First Impressions Matter! An Experiment Comparing Autonomous and Controlling Language in Course Syllabi

The course syllabus serves as an important first contact between professors and students in university courses and the language used in a syllabus can influence students’ first impressions of the professor and expectations for the course. Existing research in Self-Determination Theory has shown that autonomy-supportive language leads to increased positive outcomes for students compared to controlling language. The objective of the present studies was to compare an autonomy-supportive with a controlling syllabus to see how students felt when reading the syllabus (Study 1), and how the syllabus related to their impressions of the professor, reported motivation, and expectations for the course (Study 2). The results of Study 1 supported that the students reported more positive feelings when viewing the autonomy-supportive syllabus and perceived the autonomy-supportive syllabus was more autonomous and the controlling one was more controlling. In Study 2, the results showed that students who viewed the autonomy-supportive syllabus reported more positive impressions of the professor (more need-supportive, better quality), were more likely to have positive expectations about the course, and more likely to have a self-determined motivation towards attending class compared to students who viewed the controlling syllabus. Overall, the results from both studies supported that there are benefits to using autonomy-supportive language in a syllabus with few side effects. Professors could benefit by making a good first impression upon students by integrating autonomy-supportive language into their syllabus

Fracture toughness measurements on igneous rocks using a high-pressure, high-temperature rock fracture mechanics cell

A sound knowledge of mechanical properties of rocks at high temperatures and pressures is essential for modelling volcanological problems such as fracture of lava flows and dike emplacement. In particular, fracture toughness is a scale-invariant material property of a rock that describes its resistance to tensile failure. A new fracture mechanics apparatus has been constructed enabling fracture toughness measurements on large (60 mm diameter) rock core samples at temperatures up to 750–C and pressures up to 50 MPa. We present a full description of this apparatus and, by plotting fracture resistance as a function of crack length, show that the size of the samples is sufficient for reliable fracture toughness measurements. A series of tests on Icelandic, Vesuvian and Etnean basalts at temperatures from 30 to 600–C and confining pressures up to 30 MPa gave fracture toughness values between 1.4 and 3.8 MPa m1=2. The Icelandic basalt is the strongest material and the Etnean material sampled from the surface crust of a lava flow the weakest. Increasing temperature does not greatly affect the fracture toughness of the Etnean or Vesuvian material but the Icelandic samples showed a marked increase in toughness at around 150–C, followed by a return to ambient toughness levels. This material also became tougher under moderate confining pressure but the other two materials showed little change in toughness. We describe in terms of fracture mechanics probable causes for the changes in fracture toughness and compare our experimental results with values obtained from dike propagation modelling found in the literature

Trainer‐exerciser relationship: The congruency effect on exerciser psychological needs using response surface analysis

Perceptions of fitness trainers' need-supportive and need-thwarting behaviors have been shown to impact exercisers' psychological need satisfaction and frustration. Currently, it is unknown whether an agreement or disagreement between exercisers' and fitness trainers' reported perceptions of these behaviors leads to the satisfaction and/or frustration of psychological needs. Based on self-determination theory, the present study examined the effect of congruency between fitness trainers' and exercisers' perceptions of need-supportive and need-thwarting interpersonal behaviors on basic psychological need satisfaction and frustration. A sample of 130 fitness trainers (43 females; Mage = 31.58 ± 7.65) and a total of 640 gym exercisers (350 females; Mage = 34.23 ± 11.59) participated in this study. Findings suggested that the majority of fitness trainers tended to over-report their use of need-supportive behavior and under-report their need-thwarting behaviors. Results showed that when there was congruency between fitness trainers' reported use and exercisers' perception of interpersonal behaviors, basic needs satisfaction tended to increase. This effect was greater for exercisers that rated their respective fitness trainer high on relatedness support. Fitness trainers should be self-aware of their interpersonal behaviors when engaging with exercisers and interventions based on self-determination theory could serve as a promising avenue to improve the quality of exercisers' experience.info:eu-repo/semantics/publishedVersio

Novel adenoviruses detected in British mustelids, including a unique Aviadenovirus in the tissues of pine martens (Martes martes)

Several adenoviruses are known to cause severe disease in veterinary species. Recent evidence suggests that canine adenovirus type 1 (CAV-1) persists in the tissues of healthy red foxes (Vulpes vulpes), which may be a source of infection for susceptible species. It was hypothesized that mustelids native to the UK, including pine martens (Martes martes) and Eurasian otters (Lutra lutra), may also be persistently infected with adenoviruses. Based on high-throughput sequencing and additional Sanger sequencing, a novel Aviadenovirus, tentatively named marten adenovirus type 1 (MAdV-1), was detected in pine marten tissues. The detection of an Aviadenovirus in mammalian tissue has not been reported previously. Two mastadenoviruses, tentatively designated marten adenovirus type 2 (MAdV-2) and lutrine adenovirus type 1 (LAdV-1), were also detected in tissues of pine martens and Eurasian otters, respectively. Apparently healthy free-ranging animals may be infected with uncharacterized adenoviruses with possible implications for translocation of wildlife

Contexts, Motivation, and Coaching Behaviours – A Self-Determination Theory Perspective on Coach-Athlete Relationships

Based in Self-Determination Theory (SDT), the overall objective of this thesis was to explore how the coaching context, coach psychological needs, and coach motivation influenced coaches’ interpersonal behaviours when they interacted with their athletes, and how these interpersonal behaviours impacted athletes’ psychological needs and motivation in sport. This objective was achieved through a series of 10 studies, looking at different samples of coaches and athletes, divided into four manuscripts. First, there was a need to create a measure that captured both perceptions of others’, as well as self-reports of the six interpersonal behaviours according to SDT (autonomy-support, competence-support, relatedness-support, autonomy-thwarting, competence-thwarting, and relatedness-thwarting). As such, in Manuscript #1, the Interpersonal Behaviours Questionnaire (IBQ) was created and validated as a general measure of perceptions of other people’s interpersonal behaviours (Study 1 N = 534 students; Study 2 N = 351 students) and as a self-report of interpersonal behaviours used in general (Study 3 N = 607 students). In Manuscript #2, the validity of the measure was extended to include the sport context by testing the scale with coaches and athletes. Specifically, Study 1 (N = 239 athletes) validated the measure with a sample of athletes reporting on their coaches’ behaviours, and Study 2 (N = 240 coaches) looked at coaches’ reports of their own behaviours in their interactions with their athletes. Overall, the results of these five studies provided support for the factor structure and validity of the IBQ as a measure of perceived and self-reported interpersonal behaviours in both the general context, as well as sport. Next, Manuscript #3 explored the antecedents of coaches’ reported interpersonal behaviours. Specifically, Study 1 (N = 56 coaches) looked at the coaching context in order to identify the factors that had the largest impact on coaches’ experiences. In Study 2 (N = 310 coaches), the relationship between coaches’ psychological needs, motivation for coaching, and interpersonal behaviours was explored to confirm the sequence occurred as would be expected according to SDT. Finally, in Study 3 (N = 225 coaches), the influence of the contextual factors on coaches’ psychological needs, motivation, and interpersonal behaviours was examined. Overall, the results supported that coaches in a supportive context experienced increased need satisfaction, higher autonomous motivation for coaching, and were more likely to engage in supportive interpersonal behaviours with their athletes; while coaches in a thwarting context experienced increased need frustration, higher controlled motivation, and were more likely to engage in thwarting interpersonal behaviours. Finally, Manuscript #4 explored the outcomes of coaches’ interpersonal behaviours. First, Study 1 (N = 180 athletes) looked at athletes’ perceptions of their coaches’ behaviours and how their perceptions impacted psychological needs and motivation in sport. Lastly, Study 2 (N = 278 athletes; N = 53 coaches) explored whether coaches’ self-reports of their interpersonal behaviours were in line with their athletes’ same perceptions of these behaviours, and explored the factors that were related to whether coaches and athletes were in agreement. These last two studies found that supportive interpersonal behaviours promoted need satisfaction and autonomous motivation for athletes; while thwarting interpersonal behaviours promoted need frustration and controlled motivation for athletes. Overall, this thesis helped extend the existing research in motivational psychology and helped address some important limitations

The Relationship between Professors’ Motivation and Interpersonal Behaviour Styles in the Classroom, and Course Evaluations

Professors create a positive learning environment for students through their interpersonal behaviour style in the classroom. High quality interpersonal interactions are associated with a number of positive student outcomes such as increased motivation, effort, learning, satisfaction, and higher ratings on formal student evaluations of teaching (SETs). This study tested a Self-Determination Theory model in a university setting by measuring the association between professors’ reported psychological need satisfaction, teaching motivation, and self-reported supportive interpersonal behaviour styles, exploring how these variables related to SETs. Overall, we found support for the model; all relationships were significant and in the expected direction except that reported autonomy and competence supportive behaviours did not relate to SETs. From this, we can conclude that relatedness support is important to the student experience and that professors who engage in relatedness supportive interpersonal behaviours are also positively evaluated by their students

La relation entre la motivation des professeurs et des professeures et les styles de comportement interpersonnel dans la salle de classe, et les évaluations des cours

Professors create a positive learning environment for students through their interpersonal behaviour style in the classroom. High quality interpersonal interactions are associated with a number of positive student outcomes such as increased motivation, effort, learning, satisfaction, and higher ratings on formal student evaluations of teaching (SETs). This study tested a Self-Determination Theory model in a university setting by measuring the association between professors’ reported psychological need satisfaction, teaching motivation, and self-reported supportive interpersonal behaviour styles, exploring how these variables related to SETs. Overall, we found support for the model; all relationships were significant and in the expected direction except that reported autonomy and competence supportive behaviours did not relate to SETs. From this, we can conclude that relatedness support is important to the student experience and that professors who engage in relatedness supportive interpersonal behaviours are also positively evaluated by their students.Les professeurs et les professeures créent un environnement d’apprentissage positif pour les étudiants et les étudiantes grâce à leur style de comportement interpersonnel dans la salle de classe. Les interactions interpersonnelles de haute qualité sont associées à un certain nombre de résultats positifs parmi les étudiants et les étudiantes tels que l’augmentation de la motivation, des efforts, de l’apprentissage, de la satisfaction, ainsi que des scores plus élevés dans les évaluations de l’enseignement formelles par les étudiants. Cette étude a examiné un modèle de théorie d’auto-détermination dans un milieu universitaire en mesurant l’association entre les besoins psychologiques tels que rapportés par les professeurs et les professeures en matière de satisfaction et de motivation à enseigner, et les styles de comportement interpersonnel de soutien auto-rapportés, et elle explore comment ces variables sont liées aux évaluations de l’enseignement par les étudiants et les étudiantes. Dans l’ensemble, nous avons trouvé qu’il existait un soutien pour le modèle et que toutes les relations étaient significatives et allaient dans la direction attendue, sauf que l’autonomie et les comportements de soutien de la compétence rapportés n’étaient pas liés aux évaluations de l’enseignement par les étudiants et les étudiantes. Ceci nous permet de conclure que le soutien de la relation est important pour l’expérience des étudiants et des étudiantes et que les professeurs et les professeures qui s’engagent dans des comportements interpersonnels relationnels de soutien sont également évalués de manière positive par leurs étudiants et leurs étudiantes

An introduction to hierarchical linear modeling

This tutorial aims to introduce Hierarchical Linear Modeling (HLM). A simple explanation of HLM is provided that describes when to use this statistical technique and identifies key factors to consider before conducting this analysis. The first section of the tutorial defines HLM, clarifies its purpose, and states its advantages. The second section explains the mathematical theory, equations, and conditions underlying HLM. HLM hypothesis testing is performed in the third section. Finally, the fourth section provides a practical example of running HLM, with which readers can follow along. Throughout this tutorial, emphasis is placed on providing a straightforward overview of the basic principles of HLM

French adaptation and validation of the Sport Motivation Scale-II (Echelle de Motivation dans les Sports-II)

International audienc

French adaptation and validation of the Sport Motivation Scale-II (Echelle de Motivation dans les Sports-II)

International audienc