autonomy support

The purpose of the present study was to model the structural relationships of job stressors and teachers' autonomy support with mediation of emotional exhaustion. This research was descriptive of the correlation type by the method of structural equations. The statistical population included all the teachers of first and second grade of secondary schools in Noor’s and Chamestan’s public schools in the academic year of 2019-2020, that based on Cochran’s formula and stratified random sampling method, 240 people were selected. The tools of this research were the job stressor factors questionnaire of Otero-Lopez et al. (2006), the teacher as social context questionnaire Welborn et al. (1992) and the teachers’ burnout inventory of Maslach et al. (1996). All analyzes were done by structural equation modeling method. The findings indicated that the structural relationship model of job stressors and teachers' autonomy support with the mediation of emotional exhaustion in teachers of first and second grade of secondary schools has favorable fit and significance. In this research, all the direct and indirect paths that lead to the prediction of teachers' autonomy support have been significant. The research’s results indicate that job stressors have a direct and indirect effect, through emotional exhaustion, on teachers' autonomy support and also emotional exhaustion directly affects autonomy support. Addressing these variables can be effective in solving the problems of teachers' autonomy support and increasing it.

Purpose: This study aims to develop a comprehensive scale for assessing the teacher-student relationship by integrating elements from various established theories in educational psychology. Methodology: The study employed a systematic review approach, following the framework by Oakley and Shabrams (2010), to synthesize dimensions from attachment theory, interpersonal theory, social support theory, and self-determination theory. Items for each dimension were adapted from existing validated questionnaires. The initial scale comprised 80 items and was subjected to face and content validity assessment by an expert panel. Content Validity Ratio (CVR) and Content Validity Index (CVI) were calculated to ensure the relevance and essentiality of the items. Findings: Six core dimensions were identified: emotional support, conflict, autonomy and independence, self-worth and competence, instrumental support, and informational support. The final student version comprised 32 items, while the teacher version included 30 items. The validation process confirmed that the items accurately reflect the theoretical constructs and are relevant to the educational context. The findings align with existing literature, emphasizing the importance of emotional and instrumental support, effective conflict management, and the role of autonomy in enhancing student engagement and academic performance. Conclusion: The developed scale provides a comprehensive and validated tool for assessing the teacher-student relationship, integrating key dimensions from multiple theoretical perspectives. This tool can be used for both research and practical applications, helping educators to foster positive interactions that enhance student engagement, a

Objective : Athlete burnout remains a significant concern in competitive sports, with growing evidence highlighting its detrimental effects on performance and mental health. This study examined the efficacy of a Choice Theory-based intervention in reducing burnout symptoms by enhancing autonomy and psychological need satisfaction among elite athletes. Method: Using a longitudinal, randomized controlled design, 156 elite athletes (aged 18–32) from endurance, team, and skill-based sports were allocated to either an 8-week Choice Theory intervention group or a control group receiving standard mental skills training. The intervention incorporated weekly workshops on need identification, cognitive restructuring ("choose to" vs. "have to" thinking), and autonomy-supportive goal setting, alongside coach training in autonomy-supportive communication. Burnout was assessed using the Athlete Burnout Questionnaire (ABQ), while psychological needs were measured via the Basic Psychological Needs Satisfaction in Sport Scale (BPNSSS). Physiological markers (salivary cortisol, heart rate variability) provided objective stress indicators. Results : Results demonstrated significant reductions in emotional exhaustion (p < 0.01, d = 0.72) and sport devaluation (p < 0.05, d = 0.54) in the intervention group compared to controls at 12-month follow-up. Mediation analysis revealed that increased autonomy (β = -0.38, p < 0.001) and competence (β = -0.29, p < 0.01) fully mediated burnout reduction. Physiological data corroborated these findings, with improved HRV recovery (p < 0.05) and lower cortisol levels (p < 0.01) in the intervention group. Conclusions : These findings support Choice Theory as an effective framework for athlete burnout prevention, emphasizing the critical role of autonomy-supportive environments in sustaining long-term athlete well-being. The study advances current practice by demonstrating that structural changes in coaching approaches—particularly empowering athletes with meaningful choices—can significantly mitigate burnout risk. Future research should explore the generalizability of these effects across diverse athletic populations and cultural contexts.