This study aimed to explore the longitudinal trajectories of teacher burnout and vigour across the school year and whether teacher emotional intelligence (EI) at the beginning of the school year would predict membership in the trajectories. A sample of 311 school teachers (M_age = 42.40 years ± 9.64 years, aged: 24–61) reported their burnout and vigour at three measurement times during the year and their EI levels at the first measurement time. Analyses revealed two to four trajectories, highlighting the heterogeneity in teacher longitudinal burnout and vigour across the school year. Moreover, a predictive role of EI was found and confirms the major role of emotional resources in teacher wellbeing. These findings provide theoretical direction for further studies in the teacher wellbeing domain (e.g., use of person‐centred and longitudinal designs) and suggestions for practical perspectives (e.g., monitoring, development of intrapersonal and interpersonal EI in teacher training).

The aim of this study was to estimate the influence of perceived support from principals and teacher professional identity (TPI) on teacher’s motivation, vigour and burnout using a longitudinal design during a school year. A sample of 544 secondary teachers reported their perceived support from principals and TPI at the beginning of the year (T1) and their self-determined motivation, vigour, and burnout both at the beginning (T1) and at the end of the year (T2). Structural equation modelling (SEM) revealed that the support from principals was associated with T1 TPI. T1 TPI only partially predicted T2 self-determined motivation (controlling T1 scores), and T2 self-determined motivation was associated with T2 burnout and vigour (controlling T1 scores). The SEM revealed a positive process involving perceived support from principals, pedagogical expertise, autonomous motivation, and well-being indicators. In summary, the present study extends the knowledge about the teacher well-being process and the role of contextual and individual antecedents. In an applied perspective, to prevent burnout, teachers need efficient initial and continuing pedagogical education to be armed in front of the students and need the support of their principals during the school year.

This study aimed to examine the factor structure, the simplex structure, and the self-determination continuum of the Youth Behavioral Regulation in Sport Questionnaire (YBRSQ); to test longitudinal invariance of the YBRSQ and to examine differential item functioning in the YBRSQ responses as a function of sex, type of sport, and competitive level; and to explore the dynamics of change and stability of motivational regulation across the competitive season in a sample of 736 adolescent athletes involved in intensive training settings across 3 measurement points (beginning, middle, and end). Results provided evidence of a simplex structure of YBRSQ scores and revealed differences between self-determination-theory-based measures of motivation in various contexts. Results revealed partial strict temporal invariance of the YBRSQ and did not reveal differential item functioning. Finally, the results demonstrated an increase in amotivation and external regulation and a decrease in intrinsic motivation across the ...

The purpose of this study was to examine the longitudinal profiles of sport motivation using a 3-wave design (beginning, middle, and end of the season) among a sample of 736 adolescent athletes involved in intensive training centers. The authors explored whether several subgroups of athletes representing distinct motivation profiles emerged from the analyses and whether athletes reporting various scores of satisfaction and thwarting of basic psychological needs (BPNS and BPNT) at time 1 (T1) belonged to distinct motivational profiles at T1, T2, and T3. Results of latent profile transition analyses showed 4 different profiles: highly self-determined, self-determined, moderate autonomous and controlled motivation, moderately self-determined (T1 and T2), and high autonomous and controlled motivation (T3) profiles. Moreover, the likelihood of belonging to particular profiles was significantly predicted by athletes’ BPNS and BPNT scores assessed at T1. Thus, a motivational profile approach may prove useful in ...

This study aimed to explore relationships between contextual self‐determined motivation, everyday appraisals and emotions related to the competitive environment and subjective performance of young elite athletes. Thirty‐one young tennis players (18.45 years ± 4.63) involved in intensive training centres completed initial (Time 0 – T0) self‐determined motivation questionnaire and a fortnightly logbook including everyday cognitive appraisals, discrete emotions and subjective performance. We computed a series of hierarchical linear modelling analyses (HLM) to explore the relationships between the variables and Sobel tests to examine the mediating effects. HLM results showed that: (a) T0 autonomous motivation was positively associated with adaptive appraisals (challenge and benefits); (b) threat and loss were positively related to unpleasant emotions (anxiety, anger, dejection) and negatively associated with pleasant emotions whereas challenge and benefits were positively related to pleasant emotions and negatively associated with unpleasant emotions; (c) subjective performance was positively associated with happiness and negatively associated with dejection. Moreover, the Sobel tests revealed that: (a) appraisal was a mediator of the relationship between T0 self‐determined motivation and discrete emotions; and; (b) emotions were mediators of the relationship between appraisals and subjective performance. In sum, the present study showed that young athletes’ self‐determined motivation assessed at the beginning of the study impacted their everyday cognitive appraisals, their experience of pleasant and unpleasant emotions, and their subjective performance levels along a 4‐month period. To conclude, this study highlighted the relationships between the self‐determined motivation, the emotional process and the performance of young elite athletes involving in intensive training settings.