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BACKGROUND: Despite the widely recognized benefits of physical activity for preventing physical and cognitive decline during aging, global estimates indicate that most older adults do not achieve the recommended amount of physical activity due to a lack of motivation. The current research examined the validity and psychometric properties of the Behavioral Regulation in Exercise Questionnaire (BREQ-3) among older adults. Based on Self-Determination Theory (SDT), the BREQ-3 stands out as one of the most extensively utilized tools among exercise motivation studies. METHODS: A sample of older adults (N = 383; M age = 73.2 years, SD age = 7.2) completed the BREQ-3 and the Godin-Shepard Leisure-Time Physical Activity Questionnaire (GSLTPAQ). RESULTS: Confirmatory factor analyses confirmed the six-factor structure postulated by SDT, showing good fit indices (CFI= 0.95; RMSEA = 0.05; SRMR = 0.04) and supporting the full measurement invariance of the scale across sex and age groups (65 to 74 years; over 75 years). The construct and criterion validity of the BREQ-3 was upheld through the latent correlations between its subscales and their correlations with the GSLTPAQ. CONCLUSIONS: We demonstrated for the first time the effectiveness of the BREQ-3 in assessing all forms of behavioral regulation proposed by SDT in older adults, suggesting that older adults similarly interpreted the items across sex and age groups.

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BACKGROUND: OT-ParentShip intervention addresses the needs of autistic adolescents and the physical and emotional burden associated with parental caregiving. AIM: This article describes the qualitative findings of a mixed-method, single-group, pre-test-post-test pilot study to determine whether this intervention has adequate potential for further, large-scale testing. METHOD: The qualitative study sought to understand 14 parents' (N = 4 couples, N = 6 mothers) experiences in the intervention, examine their satisfaction, and receive their suggestions for improvement, using a grounded approach, with the aim of conceptualising a theoretical understanding of the data gathered. RESULTS: A total of five key themes and 14 sub-themes describe parents' experiences. The key themes that were identified were parent-therapist relationship, parent-adolescent relationship, reframing, benefit for family, and parental resilience. Emerging themes shed light on the therapeutic components and change mechanisms of the intervention. CONCLUSION: Self-determination theory was found to be an adequate theoretical framework to map these components and help in understanding their contribution to treatment outcomes. OT-Parentship directly enforces parents' basic psychological needs, who, in turn, support their adolescent child's need for relatedness, competence, and autonomy. An occupational therapy intervention that satisfies these basic needs has the potential to lead to therapeutic alliance and internalisation of goals, thus increasing therapy engagement and outcomes.

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The present study sought to contribute to self-determination theory by examining the nature of adolescents' academic motivation profiles defined while considering its global and specific nature. The construct validity of these profiles was examined by considering their replicability across samples of upper elementary (n = 781) and secondary (n = 467) school students, as well as their associations with predictors (perceived parental need nurturing behaviors) and outcomes (academic achievement and expectations of success). Latent profile analyses revealed four profiles (Non-Motivated, Identified, Amotivated, and Strongly Motivated) characterized by differing levels of global and specific levels of academic motivation. These profiles were fully replicated across educational levels. Most profiles differed from one another in terms of outcomes, although differences in terms of outcomes associations were observed across educational levels. Finally, profile membership was predicted by global levels of need nurturing and by some of the specific need nurturing behaviors in a way that replicated across educational levels. Our results suggest that the specific qualities of academic motivation and the global levels of self-determination are equally important in the identification of academic motivation profiles. Supplementary Information: The online version contains supplementary material available at 10.1007/s12144-023-04687-x.

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This phenomenological inquiry investigated children's wellbeing experiences at school, including their hedonic (feeling good) and eudaimonic (doing good) accounts, a distinction often overlooked. Further, while phenomenological inquiries of children's mental ill-health exist, wellbeing, a fundamental part of mental health, is neglected. This is at odds with positive psychology which favours strengths-based approaches to studying human development. Phenomenology provides rich detail, facilitating deeper understanding of why and how certain factors affect wellbeing, as described by children themselves. A sample of 15 children (aged 9-11), attending one English primary school broadly representative of the national socio-demographic, engaged in interviews. Children's experiences of 'feeling good' at school were characterised by: an interdependence on peers' emotional states (described as 'a domino effect'), a need to feel cared for by, and trust, adults, and desire for autonomy over their time. Children attributed mistrust in adults to adults disregarding seemingly incidental events which felt significant to children. Children experienced 'doing well' as equating to academic attainment, conveying a fixation with test scores, using language of 'correctness' and efficiency. Shame pervaded when 'correctness' was not achieved, with children describing being ridiculed for poor test scores. Recommendations for schools to support children's hedonia include prioritising wellbeing curricula and emotional literacy, greater staff reflexivity, and prioritisation of pupil voice. To foster children's eudaimonia, recommendations include the need for teachers to provide formative, personalised feedback for pupils focused on the learning process, and the need for Government to embrace a range of ways pupils can feel successful beyond academic attainment. Supplementary Information: The online version contains supplementary material available at 10.1007/s12187-023-10016-2.

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Drawing on self-determination theory, this study examines the relationship between workplace ostracism and deviant behavior by focusing on the mediating role of basic psychological needs and the moderating role of perceived inclusive climate. Findings based on the analysis of 247 valid survey samples suggest that (1) workplace ostracism has a significant positive impact on employees' deviant behavior; (2) basic psychological needs mediate the relationship between workplace ostracism and employees' deviant behavior; and (3) employees' perceived inclusive climate weakens the negative effect of workplace ostracism on basic psychological needs. This study develops new perspectives for workplace ostracism research, extends the factors that influence employees' deviant behavior, and expands the boundary conditions of organizational difference in self-determination theory. Moreover, these empirical results provide important theoretical guidance to decrease employees' deviant behavior in organizations.

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Background: Autonomous motivation to exercise occurs when the activity is voluntary and with a perceived inherent satisfaction from the activity itself. It has been suggested that autonomous motivation is related to striatal dopamine D2/3-receptor (D2/3R) availability within the brain. In this study, we hypothesized that D2/3R availability in three striatal regions (nucleus accumbens, caudate nucleus, and putamen) would be positively associated with self-reported autonomous motivation to exercise. We also examined this relationship with additional exploratory analyses across a set of a priori extrastriatal regions of interest (ROI). Methods: Our sample comprised 49 older adults (28 females) between 64 and 78 years of age. The D2/3R availability was quantified from positron emission tomography using the non-displaceable binding potential of [11C]-raclopride ligand. The exercise-related autonomous motivation was assessed with the Swedish version of the Behavioral Regulations in Exercise Questionnaire-2. Results: No significant associations were observed between self-reported autonomous motivation to exercise and D2/3R availability within the striatum (nucleus accumbens, caudate nucleus, and putamen) using semi-partial correlations controlling for ROI volume on D2/3R availability. For exploratory analyses, positive associations were observed for the superior (r = 0.289, p = 0.023) and middle frontal gyrus (r = 0.330, p = 0.011), but not for the inferior frontal gyrus, orbitofrontal cortex, anterior cingulate cortex, or anterior insular cortex. Conclusion: This study could not confirm the suggested link between striatal D2/3R availability and subjective autonomous motivation to exercise among older adults. The exploratory findings, however, propose that frontal brain regions may be involved in the intrinsic regulation of exercise-related behaviors, though this has to be confirmed by future studies using a more suitable ligand and objective measures of physical activity levels.

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Objective: Online treatment for binge eating disorder (BED) is an easily available option for treatment compared to most standard treatment procedures. However, little is known about how motivation types characterize this population and how these impact treatment adherence and effect in an online setting. Therefore, we aimed to investigate a sample of written motivation statements from BED patients, to learn more about how treatment and online treatment in particular, presents in this population. Methods: Using self-determination theory in a mixed methods context, we investigated which types of motivation were prevalent in our sample, how this was connected with patient sentiment, and how these constructs influence treatment and adherence. Results: Contrary to what most current literature suggests, we found that in our sample (n = 148), motivation type was not connected with treatment outcome. We did find a strong association between sentiment scores and motivation types, indicating the model is apt at detecting effects. We found that when comparing an adult and young adult population, they did not differ in motivation type and the treatment was equally effective in young adults and adults. In the sentiment scores there was a difference between sentiment score and adherence in the young adult group, as the more positive the young adults were, the less likely they were to complete the program. Discussion: Because motivation type does not influence online treatment to the same degree as it would in face-to-face treatment it indicates that the typical barriers to treatment may be less crucial in an online setting. This should be considered during intake; as less motivated patients may be able to adhere better to online treatment, because the latter imposes fewer barriers of the kind that only strong motivation can overcome. The fact that motivation type and sentiment score of the written texts are strongly associated, indicate a potential for automated models to detect motivation based on sentiment.

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This study explored 12 cancer patients' experiences from participating in an online and on-site Shared Reading group for 16 weeks in Norway. Shared Reading is a practice in which prose and poetry are read aloud in small parts and discussed along the way. The study is a qualitative evaluation study with a particular focus on how the participants experienced the reading group supported their life living with cancer. The study was mainly based on the data collected from focus group discussions with the participants, which was analysed qualitatively through open coding. In total, four themes were identified: (1) open space, (2) disconnecting through connecting, (3) community, and (4) resonances and echoes. The participants expressed that the RG helped them to "balance life and cancer", and "disconnect" from their illness. The cognitive effort needed was beneficial for the participants as a form for "cognitive training." Since many of the participants had, due to their illness, completely stopped reading books, the reading group also brought literature back into the participants' lives. Furthermore, it was essential for the participants to feel they contributed to a community, to feel useful and valuable for others. The texts were also important, as some of them resonated strongly with the participants in the way of activating memories and connecting a text to own experiences. After a session, a text could still have an impact as an echo. The results are synthesised, discussed, and supported through the framework of self-determination theory and, more specifically, the basic psychological need theory. The reading group was experienced as a support for autonomy, competence, and relatedness and promoted a feeling of intrinsic motivation that brought about new dimensions in the participants' lives. The study wishes to increase our knowledge of the benefits of integrating Shared Reading groups as a low-cost, literature-based psychosocial support in cancer organisations.

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The purpose of the present study was to evaluate the effectiveness of a physical activity (PA) intervention program designed to enhance levels of engagement in PA. Despite robust evidence supporting the beneficial effects of PA on overall health, only about 22% of individuals engage in the recommended minimum amount of PA. Recent surveys suggested that most individuals express intentions to be physically active, though the psychological state of amotivation dismissed these struggles. In the current study, we pilot-tested a new intervention program, aimed at enhancing engagement in PA among sedentary individuals. The intervention was based on two behavioral change and motivational psychological frameworks: Self-Determination Theory (SDT) and Acceptance and Commitment Therapy (ACT). During a 14-week intervention program, 94 sedentary Israeli college students (Mage = 24.4, SD = 1.42, Females = 89) were randomly assigned into one of three groups: SDT and ACT-based intervention, traditional intervention, and a non-treatment group. Prior to and following the intervention, participants completed the Behavioral Regulation in Exercise Questionnaire-3 (BREQ-3) to examine motivation to exercise and the International Physical Activity Measurement IPAQ to evaluate their training frequency. Results showed that the SDT and ACT-based intervention group exhibited a significant increase in motivation to exercise between time 1 and time 2, while the other two groups (i.e., the traditional intervention program and the non-treatment group) showed insignificant differences in motivation to exercise. Furthermore, neither of the groups showed significant differences in their training frequency per week. However, those in the SDT and ACT-based groups reported an increase in activity intensity from time 1 to time 2 compared to the two other groups. Further, exercise psychology consultants and scholars can use the intervention protocol and utilize these findings to improve PA behaviors and promote health in the general population. Limitations, future directions, and implications are discussed in detail.

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In the past 2 years our world has experienced huge disruptions because of COVID-19. The performing arts has not been insulated from these tumultuous events with the entire music industry being thrown into a state of instability due to the paralyzing effects of the COVID-19 pandemic. In this study, we examined how classical professional musicians' ability to cope with uncertainty, economic struggles, and work-life interplay during COVID-19 was influenced by various factors that affect a crucial part of the development and sustainment of music careers: musicians' practice. We analyzed responses to an online survey of 309 classical performing musicians from 41 countries in Europe and Latin America across three pandemic stages: immediately before the pandemic, during the pandemic, and when vaccines were being made available and lockdowns were being reduced or lifted. Structural equation modeling indicates relationships between perceptions of threat at the peak of the pandemic and the musicians Self- or External-Based Motivation for the three periods in which respondents were asked to reflect. Findings suggest that musicians who are more internally self-motivated seemed to be more resilient to the pandemic threats and more capable of managing their practicing routines, whereas more externally motivated musicians experienced a reduction in their dedicated time to practice during lockdown. We suggest pedagogical and policy implications, as well as future lines of research that are oriented toward supporting professional musicians in assessing and understanding their motivational drives so that they can cope with situations that disrupt their professional lives.

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Introduction: Green building (GB) technologies have been introduced to reduce the negative effect of the building and construction industry on the economy, the ecosystem, and society. A more thorough and accurate knowledge of the factors for implementation is required to stimulate the wider adoption of GB technologies. The theoretical framework for this study is developed using psychological capital (PC), self-determination theory (SDT), and green theory. The study addresses gaps in the research in this field. The effect of PC on psychological health (PH), green innovation ambidexterity (GIA), and subjective health (SH), and the impact of GIA on green performance (GP) are determined. The effect of PH and SH on organizational performance (OP) is also determined. Methods: The information for this study is collected from a variety of sources in the Chinese GB industry. The subjects for this study are Chinese employees of GB-based companies. Using a convenience sampling method, a total of 504 employees were selected. The employees' answers to a restricted, self-administered survey are used to generate the data. Results: Data from this study shows that PC has a significant effect on GIA, SH, and PH and that GIA has a substantial impact on GP. Both SH and PH significantly affect OP. Discussion: This study encourages managers in the green building industry to support fresh concepts in order to gain a competitive edge by implementing and promoting innovative cultures, especially in terms of service delivery and customer understanding, because innovation plays a critical role in these industries.

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The challenge level of goal achievement affects intrinsic motivation. Thus, the goal score learners are required to achieve is an important element in gamified educational applications to foster users' intrinsic motivation. However, determining optimal goal scores that enhance the intrinsic motivation of each learner is not easy because individual competence and preferences for the challenge level (e.g., preference for difficult-to-achieve challenges) vary. One approach is to determine the goal score using physiological measurements to estimate when an individual's intrinsic motivation is reinforced. Measurement of event-related potentials (ERPs) is considered useful for this purpose. ERPs time-locked to feedback onset, such as feedback-related negativity and P300, reflect intrinsic motivation. However, it remains unclear whether these ERPs can serve as indicators of optimal goal scores for gamified educational applications in terms of intrinsic motivation. The present study aimed to examine whether ERP measures vary with the challenge levels of the goal score determined by participants' competence (too-easy, moderate and too-hard levels) and/or with their preference for these levels when using a gamified mental arithmetic application. Thirty-three participants solved 64 addition problems in one session in this application and received auditory feedback immediately after each answer entry. Scores were then calculated based on their task performance. Before each session, participants were informed of the goal score and instructed to exceed it as much as possible. Sessions were repeated six times at easy, moderate, and hard levels of goal scores, with two sessions per level. Goal score preferences were quantified based on subjective ratings of the motivation to achieve each level of goal score using a 7-point Likert scale. The mean amplitudes of ERPs were obtained for each participant. Results showed that P300 was significantly related to subjective ratings but not to levels of goal scores, indicating that P300 could be an indicator of participant preference for goal score levels. This study suggests that measurement of P300 may serve as a neural indicator providing an optimal goal score for individual learners that maximizes their intrinsic motivation in gamified learning applications.

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Introduction: Pharmacy practice in many middle to low-income countries has slowly transitioned from being product-focused to a more patient-focused clinical practice. Lack of motivation is one of the factors contributing to the scarcity of pharmacists in the wards. As little is known about motivation in clinical pharmacists, this study aimed to obtain insight into the quantity and quality of their work motivation and factors associated with it. Methods: Self-determination Theory, used as the framework, describes autonomous motivation as being generated from within or through personal endorsement and controlled motivation as originating from external factors. An online questionnaire including the Academic Motivation Scale to measure autonomous motivation, controlled motivation and amotivation, was sent to clinical pharmacy graduates from 2000 to 2020 across South Africa, followed by interviews to explain some results. Independent t-test was used to analyze differences in motivation of clinical pharmacists to perform clinical services based on personal and environmental factors. Interview data were transcribed and analyzed to explain significant quantitative findings. Results: Higher amotivation was found in graduates who are currently not practicing in dedicated clinical pharmacist positions, as well as in graduates who do not receive additional financial benefits for clinical services. We found no significant differences in the work motivation of clinical pharmacists based on their gender, age, current practice setting, work experience and additional training received. The interviews revealed that relatedness and autonomy are the most important factors for clinical pharmacists' work motivation. Discussion: Overall participants had a high mean autonomous motivation, a high mean controlled motivation and low mean amotivation. In line with Self-determination Theory literature, considering the basic psychological needs for relatedness and autonomy could assist with designing interventions, like creating a supportive work environment, to optimize motivation. This could improve professional wellbeing, service implementation and prevent possible adverse events. Future research is necessary to understand barriers and facilitators of clinical pharmacists' work motivation.

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Grounded in the self-determination theory and the metacognitive and affective model of self-regulated learning, this study investigated the longitudinal relationship of self-determined motivation as the antecedent and academic performance as the consequence of metacognitive knowledge (MK) in mathematics learning. Two waves of data were collected from senior high school students (N = 327) in the second semester in Grades 10 and 11. A longitudinal mediation model was analyzed using structural equation modeling. Results revealed that autonomous motivation was positively related to MK of competence-enhancing strategies and negatively related to MK of avoidance strategies. Furthermore, mathematics performance was positively predicted by MK of cognitive/metacognitive strategies and negatively predicted by MK of avoidance strategies. This study expands the understanding of MK and elaborates on the dynamics between MK, self-determined motivation, and mathematics performance. Especially, this study differentiates the MK of adaptive and maladaptive strategies and examines their motivational antecedents and academic effects. Our findings also suggest that autonomous motivation has longitudinal benefits on MK.

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The sudden impact of the COVID-19 pandemic challenged universities to provide students with online teaching and learning settings that were both immediately applicable and supportive of quality learning. This resulted in a broad variety of synchronous and asynchronous online settings of teaching and learning. While some courses balanced both kinds, others offered either predominantly synchronous or asynchronous teaching and learning. In a survey study with students (N=3,056) and teachers (N=396) from a large German university, we explored whether a predominance of synchronous or asynchronous teaching and learning settings in higher education was associated with certain student experiences and outcomes. Additionally, we examined how well these two types of teaching and learning settings support students' basic psychological needs for autonomy, competence, and relatedness proposed by self-determination theory (SDT). Data were collected after the first online semester due to the COVID-19 pandemic. The results imply that from the students' perspective, the teaching methods involved in the two settings of teaching and learning differ with regard to their potential to support social interaction and to support basic psychological needs as proposed by SDT. Students who studied mostly in synchronous settings reported more peer-centered activities such as feedback in comparison to students in mostly asynchronous settings. In contrast, teachers perceived fewer differences between teaching methods in synchronous and asynchronous settings, especially regarding feedback activities. Further, students in mostly synchronous settings reported greater support of their basic psychological needs for competence support and relatedness as well as a greater overall satisfaction with the online term compared to students in mostly asynchronous settings. Across all students, greater fulfillment of psychological needs and higher technology acceptance coincided with outcomes that are more favorable. Implications for the post-pandemic classroom are drawn.

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The present study aimed to assess the construct validity of the Self-Determination Theory in Second Language Scale (SDT-L2; Alamer, 2021). The study involved 266 undergraduate students learning English as a second language (L2) in Saudi Arabia. The factorial structure of the SDT-L2 was examined using the advanced bifactor-Exploratory Structural Equation Modeling (ESEM) method. The scale provided adequate composite reliability and the bifactor ESEM provided unique details about the multidimensionality of the scale which accounted for the specific constructs (i.e., intrinsic, identified, introjected, and external regulations) and the general constructs (i.e., autonomous motivation and controlled motivation), and allowed for assessment of convergent and discriminant validity. Predictive validity was established by showing that autonomous motivation significantly predicted L2 performance, while controlled motivation did not. Overall, the study demonstrated the usefulness of the bifactor ESEM for construct validation purposes and the results showed that SDT-L2 is a valid scale to assess students' L2 motivation based on SDT perspective.

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BACKGROUND: Continued use of mHealth apps can achieve better effects in health management. Gamification is an important factor in promoting users' intention to continue using mHealth apps. Past research has rarely explored the factors underlying the continued use of mobile health (mHealth) apps and gamification's impact mechanism or path on continued use. OBJECTIVE: This study aimed to explore the factors influencing mHealth app users' intention to continue using mHealth apps and the impact mechanism and path of users' feelings induced by gamification on continued mHealth app use. METHODS: First, based on the expectation confirmation model of information system continuance, we built a theoretical model for continued use of mHealth apps based on users' feelings toward gamification. We used self-determination theory to analyze gamification's impact on user perceptions and set the resulting feelings (competence, autonomy, and relatedness) as constructs in the model. Second, we used the survey method to validate the research model, and we used partial least squares to analyze the data. RESULTS: A total of 2988 responses were collected from mHealth app users, and 307 responses were included in the structural equation model after passing the acceptance criteria. The intrinsic motivation for using mHealth apps is significantly affected by autonomy (ß=.312; P<.001), competence (ß=.346; P<.001), and relatedness (ß=.165; P=.004) induced by gamification. The intrinsic motivation for using mHealth apps has a significant impact on satisfaction (ß=.311, P<.001) and continuance intention (ß=.142; P=.045); furthermore, satisfaction impacts continuance intention significantly (ß=.415; P<.001). Confirmation has a significant impact on perceived usefulness (ß=.859; P<.001) and satisfaction (ß=.391; P<.001), and perceived usefulness has a significant impact on satisfaction (ß=.269; P<.001) and continuance intention (ß=.273; P=.001). The mediating effect analysis showed that in the impact path of the intrinsic motivation for using the mHealth apps on continuance intention, satisfaction plays a partial mediating role (ß=.129; P<.001), with a variance accounted for of 0.466. CONCLUSIONS: This study explored the impact path of users' feelings induced by gamification on the intention of continued mHealth app use. We confirmed that perceived usefulness, confirmation, and satisfaction in the classical continued use theory for nonmedical information systems positively affect continuance intention. We also found that the path and mechanism of users' feelings regarding autonomy, competence, and relatedness generated during interactions with different gamification elements promote the continued use of mHealth apps.

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This study is focused on the massively multiplayer online games' acceptance. In general, while specialized literature reveals that the online gaming industry has grown strongly in recent years, little evidence is identified on its user acceptance. In this manner, the present study is an attempt to fill this gap. Concretely, two aims are defined: (1) proposing an acceptance model to predict the continuance usage of massively multiplayer online games, and (2) knowing how this continuance usage encourages social well-being. The model proposed employing the structural equation modeling with partial least squares (PLS-SEM) methodology. This PLS-SEM model has been defined using a combination of the technology acceptance model (TAM) and the self-determination theory (SDT), comprising eight constructs: (1) autonomy and competence, (2) relatedness, (3) achievement and challenge, (4) flow experience, (5) perceived enjoyment, (6) social well-being, (7) perceived ease of use, and (8) continuance intention. The findings reveal that continuance intention impacts on social well-being. Moreover, the pivotal role of flow experience for continuance intention has been demonstrated. Additionally, continuance intention has been impacted by the perceived enjoyment, showing that it is a key construct for the acceptance of massively multiplayer online games. Thus, two contributions are highlighted. First, these results provide the gaming industry and software developer companies with considerations on gamers' motivations in the online game design, in order to stimulate and incentivize its use. Second, the present study can be useful for academicians and practitioners to understand the online gamers' emotions and well-being, showing some light over their psychology and mental health. Finally, limitations and future directions are exposed.

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Background: This study used self-determination theory to examine the intergenerational continuity of the social situation of development with a focus on what determines a woman's basic psychological need support for her child. Objective: To assess the relationship between the basic need support a woman received from her own mother, the woman's basic need support toward her own child, and the quality of the woman-child interaction. Design: The scales, "Parent-child interaction" and "Basic Psychological Needs," were administered. Eighty-seven women (29-40 years old) with children age 4-5 years assessed the basic need support provided for them by their mother in childhood and at present, and her estimate of the basic need support she herself provides to her own child. Analyses included descriptive statistics, Wilcoxon signed-rank tests, factor analysis, and multiple linear regression. Results: The ratio of levels of basic need support demonstrated continuity across generations. Intergenerational continuity in the child's basic need support mainly concerns the needs for competence and relatedness: the more they were supported in childhood and are now supported by the woman's mother, the more the woman supports them in her own child today. Such continuity was not found for autonomy support. A woman's own basic need support by her mother, in childhood and currently, and the woman's provision of basic need support for her child predicted most of the woman-child interaction parameters. Conclusion: Intergenerational continuity with respect to provision of basic need support was shown. The woman-child interaction was predicted by basic need support across intergenerational relations.