Recently, the skill to play games has led to the professionalization of the activity in the form of “eSports” (electronic sports). Despite the popularity of eSports, little is known about its professional players from a psychological perspective. Given the importance of the coach-created environment in the athletes’ motivational processes, this study aimed to investigate the key psychological dimensions of the coach-created climate in 75 Brazilian professional players of League of Legends (LoL) considering the Self-Determination Theory (SDT) and Achievement Goal Theory (AGT). Fourteen hypotheses were tested, of which seven were confirmed. The empowering climate was a predictor of basic psychological-needs satisfaction and indirectly influenced autonomous motivation. The need satisfaction had a significant impact on both autonomous motivation and on lack of motivation, which, in turn, explained 56% of the variance in well-being and the intention to keep playing eSports. The disempowering climate was a predictor of psychological-needs thwarting but had no significant impact on autonomous motivation or lack of motivation. The results obtained support SDT and AGT in the context of eSports and were similar to those conducted with athletes from traditional sports, indicating that the empowering-and-disempowering-coaching-climates conceptualization applies not only to traditional sports athletes but also to professional eSports players.
This paper had the objective to evaluate the perception and comprehension of the students from a state school located in a needy area with spring characteristics in the city of Santo André, state of São Paulo, Brazil, about the concepts of Chemistry when presented under an environmental view. The purpose was to take to the apprentices a proposal of measurement of the pH of rain water in the place they live and relate the results to the concepts of acidity, basicity and pollution. The results raised in this research is that the level of understanding and interest of the students become higher when the o epts of Che ist a e elated to the stude ts' life a d i te ests. The esults i di ated a ette comprehension and interest for the chemistry and environmental concepts, revealing that 87% of the students started to consider the study of Chemistry important against 56% in the first research admitting its importance, proving the importance of the significant and practical teaching for the student.Keywords: Chemistry education; meaningful learning; environment; acid rain. ResumoEste artigo apresenta resultados relativos à avaliação da percepção, receptividade e compreensão dos alunos de uma Escola Estadual da cidade de Santo André, estado de São Paulo, Brasil, em área de manancial e caracterizada por público situado em área carente, acerca dos conceitos da disciplina Química, quando apresentados sob um enfoque ambiental, e teve como foco levar os aprendizes a uma proposta de medição de pH de água de chuva do local de sua moradia e relacionar os resultados encontrados com conceitos de acidez, basicidade e poluição atmosférica. Os resultados mostraram que o nível de compreensão e interesse dos alunos torna-se maior quando os conceitos de Química são ligados à sua vida e aos seus interesses, bem como indicaram uma melhor compreensão dos conceitos químicos e ambientais, além de uma maior receptividade à disciplina, com 87% dos estudantes considerando importante o estudo de Química contra 56% da pesquisa inicial, evidenciando a importância do ensino, significativo e prático para o aluno. Palavras-chave:Educação em química; aprendizagem significativa; meio ambiente; chuva ácida.
Background: The World Health Organization (WHO) recommends at least 150 min of moderate or vigorous activity (MVPA) per week for health benefits. However, meeting WHO guidelines for physical activity has been shown to be a great challenge for general populations and it may be even more difficult for undergraduate students due to elevated academic demand, thus negatively affecting general health status. Thus, this study investigated whether undergraduate students meeting WHO guidelines for physical activity show greater scores for symptoms of anxiety, depression, and poor quality of life than their counterparts not meeting guideline recommendations. Additionally, symptoms of anxiety, depression, and poor quality of life among academic areas were compared. Methods: This is a cross-sectional study. The participants were recruited through messaging apps or institutional e-mail. The participants filled out an online consent form, questionnaires to assess demographic and academic characteristics, the International Physical Activity Questionnaire, the Beck depression and anxiety inventory, and the short-form 36-item health survey questionnaire. The participants were classified as physically active (MVPA > 150 min/week) or inactive (MVPA < 150 min/week) according to WHO Guidelines. Results: A total of 371 individuals were included in the analysis. Physically inactive students demonstrated higher scores of depression (17.96 vs. 14.62; 95% CI: −5.81 to −0.86; p = 0.0083) than physically active ones. SF-36 analyses revealed that physically inactive students had lower values in mental (45.68 vs. 52.77; 95% CI: 2.10 to 12.06; p = 0.0054) and physical (59.37 vs. 67.14; 95% CI: 3.24 to 12.30; p = 0.0015) domains compared with physically active ones. As for SF-36 subscales, physically inactive students showed lower scores in function capacity (70.45 vs. 79.70; 95% CI: 4.27 to 14.49; p = 0.0003), mental health (45.57 vs. 55.60; 95% CI: 5.28 to 14.76; p < 0.0001), social aspects (48.91 vs. 57.69; 95%CI: 3.47 to 14.08; p = 0.0012), vitality (42.19 vs. 50.61; 95% CI: 3.47 to 13.35; p = 0.0009), pain (61.85 vs. 68.00; 95% CI: 1.27 to 11.02; p = 0.0135), and general health status (53.82 vs. 63.81; 95% CI: 5.21 to 14.75; p < 0.0001) than their physically active peers. Conclusions: The findings suggest that undergraduate students who do not meet WHO guidelines for physical activity display higher scores of anxiety, depression, and poor quality of life in comparison with their counterparts meeting physical activity guidelines. Collectively, these data suggest the need for academic institutions and policy makers to monitor and promote in-campus interventions to encourage physical activity.
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