Vallerand et al. (2003) developed a theoretical framework of passion where two types of passions are proposed: obsessive and harmonious passion. Obsessive passion is characterized by an internal pressure that pushes the person to engage in the passionate activity, whereas harmonious passion is characterized by the person's choice to engage in the activity. The goal of the present study was to examine the outcomes of these types of passion toward gambling. A total of 554 participants completed instruments assessing their passion toward gambling, as well as several cognitive and affective outcomes. Results indicated that, in general, harmonious passion was associated with positive outcomes, while obsessive passion was related to negative consequences. Results also showed that casino activities accentuated both positive and negative outcomes by fostering both types of passion toward the gambling activity. Conceptual and practical implications are discussed.

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Vallerand et al. (2003) have proposed that individuals can have two distinct types of passion toward an activity. Harmonious passion, an internal force leading one to choose to engage in the activity, is proposed to be associated with positive consequences. Obsessive passion, an internal pressure forcing one to engage in an activity, is posited to be associated with negative consequences. The present study sought to determine the role of the two types of passion in various cognitive and affective states associated with dependence and problems with gambling. Participants (n = 412) were recruited at the Montréal Casino and given a questionnaire measuring passion toward gambling, as well as consequences associated with dependence and problem gambling. Results showed that obsessive passion for gambling predicted poorer vitality and concentration in daily tasks, as well as increased rumination, anxiety, negative mood, guilt, and problem gambling. These relations were not found for harmonious passion for gambling. Results are discussed in light of the motivational approach to passion (Vallerand et al., 2003).

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Objective:To describe the clinical, genetic, and epidemiologic features of hereditary spastic paraplegia (HSP) in Canada and to determine which clinical, radiologic, and genetic factors determine functional outcomes for patients with HSP.Methods:We conducted a multicenter observational study of patients who met clinical criteria for the diagnosis of HSP in the provinces of Alberta, Ontario, and Quebec from 2012 to 2015. Characteristics of the participants were analyzed using descriptive statistics. The main outcome measure for a subset of the cohort (n = 48) was the Spastic Paraplegia Rating Scale. We also used the SPATAX-EUROSPA disability stage (disability score) to assess disability (n = 65).Results:A total of 526 patients were identified with HSP across the country, and 150 patients had a confirmed genetic diagnosis. Mutations were identified in 15 different genes; the most common were SPAST (SPG4, 48%), ATL1 (SPG3A, 16%), SPG11 (8%), SPG7 (7%), and KIAA0196 (SPG8, 5%). The diagnosis of SPG4 was associated with older age at symptom onset (p = 0.0017). SPG4 and SPG3A were less associated with learning disabilities compared to other subtypes of HSP, and SPG11 was strongly associated with progressive cognitive deficits (odds ratio 87.75, 95% confidence interval 14.04–548.24, p < 0.0001). SPG3A was associated with better functional outcomes compared to other HSP subtypes (p = 0.04) on multivariate analysis. The strongest predictor of significant disability was abnormal brain MRI (p = 0.014).Conclusions:The most important predictors of disability in our HSP cohort were SPG11 mutations and abnormal brain MRI. Accurate molecular characterization of well-phenotyped cohorts and international collaboration are essential to establish the natural history of these rare neurodegenerative disorders.

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The purpose of the present study was to test the predictions derived from 3 models of Psychological Momentum (PM) regarding the elusive PM-performance relationship. Participants competed in one of two 12-minute bogus bicycle races. They were randomly assigned to either a no-momentum race (i.e., tied) or a positive-momentum race (i.e., coming from behind to tie). Perceptions of PM and cycling performance were measured at 4 different points in time. Results from between- and within-subject analyses demonstrated that when participants lost the lead, their perceptions of PM decreased significantly. When participants regained the lead, their perceptions of PM increased significantly. Between- and within-subject analyses of variance also showed that experiencing PM led to increased performance. However, losing PM also led to performance enhancement, presumably through negative facilitation (Cornelius, Silva, Conroy, & Petersen, 1997). Results are discussed in light of models of PM, and avenues for future research are offered.

The purpose of the present study was to tcst a motivational model that explains the relationship between school-leisure conflict and indicators of educational fiinctioning and mental health using structural equation modeling with a sample of college studcnts. Results provided support for the proposed model. Experiencing a conflict between education and leisure contexts was negatively predicted by having a self-determined motivation for school, while self-determined motivation for leisure activities was unrelated lo the experience of such a conflict. A school-leisure contlict, in turn, was associated with poorer academic consequences (poor concentration at school, academic hopelessness, few intentions of pursuing in school), which were associated with higher levels of depression and low life satisfaction. Importantly, the proposed theoretical model was supported for both inen and women. Results are discussed in terms of self-determination theory (Deci & Ryan, 1985 and the hierarchical model of intrinsic and extrinsic motivation (Vallcrand, 1'997).Julianne is a senior high school student. She is involved with several extracurricular activities at school. For example, she is in charge of the graduation ball, she hosts a show at the school radio. and she plays on the school volleyball team. Ail of these activities impinge on her studying time to the point that Julianne often finds herself neglecting her homework in order to meet with friends or play volleyball. It seems that whenever she starts studying, there is 'Correspondence concerning this article should be addressed to Cathcrine F. Ratelle, Facultd des sciences de I'education, local 946, Universite Laval. Quebec GI K 7P4. Canada.