Autonomy support, basic needs satisfaction, and involvement in physical education among Norwegian secondary school students.

Purpose: This study investigated the relationship between teacher autonomy support, students' basic psychological needs satisfaction, and involvement in physical education (PE) with gender specific analyses. Additionally, the study examined the validity of a Norwegian version of the Basic Psychological Needs in PE (BPN-PE) scale.

Method: Survey data from the Norwegian 2017/2018 Health Behaviour in School-aged Children study.

Multidimensional assessment of Game Transfer Phenomena: Intrusive cognitions, perceptual distortions, hallucinations and dissociations.

Game Transfer Phenomena (GTP) refers to a cluster of involuntary phenomena related to playing videogames, including sensory and cognitive intrusions, transient changes in perception and self-agency. The Game Transfer Phenomena Scale (GTPS) has been used to measure the frequency of GTP with respect to five factors. The present study aimed to validate an instrument for assessing the multiple dimensions of GTP (GTP-MDS) that helps clarify the distinction between GTP experiences.

Testing the METUX Model in Higher Education: Interface and Task Need-Satisfaction Predict Engagement, Learning, and Well-Being.

The main aim of this study is to test the validity of the Motivation, Engagement, and Thriving in User Experience (METUX) model (Peters et al., 2018) in higher education. We propose a process model in which we investigate how the need-satisfaction of digital learning tools within the interface sphere and task sphere accounts for engagement, learning, and well-being.

Sensory Processing Sensitivity: Factors of the Highly Sensitive Person Scale and Their relationships to Personality and Subjective Health Complaints.

The aim of the present study was to examine the factor structure of a Norwegian version of the Highly Sensitive Person Scale (HSPS) and to investigate how sensory processing sensitivity (SPS) is related to personality traits of neuroticism, extraversion, and openness and to subjective health complaints (SHC) in a sample of 167 undergraduate psychology students. The results showed that the variance in a shortened version of the HSPS was best described by three separate factors: ease of excitation (EOE), aesthetic sensitivity (AES), and low sensory threshold (LST). Furthermore, the result showed than an overall SPS factor (EOE, LST, and AES combined) was predicted positively by neuroticism and openness and negatively by extraversion.

Achievement motives, self-efficacy, achievement goals, and academic achievement at multiple stages of education: a longitudinal analysis.

The present study investigated the joint effects of achievement motives, self-efficacy, and achievement goals as predictors of subsequent academic achievement among educational science students. A longitudinal research design allowed for measurement of motivational variables at several stages of education during bachelor courses (subsequent to the introductory courses), firstly by measuring achievement motives, secondly by self-efficacy and achievement goals. Subsequently, students' academic achievement level was measured at four different points in time, until they finished the last course for their bachelor degrees.

Quality of life model: predictors of quality of life among sick older adults.

The aim of this study was to explore how depressive symptoms, physical function, health satisfaction, age, and environmental conditions predict quality of life (QoL) in a conceptual model based on the Wilson and Cleary's Model (WCM). A stratified sample by age, gender, and living area was drawn from the Norwegian population of older adults receiving community health care (mean age of 78.6 years, 94.

A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.

Background: Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement.

Aims: To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model.

Sample: Participants were 229 undergraduate students (mean age: 21.

Personality traits and achievement motives: theoretical and empirical relations between the NEO Personality Inventory-Revised and the Achievement Motives Scale.

Theoretical and empirical relations between personality traits and motive dispositions were investigated by comparing scores of 315 undergraduate psychology students on the NEO Personality Inventory-Revised and the Achievement Motives Scale. Analyses showed all NEO Personality Inventory-Revised factors except agreeableness were significantly correlated with the motive for success and the motive to avoid failure. A structural equation model showed that motive for success was predicted by Extraversion, Openness, Conscientiousness, and Neuroticism (negative relation), and motive to avoid failure was predicted by Neuroticism and Openness (negative relation).

Reliability and validity of the Norwegian WHOQOL-OLD module.

The aim of this study was to examine the validity and reliability of the Norwegian WHOQOL-OLD six-facet, 24-item module designed for assessing generic quality of life cross-culturally among the elderly. Using quota-stratified sampling defined on the basis of sex, age and geographical representation, 401 respondents were drawn from Statistics Norway and completed postal surveys. An additional 89 elderly completed personal interviews.