three basic psychological needs and the level of subjective vitality, the higher the level of productivity of metacognitive regulation of intellectual performance. Participants (first-year university students, n = 116, 70 men) completed Russian versions of two questionnaires, created inside the SDT paradigm: “Basic Psychological Need Satisfaction and Frustration Scale” and “Subjective Vitality Scale”. To assess the productivity of metacognitive regulation of intellectual activity, a new modified version of the questionnaire “Features of intellectual activity” (D.N.Makarova, M.V.Osorina) was used. Multiple regression analysis was performed using SPSS to test the hypothesis. The final model, which explains 31.4 % of the variance of the dependent variable, shows that the higher the level of subjective vitality and the levels of satisfaction of need in autonomy and competence, the higher the level of productivity of metacognitive regulation of intellectual performance. The proposed hypothesis was partly refuted: no relationship was found between the level of satisfaction of the need in relatedness and the level of productivity of metacognitive regulation.

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