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M. S. (2019). Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes. Contemporary Educational Psychology. Highlights Perceptions of equal autonomy support yield optimal levels of need satisfaction  Equal autonomy support predicts enjoyment and course grades indirectly via autonomous motives and needs  Self-determination theory is sufficient in explaining effects observed for equal autonomy support

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The purpose of this study was to determine the role of perceived motivational climate and situational motivation levels on dispositional flow in physical education classes. 242 boys (Mage=13.38; SD=0.95) and 251 girls (Mage=13.27; SD=0.88) a total of 493 secondary school students (Mage=13.32; SD=0.91) voluntarily participated in this study. Physical Education Situational Motivational Scale, Learning and Performance Orientation in Physical Education Classes Questionnaire and Physical Education Dispositional Flow Scale-2 were administered to all participants. Hierarchical regression analysis indicated that identified regulation, intrinsic motivation, pupil learning climate and teacher-initiated learning explained a significant amount of variance in dispositional flow in physical education (p<0.05). The pupil learning climate, identified regulation and leisure time sport participation were the strongest predictors, respectively. These findings suggested that promoting mastery-oriented climate, self-determined situational motivation, and participation in sport will foster dispositional flow in the physical education setting.

B u çalışmanın amacı; ev kadınlarının sağlıklı yaşam biçimi davranışları ve sosyal görünüş kaygılarını incelemektir. Araştırmaya Mersin il merkezinde yaşayan 123 ev kadını katılmıştır. Veriler, Sosyal Görünüş Kaygısı Ölçeği (SGKÖ), Sağlıklı Yaşam Biçimi Ölçeği II (SYBÖ II ve Kişisel Bilgi Formu ile toplanmıştır. Analiz sonuçlarına göre; ev kadınlarının "orta" düzeyde sosyal görünüş kaygısı yaşadıkları ve en düşük puanı "fiziksel aktivite" alt ölçeğinden aldıkları görülmüştür. SYBÖ II "stres yönetimi" alt ölçeğinde; evli kadınlar bekarlardan, "alt" gelir grubunda olanlar "orta ve üst gelir grubundan; "beslenme" alt ölçeğinde ise lise mezunu olanlar ilk-ortaokul mezunu olanlardan daha başarılıdırlar (p<.05). Çocuk sayısı ile SGKÖ ve "sağlık sorumluluğu" alt ölçeği arasında pozitif, SGKÖ ile "kendini gerçekleştirme" alt ölçeği arasında ise negatif bir korelasyon bulunmaktadır (p<.01). Sonuç olarak, fiziksel aktiviteye katılım hem sosyal A B S T R A C T T he main purpose of this study was to analyze healthy lifestyle behaviours and social appereance anxiety of housewivers 123 housewives participated in this study who lives in the Mersin city center. "Healthy Lifestyle Behaviours Scale II (HLBS II)"and"Social Appearence Anxiety Scale (SAAS)" were used for data collection. Parametric and nonparametric tests were conducted for data analysis. The results of the analysis revealed that housewivers suffer from moderate level of social appereance anxiety and get the lowest points from "physical activity" sub-scale. HLBS II in the "stress management" subscale; married women and women in "low" income group are more successful than single women and women in "middle and upper" income group, respectively while in the subscale of "nutrition", high-school graduates are more successful than elementary and secondary school graduates (p<.05). There is a posi

Background: Within the 3Cs (closeness, commitment, and complementarity) theoretical framework of the quality of two-person relationships, a coach–athlete relationship quality questionnaire (CART-Q) was developed and validated to assess the nature of the coach–athlete relationship. In this study, a modified version of the CART-Q for physical education (PE) was adapted to assess the teacher–student relationship quality in the PE context in Turkey and Kuwait. The purpose of this study was to examine the factorial validity of the teacher–student relationship quality questionnaire (TSRQ-PE) within a sample of Turkish and Kuwaiti physical education teachers. Methods: Multigroup confirmatory factor analysis (MGCFA) was used to test the measurement of cultural invariance between these two groups. A total of 175 teachers from Turkey (n = 73) and Kuwait (n = 102) completed the TPRQ-PE. Results: MGCFA supported the factorial validity of the TPRQ-PE in a three first-order factor model across the two countries. Overall, these results add evidence to the psychometric properties of the TPRQ-PE and suggest that this instrument can be applied to measure the quality of the teacher–student relationship within Turkey and Kuwait, although caution may be required when applied to drawing comparisons between these two counties. Conclusions: The results of the present study could help physical educators and researchers in this field to understand the reasons and methods that lead to a quality teacher–student relationship.

Background: The first aim of this study is to achieve validation of the direct and meta-perspective versions of the Coach–Athlete Relationship Questionnaire in the Arabic language, and the second aim of this study is to determine the quality of the coach-athlete relationship to athlete’ satisfaction with individual performance according to sport participation type, sport duration, and sport achievement. Methods: A total of 259 athletes with a mean age of 22 years were recruited from various athletic clubs in Kuwait. Participants completed The Coach–Athlete Relationship Questionnaire and The Athlete Satisfaction Questionnaire. For this study, the factorial structure of the Arabic version of the Coach–Athlete Relationship Questionnaire (CART-Q) was used in Kuwait and was prepared with both direct and meta perspectives. Results: The results of this study show evidence of the validity of the direct and meta-perspective Arabic versions of the CART-Q. The fit indices of the data collected by direct-method were as follows (x2/df = 2.21; RMSEA = 0.06; CFI = 0.98; GFI = 0.95; AGFI = 0.91); data for the meta-method were as follows (x2/df = 2.32; RMSEA = 0.08; CFI = 0.99; GFI = 0.93; AGFI = 0.87). Female participants have obtained higher means than males from all questionnaires. Conclusions: The results of the present study could help coaches and athletes from the Middle East to understand the reasons and methods that lead to a quality coach–athlete relationship.

Background: The first purpose of the study was to evaluate the validity and reliability of the Automatic Self-Talk Questionnaire for Sports (ASTQS) in the Turkish language and the secondary purpose was to examine the relationship between the quality of the coach–athlete relationship and athletes’ self-talk. Methods: 477 athletes (females = 252, males = 225) completed the Turkish versions of the Coach–Athlete Relationship Questionnaire (CART-Q) and the ASTQS. Results: ASTQS showed good psychometric properties in the Turkish language. Findings on the construct validity of the scale were consistent with the original scale’s 8-factor structure. The Cronbach’s alpha coefficients ranged from 0.65 to 0.91. Furthermore, path analysis results showed that closeness had a direct effect on disengagement, psych-up, and anxiety control. The commitment had a direct effect on somatic fatigue, and complementarity had a direct effect on worry, confidence, and instruction. Conclusions: Finally, the results from the present study indicated that the Automatic Self-Talk Questionnaire provided a reliable and valid measure for Turkish athletes. The results revealed the importance of the coach–athlete relationship in sport and its’ role in shaping athletes’ self-talk.