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Kee, Ying Hwa
- PublicationOpen AccessPredicting effects of ADHD symptoms and mindfulness on smartphone overuse in athletes: A basic psychological needs perspectiveInformed by basic psychological need theory, this study was undertaken to examine the relationship between self-reported symptoms of attention deficit hyperactivity disorder (ADHD), mindfulness, basic psychological need satisfaction/frustration, and smartphone overuse among athletes. Athletes (n = 360, Mage = 20.27, male = 72.5%) completed a survey that measured the outcomes of interest. Path analysis indicated that greater ADHD symptoms were both directly related to higher smartphone overuse scores and indirectly related to greater smartphone overuse scores via need frustration. Higher mindfulness scores were associated with lower levels of need frustration and greater levels of need satisfaction. Mindfulness moderated the positive association between ADHD symptoms and need frustration. Specifically, the positive association between ADHD symptoms and need frustration was attenuated in the presence of higher levels of mindfulness among participants with a lower risk of ADHD. Surprisingly, the same association was heightened among participants with a higher risk of ADHD. These findings highlight the significant role of need frustration in explaining the underlying process from ADHD symptoms to smartphone overuse.
WOS© Citations 1Scopus© Citations 3 53 185 - PublicationMetadata only
11 - PublicationOpen AccessEffects of brief mindfulness meditation on pre-service teachers’ attitudes towards including students with autism: The role of basic psychological need satisfactionEnhancing teachers’ attitudes towards including students with autism spectrum disorder (ASD) are crucial for successful inclusive education. The current study, guided by self-determination theory, examined the effectiveness of mindfulness meditation on teachers’ attitudes towards including students with ASD. Pre-service teachers (n = 65) were randomly assigned to the experimental or the control group. The results showed that the mindfulness meditation did not improve pre-service teachers’ attitudes but their basic psychological needs satisfaction. In addition, mindfulness had an indirect effect on attitudes through needs satisfaction. These findings could be used for improving teaching preparation for inclusive education.
Scopus© Citations 2 290 246 - PublicationOpen AccessBurnout and its relations with basic psychological needs and motivation among athletes: A systematic review and meta-analysisObjectives The present study is a review on studies about the relationships between the three basic psychological needs/motivational regulations (i.e., amotivation, controlled regulation, extrinsic autonomous regulation, and intrinsic motivation) and burnout. Design A systematic review and meta-analysis. Method Studies were identified through five electronic databases and manual search using combinations of three groups of keywords. Three inclusion criteria were then used to screen the searched articles. Results Eighteen studies met the inclusion criteria and these studies varied considerably in terms of their study characteristics (e.g., characteristics of participants, study designs, and outcome measures). The results also showed that the three basic psychological needs, intrinsic motivation, extrinsic autonomous regulation, and amotivation had small to large effects on predicting global burnout and its three dimensions. However, controlled regulation showed no or weak correlations with the burnout subscales. Conclusions Self-determination theory was generally supported in explaining athlete burnout.
WOS© Citations 101Scopus© Citations 122 535 5009 - PublicationOpen AccessPhysical inactivity and activity patterns among Taiwanese secondary students(Taylor & Francis, 2018)
; ; WOS© Citations 1Scopus© Citations 3 185 253 - PublicationOpen AccessMeasuring educational leadership in Singapore: Re-examining the psychometric properties of the Multifactor Leadership Questionnaire(Frontiers, 2023)
; ; ; ; Chua, LilianIntroduction: The Multifactor Leadership Questionnaire (MLQ-5X) has been used frequently to assess leadership in different settings. Despite its popularity, there are many critiques of the MLQ-5X such as its questionable multidimensional structure, lack of connection to the theory and the different factor structures of the measurement tool. The purpose of this study was to re-examine the psychometric properties of the MLQ-5X in the Singapore educational context using two datasets.
Methods: A total of 872 teachers (40.1% male and 59.9% female) from 20 secondary schools in Singapore completed two sets of MLQ-5X, one set for their immediate reporting officer and one set for their school leaders.
Results: Congeneric Confirmatory Factor Analysis, Rho’s coefficients, and AVE were used to analyze MLQ-5X’s convergent validity and internal consistency. After five items were deleted, the MLQ-5X showed acceptable internal consistency and convergent validity. Eight measurement models were tested with the original 36 items and the reduced items MLQ-5X. Latent factor correlation matrix with confidence intervals was used to assess the discriminant validity of the MLQ-5X. The results provided support for a nine first-order factors and three second-order factors model (transformation [IIA, IIB, IM, IS, IC, CR], transactional (MBEA), and non-leadership (MBEP and LF).
Discussion: The discriminant validity of the hierarchical measurement model of MLQ-5X is supported using dataset 2.
Scopus© Citations 3 46 408 - PublicationOpen AccessCompetence, autonomy, and relatedness in the classroom: Understanding students’ motivational processes using the self-determination theoryThe 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.
WOS© Citations 62Scopus© Citations 90 504 788 - PublicationOpen AccessSingapore teachers' attitudes towards the use of information and communication technologies in physical educationThe purpose of the present study was to examine and compare Singaporean physical education teachers’ attitudes towards information and communication technologies in physical education across different demographic groups that included gender, age, teaching experience, and school level. A total of 422 Singaporean full-time physical education teachers (mean age = 38.47 years, standard deviation = 8.31) completed the Physical Education Teachers’ Subjective Theories Questionnaire to assess their perspectives towards the integration of information and communication technologies into physical education teaching practice. Mann–Whitney U and Kruskal–Wallis H tests were conducted to examine the differences in participants’ attitudes across different demographic groups. Results revealed that attitudes towards information and communication technologies significantly differed between teachers of different gender, age, and teaching experience. However, no significant difference was found in attitudes towards information and communication technologies among teachers of different school levels. The findings of this study can inform policy-makers and stakeholders with an interest in promoting the integration of information and communication technologies in physical education.
WOS© Citations 17Scopus© Citations 23 145 432 - PublicationOpen AccessFunctional adaptability in playing style: A key determinant of competitive football performance
Purpose The present study examined the relationship between playing style adaptability and team match performance indicators throughout the season. Three playing style adaptability metrics were analysed, namely, (1) flexibility (i.e., exhibiting a wide range of playing styles), (2) reactivity (i.e., adapting playing style based on opposition) and (3) imposition (i.e., executing predetermined playing style regardless of opposition).
Methods
Team playing styles were derived through a clustering analysis of 21,708 matches played in the top five male European leagues from 2014/15 to 2019/20. Spearman’s correlation was utilized to assess the association between the three playing style adaptability metrics and four team match performance indicators (e.g., shots taken in opposition penalty box; shots conceded in own penalty box; goals scored; goals conceded; and total wins).Results
Playing style flexibility was positively associated with both offensive and defensive match performance indicators and win frequency. Conversely, playing style reactivity and imposition were negatively associated with these team match performance indicators.Conclusions
Our results suggest that the capacity to exhibit a wide range of playing styles throughout a season is associated with greater team performance. Furthermore, it is possible that high performing teams are capable of functionally switching between playing style reactivity and imposition, depending on match dynamics.WOS© Citations 1Scopus© Citations 3 98 274