Psychological Well-Being and Intrinsic Motivation: Relationship in Students Who Begin University Studies at the School of Education in Ciudad Real

Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers

The intricate relationship between teenagers' literacy and technology underscores the need for a comprehensive understanding, particularly in the Spanish context. This study employs explainable artificial intelligence (AI) to delve into this complex interplay, focusing on the pivotal role of reading comprehension skills in the personal and career development of Spanish teenagers. With a sample of 22,400 15-year-olds from the PISA dataset, we investigate the impact of socioeconomic factors, technology habits, parental education, residential location, and school type on reading comprehension skills. Utilizing machine learning techniques, our analysis reveals a nuanced connection between autonomy, technological proficiency, and academic performance. Notably, family oversight of technology use emerges as a crucial factor in managing the impact of digital technology and the Internet on reading comprehension skills. The study emphasizes the necessity for a balanced and supervised introduction to technology from an early age. Contrary to current trends, our findings indicate that online gaming may not contribute positively to reading comprehension skills, while moderate daily Internet use (1-4 h) proves beneficial. Furthermore, the study underscores the ongoing nature of acquiring reading comprehension and technological skills, emphasizing the need for continuous attention and guidance from childhood. Parental education levels are identified as partial predictors of children's performance, emphasizing the importance of a holistic educational approach that considers autonomy and technological literacy. This study advocates for addressing socio-economic and gender inequalities in education and highlights the crucial role of cooperation between schools and families, particularly those with lower educational levels.

Psychological Antecedents of Italian Sport Coaches' Coaching Behaviors: The Role of Basic Psychological Needs, Motivation and Subjective Vitality

The extant literature has identified some variables that are associated with sport coaches' coaching style, like their basic psychological need satisfaction, their motivation for coaching, and their psychological well-being. Framed from a conceptual framework based on Self-Determination Theory applied to sport coaches, the current study explored how sport coaches' basic psychological needs are associated with their motivation (intrinsic vs. external), subjective vitality, and coaching behaviors (autonomy-supporting vs. need-thwarting). Participants were 184 Italian sport coaches (males = 65%, Mage = 40.22, SD = 11.55, age range 19-74 years) from the "Centro CONI" project. They were requested to fill out online self-report questionnaires assessing the study variables. Structural equation modeling analyses suggested that sport coaches' satisfaction of basic psychological needs was associated with higher levels of intrinsic motivation to train as well as with higher levels of vitality that, in turn, were associated with coaching behaviors supporting athletes' autonomy. Moreover, sport coaches' frustration of basic psychological needs was associated with higher levels of external motivation to train that, in turn, were associated with higher levels of a need-thwarting coaching style. Overall, the findings provided additional support for understanding how sport coaches' basic psychological needs relate to their coaching styles.

Street mothers' well-being and motivation to leave street life in Bahir Dar city, Ethiopia: A phenomenological study

BACKGROUND

Being-street mother is a challenging life situation for both the mothers and their children. However, the lived experiences of motherhood in street families are not explored very well in Ethiopia in general. Hence, this study explored street mothers' well-being, perception of street life, and motivation to leave street life in Bahir Dar city, Ethiopia.

METHODS

A phenomenological study was conducted on 10 street mothers from July 13, 2021 to July 17, 2021. The mothers were selected using purposive sampling technique. Data were collected using face-to-face in-depth interview method. Data were analyzed using framework approach.

RESULTS

Four themes emerged from the data: well-being of mothers and their children with four subthemes (physical, social, mental, and spiritual wellbeing), perception of street life, motivations to leave street life and efforts to end street life. Nearly all of the street mothers perceived that living on the street was terrible for them and their kids. They described it as an absolutely revolting, bitter, awful, horrible, and difficult life. Generally, street mothers had the motivation to leave street life, but only some had exerted tangible efforts to end the street life.

CONCLUSION

Street mothers had a very poor status in almost all dimensions of well-being. The perception of mother about their street life was negative. The mothers had strong motivation to end street life but were unable to make strong tangible efforts showing that they need assistance mechanisms before they change to street extended families under misery.

Academic Motivation of Indonesian University Students: Relationship with Self-Compassion and Resilience

Academic motivation is an important construct for university students, associated with student wellbeing and academic performance. Students who are motivated tend to feel and perform well. Self-compassion, that is kindness and understanding towards oneself in difficult times, and resilience, an ability to bounce back from difficulties, are also associated with student wellbeing and academic achievement. However, how these variables are related to each other has not been evaluated in Indonesian university students. Indonesian higher education has rapidly developed, focusing on student achievement while their wellbeing suffers. Understanding how academic motivation is linked with self-compassion and resilience can inform an effective way to augment their motivation. Accordingly, this cross-sectional study evaluated the relationship among these three variables. An opportunity sample of 156 students in Indonesia completed measures about those three constructs. Correlation, regression and moderation analyses were used. Intrinsic motivation was positively associated with extrinsic motivation and resilience. Amotivation was negatively associated with self-compassion and resilience. Self-compassion was positively associated with resilience. Both self-compassion and resilience predicted all three types of motivation apart from self-compassion for intrinsic motivation. Lastly, self-compassion nor resilience moderated the pathway from extrinsic motivation to intrinsic motivation. Resilience interventions are recommended for Indonesian students to maintain intrinsic motivation. Our findings will help educators and wellbeing staff to identify helpful ways to support healthful motivation in this student population that is undergoing drastic changes.

Association between Online Learning Predictors and Psychological Distress among Nursing Students during the COVID-19 Pandemic

BACKGROUND: The global coronavirus disease-2019 pandemic has forced nursing schools in Indonesia to implement online learning. The association between online learning variables and psychological distress among nursing students is not fully understood. AIM: This study aimed to assess psychological distress among nursing students and the association between online learning variables and psychological distress. MATERIALS AND METHODS: A cross-sectional study was conducted from November 2020 to February 2021. Six hundred and thirty-five nursing students from four universities in Indonesia participated in this study and were recruited through a consecutive sampling method. The measurement of psychological distress used the 10-item Kessler Psychological Distress Scale. Ordinal logistic regression was used to analyze the association between online learning predictors and psychological distress. RESULTS: Most of the respondents had severe psychological distress (n = 194; 30.6%). Older age was found to act as a protective factor against psychological distress (adjusted odds ratio [aOR] = –0.159, p = 0.035; 95% confidence interval [CI]: (–0.307)–(–0.011)). Contrarily, not living at their own home during lockdown (aOR = 1.019, p = 0.001; 95% CI: 0.657–1.382), always feeling that online learning is expensive (aOR = 1.387, p = 0.001; 95% CI: 0.645–2.130), always experienced poor Internet connection during online learning (aOR = 3.380, p = 0.001; 95% CI: 1.935–4.826), and having no motivation toward online learning (aOR = 3.154, p = 0.001; 95% CI: 2.372–3.936) acted as risk factors for having psychological distress. CONCLUSION: Cost and Internet access barriers as well as low motivation during the abrupt shift to implementation of online learning in the current pandemic situation acted as risk factors for psychological distress among nursing students.

Online or Blended Learning: the COVID-19 Pandemic and First-Year Medical Students' Academic Motivation

The study aimed to investigate the influence of psychological well-being and different study format on the academic motivation of 1st-year medical students during the COVID-19 pandemic. Repeated cross-sectional study carried out in November 2020 (time 1) and March 2021 (time 2). During time 1 (N = 273), all students studied online. In time 2 (N = 159), both students who learned online only (N = 86) and students who were taking (N = 33) or passed offline classes (N = 40) were trained. The mental state of the students was stable overtime of observation. The effect of the level of psychological destruction and quality of life affecting by the COVID-19 pandemic on academic motivation was minimal. The level of academic motivation was higher in time 2; this was especially noticeable among students who underwent blended learning. The mediating role of satisfaction with academic life and college belongingness in the relationship between the learning format and motivation was found. Blended type of education during a pandemic is more favorable for students in terms of their motivation to study. Further epidemiological studies are needed to assess the safety of blended learning. However, we would like to emphasize that no cases of COVID-19 in the blended learning format have been reported.

Flourishing in Young Adults: The Role of Achievement Goals, Participation Motivation, and Self-Perception Levels in Physical Activity Contexts

This study aims to determine how achievement goals, participation motivation and self-perception levels in physical activity environments relate to the flourishing of young adults. The general purpose of the study was also to examine differences in selected variables of young adults flourishing in physical activity environments. To achieve our aims, the recruited sample consisted of 580 young adult exercisers ranging in age from 18 to 40 years from fitness centers in Izmir, Turkey. Participants completed a personal information form, the Flourishing Scale, the 2 × 2 Achievement Goals Questionnaire for Sport (2 × 2 AGQ-S), the Situational Motivation Scale (SIMS), and the Physical Self-Description Questionnaire (PSDQ). We examined correlations, regressions, and path models with our measured variables. Flourishing relates significantly (p < 0.001) and positively with global self-esteem, the mastery-approach goal, intrinsic motivation, and global physical self-concept. Our path model suggested that the mastery-approach goal, intrinsic motivation, and global self-esteem partially mediated the relationship between global physical self-concept and flourishing. Our findings help to inform alternative approaches for cultivating exercisers’ flourishing. However, knowledge on how to support and develop flourishing is still under-researched in sport and exercise settings.