Publishing type：Research paper (scientific journal)   Publisher：SAGE Publications  

Although studies have documented the importance of basic psychological need satisfaction in parent–child relationships, a gap remains in understanding how parent and adolescent need satisfaction are associated. Using two longitudinal intergenerational data sets (200 parent–adolescent dyads and 408 mother–adolescent dyads; two waves), we examined whether (a) parents’ need satisfaction predicts adolescents’ need satisfaction (parental needs effect), (b) adolescents’ need satisfaction predicts parents’ need satisfaction (child’s needs effect), and (c) parental perception of adolescent’s need satisfaction predicts adolescents’ need satisfaction (parental perception effect). Findings from cross-lagged path models analogous to actor–partner interdependence models only supported parental perception effects: Parents’ T1 perception of their adolescent’s need satisfaction predicted their adolescent’s T2 self-reported need satisfaction, especially for autonomy and competence needs. Findings highlight the importance of parents’ perceptions, which may benefit the design of new interventions for basic psychological needs.

DOI： 10.1177/19485506231153012

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Other Link： http://journals.sagepub.com/doi/full-xml/10.1177/19485506231153012

Language：English   Publishing type：Research paper (scientific journal)  

Most studies on autonomy support and controlling parenting rely on children's perceptions, despite the limitations of this approach. This study investigated congruency between autonomy support and controlling parenting reported by mothers and adolescents and their association with adolescents' depressive symptoms via basic psychological needs satisfaction. Participants included 408 Japanese mother-adolescent (Mage = 13.73, SD = 0.90, 52% female) pairs who completed a questionnaire at two time points four months apart. Results demonstrated low to moderate levels of mother-adolescent agreement. Cross-lagged regression models revealed that mothers' reported autonomy support positively predicted adolescents' basic psychological needs satisfactions, which was negatively associated with depressive symptoms. The independent roles of parenting reported by mothers and adolescents for adolescents' well-being were discussed.

DOI： 10.1007/s10964-022-01722-1

PubMed

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：PERGAMON-ELSEVIER SCIENCE LTD  

Existing theoretical frameworks on motivation have identified a number of critical components in our motiva-tional engagement process in learning. However, little empirical research has examined how these different components interact with each other to support our overall motivational engagement. This study explores such dynamics in a bottom-up manner by examining the within-person contemporaneous network structure of key components in the motivational engagement process (i.e., reasons/values, expectancy belief, goals, social re-lations, affective experiences, and perceived autonomy). We tracked four participants working on psychological research projects over the course of a year on a daily basis, and found that their motivational engagement mainly consisted of a large network of nodes that support autonomous forms of self-regulation. Scrutiny of the network also suggests the critical roles of curiosity and intrinsic reason in bridging affective and core motivational aspects of engagement.

DOI： 10.1016/j.learninstruc.2022.101649

Web of Science

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Publishing type：Research paper (scientific journal)   Publisher：American Psychological Association (APA)  

DOI： 10.1037/cou0000632

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Authorship：Lead author   Publishing type：Research paper (scientific journal)   Publisher：Springer Science and Business Media LLC  

Abstract

This study examined whether engaging in physical exercise during a university class would have beneficial effect on students’ learning motivation. One hundred and forty-nine participants took part in a psychology class over nine weeks (one lesson per week); for each lesson, participants engaged in a three-minute physical activity (low-intensity aerobic exercise) or control activity (watching a video), about 20 min after the lesson started. Participants reported higher vigour and lower fatigue during the class when they exercised than when they engaged in control activities. These findings suggest the utility of incorporating a short exercise activity in university settings to enhance students’ classroom motivation.

DOI： 10.1038/s41539-022-00125-y

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Other Link： https://www.nature.com/articles/s41539-022-00125-y

Total pages：x, 467p   Language：Japanese  

CiNii Books

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Total pages：xv, 828p   Language：Japanese  

CiNii Books

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Total pages：429p   Language：Japanese  

CiNii Books

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Language：Japanese   Publisher：広島大学大学院総合科学研究科  

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Event date： 2021.6 - 2021.7

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Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Language：Japanese   Presentation type：Symposium, workshop panel (public)  

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Language：Japanese   Presentation type：Symposium, workshop panel (public)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Type：Science cafe

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