Cross-Cultural Validation of the Basic Psychological Needs in Physical Education Scale between Portugal and Brazil Samples

2016 ◽  
Vol 19 ◽  
Author(s):  
Luis Cid ◽  
Carla Lettnin ◽  
Claus Stobäus ◽  
Diogo Monteiro ◽  
Tárcia Davoglio ◽  
...  
Keyword(s):  
Physical Education ◽  
Private School ◽  
Measurement Model ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Cross Cultural ◽  
Middle Grade ◽  
Public And Private ◽  
Brazilian Students ◽  
Cultural Validation

AbstractThe main propose of this study is the cross-cultural validation of the Basic Psychological Needs in Physical Education Scale among Portugal and Brazil samples, through the study of measurement model invariance. Participated in this study, two independent samples, one with 616 Portuguese students, of the 2nd and 3rd basic grade of public school, aged between 9 and 18 years old and another with 450 Brazilian students, from 1st, 2nd and 3rd middle grade of public and private school, aged between 14 and 18 years old. The results support the suitability of the model (three factors, each one with four items), showing an adequate fit to the data in each sample (Portugal: χ2 = 203.8, p = .001, df = 51, SRMR = .062, NNFI = .926, CFI = .943, RMSEA = .070, RMSEA 90% IC = .060–.080; Brazil: χ2 = 173.7, p = .001, df = 51, SRMR = .052, NNFI = .940, CFI = .954, RMSEA = .073, RMSEA 90% IC = .061–.085), as well valid cross-cultural invariance among Portuguese e Brazilian samples (∆CFI ≤ .01). Those findings allow us to conclude that scale can be used to measure the basic psychological needs in physical education in Portugal and in Brazil.

scholarly journals Motivação na educação física escolar: Teoria da Autoderminação

2021 ◽  
Vol 19 (1) ◽  
pp. 1-7
Author(s):  
Sebastião Ribeiro da Silva ◽  
João Guilherme Cren Chiminazzo ◽  
Paula Teixeira Fernandes
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Interpersonal Relationships ◽  
Private Schools ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
School Students ◽  
Public And Private ◽  
Public School Students ◽  
Education Theory

INTRODUÇÃO: A escola representa um dos principais espaços educacionais para a sociedade atual e tem significativa reponsabilidade frente ao ensino. Sabe- se que a motivação é um dos aspectos importantes para influenciar os alunos na busca pelo conhecimento.OBJETIVO: O presente estudo teve como objetivo avaliar a motivação dos alunos nas aulas de Educação Física, com base na Teoria da Autodeterminação (TAD). MÉTODOS: Participaram do estudo 174 alunos do ensino médio, de ambos os sexos, de escola pública e particular, por meio de dois questionários: Percepção de Lócus de Casualidade e Questionário das Necessidades Psicológicas Básicas.RESULTADOS: No geral, os resultados apontaram altos níveis de satisfação das necessidades de autonomia, competência e relações interpessoais. Sobre as formas de regulação da motivação, a análise identificou altos escores no comportamento autodeterminado, e baixos escores no comportamento menos autodeterminado. Na comparação por sexo, os homens apresentaram pontuações maiores nas três necessidades psicológicas básicas, regulação identificada e motivação intrínseca. Na comparação por instituição, os dados mostraram que os alunos da escola particular são mais motivados que os alunos da escola pública.CONCLUSÃO: Conclui-se, no geral, que os alunos estão motivados para participar das aulas de Educação Física, mas é importante buscar alternativas para melhorar a motivação das estudantes mulheres e dos alunos de escolas públicas.Motivation in school physical education: Theory of Self-DeterminationABSTRACTBACKGROUND: The school represents one of the main educational spaces for today’s society and has a significant responsibility towards teaching. It is known that motivation is one of the important aspects to influence students in the search for knowledge.OBJECTIVE: The present study aimed to assess students’ motivation in Physical Education classes, based on the Theory of Self-Determination (TSD).METHODS: The study included 174 high school students, of both sexes, from public and private schools, were evaluated using two questionnaires: Perceived Locus of Casualty and Questionnaire of Basic Psychological Needs. RESULTS: In general, the results showed high levels of satisfaction of the needs for autonomy, competence and interpersonal relationships. Regarding the forms of regulation of motivation, the analysis identified high scores for self-determined behavior, and low scores for less self-determined behavior. In the comparison by sex, men had higher scores on the three basic psychological needs, identified regulation and intrinsic motivation. In the comparison by institution, the data showed that students from private schools are more motivated than students from public schools.CONCLUSION: It is concluded, in general, that students are motivated to participate in Physical Education classes, but it is important to look for alternatives to improve the motivation of female students and public school students.

scholarly journals How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

2021 ◽  
Vol 18 (10) ◽  
pp. 5407
Author(s):  
Vicente Gaspar ◽  
Alexander Gil-Arias ◽  
Fernando Del Villar ◽  
Alba Práxedes ◽  
Alberto Moreno
Keyword(s):  
Physical Education ◽  
Healthy Lifestyle ◽  
School Context ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

scholarly journals Modelo de predicción de la satisfacción y diversión en Educación Física a partir de la autonomía y el clima motivacional

2016 ◽  
Vol 15 (2) ◽  
pp. 39 ◽  
Author(s):  
Antonio Baena-Extremera ◽  
Manuel Gómez-López ◽  
Antonio Granero-Gallegos ◽  
Marina Martínez-Molina
Keyword(s):  
Physical Education ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Learning Climate ◽  
And Performance ◽  
Learning And Performance

El objetivo de este trabajo fue hallar un modelo de predicción de la satisfacción y diversión hacia la Educación Física partiendo del clima aprendizaje y teniendo en cuenta el apoyo a la autonomía del profesorado y la propia percepción de autonomía del alumnado. Se utilizó una muestra de 758 alumnos de secundaria con edades entre 13 y 18 años. Se utilizó la versión española adaptada a la Educación Física de los siguientes instrumentos: Learning and Performance Orientations in Physical Education Classes Questionnaire, Learning Climate Questionnaire, Sport Satisfaction Instrument y el factor autonomía del Basic Psychological Needs in Exercise Scale. Los resultados señalaron que el clima motivacional implicante al aprendizaje predecía positivamente el apoyo a la autonomía por parte del profesor y esta predecía la propia percepción de autonomía del alumno. Asimismo, la percepción de autonomía predice positivamente la satisfacción/diversión y negativamente el aburrimiento en las clases. Como conclusión, los docentes deben favorecer un clima aprendizaje que apoye a la autonomía y favorezca la percepción de autonomía en el alumno para conseguir que se diviertan en las clases de Educación Física.

The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education

2021 ◽  
pp. 1-11
Author(s):  
Maxime Mastagli ◽  
Aurélie Van Hoye ◽  
Jean-Philippe Hainaut ◽  
Benoît Bolmont
Keyword(s):  
Physical Education ◽  
Negative Affect ◽  
Structural Equation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Positive And Negative Affect

Purpose: The present study investigated the relationship between an empowering motivational climate and pupils’ concentration and distraction in physical education, mediated by basic psychological needs satisfaction and by positive and negative affect. Method: The participants were 425 French pupils (Mage = 15.36, SDage = 0.82) from 21 high schools, who filled in a questionnaire regarding the study variables. This cross-sectional study used multilevel structural equation modeling to examine the hypothesized relationships. Results: Good fit indices were found in the data from the theoretical model. An empowering motivational climate was found to be related to concentration. Competence need satisfaction was related to concentration and distraction. This association was mediated by positive and negative affect, which in turn was related to concentration and distraction. Conclusion: Teachers can improve pupils’ concentration and positive affect and reduce distraction and negative affect by supporting an empowering motivational climate and fostering competence need satisfaction.

scholarly journals Acoso escolar, necesidades psicológicas básicas, responsabilidad y satisfacción con la vida: relaciones y perfiles en adolescentes

2021 ◽  
Vol 37 (1) ◽  
pp. 133-141
Author(s):  
José Ignacio Menéndez Santurio ◽  
Javier Fernández-Río ◽  
José Antonio Cecchini Estrada ◽  
Sixto González-Víllora
Keyword(s):  
Life Satisfaction ◽  
Physical Education ◽  
Social Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Low Levels ◽  
Personal And Social Responsibility ◽  
Para Determinar ◽  
Central South ◽  
Basic Psychological Needs Satisfaction

El objetivo fue evaluar las interacciones entre el acoso escolar, las necesidades psicológicas básicas, la responsabilidad y la satisfacción con la vida de los adolescentes. 1785 estudiantes de Educación Secundaria y Bachillerato, con edades comprendidas entre los 12 y los 17 años de edad (M = 14.44, DT = 1.50), de 16 centros educativos de tres zonas de España: Asturias, León, Cuenca y Albacete, accedieron a participar. 590 contestaron cuestionarios referidos a la asignatura de Matemáticas, 596 a la de Lengua Española y Literatura y 599 a la de Educación Física. Para determinar los perfiles en función de las seis dimensiones de la dicotomía frustración-satisfacción de las necesidades psicológicas básicas se realizó un Análisis de Perfiles Latentes –LPA– utilizando el programa Mplus 7.11 Los resultados mostraron cinco perfiles de estudiantes: uno adaptativo (clase 3) con niveles altos de satisfacción de las necesidades psicológicas básicas y bajos de frustración de las mismas, además de los niveles más altos de Satisfacción con la vida, Responsabilidad personal y social y los más bajos de Victimización y Agresión, y otros cuatro perfiles más desadaptativos. Por lo tanto, la satisfacción de estas necesidades debe ser promovida desde la escuela para prevenir y/o mitigar problemas de acoso escolar. The goal was to assess the interactions between bullying and adolescents’ basic psychological needs, responsibility and life satisfaction. 1785 students from secondary education (year eight, n = 404; year nine, n = 390; year 10, n = 364; year 11, n = 376), and Baccalaureate (year 12, n = 251), from 16 schools located in three different areas of Spain: north (Asturias), central-north (León), and central-south (Cuenca y Albacete) agreed to participate. 590 answered the questionnaire used referring to Math, 596 to Literature and 599 to Physical Education. Results showed five profiles: one adaptive (class three) with high levels of basic psychological needs satisfaction, low levels of basic needs frustration, and high levels of life satisfaction, personal and social responsibility, and the lowest levels of victimization and aggression, and four other less adaptive profiles. Therefore, the satisfaction of these needs must be promoted in the schools to prevent and/or mitigate bullying problems.

scholarly journals Basic psychological needs and implicit beliefs of ability in secondary education | Necesidades psicológicas básicas y creencias implícitas de habilidad en educación secundaria

2021 ◽  
Vol 14 (28) ◽  
pp. 19-27
Author(s):  
Lidia Hernández-Andreo ◽  
Manuel Gómez-López ◽  
Alberto Gómez-Marmol ◽  
Antonio Joaquín García-Vélez ◽  
Bernardino Javier Sánchez-Alcaraz
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Social Relationships ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Implicit Beliefs ◽  
Secondary Stage ◽  
Incremental Belief ◽  
Gender Based ◽  
Entity Belief

El objetivo de este estudio fue analizar la relación entre el desarrollo de las necesidades psicológicas básicas y las creencias implícitas de habilidad en alumnado de Educación Secundaria. La muestra estuvo formada por un total de 97 estudiantes de Educación Secundaria, con edades comprendidas entre los 13 y los 15 años (edad media = 13.32 ± 0.62 años) a los que se les aplicaron los cuestionarios de apoyo a las necesidades psicológicas básicas y creencias implícitas sobre la habilidad en sus clases de Educación Física. Los resultados no encontraron diferencias significativas en las variables de necesidades psicológicas básicas y de creencias implícitas de habilidad en función del género de los estudiantes. Por otro lado, la creencia de entidad correlacionó positivamente con el apoyo a las relaciones sociales, mientras que la creencia incremental correlacionó positivamente con el apoyo a la competencia y las relaciones sociales. Estos resultados pueden servir de referencia a profesores de Educación Física a la hora de establecer estrategias en función del género que favorezcan la satisfacción de las necesidades psicológicas básicas de sus estudiantes.AbstractThe aim of this study was to know the levels of basic psychological needs, and implicit beliefs of ability in secondary stage students. The sample was made up of a total of 97 students of Secondary Education, with ages between 13 and 15 (mean age = 13.32 ± 0.62 years) to whom the questionnaires to support basic psychological needs and ability beliefs were applied in Physical Education lessons. The results found no significant differences in the variables of basic psychological needs and implicit beliefs of ability based on the gender of the students. On the other hand, entity belief positively correlated with support for social relationships, while incremental belief positively correlated with support for competition and social relationships. These results can serve as a reference for physical education teachers when establishing gender-based strategies to meet the basic psychological needs of their students.

scholarly journals The Relationship between Teachers and Peers’ Motivational Climates, Needs Satisfaction, and Physical Education Grades: An AGT and SDT Approach

2020 ◽  
Vol 17 (17) ◽  
pp. 6145 ◽  
Author(s):  
Filipe Rodrigues ◽  
Diogo Monteiro ◽  
Diogo S. Teixeira ◽  
Luís Cid
Keyword(s):  
Physical Education ◽  
Significant Relationship ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Cross Sectional ◽  
Needs Satisfaction ◽  
Motivational Climates ◽  
And Performance ◽  
Indirect Relationship ◽  
Basic Psychological Needs Satisfaction

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.

scholarly journals Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active

2019 ◽  
Vol 16 (13) ◽  
pp. 2326 ◽  
Author(s):  
Manzano-Sánchez ◽  
Valero-Valenzuela ◽  
Conde-Sánchez ◽  
Chen
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Personal Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Experimental Group

The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

scholarly journals Behavioral Regulation Sport Questionnaire: Gender and Sport Invariance in Portuguese Athletes

2019 ◽  
Vol 126 (2) ◽  
pp. 323-341 ◽  
Author(s):  
Diogo Monteiro ◽  
Diogo S. Teixeira ◽  
Anabela Vitorino ◽  
João Moutão ◽  
Filipe Rodrigues ◽  
...  
Keyword(s):  
Self Determination Theory ◽  
Measurement Model ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Behavioral Regulation ◽  
Controlled Motivation ◽  
Nomological Validity ◽  
Composite Reliability ◽  
Basic Psychological Needs Satisfaction

This study aimed to analyze measurement invariance of the Behavioral Regulation Sports Questionnaire (BRSQ) across gender and four different sports. In addition, we examined nomological validity via basic psychological needs satisfaction. Participants totaled 1,812 Portuguese athletes (1,220 males and 592 females; aged 15–59 years, Mage = 17.72, SD = 5.51) from football ( n = 596), basketball ( n = 273), swimming ( n = 800), and parasport ( n = 143). The BRSQ measurement model was invariant across gender and these four sports. The scale confirmed nomological validity in that satisfaction of basic psychological needs positively predicted autonomous forms of motivation and negatively predicted more controlled motivation and amotivation as suggested by self-determination theory. In light of this evidence for BRSQ construct validity, composite reliability, nomological validity, and invariance across gender and four different sports, this scale is a useful tool for coaches of the aforementioned sports in their efforts to evaluate their athletes' motivation.

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