The importance of assigning responsibility during evaluation in order to increase student satisfaction from physical education classes: A model of structural equations

Considering the benefits that students report when evaluating physical education classes, the purpose of the present study was to analyse the relationships between the assignment of student responsibility in the evaluation, motivational variables and the satisfaction with the physical education classes, using The Theory of Self-determination as a support method. The sample for this study was 922 students, of both genres and in Compulsory Secondary Education, aged between 14 and 18 years. To carry out the study, the Student's Scale of Responsibility was used in the physical education assessment, the Basic Psychological Needs Measuring Scale, the Percentage Scale for Physical Education Causality and the Satisfaction Scale in Physical Education. The results of the structural equations model revealed a good adjustment to the data. This finding highlights the importance of giving responsibilities to the students in the evaluation process, in order to satisfy the psychological needs of the students and, therefore, self-determined motivation, thus increasing satisfaction towards physical education classes.

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Basic Psychological Needs, Motivation, Engagement, and Disaffection in Mexican Students During Physical Education Classes

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2021-0006 ◽

2021 ◽

pp. 1-10

Author(s):

Jorge Zamarripa ◽

René Rodríguez-Medellín ◽

Fernándo Otero-Saborido

Keyword(s):

Physical Education ◽

Autonomous Motivation ◽

Sixth Grade ◽

Self Determination Theory ◽

Psychological Needs ◽

Structural Equations ◽

Basic Psychological Needs ◽

Sixth Grade Students ◽

Gender Groups ◽

Structural Equations Model

Purpose: To test a structural equations model that analyzes the effects from satisfaction and frustration of the basic psychological needs on motivation types and the same effects on engagement and disaffection in physical education class, and to validate invariance among gender groups. Method: The participants were 1,470 fifth- and sixth-grade students from elementary schools in the metropolitan area of Monterrey, Nuevo León, Mexico. Results: The model showed satisfactory data fit. The results underscore the importance of fulfilling basic psychological needs to generate both autonomous motivation and engagement, as well as to prevent amotivation and disaffection in the students, regardless of sex. Discussion/Conclusion: The findings were discussed and are deemed consistent with other studies, sustaining the idea of basic psychological needs universality as set forth by the self-determination theory.

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Prediction of Adolescent Physical Self-Concept through Autonomous Motivation and Basic Psychological Needs in Spanish Physical Education Students

Sustainability ◽

10.3390/su132111759 ◽

2021 ◽

Vol 13 (21) ◽

pp. 11759

Author(s):

Alfonso Valero-Valenzuela ◽

Elisa Huescar ◽

Juan L. Núñez ◽

Luis Conte ◽

Jaime Léon ◽

...

Keyword(s):

Physical Education ◽

Structural Equation ◽

Autonomous Motivation ◽

Psychological Needs ◽

Equation Model ◽

Basic Psychological Needs ◽

The Self ◽

Self Concept ◽

Satisfaction Scale ◽

Theoretical Support

Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. For this, 618 students, aged from 10 to 14 years-old (M = 11.62, SD = 0.94), participated in physical education classes. The Basic Psychological Needs Satisfaction Scale (PNSE), the dimensions of intrinsic motivation and identified motivation of the Perceived Locus of Causality Scale in physical education classes (PLOC), and the Physical Self-Concept Questionnaire (PSPP) were administered. A structural equation model and test confirmatory factor analysis were used. The results indicate a positive relationship between the satisfaction of the basic psychological needs of the students and the self-determined motivation towards physical education, with this being positively associated with the physical self-concept of the students. In addition, a prediction model (χ2 = 763.23; p < 0.001; χ2/d.f. = 3.00; IFI = 0.91; CFI = 0.91; TLI = 0.90; RMSEA = 0.05) showed the satisfaction of basic psychological needs positively predicted their self-determined motivation towards physical education, and this, in turn, a greater physical self-concept of the students. The results are discussed centered on the importance of the physical education teacher contemplating experiences that work on the promotion of personal identity and student self-esteem through the improvement of quality motivation. Consequently, the greater importance of the physical self-concept of the students was explained thanks to more autonomous (intrinsic and identified regulation) motivation and higher levels of basic psychological needs (especially autonomy and competence).

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Impact of the Basic Psychological Needs in Subjective Happiness, Subjective Vitality and Physical Activity in an Elderly Portuguese Population

Motricidade ◽

10.6063/motricidade.9746 ◽

2017 ◽

Vol 13 (2) ◽

pp. 58

Author(s):

Nuno Couto ◽

Raul Antunes ◽

Diogo Monteiro ◽

João Moutão ◽

Daniel Marinho ◽

...

Keyword(s):

Physical Activity ◽

Elderly People ◽

Well Being ◽

Psychological Needs ◽

Structural Equations ◽

Basic Psychological Needs ◽

Subjective Happiness ◽

Subjective Vitality ◽

Structural Equations Model ◽

The Impact

The goal of this work is to analyze the impact of elderly Portuguese individuals’ global perception of satisfying basic psychological needs in the areas of subjective happiness, subjective vitality and physical activity through a structural equations model. The way of well-being differs according to the amount of physical activity practiced in Portuguese elderly was also analyzed. Participants included 309 elderly people (242 females, 67 males) of Portuguese nationality who practice different levels of physical activity. Their ages range from 60 to 90 years old (M=68.59; DP=6.60).The obtained results show that the perception of basic psychological needs in Portuguese elderly people’s lives are a positive predictor of subjective happiness and subjective vitality. Also, the results verified that elderly people who perceive higher levels of competence practice more physical activity. Consequently, it is also possible to conclude that elderly people who participate in more physical activities perceive greater levels of subjective happiness and subjective vitality.

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Influence of Teaching Style on Physical Education Adolescents’ Motivation and Health-Related Lifestyle

Nutrients ◽

10.3390/nu11112594 ◽

2019 ◽

Vol 11 (11) ◽

pp. 2594 ◽

Cited By ~ 12

Author(s):

Rubén Trigueros ◽

Luis A. Mínguez ◽

Jerónimo J. González-Bernal ◽

Maha Jahouh ◽

Raul Soto-Camara ◽

...

Keyword(s):

Physical Activity ◽

Physical Education ◽

Autonomy Support ◽

Eating Habits ◽

Teaching Style ◽

Psychological Needs ◽

Structural Equations ◽

Basic Psychological Needs ◽

Activity Class ◽

Structural Dimensions

According to various WHO reports in 2018, a large number of adolescents worldwide are either overweight or obese. This situation is the result of not following a healthy and balanced diet, combined with a lack of practice of physical activity. In this sense, Physical Education classes could help to solve the problem. The present study seeks to analyze the relationship between the role of the teacher in relation to the structural dimensions of the PE teaching environment and the basic psychological needs and self-motivation of adolescents as determinants of their behaviors related to eating habits and the practice of physical activity. A total of 1127 secondary school adolescents between the ages of 13 and 18 participated in this study. Questionnaires were used: Perceived Autonomy Support Scale, Psychologically Controlling Teaching Scale, Basic Psychological Needs in Physical Education, Frustration of Psychological Needs in PE context, Physical Activity Class Satisfaction Questionnaire, Perceived Locus of Causality Revised, and WHO’s Global school-based student health survey. A structural equations model was elaborated to explain the causal relationships between the variables. The results showed that autonomy support positively predicted the three structural dimensions of PE classes, while, in contrast, they were negatively predicted by psychological control. The three structural dimensions positively predicted the satisfaction of psychological needs and negatively predicted the thwarting of psychological needs. Self-determined motivation was positively predicted by the satisfaction of psychological needs and negatively predicted by the thwarting of psychological needs. Finally, self-determined motivation positively predicted healthy eating habits and the practice of physical activity and negatively predicted unhealthy eating habits. Certainly, the results obtained in this study support the postulates of the self-determination theory, demonstrating the predictability of PE class context towards the adoption of healthy lifestyle habits, such as a proper diet and the regular practice of physical activity.

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Validación y adaptación de la escala de control psicológico del profesor hacia las clases de educación física y su efecto sobre las frustraciones de las necesidades psicológicas básicas (Validation and adaptation to the Physical Education context of the

Retos ◽

10.47197/retos.v37i37.71550 ◽

2019 ◽

pp. 167-173

Author(s):

Rubén Trigueros ◽

José Manuel Aguilar-Parra ◽

Josefa González-Santos ◽

Adolfo Javier Cangas

Keyword(s):

Physical Education ◽

Psychometric Properties ◽

Reliability Analysis ◽

Psychological Control ◽

Psychological Needs ◽

Structural Equations ◽

Basic Psychological Needs ◽

Self Determination ◽

Validity And Reliability ◽

The Relationship

El papel que adopte el profesor durante las clases de EF es fundamental para conseguir que el alumnado se implique activamente. El objetivo del estudio consistió en validar y adaptar la Escala Docente de Control Psicológico (PCT) al contexto español de EF, con el fin de tener una escala para medir el control psicológico del profesor sobre el alumnado y analizar la relación existente respecto a las cuatro frustraciones de las necesidades psicológicas. Para responder al objetivo del estudio se han empleado dos muestras independientes pertenecientes a varios centros educativos de secundaria. Para analizar las propiedades psicométricas del PCT se ha realizado un análisis factorial confirmatorio, una análisis de invarianza respecto al género y una análisis de fiabilidad. Para analizar la relación entre el control del docente y la frustración de las cuatro necesidades psicológicas se realizó un modelo de ecuaciones estructurales. Los resultados han apoyado la validez y fiabilidad de la estructura del cuestionario, mostrándose invariante respecto al género. El control psicológico ejercido por el docente actuó como predictor de los factores que integran la frustración de las necesidades psicológicas básicas, estando en línea con los postulados de la teoría de la autodeterminación. Abstract. The role that teachers adopt during PE classes is fundamental to ensure that students are actively involved. The aim of the study was to validate and adapt the Psychological Control Teaching Scale (PCT) to the Spanish context of PE, in order to have a scale to measure teachers’ psychological control over students and to analyze its relationship with the four frustrations of psychological needs. To answer the objective of the study, two independent samples belonging to several secondary schools were selected. To analyze the psychometric properties of the PCT, confirmatory factorial analysis, as well as invariance analysis by gender and reliability analysis were carried out. To analyze the relationship between teachers’ control and frustration of the four psychological needs, a model of structural equations was built. The results supported the validity and reliability of the structure of the questionnaire, the model being invariant by gender. Teachers’ psychological control acted as a predictor of the factors that trigger frustration of basic psychological needs, our outcomes being in line with the postulates of the theory of self-determination.

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Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context

Sustainability ◽

10.3390/su11226250 ◽

2019 ◽

Vol 11 (22) ◽

pp. 6250 ◽

Cited By ~ 6

Author(s):

Rubén Trigueros ◽

Luis A. Mínguez ◽

Jerónimo J. González-Bernal ◽

José M. Aguilar-Parra ◽

David Padilla ◽

...

Keyword(s):

Standard Deviation ◽

Physical Education ◽

Psychometric Properties ◽

Factor Structure ◽

Reliability And Validity ◽

Psychological Needs ◽

Higher Order ◽

Basic Psychological Needs ◽

Order Model ◽

Satisfaction Scale

The purpose of the study was to validate to the physical education context, the Spanish version of the Scale of the Satisfaction of Psychological Needs toward the Physical Education classes of Menéndez and Fernández-Rio, with the incorporation of the novelty, since they contemplated its inclusion. In this study, 1444 students participated (mean = 15.34, standard deviation = 1.12) from several schools in Almeria. To analyze the psychometric properties of the scale, several analyses were carried out. The results offered support for both the four-factor structure and the higher-order model called satisfaction. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales. The results of this study demonstrated the reliability and validity of the Scale of the Satisfaction of Psychological Needs, with the incorporation of novelty in the Spanish context of Physical Education.

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One Step Closer to Understanding Motivation in Scientific Education: The Incorporation of Science Textbooks as a Predictor, Together with Motivational Climate and Basic Psychological Needs

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v9i4.24864 ◽

2020 ◽

Vol 9 (4) ◽

pp. 590-599

Author(s):

R. Romero ◽

MÂª. A. De las Heras ◽

P. SÃ¡enz-LÃ³pez ◽

E. J. FernÃ¡ndez Ozcorta

Keyword(s):

Intrinsic Motivation ◽

Psychological Needs ◽

Motivational Climate ◽

Structural Equations ◽

Basic Psychological Needs ◽

Science Textbooks ◽

Interest In Science ◽

One Step ◽

Structural Equations Model ◽

Task Oriented

Studentsâ€™ increasing lack of interest in science has led to a disturbing situation that compels us to continue researching educational motivation, in this line, and within the framework provided by self-determination and achievement goal theories. The great importance of this variable can be attributed to its relevance in classes and its competence-related nature, which in principle makes it a motivating resource, as is the case with science textbooks. In particular, this study provides an in-depth understanding of motivation using various motivational predictors, while incorporating the motivational competence relevance of science books. One thousand students between the ages of 10 and 14 years participated. The research instrument used was a questionnaire consisting of 4 scales that measured the motivational competence relevance of science books, the task-oriented motivational climate, the basic psychological need for competence and the intrinsic motivation. Data were analyzed using correlation analysis and a structural equations model. The results showed that, among other aspects, motivation is influenced by competence, while competence is influenced by the task climate and the motivational competence relevance of science books. These findings suggest that in order to increase studentsâ€™ intrinsic motivation, teachers must create a task-oriented climate, emphasize the value that student should attribute to science books from a motivational competence perspective, and satisfy the need for competence.

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18105407 ◽

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.

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

Universitas Psychologica ◽

10.11144/javeriana.upsy15-2.mpsd ◽

2016 ◽

Vol 15 (2) ◽

pp. 39 ◽

Cited By ~ 10

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.

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

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2020-0252 ◽

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.

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