Wang, John Chee Keng

The purpose of the current study is to examine the relationships between need satisfaction, motivation, and outcomes as well as the differential effects of the three psychological needs. The sample consisted of 1549 students from 10 secondary schools in Singapore. Structural equation modelling (SEM) analysis showed that students’ psychological needs are positively related to autonomous motivation, and this in turn, lead to higher enjoyment, value and lower pressure. On the other hand, the three psychological needs were negatively related to controlled motivation. Controlled motivation was positively related to pressure but negatively related to enjoyment and value. In terms of the differential effects of the three psychological needs, relatedness contributed strongly to autonomous motivation, compared to autonomy and competence. In contrast, while autonomy and relatedness contributed to controlled motivation negatively, competence positively predicted controlled motivation. Finally, competence was found to link to pressure in a negative way. In summary, the findings of the current study provide support to the propositions of SDT and add some insight to the differential effects of the three psychological needs.

A key aim of many expeditions is to facilitate personal development, however, while there is much anecdotal evidence that this is the case, there is less empirical work that explores the exact nature of such benefits. As such, this exploratory study examined three summer BES expeditions (Norway, Namibia & Amazon) on 122 young people (aged between 16 and 22) using mixed methods methodology. Open ended and likert scale survey questions (on line) and interviews were used alongside the measurement of four psychological attributes associated with effective character development and motivation – mental toughness, coping skills, GRIT and leadership skills. Surveys were filled out at 3 stages; 1) pre expedition, 2) immediately post expedition and 3) three months post expedition, with interviews completed post final survey. Results indicated that the expeditions impacted positively on the psychological attributes of young people, with lasting effects. Specifically, the quantitative analysis revealed a significant difference and large effect size for increased ‘use of coping strategies’ (P< 0.05; ηp2 .29) and large effects were also found for improved leadership (ηp2 .23), GRIT (ηp2 .17) and mental toughness (ηp2 .16). Furthermore, data suggested there might be a differential impact of 5-week over 3-week expeditions. However, due to the exploratory nature of this work and the small numbers involved in analysis, interpretation needs to be taken with caution and further work is advised. Qualitative data indicated that young people experienced enriching expeditions and were positive about the science, adventure and social elements of the expeditions in particular.

The purpose of this study was to identify student clusters with homogenous profiles in perceptions of task- and ego-involving, autonomy, and social relatedness supporting motivational cli-mate in school physical education. Additionally, we investigated whether different motivational climate groups differed in their enjoyment in PE. Participants of the study were 2 594 girls and 1 803 boys, aged 14 -15 years. Students responded to questionnaires assessing their perception of motivational climate and enjoyment in physical education. Latent profile analyses produced a five-cluster solution labeled 1) ‘low autonomy, related-ness, task, and moderate ego climate’ group’, 2) ‘low autonomy, relatedness, and high task and ego climate, 3) ‘moderate autonomy, relatedness, task and ego climate’ group 4) ‘high autonomy, relatedness, task, and moderate ego climate’ group, and 5) ‘high relatedness and task but moderate autonomy and ego climate’ group. Analyses of variance showed that students in clusters 4 and 5 perceived the highest level of enjoyment where-as students in cluster 1 experienced the lowest level of enjoyment. The results showed that the students’ perceptions of various motivational climates created differential levels of enjoyment in PE classes.

Research shows a decline in participation in physical activity across the teenage years. It is important, therefore, to examine factors that might influence adolescent girl’s likelihood of being physically active. This study used contemporary theoretical perspectives from psychology to assess a comprehensive profile of motivational and self-perception variables in 11-16 year old English girls (n=516). A cross-sectional design was employed. Cluster analysis was conducted to a) map cluster profiles and b) test whether clusters differed in physical self-worth, global self-esteem, and physical activity. Results revealed a 5-cluster solution depicting 40% of the sample as moderately motivated, 30% lowly motivated in two clusters, and 30% highly motivated, also in two clusters. However, differences between clusters on physical activity were quite small. Results show potential areas for intervention to enhance the motivation of adolescent girls for physical activity.

Archival data was gathered from the FIBA33 games during the 1st inaugural Youth Olympic Games held in Singapore. Data collected from 70 basketball games played by boys from 20 participating countries were gathered for analysis. Analysis of game-related statistics and FIBA33 final rankings differentiated successful from unsuccessful teams. Ninety-five percent of the cases were correctly classified using discriminant analysis and in the cross-validation (leave-one-out method) the correct re-classification was 75 percent. Data triangulated from interviews and field notes were used to determine key factors contributing to team’s success in the FIBA33 games. Results of the present study showed that players from the top 10 successful teams could be differentiated from those in the bottom 10 unsuccessful teams. The determining factors were taller, had better shooting percentages, played aggressively (i.e., recorded more team fouls and the ability to draw fouls on opponents during games). Coaches can use these results to improve player’s recruitment process, reinforce the importance of fundamental skills such as shooting, individual offensive and defensive concepts under different game situations during trainings.

This study aims to examine motivation for volunteering and its association with time perspective and life satisfaction among volunteers (n = 221). Latent profile analysis was used to profile individuals based on their time perspectives, and then to compare group differences in life satisfaction and volunteering motivation. Three profiles were identified. Profile 1 (n = 32; 14.5%) was a “balanced time perspective group”, Profile 2 (n = 102; 46.2%) was a “maladaptive group”, and Profile 3 (n = 87; 39.3%) was a “nonchalant group”. Profile 1 showed the highest life satisfaction compared to the two remaining groups. Significant group differences in volunteering motivation between this group and the other two were also reported. These findings suggest that time perspective may be appropriate for understanding motivation for voluntarism and life satisfaction.

Teachers’ motivational strategies can be categorised into two types of motivating styles—autonomy-supportive style versus controlling style (Reeve in Educ Psychol 44:159–175, 2009). Several factors can affect the teachers’ use of motivational strategies, and student-related factors are some influential reasons. In this study, we focussed on identifying the student-related reasons that could affect the teachers’ motivating styles through 56 teacher interviews from 17 secondary schools across Singapore. From the teachers’ accounts, we identified “student profiles”, “students’ behaviours”, “students’ engagements”, and “students’ feedback” as the student-related factors that could affect the teachers’ motivating styles. By identifying these factors, we hope to raise awareness amongst the teachers (at the personal level) and their social environments (at the contextual level) on what can facilitate or thwart the expression of autonomy-supportive teaching. We also hope to provide useful information on what the social environments can do to support teachers in autonomy-supportive teaching.

Building upon tenets of the theory of planned behavior, the present study examined whether school-based intervention programs that aimed to change attitudes, perceptions of control, or both attitudes and perceptions of control in combination, was successful in promoting participation in leisure time physical activities. Participants were 13 72 pupils recruited from 10 secondary schools and exercised for less than 3-days per week in the previous month. Using a cluster-randomized design, participants were presented with one of the intervention conditions each lasting 10 minutes delivered as part of physical education classes twice per week over a period of 8 weeks. The interventions included: (i) an attitude-based intervention that targeted salient behavioral beliefs; (ii) a second attitude-based intervention that targeted non-salient behavioral beliefs; (iiz) a control-based intervention program that targeted salient control beliefs; and (iv) a combined intervention program that targeted both salient control beliefs and salient behavioral beliefs. Results indicated that while all of the intervention programs resulted in increased participation in leisure time physical activity, the combined intervention program targeting change in attitudes and perceptions of control was least effective. Overall, the findings suggest that schools and teachers can promote leisure time physical activity through brief, cost-effective interventions.