The purpose of the current study is to examine the relationships between need satisfaction, motivation, and outcomes as well as the differential effects of the three psychological needs. The sample consisted of 1549 students from 10 secondary schools in Singapore. Structural equation modelling (SEM) analysis showed that students’ psychological needs are positively related to autonomous motivation, and this in turn, lead to higher enjoyment, value and lower pressure. On the other hand, the three psychological needs were negatively related to controlled motivation. Controlled motivation was positively related to pressure but negatively related to enjoyment and value. In terms of the differential effects of the three psychological needs, relatedness contributed strongly to autonomous motivation, compared to autonomy and competence. In contrast, while autonomy and relatedness contributed to controlled motivation negatively, competence positively predicted controlled motivation. Finally, competence was found to link to pressure in a negative way. In summary, the findings of the current study provide support to the propositions of SDT and add some insight to the differential effects of the three psychological needs.

The purpose of the current study was to identify the 2 Â 2 achievement goals profiles at the intraindividual level using a latent profile analyses (LPA) approach while controlling for the nesting of students within classroom. Additional analyses involving the direct inclusion of predictors and outcomes to the final latent profile solution were also used to examine the relationships between the latent profiles and perceived motivational climate, intention to be physically active and physical activity participation. A sample of 1810 school children aged 14e19 years drawn from 79 classes in 13 Singaporean schools took part in the study. Using the latent profile analysis, four distinct motivational profiles could be identified. The results from multinomial logistic regressions showed that profile membership was significantly predicted by perceptions of mastery and performance climate. Finally, the results showed that the four profiles differed significantly in terms of intention to be physically active and physical activity participation.

The purpose of this study was to identify the motivational profiles underlying sport participation among young Singaporean college athletes, as well as to examine the relationships between motivational profiles and a range of cognitive, affective, and behavioral indices. Junior college athletes (N = 303, mean age = 17.64, SD = .60) completed a questionnaire assessing achievement goal orientations, self-determination, sport ability beliefs, perceived competence, and other motivational indices. Four meaningful clusters were identified and validated with differences in perceived motivational climates and other variables. The use of cluster analysis in the present study proved fruitful in identifying subgroups of athletes with differentiated motivational patterns. Consequently, the information obtained could assist coaches in designing intervention programs that target their athletes' motivational needs.In the pursuit of sports excellence, maximizing athletes' motivation has always been a key concern in sport psychology. For the past two decades, the study of achievement motivation in physical activity and sport has focused on the social-cognitive approach. According to Roberts (2001), the social-cognitive approach involves a dynamic process that incorporates cognitive, affective, and value-related variables in the attainment of a personally or socially valued goal.To provide a multidimensional perspective to the social-cognitive approach, recent researchers have made use of profiling procedures to investigate the dynamics of motivational constructs such as goal orientation (

This study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support.

The purpose of the study was to examine the psychometric properties of the Prosocial and Antisocial Behavior in Sport Scale (PABSS) developed by Kavussanu and Boardley [13] to measure moral behaviors in Singapore's context. A total of 574 (boys = 296, girls = 278) school team athletes were recruited for the study. Results showed that internal reliability, convergent validity and discriminant validity of the PABSS were supported. Evidence of configural, metric and scalar invariance of the PABSS across school and gender groups were also found. The findings suggest that the PABSS can be used to measure prosocial and antisocial behaviors among school athletes in Singapore.