Guided by the self-determination theory, this weekly diary study tested a process model in which week-to-week mother-reported interparental conflict and perceived partner responsiveness were associated with maternal autonomy support by means of maternal psychological need satisfaction. During six consecutive weeks, 258 mothers (Mage = 41.71 years) and their 157 adolescents (51.4% females, Mage = 14.92 years) from Turkey provided weekly reports of the study variables via an online survey. Multilevel analyses showed that maternal need satisfaction was predicted by lower levels of interparental conflict and greater levels of perceived partner responsiveness. Maternal need satisfaction, in turn, was positively associated with maternal and adolescent reports of maternal autonomy support. Further, these week-to-week associations were partly moderated by maternal perfectionism. The results underscore the dynamic nature of the intra-family relationships, the important role of particular conditions in which mothers may become more autonomy supportive, and the necessity to consider mother’s personal characteristics while examining these dynamics.

Background:Although several studies that rely on self-determinationtheory have shown the positive interrelations among perceived needsupportive  learning  environment,  needs  satisfaction,  quality  ofmotivation, and desired outcomes in the context of physical education,only few studies have tested so far the full sequence of relations withina single integrated model.Purpose:The main aim of this study was to test whether indeed needssatisfaction and in turn quality of motivation mediate the relations ofneed supportive learning environment to physical activity engagementand intentions.Method:Participants were 1120 Spanish students (49.9% males;Mage =11.70 years;SD= 1.63; range = 10–17 years) from 30 classes out of 13primary and secondary schools.Results:The multilevel path model showed a positive relation ofperceived need-supportive teaching to physical activity engagementand intentions by means of needs satisfaction and autonomousmotivation  and  a  negative  relation  of  perceived  need-thwartingteaching to engagement and intentions by means of needs frustrationand  amotivation.  Although  controlled  motivation  was  found  toassociate with need frustration and need-thwarting teaching it was notassociated with engagement and intentions.Conclusion:the presentfindings suggest that the type of teaching styleemployed by the teachers is decisive to achieve positive consequences inphysical education students.

Previous research has shown that utility value and expectancy forsuccess, as well as the reasons for academic striving, could partlyexplain academic engagement. Yet, their joint role in predictinglearning strategies and test anxiety has not been thoroughlyunderstood, especially in contexts where pressure for success ishigh. We examined this issue in a sample of Turkish universitystudents who were attending a language preparatory school(N¼1009; 53% males,Mage¼19.14years;SD¼1.08) and wereunder the psychological pressure to pass their qualifying exams.Regression analyses showed that next to self-efficacy beliefs, itwas intrinsic reasons which positively and consistently predictedlearning strategies; in contrast, self-worth concerns positively pre-dicted test anxiety. These relations emerged even among stu-dents who experienced failure and were thus psychologicallypressed to succeed. Our findings suggest that intrinsic reasons foracademic striving might play a decisive role even in psychologic-ally pressuring contexts

This study examined the role of parents’ reminiscing style in preschoolers’ memory-related functioning and general emotion regulation. In 87 families, each parent rated their child’s (Mage = 4.07 years, SD = 0.80) emotion regulation and discussed a positive and a negative memory with their child (resulting in 275 conversations). Multilevel analyses showed that children’s rated engagement during the conversation was higher when parents were observed to use autonomy-supportive, elaborative, and positive evaluative reminiscing, while children’s rated disaffection was predicted by low autonomy support, low elaboration, and negative evaluation. Parental positive evaluation also related positively to children’s memory performance. With respect to emotion regulation, only parents’ negative evaluation when talking about negative memories related to higher emotional lability. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Participants were 1259 students (556 males) aged between 12 to 16 years (Mage = 13.46 years; SD = 0.74) from 77 PE classes. At the student level we found (a) need satisfaction to predict positively autonomous motivation and negatively amotivation, and (b) autonomous motivation to predict positively and amotivation to predict negatively intentions to undertake extracurricular physical activities. At the classroom level, in need-supportive classes males benefit more than females in terms of increased autonomous motivation while females benefit more than males in terms of decreased amotivation. Finally, class-level perceived need support moderated (i.e., attenuated) the negative association between need satisfaction and amotivation and between amotivation and intentions. These results suggest a buffering role that a need-supportive classroom environment may have on students’ motivation and behavior.