Need Satisfaction, Well-Being, and Perceived Return-to-Sport Outcomes Among Injured Athletes
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this investigation was to examine whether components of psychological well-being (i.e., positive affect, negative affect, self-esteem, and vitality) mediated the relationship between self-determination theory (SDT) basic needs (competence, autonomy and relatedness) and perceived return-to-sport outcomes. Competitive athletes (n = 204) from Australia, Canada, and the United States completed an injury need satisfaction scale, psychological well-being inventories, and a measure of perceived return-to-sport outcomes. Mediation analysis (Baron & Kenny, 1986 Baron, R. M. and Kenny, D. A. 1986. The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51: 1173–1182. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) revealed that positive affect partially mediated the relationship between competence and autonomy need satisfaction and a renewed perspective on sport, while negative affect, self-esteem, and vitality fully mediated the relationship between relatedness need satisfaction and return concerns. Interpretation of the findings suggests the importance of components of well-being in mediating relatedness need satisfaction on “return concerns” in a sport injury context. Prospective longitudinal designs using an SDT framework are discussed to further research in this area.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it