This research has a dual purpose: to translate into Spanish and validate a classroom engagement measure and, over a semester, to analyse the effect of students’ perception of autonomy support on the need for autonomy and the effect of autonomy, in turn, on four types of engagement. Data were collected at three time points from 448 undergraduate students via a longitudinal design. The results revealed adequate psychometric properties for the engagement scale, and the hypothesised effects were supported. Autonomy support was a significant predictor of the need for autonomy, which, in turn, predicted changes in four types of classroom engagement. Emotional engagement displayed the strongest relationship with need for autonomy. Moreover, need for autonomy mediated the relationship between perceived autonomy support and each indicator of student engagement. The findings are interpreted as supporting self-determination theory’s motivation mediation model and could be considered in future intervention programmes to improve the teaching–learning process in education.

This study sought to analyze the predictive power of supporting student autonomy in physical education classes on the intention to be physically active based on motivational variables. The Self-Determination Theory was used as a theoretical framework. The study sample comprised 922 students of both sexes, aged between 14 and 18 years old (M = 14.95, SD = 0.98). Several questionnaires were applied to analyze the measured variables. The results of the model of structural equations revealed that students’ perceived autonomy support positively and significantly predicted the satisfaction of the BPN (autonomy, competence and social relations). These, in turn, positively and significantly predicted autonomous motivation; and lastly, the most self-determined type of motivation positively and significantly predicted the intention to be physically active. This finding emphasizes the importance of establishing motivational strategies to support students’ autonomy via the satisfaction of psychological needs, enhancing autonomous motivation and, as a consequence, increasing students’ intention to practice physical activity.

Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students’ intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p < .001). In addition, these associations were mediated by intrinsic motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.

Background: The purpose of this study was to examine the relationship between coaches’ interpersonal style and fear of failure in athletes. Methods: A sample of 340 athletes at the Federation Level with a mean age of 18.96 years (SD = 5.69 years.) comprised the sample. Athletes completed questionnaires related to fear of failure in sports as well as their perceptions of the extent to which their coaches provided support for athlete autonomy and control. Results: The results revealed a significant and positive relationship between coaches’ controlling style and athletes’ fear of failure whereas coach autonomy support was associated with reduced fear of failure. Through the use of cluster analysis, two athlete profiles emerged. One profile indicated moderate levels of fear of failure among those athletes who perceived a controlling coaching style. The second profile revealed a cluster of athletes with low levels of fear of failure and favorable perceptions of coach support for athlete autonomy. Conclusions: These findings provide further evidence for the role of coaches as social influences capable of contributing to both adaptive and maladaptive psychological outcomes for athletes in sports.

Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. For this, 618 students, aged from 10 to 14 years-old (M = 11.62, SD = 0.94), participated in physical education classes. The Basic Psychological Needs Satisfaction Scale (PNSE), the dimensions of intrinsic motivation and identified motivation of the Perceived Locus of Causality Scale in physical education classes (PLOC), and the Physical Self-Concept Questionnaire (PSPP) were administered. A structural equation model and test confirmatory factor analysis were used. The results indicate a positive relationship between the satisfaction of the basic psychological needs of the students and the self-determined motivation towards physical education, with this being positively associated with the physical self-concept of the students. In addition, a prediction model (χ² = 763.23; p < 0.001; χ²/d.f. = 3.00; IFI = 0.91; CFI = 0.91; TLI = 0.90; RMSEA = 0.05) showed the satisfaction of basic psychological needs positively predicted their self-determined motivation towards physical education, and this, in turn, a greater physical self-concept of the students. The results are discussed centered on the importance of the physical education teacher contemplating experiences that work on the promotion of personal identity and student self-esteem through the improvement of quality motivation. Consequently, the greater importance of the physical self-concept of the students was explained thanks to more autonomous (intrinsic and identified regulation) motivation and higher levels of basic psychological needs (especially autonomy and competence).

Teachers are generally focused on optimizing the teaching–learning process and fostering high levels of student engagement, participation, and motivation. To address this challenge, this work presents a gamification experience implemented to teach content related to family involvement and educational programs in two courses —one at master’s degree and the other at bachelor’s degree level. A total of 354 students participated in the study and shared their perceptions regarding their learning, academic performance, participation, and motivation in relation to the gamification experience. The results indicate that students perceive the gamification experience as having a positive impact on all four areas. They expressed a preference for studying the subject through gamification rather than traditional methods. This paper highlights an experience that generates positive perceptions among students and encourages higher education instructors to incorporate gamification into their teaching methods and classroom dynamics.