Perceptions of Teachers’ Interpersonal Styles and Well-Being and Ill-Being in Secondary School Physical Education Students: The Role of Need Satisfaction and Need Frustration

Affect under need satisfaction and need thwarting: A new classification for the prediction of creative performance

Affect plays a pivotal role in fostering creative performance, and there is increasing recognition that different levels and types of affect may exert distinct impacts on creative performance. Drawing upon self-determination theory, this study aims to explore a novel classification of affect-affect under need satisfaction and need thwarting-and examine its relationship with creative performance. Study 1 involved 75 participants to investigate the content of affect under need satisfaction and need thwarting. Study 2 explores the relationship between affect and creative performance using a sample of 115 employees from Beijing. The findings unveiled nine types of affect under need satisfaction (e.g., moderate levels of excited) and eleven types of affect under need thwarting (e.g., low levels of afraid). Positive associations were observed between affect under need satisfaction and creativity, while negative associations were found between affect under need thwarting and creativity. Empirical evidence corroborating the significant role of the new classification of affect in enhancing employee creativity within the context of Chinese academia and researchers is presented.

The effect of perceived teachers' interpersonal behavior on students' learning in physical education: a systematic review

The primary purpose of this study was to conduct the first systematic review on teachers' interpersonal behaviors and students' learning within the physical education context. We searched the English literature in the EBSCOhost, Web of Science, SCOPUS and PubMed electronic databases and following screening, data extraction, quality assessment, 35 published articles were included in this review. The results showed that: perceived teachers' supportive behaviors have effect on autonomous motivation of students, and perceived teachers' controlling behaviors have effect on students' controlling motivation and amotivation, the influencing mechanism may be that teachers' interpersonal teaching behaviors make students' basic psychological needs satisfaction or frustration; perceived teachers' international behaviors have effect on PE learning emotion of students, and perceiving teachers' supportive behaviors can trigger students' positive learning emotion, on the contrary, perceiving teachers' controlling behaviors can stimulate students' negative learning emotion; teachers' interpersonal behaviors have effect on students' psychological well-being and physical activity levels in class with the evidence insufficient, and more evidence are needed. It is extremely necessary to expand such study direction and strengthen better quality study to explore the effect of teachers' interpersonal behaviors on learning process and learning outcome in physical education class, and examine the indirect influence mechanism through that the relationship is connected. The present review provides preliminary evidence to enhance the quality of physical education teaching in class, promote students' academic performance by intervening teachers' interpersonal behaviors.

Perceptions of the motivational climate, basic psychological needs, and life skills development in Chinese physical education students

Introduction

Life skills can have a positive impact on young people's mental health, academic performance, and overall well-being. Physical education (PE) is viewed as a promising setting for developing students' life skills, but less is known about this in non-English speaking countries such as China. Based on the integration of Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), we aimed to examine the relationships between students' perceptions of the teacher-initiated motivational climate (mastery- or performance-oriented) and their life skills development in PE, as well as the mediating role of their basic psychological needs (BPNs) (satisfaction or frustration).

Methods

We employed a cross-sectional survey. Chinese students (N = 533, Age range = 13-18 years) completed measures assessing these variables. We fulfilled correlational and mediational analyses.

Results

These findings showed that mastery climate was positively associated with needs satisfaction (r = 0.66) and eight life skills (r range = 0.44-0.61), whereas negatively associated with needs frustration (r = -0.49). Performance climate was positively related to needs frustration (r = 0.52), but negatively related to needs satisfaction (r = -0.38) and eight life skills (r range = -0.28 - -0.15). Needs satisfaction was positively (r range = 0.44-0.65), while needs frustration was negatively (r range = -0.50 - -0.34) linked with eight life skills. Furthermore, needs satisfaction positively mediated the effect of mastery climate on life skills development, but it is not found that needs frustration mediated the effect of performance climate on life skills besides goal setting, social skills, and time management.

Conclusion

In conclusion, our study extended the previous literature on life skills in PE, and highlighted the roles of motivational climate and BPNs on students' life skills development. In practice, PE teachers should be encouraged to create a mastery climate as well as avoid a performance climate, to foster students' BPNs satisfaction, which in turn, promote their life skills development.

Teachers' motivational prosody: A pre-registered experimental test of children's reactions to tone of voice used by teachers

BACKGROUND

Teachers' behaviours drive motivational climates that shape children's engagement and well-being in the classroom, but few studies examine how specific teachers' behaviours such as wording, body language, or voice contribute to these outcomes in isolation of one another.

AIMS

This pre-registered experiment sought to examine the often-forgotten role that teachers' tone of voice plays in children's education. Informed by the theoretical framework of self-determination theory (SDT; Ryan & Deci, Self-determination theory: Basic psychological needs in motivation, development, and wellness, 2017), conditions manipulated controlling (pressuring, demanding), autonomy-supportive (inviting of choice), or motivationally neutral, tones of voice to explore their effects on children's self-reported psychological needs satisfaction, well-being, intention to self-disclose to and intention to cooperate with their teacher.

SAMPLE AND METHOD

Children aged 10-16 years (n = 250) heard pre-recorded teachers' voices holding sentence content and speakers constant across conditions, but varying tones of voice.

RESULTS

We hypothesized a-priori and found that when children heard controlling sounding voices, they anticipated lower basic psychological need satisfaction, well-being, and intention to disclose to teachers, as compared to neutral-sounding voices. We also anticipated beneficial effects for autonomy-supportive versus neutral voices, but pre-registered analyses did not support these expectations. Intention to cooperate with teachers did not differ across conditions. Supporting relational motivation theory (RMT; Deci & Ryan, Human Motivation and Interpersonal Relationships, 2014), exploratory analyses showed that hearing autonomy-supportive sounding voices increased autonomy and relatedness need satisfactions (but not competence need satisfaction), and through doing so indirectly related to beneficial outcomes (well-being, intention to cooperate and self-disclose).

CONCLUSION

In summary, tones of voice seem to play an important role in shaping teachers' impact on their students.

The Relationship between Physical Fitness and Perceived Well-Being, Motivation, and Enjoyment in Chinese Adolescents during Physical Education: A Preliminary Cross-Sectional Study

Purpose: The purpose of this study is to investigate the relationship between physical fitness (PF) level and Chinese middle-school students’ perceived well-being, motivation, and enjoyment. Method: In this study, the participants were randomly selected from 16 Beijing-based middle schools in China. In addition to the collection of demographic data (i.e., gender, age, and parental education), tools including the Warwick-Edinburgh Mental Well-Being Scale, the Behavioural Regulation in Sport Questionnaire, and the Physical Activity Children’s Enjoyment Scale were employed for collecting data on other variables of well-being, motivation, and enjoyment, respectively. Results: A total of 1678 adolescents (M age = 14.66 years, SD = 1.80) participated in this study. According to the results, significant gender differences could be observed in the PF categories of mean age, BMI, vital capacity, 50-m sprint, muscular strength, and flexibility (all p < 0.05). In contrast, there was no significant gender difference in the levels of well-being, motivation, and enjoyment observed, with similar scores for boys and girls (p > 0.05). Indeed, adolescents with low BMI scores and high levels of vital capacity, muscular strength, and flexibility showed better well-being, motivation, and enjoyment. However, no association was observed between timed sit-ups and pull-ups and well-being, motivation, and enjoyment. Conclusions: This study produced preliminary findings on the relationship between PF and Chinese adolescents’ perceived well-being, motivation, and enjoyment. To improve the health of adolescents, it is necessary to adopt prospective and experimental research designs for advocating for fitness education in school-based programs in future research.

What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages

Recent studies suggest that teacher messages can affect students’ well-being. Using a multilevel, variable, and person-centred approach, this study aimed to identify profiles of students according to their teachers’ use of engaging messages and analyse the relation among these profiles and teacher-student relatedness and students’ subjective vitality. A total of 1209 students participated in the study. At the student-level, profile analysis indicated the existence of four different profiles: the few messages profile, the autonomous motivational appeals profile, the loss-framed messages profile, and the gain-framed messages profile. At the teacher level, profile analysis indicated the existence of two profiles: the variant and the invariant profiles. Results showed that overall, at both levels of analysis, teachers’ engaging messages related with teacher-student relatedness (either positively or negatively) with clear differences among profiles. Moreover, also at both levels of analysis, teacher-student relatedness related with students’ subjective vitality. Main findings and implications for practice are discussed.

Role of time perspectives and self-control on well-being and ill-being during the COVID-19 pandemic: A multiple mediation model

BACKGROUND

A growing body of evidence indicates that the outbreak of COVID-19 has had a significant influence on individuals' cognition, emotion, and psychological health. This study aims to explore the effect of the association between time perspectives and self-control on the well-being and ill-being among college students in China during the COVID-19 pandemic.

METHODS

We conducted an online survey involving 1,924 participants in mainland China during the outbreak of COVID-19. A series of self-rating questionnaires measuring the perceived impact of COVID-19, time perspectives, self-control, as well as the statuses of well-being and ill-being were administered. Multiple indirect effects of time perspectives and self-control on well-being and ill-being were analysed through structural equation modelling.

RESULTS

The present-hedonistic time perspective (an orientation on immediate impulses of pleasure) meditated the effects of perceived impacts on both well-being and ill-being, and the future time perspective (considering the outcomes of actions and decisions) mediated the effects on well-being. Moreover, the mediating effects were further mediated by self-control. Specifically, the impact of the future time perspective on ill-being was fully mediated by self-control (β = 0.01, p < 0.01).

CONCLUSION

Based on the results, it is evident that the present-hedonistic time perspective, the future time perspective, and self-control are related to higher levels of well-being and lower levels of ill-being, thereby providing further insight into the theoretical framework of time perspectives during the COVID-19 pandemic. Additionally, our findings provide practical implications for psychological interventions during the on-going COVID-19 pandemic, focusing on the effects of time perspectives and self-control on the well-being and ill-being of different individuals.

Perceived teacher's support and engagement among students with obesity in physical education: The mediating role of basic psychological needs and autonomous motivation

Grounded in self-determination theory, this cross-sectional study aims to explore the multiple mediating roles of perceived teachers' support for students with obesity and their engagement in physical education. The study included 322 Chinese high school students with obesity (mean age, 16.84 [±0.147] years; 219 [68%] male, 103 [32%] female). Mplus 8.3 software was used to test the multiple mediating effects. After controlling for grade and gender, teacher support was found to neither directly affect students' engagement nor directly stimulate their autonomous motivation; however, it could affect their engagement through the two pathways of 1) basic psychological needs and 2) the chain mediation of basic psychological needs and autonomous motivation. Results suggest that not all teacher support, but only teacher support meeting students' basic psychological needs, can promote engagement in PE by students with obesity. Future research should explore strategies according to the physical and mental characteristics of students with obesity, to enrich and innovate the theoretical system of teacher support in physical education. Furthermore, teacher support interventions to promote engagement among students with obesity should be developed.

Is resilience learned through the frustration of the BPN? An empirical study about its role in the acquisition of positive lifestyles and academic outcomes framed in SDT

Based on Self-Determination Theory (SDT), this research shows once again the importance of the teaching role in fostering adaptive behaviors in students. As mediators of the model are the Basic Psychological Needs (BPN) and resilience. To date, although the inclusion of a fourth BPN, called novelty, had been proposed, it had not previously been used as part of the BPN measure of satisfaction or frustration. For its part, resilience had proven its relationship in isolation with the different constructs studied here, but had never been part of an explanatory model. The main objective of this study was to perform a structural equation model based on SDT to analyze the predictive capacity of the autonomy-supportive teaching style as a trigger of BPN frustration (including novelty), its relationship with resilience, and, finally, its relationship with adaptive outcomes such as intention to be physically active, maintain a healthy diet, and academic performance. A total of 2856 subjects participated (1514 boys and 1342 girls), with a mean age of 14.31 (SD = 1.91). Different SEM were tested, with the one that included novelty as the fourth BPN and resilience as a coadjutant construct of the explanatory model based on SDT offering better adjustment indexes. Fostering a climate supportive of autonomy will favor the satisfaction of the BPNs and therefore resilient behaviors in students, which are related to positive consequences such as those studied in this research.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12144-022-03496-y.

Associations between Demographic Characteristics, Lifestyle Factors and School-Related Conditions and Symptoms of Mental Health Problems in Norwegian Upper Secondary School Students

Background: The purpose of this study was to evaluate the associations between demographic characteristics, lifestyle factors and school-related conditions, and symptoms of mental health problems in Norwegian upper secondary school students following the COVID-19 pandemic. Methods: In this cross-sectional study design we used a binary logistic regression model to evaluate potential associations between the predictors and dependent variable. Results: The following six predictors had a statistically significant impact on symptoms of mental health problems; gender effect of being a girl (p < 0.001), self-perceived body image (p < 0.001), sleep problems (p < 0.001), dietary habits (p = 0.033), school satisfaction (p = 0.013), and satisfaction with physical education (PE) class participation (p = 0.025). Conclusions: Being a girl was associated with a 315% higher probability of reporting symptoms of mental health problems than boys, whereas one unit increase in sleep problems showed a 192% higher probability of symptoms of mental health problems. Furthermore, a one unit increase on the respective beneficial predictors’ scales was associated with the following percentage having a lower probability of reporting symptoms of mental health problems; self-perceived body image (59%), dietary habits (58%), school satisfaction (82%), and satisfaction with PE class participation (68%).

Exploring the Effects of Coaching Behavior on the Mental Conditioning Process of Taekwondo Poomsae Athletes: A Moderated Mediation Effect of Psychological Needs and Gender

The purpose of this study was to investigate whether there is a gender-specific difference in the indirect effect of perceived coaching behaviors of Taekwondo Poomsae athletes on performance mediated by basic psychological needs. To this end, a survey was conducted to collect data from 474 Taekwondo Poomsae athletes (male = 285). Based on the collected data, analysis of basic descriptive statistics and confirmatory factor analysis were performed, and PROCESS was used to test the proposed model of multi mediated moderation. For female athletes, there was an indirect effect of controlling coaching behaviors resulting in performance improvement mediated by autonomy, but this effect was not observed in male athletes. The findings of this study indicate that different mental conditioning strategies should be applied in consideration of athletes’ gender to improve coaches’ methods of instruction and ultimately improve performance in Taekwondo Poomsae.

Development and Psychometric Evaluation of the Chinese Version of the Life Skills Scale for Physical Education

Research on life skills in physical education (PE) has gained great attention in recent years. However, there is a need to translate life skills measures for PE into other languages. This research adapted the Life Skills Scale for PE (LSSPE) into Chinese and provided evidence for its validity and reliability. In Study 1, the scale was cross-culturally adapted through translation and back-translation, expert feedback, pilot testing, and scale refinement to provide evidence for the content validity of the scale. Study 2 provided evidence for the factorial validity, internal consistency reliability, and test–retest reliability of the scale by testing it with 583 students. Study 3, with 390 students, provided evidence for the nomological validity of the measure, with results showing perceived teacher autonomy support and students’ basic need satisfaction were positively associated with life skills development in PE, and that controlling teaching and basic need frustration were negatively associated with life skills development. In conclusion, the results illustrate that the LSSPE can be used to evaluate Chinese-speaking students’ life skills development in PE.

Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation

The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents' lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents' well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.

Acculturation Stress, Satisfaction, and Frustration of Basic Psychological Needs and Mental Health of Chinese Migrant Children: Perspective from Basic Psychological Needs Theory

Acculturation stress is prevalent among migrant populations. The current study examines whether acculturation stress influences migrant children’s mental health through the mediators of the satisfaction and frustration of basic psychological needs for autonomy, relatedness, and competence. A sample of 484 migrant children is obtained in Kunming, China using a multi-stage cluster random sampling. Data are analyzed through structural equation modeling in Mplus 8.0. Results indicate that acculturation stress has a direct impact on children’s depression but no significant direct effect on children’s happiness. Acculturation stress also has indirect effects on depression and happiness via the mediators of need satisfaction and frustration. Acculturation stress is negatively associated with need satisfaction and positively associated with need frustration, which is further significantly predictive of children’s happiness and depression. Overall, this study validates the basic psychological needs theory in the context of China’s internal migration. Findings contribute to the understanding of the mechanisms that underlie the relationship between acculturation stress and psychological outcomes and provide practical implications for future interventions.

Individualism, Competitiveness, and Fear of Negative Evaluation in Pre-adolescents: Does the Teacher's Controlling Style Matter?

The traditional teaching style in which the teacher is in control and there is a submissive attitude in students is predominant in Mexico. The development of identity in preadolescence is subjected to social groups, which could develop interpersonal difficulties through the controlling teaching style. Although the fear of negative evaluation in students and competitive sport has been studied in education, relatively little research has been done in the area of physical education in relation to the controlling style. The purpose of this study was to investigate the correlation and predictive relationship between controlling teaching and the fear of negative evaluation mediated by the frustration of the basic psychological needs (BPN), controlled motivation, and individualism/competitiveness through the theoretical framework of self-determination theory. Participants were 1132 students in the fifth and sixth grades in public elementary schools in the state of Chihuahua, Mexico, with ages between 10 and 13 (M = 10.51 years; SD = 0.66 years). Results indicate the perceived controlling teaching style positively predicted the fear of negative evaluation in students of this study through BPN frustration, that is positively related to low-quality motivation, which is related to a higher level of individualism/competitiveness. This, in turn, is proven to be a predictor of the fear of negative evaluation. The results also discuss the promotion of the autonomy support style, avoiding the controlling teaching style, for the minimization of negative results related to the perception of fear and the development of student well-being both within and beyond the school context.

Acculturation Stress, Satisfaction, and Frustration of Basic Psychological Needs and Mental Health of Chinese Migrant Children: Perspective from Basic Psychological Needs Theory

Acculturation stress is prevalent among migrant populations. The current study examines whether acculturation stress influences migrant children’s mental health through the mediators of the satisfaction and frustration of basic psychological needs for autonomy, relatedness, and competence. A sample of 484 migrant children is obtained in Kunming, China using a multi-stage cluster random sampling. Data are analyzed through structural equation modeling in Mplus 8.0. Results indicate that acculturation stress has a direct impact on children’s depression but no significant direct effect on children’s happiness. Acculturation stress also has indirect effects on depression and happiness via the mediators of need satisfaction and frustration. Acculturation stress is negatively associated with need satisfaction and positively associated with need frustration, which is further significantly predictive of children’s happiness and depression. Overall, this study validates the basic psychological needs theory in the context of China’s internal migration. Findings contribute to the understanding of the mechanisms that underlie the relationship between acculturation stress and psychological outcomes and provide practical implications for future interventions.

Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education

There are no validated instruments to date that have examined the students’ perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two sequential studies. In Study 1 (n = 241 students), an exploratory factor analysis revealed an eight-item two-factor solution (four items per factor). In Study 2 (n = 968 students), a confirmatory factor analysis supported the eight-item two-factor correlated model (i.e., externally and internally controlling teaching) that was invariant across gender. Reliability coefficients indicated an acceptable level of reliability for the two factors of the CTS-PE. A structural equation modelling showed that externally and internally controlling teaching behaviours positively predicted need frustration, and negatively need satisfaction. The current study gathered evidence to consider the CTS-PE as a valid and reliable instrument to assess students’ perceptions of PE teachers’ externally and internally controlling teaching behaviours. The CTS-PE provides PE teachers with deeper insights into the negative psychological experiences associated with externally and internally controlling teaching behaviours in PE.

Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students' Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model

In the present study, a trans-contextual model was applied to examine the relations between students' perceptions of controlling behavior from teachers, frustration over their basic psychological needs, autonomous motivation toward physical activity in a physical education context, autonomous motivation toward physical activity in an out-of-school context, beliefs and intentions toward future physical activity, and actual participation in physical activity outside of school. We adopted a three-wave prospective study design in which 234 students aged 11-19 years first completed measures of perceived controlling behavior from teachers, frustration over their basic psychological needs, and autonomous motivation toward physical activity in physical education. One week later, their autonomous motivation, beliefs, and intentions toward physical activity outside of school were measured. Students' self-reported engagement in physical activity outside of school was assessed another five weeks later. Results of the path analysis revealed a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students' intention toward physical activity outside of school via the proposed motivational sequence of the trans-contextual model. There was also a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students' self-reported engagement in physical activity outside of school, mediated by the frustration over their need for competence in physical education. Findings emphasize the importance of decreasing controlling behaviors from teachers in a physical education context so as not to inhibit students' physical activity behavior in an out-of-school context.

Revisiting the Organismic Valuing Process Theory of Personal Growth: A Theoretical Review of Rogers and Its Connection to Positive Psychology

Humanistic and positive psychology have had a contentious past. Initially, positive psychology researchers have distanced themselves from humanistic psychology, proceeding to build an array of differentiated constructs relevant to an empirical study of well-being. Twenty years on, it is now generally acknowledged that humanistic psychology is the theoretical predecessor of positive psychology in terms of holistic growth theories. In this theoretical review, we aim to show how Carl Rogers’ organismic valuing process (OVP) theory can serve as a holistic framework for individual positive psychological research findings and theories and how positive psychology, in turn, provides empirical support for this meta-theoretical framework. An important motivation for considering personal growth as a process that integrates various aspects of well-being is theoretical integration, which can help us better understand how well-being develops in individuals across the lifespan. Some theoretical and practical implications of incorporating OVP theory into well-being research are also suggested.

Physical Education Classes as a Precursor to the Mediterranean Diet and the Practice of Physical Activity

Physical activity and a healthy, balanced diet are remaining unresolved issues among young people. According to the World Health Organization, young people do not get enough exercise during the week, and physical education classes are the best way to promote healthy habits. This study aims to analyze how the role of the teacher influences the frustration of psychological needs, coping strategies, motivation, and the adoption of healthy eating habits through the Mediterranean diet and the regular practice of physical activity. The study involved 1031 boys and 910 girls between the ages of 13 and 18. To explain the relationships between the different variables included in this study, a model of structural equations has been developed. The results showed that autonomy support negatively predicted the frustration of four psychological needs. The failure to meet four psychological needs negatively predicted resilience. Likewise, resilience positively predicted autonomous motivation, and this positively predicted the Mediterranean diet and the practice of physical activity. Thus, the results obtained in the present study are in line with those of various studies wherein physical education classes were seen to help consolidate healthy living habits.

The Mediating Role of Psychological Need Thwarting in the Relationship Between Compulsory Citizenship Behavior and Psychological Withdrawal

This study examined a novel process underlying the relationship between compulsory citizenship behavior and psychological withdrawal. Specifically, based on basic psychological needs theory, thwarting of autonomy and relatedness needs were expected to explain the association between compulsory citizenship behavior and psychological withdrawal. The PROCESS macro was used to analyze the data collected from 368 clerical staff working in public universities in Pakistan. The results confirmed that thwarting of autonomy and relatedness need mediated the relationship between compulsory citizenship behavior and psychological withdrawal. This study makes a significant contribution to the unexplored domain of the process employees use to cope with compulsory citizenship behavior. It also highlights the role of an understudied construct, i.e., psychological need thwarting as a crucial motivational mechanism for elucidating the relationship between compulsory citizenship behavior and psychological withdrawal. The findings of this study provide recommendations for future researchers, along with its implications for practitioners.

Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents

The facilitative role of perceived autonomy support from physical education (PE) teachers on adolescents' leisure-time physical activity (PA) has been supported. This study aimed to examine the mechanism by which perceived controlling behaviors from PE teachers relate to adolescents' objectively measured leisure-time PA. In a three-wave prospective study, a total of 159 students (64 boys) aged 11 to 19 years old (Mage = 14.94 years; SD = 2.11) completed measures of perceived controlling behavior, frustration of the basic psychological needs, and motivational regulations in PE. One week later, motivational regulations towards leisure-time moderate-to-vigorous PA (MVPA) were assessed. Five weeks later, MVPA was measured using accelerometers (ActiGraph GT3X) during seven consecutive days. Structural equation modeling analysis indicated that perceived controlling behavior predicted students' frustration of basic psychological needs in PE. The competence need frustration in PE had a negative direct effect on objectively measured MVPA. A significant indirect effect supported the mediating role of competence frustration in PE in the relation between perceived controlling behavior from PE teachers and MVPA in adolescents. Findings suggest that future interventions striving to promote adolescents' PA engagement in their leisure-time should focus on decreasing controlling behaviors from teachers in PE that may manipulate the teacher-student relation.

Factor structure and measurement invariance of the Subjective Vitality Scale: evidence from Chinese adolescents in Hong Kong

PURPOSE

This study translates the Subjective Vitality Scale (SVS) into Chinese and examines its factor structure and measurement invariance in a sample of Chinese adolescents in Hong Kong.

METHODS

Chinese adolescents in Hong Kong were invited to participate in the study. Four models of the SVS (a 7-item model, two 6-item models and a 5-item model) were compared using confirmatory factor analysis (CFA). The internal consistency reliability was evaluated using Cronbach's alpha coefficients, and the criterion validity was assessed using bivariate correlations between subjective vitality and positive and negative affect. Finally, measurement invariance across genders and time points was examined to evaluate the invariance of the SVS model.

RESULTS

The results of the CFA analysis indicated that the 5-item measurement model fit the data better than the other three models. The Cronbach's alpha was above 0.70 (0.92), revealing excellent internal consistency reliability, and the SVS was significantly associated with positive affect and negatively associated with negative affect, indicating criterion validity. Finally, the measurement invariance analysis of the 5-item model displayed strict invariance across genders and time points.

CONCLUSIONS

The results support the 5-item measurement model of the Chinese version of the SVS. This model has excellent internal consistency reliability, supports the criterion validity of the instrument and demonstrates strict invariance across genders and time points. In summary, the findings suggest that the 5-item Chinese version of the SVS is a reliable and valid instrument for assessing the subjective vitality of Chinese adolescents in Hong Kong.