The purpose of the present research was to analyze the mediating role of motivational regulation between the satisfaction of basic psychological needs and burnout and engagement in athletes. From different sports 1011 young Spanish athletes participated in the study. Participants completed several measurement instruments concerning: the Basic Needs Satisfaction in Sport Scale, Behavioral Regulation in Sport Questionnaire, Athlete Burnout Questionnaire and Athlete Engagement Questionnaire. The results of structural equation modeling showed that the satisfaction of basic psychological needs has direct effects on burnout and engagement: a negative effect on athlete burnout (–0.49, p < 0.001) and a positive effect on engagement (0.54, p < 0.001). In addition, the satisfaction of basic psychological needs has a partial indirect effect over these variables in the same direction mediated by the self-determined degree of motivation. Thus, low levels of self-regulated motivation are positively related to burnout, but high levels of self-determined motivation are not. The same was observed with engagement, but vice versa: high levels of self-determined motivation are positively related to athlete engagement, but low levels of self-determined motivation are not. The proposed model explained 37% of the variance of burnout and 51% of the variance of engagement.

This study examines academic burnout syndrome and its relation to personal and academic variables among university students in nursing and early childhood education programs in Spain. A total of 606 university students (primary education: 49.7%; nursing: 49.7%) of both sexes (71.5% female) with an average age of 20.68 years (SD = 1.65) participated. An ex post facto retrospective single-group design was planned. The instruments used were the Maslach Burnout Inventory-Student Survey (MBI-SS) and the NEO Five-Factor Inventory (NEO-FFI). Nursing students, who reported more study hours, less sleep, and lower grades, had higher academic burnout scores. Linear regression models were proposed to analyze the relationship between academic burnout, personality, and sociodemographic variables. Nursing students scored higher in emotional exhaustion and lower in cynicism, and they scored higher in neuroticism and openness. Furthermore, 16.1% of the variance in academic burnout was explained by personality variables as well as the degree studied, course year, and study hours. These findings suggest the importance of considering both academic and personality variables in understanding academic burnout in university students.

Engagement is a psychological construct that was originally defined in an organizational context to refer to the emotional, cognitive and physical components that drive people to get actively involved in their occupational duties. In sports science, the Athlete Engagement Questionnaire conceptualizes engagement as a multidimensional construct comprising four factors: confidence, vigor, dedication and enthusiasm. The purpose of this study was to analyze the measurement model invariance of the Athlete Engagement Questionnaire across different competitive levels and to provide evidence of construct validity in relation to burnout. To this end, we recruited 1157 athletes of both sexes, aged between 12 and 35 years, to complete the Athlete Engagement Questionnaire and Athlete Burnout Questionnaire. The results provided evidence of Athlete Engagement Questionnaire measurement model invariance and its validity with respect to burnout.

The purpose of this study was to examine the effect mediated by self-determined motivation on an athlete’s burnout, anxiety and fear of failure. To this end, the sample group consisting of 235 semi-professional yachtsmen and women was asked to answer four questionnaires which set out to assess each of the study’s variables: Behavioural Regulation in Sport Questionnaire, Performance Failure Appraisal Inventory, Sport Anxiety Scale-2 and Athlete Burnout Questionnaire. The ex-post facto research was designed to analyse a single group based on structural equation modelling (SEM) between the constructs under analysis. The results illustrate that behavioural regulation could be used to positively predict burnout and fear of failure mediated by sport anxiety. Moreover, behavioural regulation has a significant, positive and moderate bearing on burnout and is wholly mediated by sport anxiety. It concludes by underscoring the point that there is no relationship either between behavioural regulation and burnout or between behavioural regulation and fear of failure, unless the athlete in question experiences anxiety.

Some of the more protective and favorable factors for the development and health in children and teenagers are family and sport, so family involvement in the children’s sports activities is vital in their sports process. The purpose of this study was to analyze the verbal behavior (positive, negative, and neutral comments) of family spectators of school-age athletes regarding sociodemographic and sporting variables. The sample consisted of 190 family spectators of 215 male and female (M_age = 11.66; SD = 1.60) football, basketball, and volleyball players. The Parents’ Observation Instrument at Sport Events (POISE) was used for the observation and LINCE was used to codify the verbal comments made. After registering 38,829 comments, the results showed statistically significant differences in relation to the comments made and the gender of athletes, geographical area, kind of sport, and the sporting category. The findings highlight that in a competitive environment, the comments made by spectators related to athletes do not seem to be initiators of potentially violent situations but rather are dependent on the atmosphere in question. Further research is required in this area to foster positive conduct relating to grassroots sports.

Introduction/Aims: Last years the extension of negative cyber conducts among child and adolescent population like cyberbullying and sexting has been confirmed. The aims of present study are: (1) to analyze cyberbullying and sexting practices among Secondary School students, attending to their roles of implication and its relationship with sex, age, academic year, and self-esteem; and (2) to identify the explanatory power of the roles in cyberbullying and self-esteem on sexting practices. Method: A retrospective ex post facto design in only group was conducted. Participants were 954 students (50.4% male), between 12 and 18 years (M = 13.71; DT = 1.31). ECIP-Q and Sex and Tech were used to analyze cyberbullying and sexting. Rosenberg Self-Esteem Scale was used to assess self-esteem. Results: Statistically significant differences in cyber aggression and sexting (adolescents who send messages to others) were observed according to sex, boys scoring higher than girls. Cybervictimization and self-esteem were explanatory variables of sexting when students were pressured to send texts, whereas cyberaggression was an explanatory variable of sexting participation with non-social pressure. Conclusions: The findings highlight the need of considering both problems for educational interventions in the school period.