2Impression motivation is an important individual difference variable that has been under-3 researched in sport psychology. The purpose of this study was to design a measure of 4 impression motivation for use with team-sport athletes. A variety of construct validity checks 5 decreased the initial pool of items, exploratory analyses (n = 310) revealed the factor 6 structure of the newly-developed scale, and confirmatory factor analytic procedures (n = 406) 7 provided a modified version of the scale that retained theoretical integrity and psychometric 8 parsimony. This process resulted in a 15-item, 4-factor model; the Impression Motivation in 9

To date there has not been a comprehensive discussion in the literature of work-life balance for the sport psychology consultant. The number and complexity of roles often undertaken by consultants may lead to potential stress if roles conflict. Underpinned by Role Theory (Kahn, Wolfe, Quinn, Snoek, & Rosenthal, 1964) and the Spillover Hypothesis (Staines, 1980) this paper draws on the work-life balance literature to present the potential conflicts and ethical dilemmas experienced by the sport psychology consultant as a result of conducting multiple roles. With an applied focus, ways of obtaining work-life balance are suggested through a psychological model outlining personal organizational skills, ongoing supervision/mentoring and reflective practice, and safeguarding leisure time. While certain aspects of the model are built on the UK experience, many of the suggestions will be applicable to sport psychology consultants regardless of their location. Ideas for future research directions involving exploring conflicting roles, work-life balance and coping issues for the sport psychology consultant are presented.

There are many challenges associated with increasing global legume production, and to overcome them will require stakeholders to modify certain perceptions and behaviors. Unfortunately, stakeholder motivation has been under-appreciated in global legumes research, despite its central role as a predictor of research uptake. Observational studies exist but often, motivation theory is wielded with a lack of conviction, and intervention studies have not yet emerged. Thus, participatory intervention research that embeds insight from contemporary understandings of motivated behavior, is a fruitful line of investigation. Participatory/transdisciplinary, reflective learning methodologies have demonstrated an ability to create new, and maximize existing, pathways to impact in legume productivity. Conversely, successes from the burgeoning field of implementation science have yet to be translated to agriculture research; frameworks exist that simplify the researcher's task of planning, applying, reporting, and replicating their transdisciplinary research. This review describes a novel methodological approach which promotes cross-fertilization of ideas between scientific, extension, farmer, and industry co-actors, engendering a dynamic learning culture; partners co-plan, co-execute, and co-disseminate their work together, in an equitable arrangement. This ensures that outputs are targeted to the needs of end-users and that both scientific and practical (local) knowledge is taken into account. Despite a recent proliferation of useful articles on knowledge co-creation in sustainable agriculture, this review is the first to rationalize to researchers the need to design participatory research which is informed by social psychology (Self-Determination Theory) and adheres to procedures championed in implementation science (e.g., feasibility and fidelity studies, systematic reporting). Theoretical rigor is added to the participatory research agenda, but this review also offers some practical suggestions for application in legumes research. While the focus is on legumes, this guidance is equally applicable to other crops and agricultural systems.

Biochemistry graduates need to be creative, however assessing creativity requires the production of novelty, judged by or against that of peers. A related phenomenon is ‘creative self‐efficacy’ (CSE) – one's self‐belief in producing creative outcomes. CSE is a contributor to creativity, but is more easily assessed, and thus more amenable for targeting pedagogically. To investigate interactions between student CSE and the learning environment, a biochemistry laboratory exercise was deployed within a ‘creative’ module, wherein students created their own experimental protocols. Students completed questionnaires at the beginning and end of the module. Compared to ‘control’ modules lacking overtly creative activities, the creative module significantly increased students' perceptions of their own creativity and whether their studies had increased their creativity. Students' confidence in meeting degree learning outcomes (for instance the ability to work productively in a laboratory), and motivation to study, were also significantly increased. Marks attained from the creative exercise correlated with students' CSE, but surprisingly, students' expected marks correlated negatively with their CSE, implying they had a poor understanding of the relationship between creativity and success. Our results suggest that the learning environment can positively affect students' CSE, promoting academic attainment of learning outcomes, motivation, and their confidence as biochemists.

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