Self-Determination Theory (SDT) is amongst motivational frameworks the most popular and contemporary approach to human motivation, being applied in the last decades in several domains, including sport, exercise and physical education (PE). Additionally, Achievement Goal Theory (AGT) has presented evidence of how contextual factors may influence student's behavior in this particular context. The main purpose of this study was to analyze the motivational climate created by the teacher in the classroom, students' satisfaction of Basic Psychological Needs (BPN), and how their behavioral regulation could explain PE grades and intention to practice sports in the future. Method: A total of 618 students (290 female; 328 male) from the 6 th to the 9 th school level, aged between 10 and 18 years (M = 13.3; SD = 1.7) participated in this study. The following surveys were used for the proposed variables: Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ); the Basic Psychological Needs in Exercise Scale (BPNESp); and the Perceived Locus of Causality (PLOCp). Intentions to practice sport/ physical activity in the future were assessed through a single item. Students' PE grade was obtained through his/her teacher final assessment. Structural Equation Analysis was performed via AMOS 23.0. Results: After analyzing modification indices and model adjustment, the final model emerged: learning climate > BPN > autonomous motivation > intentions/PE grade. Results interpretation seems to indicate that i) the satisfaction of BPN are influenced by motivational climate (i.e., learning climate), ii) the individuals' motivation is influenced by the satisfaction of three basic psychological needs (i.e., particularly competence), and iii) the motivational regulations have direct and significant effects with intention to practice sports outside school in the future and PE grades. Discussion & Conclusion: The main results showed that a climate oriented for learning has a positive impact on basic psychological needs satisfaction of students. However, only competence satisfaction had a significant positive relationship with students' autonomous motivation, which in turn had

A teoria da autodeterminação é uma a abordagem psicológica sobre a motivação, que se preocupa com as causas e as consequências da forma como o ser humano regula o seu comportamento. Segundo vários autores, este modelo teórico pode fornecer informações importantes sobre o processo motivacional dos alunos para as aulas de Educação Física, no entanto, em Portugal não existe ainda nenhum instrumento de avaliação das necessidades psicológicas básicas neste contexto. Desta forma, o objectivo principal deste estudo é a validação preliminar da adaptação à Educação Física da versão Portuguesa do Basic Psychological Needs Exercise Scale (BPNESp), determinando as suas qualidades psicométri-cas iniciais através de uma análise factorial exploratória do modelo que a suporta. Para tal, participaram no estudo 150 alunos (n = 150) do 2º e 3º CEB, com idades compreendidas entre os 11 e 16 anos (M = 13.39, DP = 1.44) e com diferentes níveis de prática desportiva. Os resultados obtidos revelaram uma estrutura factorial igual à versão original (12 itens agrupados em 3 factores, com 4 itens em cada factor), que apresentam índi-ces bastante aceitáveis de validade e fiabilidade, o que leva a concluir que este questioná-rio poderá ser utilizado, com um elevado grau de confiança, em futuras investigações que pretendam avaliar as necessidades psicológicas básicas no contexto da Educação Física. Palavras-chave: avaliação psicológica, educação física, teoria da autodeterminação Preliminary validation of a questionnaire to measure basic psychological needs in Physical EducationThe self-determination theory is a psychological approach to motivation that focuses on causes and consequences of human behavior regulation. According several authors, this theoretical framework could provide important information about the student's motivational process to physical education class, however, in Portugal does not exists any instrument to measure the basic psychological needs in this domain. So, the main propose of this study is the preliminary adaptation to physical education contexts of Basic Psychological Needs Exercise Scale (Portuguese version: BPNESp), and determine their initial psychometrics properties through an exploratory factor analysis. This propose was accomplished with a sample of 150 students (n=150) from de 2 nd and 3 rd CEB, aged from 11 to 16 years (M = 13.39, SD = 1.44) with different levels of sports practice. Results revealed a factorial structure just like the original model (12 items grouped in 3 factors, with 4 items hitch factor) and presents acceptable values of validity and reliability. Those findings allow us to conclude, that questionnaire can be used in future investigations to measure the basic psychological needs in physical education.

There is a link between antisocial behaviors and poly-victimization, showing that poly-victims have a high probability of engaging in delinquency. These victims show difficulties in self-regulation across multiple biopsychosocial domains. This review examined the impact of poly-victimization on delinquent behaviors in youth. B-on, Google Scholar, PubMed, and EBSCO databases were systematically searched to identify relevant studies published, resulting in 16 publications. Results identified the most common risk factors for poly-victimization and how these cumulative risk factors are more predictive of poly-victimization. Also, this phenomenon significantly increases the likelihood of adopting delinquent behavior and the predisposition to develop psychological problems. The results further highlight the psychological impact caused by poly-victimization, and how can influence the adoption of delinquent behaviors.

The purpose of this paper is to demonstrate the work developed by the Victims Information and Assistance Office (GIAV), and its role as technical advisor to the Lisbon Public Prosecutor’s Office, specifically about Intimate Partner Violence (IPV) risk assessment. GIAV plays a key role in assisting the Public Prosecutor’s Office as the main response to cases with higher complexity and it provides support about measures to protect victims. The sample (n = 258) is derived from the IPV risk assessments of GIAV. Results show us that moderate and higher risk are the most common levels in IPV risk assessment and main risk factors. Defendants had more beliefs about IPV than victims.