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BACKGROUND: The motivation and emotions of students are context dependent. There are specific moments when students may find their coursework more or less motivating, resulting in stronger or milder emotional responses. Identifying factors directly controllable by teachers empowers them to effectively address challenging situations characterized by lower motivation and increased negative emotions. AIMS: We aimed to investigate how learning activities and students' perception of teaching practices fostering autonomy relate to competence and value beliefs, and emotions in the context of course participation within higher education. SAMPLE: Seventy-seven Taiwanese university students provided 762 learning reports associated with their course participation experiences. METHODS: The experience sampling method (ESM) was used. Participants responded to ESM surveys on their phones for 14 days, reporting motivational beliefs, emotions and contextual characteristics of the course if they indicated active participation in a course upon receiving notifications from their phones. RESULTS: A significant portion of the variation is attributed to situational fluctuation, suggesting that academic emotions and competence and value beliefs vary within students across measurements. An increase in students' perception of an autonomy-supportive learning climate correlates with higher competence beliefs, intrinsic value and positive emotions, coupled with reduced perceived costs and negative emotions. In contrast to lectures, engaging in independent hands-on work, participating in group collaborative projects or interactive discussions appear to inspire motivation or evoke stronger emotional responses in students. CONCLUSIONS: Teachers' teaching practices and classroom learning activities play a pivotal role in shaping students' situational motivation and emotions.

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Introduction: Both the Dutch and Chinese labor markets experience severe shortages of skilled personnel and high turnover rates, being distressing socio-economic factors. At the same time, large cross-cultural studies indicate that these national contexts are highly different from a socio-cultural perspective. When considering issues on employee development and retainment, the public debate opens for negative attributes as dark leadership, wondering if employees accept to be hurt. This study contributes to the employability research and, moreover, it contributes to the call for the ability to contextualize theories and to the convergence/divergence debate. We applied Western theories to investigate possible contextual differences in the relationships between learning climate facilitation and turnover intention, and to investigate whether this relationship is mediated by employability, and whether dark leadership is a possible moderator. Methods: To test our hypotheses, we collected data from 368 Dutch and 319 Chinese respondents who participate in an executive master's program, which was analyzed using PLS-Structural Equation Modeling. Results: Employees in the Netherlands and China were found to interpret our study variables differently. Separate analyses revealed that, in both contexts, learning climate facilitation was both directly and indirectly, via the balance dimension of employability, negatively related to turnover intention. In addition, in the Dutch sample, dark leadership appeared to weaken the relationship between learning climate facilitation and the corporate sense dimension of employability, but the latter did not seem to be a mediator in the relationship with turnover intention. In the Chinese sample, no moderation effects were found. Discussion: Our results show that both learning climate facilitation and dark leadership are important factors in the development and retainment of personnel and that particularly focusing on 'balancing group and individual goals' is important to retain personnel, regardless of national context. The latter may indicate the need for convergence of HR practices. At the same time, however, the different interpretations of the study's variables may indicate divergence in the meaning of HR concepts. In the discussion section, we elaborate on the study's implications for HR-researchers and -practitioners in national and global business contexts.

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Introduction: Self-determination construct is a motivation theory used in professional and educational context to foster special needs teachers' development of metacognition, and psychological wellbeing. The Learning Climate Questionnaire (LCQ) is a validate questionnaire used to underly teachers' professional and personal competence, and improving social, emotional and career outcomes. The present paper aims to evaluate the degree of reliability (R1) and the adherence of construct validity to the construct of self-determination (R2) of the Italian adaptation of the LCQ. Methods: A confirmatory factorial analysis was conducted to evaluate the factorial structure of the LCQ in a sample of Italian special needs teachers (N = 953). Teachers was asked to complete an online version of the LCQ. Construct validity was conducted by relating the learning climate with the basic psychological needs satisfaction, measured with PBNSF, and with academic motivation scale, measured with AMS. Results: The analysis showed a good reliability (R1) and construct validity of the Italian adaptation of the questionnaire, with a high internal consistency compared to those obtained in other studies (R2). Discussion: Teachers' autonomy support and teacher-student relation can positively impact the students' psychological factors and enhance students' learning motivation and academic achievement. Findings reveal that higher levels of learning climate could also be a key factor in reducing teachers' negative stress and mental health consequences. Conclusion: This study may facilitate further research about the autonomy-supportive learning climate in educational settings in Italy.

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PURPOSE: Self-regulated learning (SRL) can enhance students' learning process. Students need support to effectively regulate their learning. However, the effect of learning climate on SRL behavior, its ultimate effect on learning and the underlying mechanisms have not yet been established. We explored these relationships using self-determination theory. MATERIALS AND METHODS: Nursing students (N = 244) filled in questionnaires about SRL behavior, perceived learning, perceived pedagogical atmosphere and Basic Psychological Needs (BPN) satisfaction after their clinical placement. Structural equation modelling was used to test a model in which perceived pedagogical atmosphere affects SRL behavior and subsequent perceived learning through BPN satisfaction. RESULTS: The tested model had an adequate fit (RMSEA = 0.080, SRMR = 0.051; CFI = 0.972; TLI = 0.950). A positively perceived pedagogical atmosphere contributed to SRL behavior, which was fully explained by BPN satisfaction. SRL partially mediated the contribution of pedagogical atmosphere/BPN to perceived learning. CONCLUSIONS: A learning climate that satisfies students' BPN contributes to their SRL behavior. SRL behavior plays a positive but modest role in the relationship between climate and perceived learning. Without a culture that is supportive of learning, implementation of tools to apply SRL behavior may not be effective. Study limitations include reliance on self-report scales and the inclusion of a single discipline.

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Purpose: The objective of our study was to investigate how organizational learning climate (measured as developmental opportunities and team support for learning), career commitment, and age are related to employees' self-perceived employability, vitality and work ability (e.g., their sustainable employability). Our study adopted a P-E fit perspective building upon the notion that sustainable employability is a function of both the person (P) and the environment (E) and tests a three-way interaction between organizational learning climate, career commitment, and age. Design: In total, 211 members of the support staff of a Dutch university completed a survey. Hierarchical stepwise regression analysis was used to analyze the data. Findings: Only one of the two dimensions of organizational learning climate that we measured, namely the developmental opportunities, appeared to be associated with all indicators of sustainable employability. Career commitment only had a direct positive relationship with vitality. Age was negatively related to self-perceived employability and to work ability, but not to vitality. The relationship between developmental opportunities and vitality was negatively influenced by career commitment (a negative two-way interaction effect), while a positive three-way interaction effect was found between career commitment, age, and development opportunities, and with self-perceived employability as the outcome. Theoretical and practical implications: Our findings confirmed the relevance of adopting a P-E fit perspective on sustainable employability, and of considering the possible role of age in this. It requires more detailed analyses in future research to unravel the role of age in the shared responsibility for sustainable employability. In practice, the results of our study imply that organizations should provide all employees with a working context that facilitates learning, however, with a special focus on older employees, for whom it is a particular challenge to protect their sustainable employability, possibly due to age-related stereotyping. Originality: Our study adopted a P-E fit perspective on sustainable employability and examined the association between organizational learning climate and all three components of sustainable employability: self-perceived employability, vitality and work ability. Moreover, it investigated whether and how the employee's career commitment and age influence this relationship.

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In ICT-enabled teams, innovation involves intensive adoption of ICTs and knowledge sharing among all members rather than a few experts. However, ICTs bring not only efficiency but also technostress, which hinders knowledge sharing and innovative practices among team members. To investigate this paradox, we drew on the job demand-control (JDC) model derived from the control theory of occupational stress to construct a theoretical framework regarding the collective influence of technostress, learning goal orientation, perceived team learning climate, and intra-team knowledge sharing on the innovative practices of ICT-enabled team members. Our multiple regression analyses of 481 ICT consultants' responses show that intra-team knowledge sharing positively influenced innovative practices; perceived team learning climate positively moderated this relationship. Further, technostress negatively influenced intra-team knowledge sharing; learning goal orientation positively influenced intra-team knowledge sharing, although the relationship demonstrated an inverted U-shape. Finally, learning goal orientation negatively moderated the relationship between technostress and intra-team knowledge sharing. Our results shed light on the paradox regarding ICT adoption, with theoretical implications for employee-driven innovation, team learning climate, intra-team knowledge sharing, learning goal orientation, and managerial practices about the design and adoption of ICT-enabled jobs.

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Introduction: The purpose of this study was to evaluate the perceived quality of the learning climate by public health residents in the Netherlands and compare residents' and supervisors' perceptions. Methods: Residents of five public health subfields, who started their residency programs in 2019 and onwards, as well as supervisors involved in the residency program, were invited to complete a web-based survey based on an adapted version of the D­RECT questionnaire. Answers of residents and supervisors of the same training site and public health subfield were matched to compare perceived quality of the learning climate. Results: One hundred fourteen residents responded (response rate 50.9%). Residents' overall assessment of the learning climate showed a mean score of 4.19 on a 5-point-scale. Thirty-eighth supervisor-resident matches were formed. There were no notable differences in the perception of residents and supervisors. Conclusion: Residents' overall assessment of the learning climate was positive. Supervisors and residents' perception of learning climate is equal. Our adapted version of D­RECT seems to be suitable to evaluate the learning climate for public health residency programs in the Netherlands. Further research is necessary to validate our questionnaire and to confirm our findings.

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After experiencing the COVID-19 pandemic, educational institutions have to shift their academic activities from manual to the online pattern. Online academic activities may cause attitudinal and behavioral changes in students' learning patterns. With the support of self-determination theory, the present study attempts to determine the role of the online learning climate in students’ performance. In addition, the current study also tries to determine the impact of the online learning climate on students' learning readiness and learning attitude. Moreover, this study also attempts to determine the mediating role of learning readiness and learning attitude in the relationship between online learning climate and students’ performance. To determine the moderating role of online learning stress in the relationship between learning reediness and student performance and between learning attitude and student performance is also an important objective of the current study. For empirical investigation, this study collected the data from 426 sports online learning students of different universities in China. The present study applied partial least square structural equation modeling for empirical analyses using Smart PLS software. The present study's findings acknowledge that online learning climate did not directly influence students’ performance; however, online learning climate has positive associations with learning readiness and learning attitude, respectively. Additionally, the present study’s outcomes confirm that learning readiness and learning attitude positively mediate the relationship between online learning climate and students’ performance, respectively. The present study's findings also revealed that online learning stress negatively moderates the relationship between learning readiness and student performance but does not moderate the relationship between learning attitude and student performance...(AU)

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In this cross-sectional study, we tested the associations between teacher autonomy support, self-determined motivation for physical education (PE), physical activity habits and non-participation in physical education in a sample of adolescents. A total of 715 adolescents (of whom 371 (51.89%) were girls) participated. The ages ranged from 14 to 18 years, with mean ages of 16.00 (SD = 0.79) for girls and 15.99 (SD = 0.75) for boys. The study questionnaire consisted of demographic questions and the Learning Climate Questionnaire, Revised Perceived Locus of Causality in Physical Education Questionnaire, Behavioural Regulation in Exercise Questionnaire 2, Self-Report Habit Index for Physical Activity, Godin Leisure-Time Exercise Questionnaire, Rosenberg Self-Esteem Scale, perceived physical fitness and frequency of non-participation in PE classes. The results showed that perceived teacher autonomy support was directly positively associated with physical activity habits and negatively with non-participation in physical education classes. Autonomous motivation for PE was a mediator between perceived teacher autonomy support and physical activity habits, meaning that higher autonomous motivation was related to higher physical activity habits. Motivation for PE was also a mediator between teacher autonomy support and non-participation in PE. Higher autonomous motivation for PE was associated with less frequent non-participation in PE classes. The findings can inform PE teachers' practice by showing that supporting students' autonomy and strengthening their self-determined motivation can facilitate increased participation in PE classes and the formation of students' physical activity habits.

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Although the positive effects of resilience at work are well documented, the mechanisms that explain the translation of trait resilience into resilient behavior at work remain unclear. Drawing on person-environment fit theory in conjunction with trait-activation theory and utilizing two-wave data of Dutch employees, we investigated whether and which learning-supportive environment (i.e., a perception of learning climate) mediates the effects of trait resilience as a personal characteristic on behavioral resilience at work. Our results indicate that an appreciation learning climate as well as a facilitating learning climate mediate the relationship between trait resilience and resilient behavior at work. Taken together, this study suggests that managers should be cautious encouraging perceptions of error avoidance within their organizations.

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This study aimed to measure medical students' perceptions of the anatomy education environment and determine its association with their learning approaches. First- and second-year undergraduate medical students (N = 234) completed the Anatomy Education Environment Measurement Inventory and the Approaches and Study Skills Inventory for Students. Results revealed that the students' perceptions of all the factors in the anatomy education environment were positive except for two areas-the anatomy learning resources and quality of histology learning facilities. The majority of students in the first year (62.3%) and second year (43.7%) adopted a deep learning approach. There was no significant association between most of the factors in the anatomy education environment and the students' learning approaches, except for the students' intrinsic interest in learning anatomy factor (p = 0.032). The anatomy education environment was positive for the medical students, and there was a prevalence of a deep learning approach among them. However, most of the factors in the anatomy education environment did not influence the students' learning approach. Given that the students' learning approach is a multifactorial construct, investigating the relationship between these two variables in longitudinal time points would provide better insight into the association between the anatomy educational climate and students' learning approaches.

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BACKGROUND: Clinical education across the professions is challenged by a lack of recognition for faculty and pressure for patient throughput and revenue generation. These pressures may reduce direct observation of patient care provided by students, a requirement for both billing student-involved services and assessing competence. These same pressures may also limit opportunities for interprofessional education and collaboration. METHODS: An interprofessional group of faculty collaborated in a sequential quality improvement project to identify the best patients and physical location for a student teaching clinic. Patient chief complaint, use of resources, length of stay, estimated severity of illness and student participation and evaluation of the clinic was tracked. RESULTS: Clinic Optimization and Patient Care: Five hundred and thirty-two emergency department (ED) patients were seen in the first 19 months of the clinic. A clinic located near the ED allowed for patients with higher emergency severity index and greater utilization of imaging. Patients had similar or lower lengths of stay and higher satisfaction than patients who remained in the ED (p < 0.0001). In the second clinic location, from October 2016-June 2019, 644 patients were seen with a total of 667 concerns; the most common concern was musculoskeletal (50.1%). Student Interprofessional Experience: A total of 991 students participated in the clinic: 68.3% (n = 677) medical students, 10.1% (n = 100) physician assistant students, 9.7% (n = 96) undergraduate nursing students, 9.1% (n = 90) physical therapy students, and 2.8% (n = 28) nurse practitioner students. The majority (74.5%, n = 738) of student participants worked with students from other professions. More than 90% of students reported that faculty set a positive learning environment respectful of students. However, 20% of students reported that faculty could improve provision of constructive feedback. Direct Observation: Direct observation of core entrustable professional activities for medical students was possible. Senior medical students were more likely to be observed generating a differential diagnosis or management plan than first year medical students. CONCLUSIONS: Creation of a DOCENT clinic in the emergency department provided opportunities for interprofessional education and observation of student clinical skills, enriching student experience without compromising patient care.

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To address the fierce competition for corporate innovation in the digital economy, this study introduces knowledge integration capability as a mediating variable in light of social information processing theory, and explores the mechanism of team learning climate on innovation performance. Data were collected from a sample of 184 team members for statistical analysis, and Statistical methods such as descriptive statistical analysis, correlation analysis, and regression analysis were used to verify the study hypotheses through SPSS and Amos software, and the results showed that: (1) Team learning climate has a significant positive effect on knowledge integration capability. (2) Team learning climate has a significant positive effect on innovation performance. (3) Knowledge integration capability has a significant positive effect on innovation performance. (4) Knowledge integration capability partially mediates the role between team learning climate and innovation performance. The results proved the perspective of knowledge integration capability for the mechanism of team learning climate on innovation performance from the perspective of knowledge integration capability, and provided theoretical references for creating a learning climate in companies to promote members' knowledge learning and enhance innovation performance.

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PURPOSE: The purpose of this study was to examine the organizational context that may support learning and change readiness climates that previous research has found to be conducive to implementing evidence-based interventions. DESIGN/METHODOLOGY/APPROACH: An exploratory, mixed method evaluation that included 15 rheumatology clinics throughout the United States was performed. Quantitative data were collected using a web-based survey completed by 135 clinic members. Qualitative data were collected via semi-structured interviews with 88 clinic members. FINDINGS: In general, clinics reported strong, positive learning and change readiness climates. More complex organizations (e.g. multispecialty, academic medical centers) with rational/hierarchical cultures and members with longer tenure were associated with less supportive learning and change readiness climates. The authors' findings highlight opportunities for organizational leaders and evidence-based intervention sponsors to focus their attention and allocate resources to settings that may be most susceptible to implementation challenges. ORIGINALITY/VALUE: First, the authors address a deficit in previous research by describing both the level and strength of the learning and change readiness climates for implementing an evidence-based shared decision-making aid (SDMA) and examine how these vary as a function of the organizational context. Second, the study examines a broader set of factors to assess the organizational context (e.g. organizational culture, organizational structure, ownership) than previous research, which may be especially salient for shaping the climate in smaller specialty clinics like those we study. Third, the authors utilize a mixed methods analysis to provide greater insights into questions of how and why organizational factors such as size and structure may influence the learning and change readiness climate.

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Learning climate greatly affects student achievement. This qualitative study aimed to understand community definitions of climate; share lived experiences of students, faculty, and staff; and define priority areas of improvement in the University of Washington School of Public Health (UWSPH). Between March-May 2019, 17 focus group discussions were conducted-stratified by role and self-identified race/ethnicity, gender and sexual orientation-among 28 faculty/staff and 36 students. Topics included: assessing the current climate, recounting experiences related to roles and identities, and recommending improvements. Transcripts were coded using deductive and inductive approaches. Race/ethnicity, gender, and sexual orientation appeared to affect perceptions of the climate, with nearly all respondents from underrepresented or minoritized groups recounting negative experiences related to their identity. Persons of color, women, and other respondents who identified as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual (LGBTQIA) frequently perceived the climate as "uncomfortable." Most felt that UWSPH operates within a structural hierarchy that perpetuates white, male, and/or class privilege and "protects those in power" while leaving underrepresented or minoritized groups feeling like "the way to move up… is to conform" in order to not be seen as "someone pushing against the system." Improvement priorities included: increasing community responsiveness to diversity, equity, and inclusion; intentionally diversifying faculty/staff and student populations; designing inclusive curricula; and supporting underrepresented or minoritized groups academically, professionally, and psychologically.

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OBJECTIVE: Supervisors and residents agree that entrusted autonomy is central to learning in the Operating Room (OR), but supervisors and residents hold different opinions about entrustment: residents regularly experience that they receive insufficient autonomy while supervisors feel their guiding is not appreciated as teaching. These opinions are commonly grounded on general experiences and perceptions, instead of real-time supervisors' regulatory behaviors as procedures unfold. To close that gap, we captured and analyzed when and to what level supervisors award or restrain autonomy during procedures. Furthermore, we constructed fingerprints, an instrument to visualize entrustment of autonomy by supervisors in the OR that allows us to reflect on regulation of autonomy and discuss teaching interactions. DESIGN: All interactions between supervisors and residents were captured by video and transcribed. Subsequently a multistage analysis was performed: (1) the procedure was broken down into 10 steps, (2) for each step, type and frequency of strategies by supervisors to regulate autonomy were scored, (3) the scores for each step were plotted into fingerprints, and (4) fingerprints were analyzed and compared. SETTING: University Medical Centre Groningen (the Netherlands). PARTICIPANTS: Six different supervisor-resident dyads. RESULTS: No fingerprint was alike: timing, frequency, and type of strategy that supervisors used to regulate autonomy varied within and between procedures. Comparing fingerprints revealed that supervisors B and D displayed more overall control over their program-year 5 residents than supervisors C and E over their program-year 4 residents. Furthermore, each supervisor restrained autonomy during steps 4 to 6 but with different intensities. CONCLUSIONS: Fingerprints show a high definition view on the unique dynamics of real-time autonomy regulation in the OR. One fingerprint functions as a snapshot and serves a purpose in one-off teaching and learning. Multiple snapshots of one resident quantify autonomy development over time, while multiple snapshots of supervisors may capture best teaching practices to feed train-the-trainer programs.

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Introducción. Medir el clima de aprendizaje es un aspecto relevante para estimar la calidad de los programas educativos. El Dutch Residency Educational Climate Test (D-RECT) es un instrumento ampliamente reconocido para ese propósito. Objetivo. Realizar la adaptación transcultural y validación del D-RECT al español para su utilización en Argentina. Métodos. A partir del cuestionario original, se realizó el proceso de traducción, y posterior demostración de evidencia sobre validez de contenido (equivalencia lingüística y cultural, y representatividad de los ítems dentro del constructo), proceso de respuesta (pretesteo y entrevistas a grupo piloto), estructura interna y confiabilidad (alfa de Cronbach, análisis factorial exploratorio y confirmatorio, y estudio G). Resultados. Cumplidas las etapas de adaptación transcultural, validación de contenido y del proceso de respuesta, 403 residentes de diferentes especialidades contestaron la versión en español del cuestionario e ingresaron al estudio. El análisis de propiedades psicométricas se realizó con los 392 cuestionarios completos, revelando evidencia favorable sobre la validez y confiabilidad del instrumento. Conclusión. Se realizó la adaptación transcultural del cuestionario D-RECT y se confirmó su adecuada validez y confiabilidad para evaluar el clima de aprendizaje en residencias de Argentina. (AU)

Introduction. Measuring the learning climate is a relevant aspect to estimate the quality of educational programmes. The Dutch Residency Educational Climate Test (D-RECT) is a widely recognised instrument for that purpose. Objective. To perform the cross-cultural adaptation and validation of the D-RECT into Spanish to be used in Argentina. Methods. Based on the original questionnaire, the translation process was carried out, and evidence of content validity (linguistic and cultural equivalence, and representativeness of the items within the construct), response process (pretesting and pilot group interviews), internal structure and reliability (Cronbach's alpha, exploratory and confirmatory factor analysis, and G study) was subsequently demonstrated. Results. Once the cross-cultural adaptation, content validation and response process validation stages were completed,403 residents from different specialties answered the adapted version of the questionnaire and entered the study. The analysis of psychometric properties was performed with 392 complete questionnaires, revealing favourable evidence for he instrument's validity and reliability. Conclusion. The cross-cultural adaptation of the D-RECT questionnaire was carried out and its adequate validity and to assess the learning climate in residences in Argentina was confirmed. (AU)

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There is limited previous research on how learning processes contribute to the outcomes of workplace health promotion (WHP) leadership interventions. The aim of this study was to identify the outcomes of a system-based WPH education program for managers and investigated what impact the intervention program had on health-oriented leadership, improvement work, and employee well-being, as well as what factors (i.e., how manager's active work following the intervention and organizational learning climate) contributed to these outcomes. A mixed-methods approach was applied, including qualitative interviews with 23 managers and process leaders, as well as questionnaires to employees and managers representing 17 public health care units in Sweden. The results showed that health-oriented leadership, improvement work, work satisfaction, and vitality increased at workplaces that worked actively to implement WHP following the program. Working actively with WHP and health-oriented leadership was of central importance for success and was a covariate with improved social learning climate, improved developmental leadership, and increased degree of improvement work. All included factors of learning during the intervention were associated with improved job satisfaction, while the increase in vitality seemed unrelated to program implementation. In conclusion, successful outcomes of WHP interventions interact with dimensions of organizational learning climate in the workplace.

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BACKGROUND: The learning environment is one of the most influential factors in training of medical residents. The Dutch Residency Educational Climate Test (D-RECT) is one of the strongest instruments for measuring the learning environment. However, it has not been translated in French. The objective of this study is the psychometric validation of the DRECT French version. MATERIAL AND METHODS: After translation of the D-RECT questionnaire into French, residents of five Moroccan hospitals were invited to complete the questionnaire between July and September 2018. Confirmatory factor analysis was used to evaluate the validity of the construct using the standardized root mean square residual (SRMR), the root mean square error approximation (RMSEA), the Comparative Fit Index (CFI) and the Tucker- Lewis Index (TLI). Reliability analysis was analysed using Internal consistency and Test-retest. RESULTS: During the study period, 211 residents completed the questionnaire. Confirmatory factor analysis showed an adequate model fit with the following indicators: SRMR = 0.058 / RMSEA = 0.07 / CFI = 0.88 / TLI = 0.87. The French translation had a good internal consistency (Cronbach alpha score >  0.7 for all subscales) and a good temporal stability (correlation score between two measurements = 0.89). CONCLUSION: This French version has an acceptable validity of the construct, a good internal consistency and good temporal reliability, and may be used to evaluate the learning climate. Additional research is necessary in other French-speaking contexts, in order to confirm these results.

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Grounded in achievement goal theory and self-determination theory, this study aimed to examine the associations of students' perception of learning- and performance-oriented climates created by teachers and peers on basic psychological needs satisfaction, and consequently their relationships with physical education grades. This study had a cross-sectional design, and 589 students aged between 10 and 18 years (M = 12.93; SD = 1.49) were recruited for analysis. Participants completed a multisection survey assessing motivational climates and basic psychological needs, and physical education grades were provided by the physical education teacher. Students' perception of learning-oriented climates created by teachers and peers was positively and significantly associated with basic psychological needs satisfaction. Additionally, these learning-oriented climates presented a significant indirect association with physical education grades. On the other hand, the performance-oriented climate created by teachers had a negative and significant relationship with basic psychological needs satisfaction and displayed a negative indirect relationship with physical education grades. The performance-oriented climate created by peers had a positive and significant relationship with basic psychological needs satisfaction and displayed a positive indirect relationship with physical education grades. The perception of performance-oriented climates created by peers could represent a boost within the students in physical education features. Teachers have the responsibility of promoting task and learning environments in which students experience positive outcomes, not only on a motivational level but also on a cognitive level.

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