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

in Journal of Teaching in Physical Education

Click name to view affiliation

Jorge ZamarripaUniversidad Autónoma de Nuevo León

Search for other papers by Jorge Zamarripa in
Current site
Google Scholar
PubMedClose
*
,
René Rodríguez-MedellínUniversidad Autónoma de Nuevo León

Search for other papers by René Rodríguez-Medellín in
Current site
Google Scholar
PubMedClose
, and
Fernándo Otero-SaboridoUniversidad Pablo de Olavide

Search for other papers by Fernándo Otero-Saborido in
Current site
Google Scholar
PubMedClose
DOI:
https://doi.org/10.1123/jtpe.2021-0006
Keywords:
autonomy; competence; invariance; Mexico; relatedness; self-determination theory
First Published Online:
25 Aug 2021
In Print:
Volume 41: Issue 3
Page Range:
436–445
Restricted access

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.

Zamarripa and Rodríguez-Medellín are with the Facultad de Organización Deportiva, Universidad Autónoma de Nuevo León, San Nicolás de los Garza, Mexico. Otero-Saborido is with the Facultad de Ciencias del Deporte, Universidad Pablo de Olavide, Sevilla, Spain.

Zamarripa (jorge.zamarriparv@uanl.edu.mx) is corresponding author.
  • Collapse
  • Expand

Journal of Teaching in Physical Education

Cover Journal of Teaching in Physical Education

  • Aelterman, N., Vansteenkiste, M., Keer, H.V., Berghe, L.V.D., Meyer, J.D., & Haerens, L. (2012). Students’ objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education. Journal of Sport and Exercise Psychology, 34(4), 457–480. PubMed ID: 22889689 doi:10.1123/jsep.34.4.457

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261–278. doi:10.1348/000709902158883

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ato, M., López, J.J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038–1059. doi:10.6018/analesps.29.3.178511

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Bagøien, T.E., Halvari, H., & Nesheim, H. (2010). Self-determined motivation in physical education and its links to motivation for leisure-time physical activity, physical activity, and well-being in general. Perceptual & Motor Skills, 111(2), 407–432. PubMed ID: 21162443 doi:10.2466/06.10.11.13.14.PMS.111.5.407-432

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Baños, R., Ruiz-Juan, F., Baena-Extremera, A., García-Montes, M.E., & Ortiz-Camacho, M.D.M. (2018). Leisure-time physical activity in relation to the stages of changes and achievement goals in adolescents: Comparative study of students in Spain, Costa Rica, and Mexico. Sustainability, 10(7), 2581. doi:10.3390/su10072581

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Bartholomew, K.J., Ntoumanis, N., Ryan, R.M., & Thogersen-Ntoumani, C. (2011). Psychological need thwarting in the sport context: Assessing the darker side of athletic experience. Journal of Sport and Exercise Psychology, 33(1), 75–102. PubMed ID: 21451172 doi:10.1123/jsep.33.1.75

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Bevans, K., Fitzpatrick, L.-A., Sanchez, B., & Forrest, C.B. (2010). Individual and instructional determinants of student engagement in physical education. Journal of Teaching in Physical Education, 29(4), 399–416. PubMed ID: 22844176 doi:10.1123/jtpe.29.4.399

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Bisquerra, R. (1987). Introducción a la estadística aplicada a la investigación educativa: Un enfoque informático con los paquetes BMDP y SPSSX. Barcelona, Spain: Promociones Publicaciones Universitarias.

    • Search Google Scholar
    • Export Citation

  • Brophy, J. (2004). Motivating students to learn (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

  • Burgueño, R., Sánchez-Gallardo, I., Macarro-Moreno, J., Lirola, M.-J., & Medina-Casaubón, J. (2019). Examining maladaptive functioning in physical education: A psychometric analysis of the psychological need thwarting scale among Spanish secondary students. Perceptual and Motor Skills, 126(6), 1158–1177. PubMed ID: 31403894 doi:10.1177/0031512519868368

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E., Van der Kaap-Deeder, J., . . . Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216–236. doi:10.1007/s11031-014-9450-1

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Chen, F.F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. doi:10.1080/10705510701301834

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Cheung, G.W., & Rensvold, R.B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255. doi:10.1207/S15328007SEM0902_5

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Chi, U., Skinner, E.A., & Kindermann, T.A. (2010). Engagement and disaffection in the college classroom: Construction and validation of a measurement tool to assess students’ motivation to learn. Portland, OR: Portland State University.

    • Search Google Scholar
    • Export Citation

  • Christenson, S.L., Reschly, A.L., Appleton, J.J., Berman-Young, S., Spangers, D., & Varro, P. (2008). Best practices in fostering student engagement. In A. Thomas& J. Grimes (Eds.), Best practices in school psychology V (pp. 1099–1120). Washington, DC: National Association of School Psychologists.

    • Search Google Scholar
    • Export Citation

  • Chu, T.L., Zhang, T., Thomas, K.T., Zhang, X., & Gu, X. (2019). Predictive strengths of basic psychological needs in physical education among Hispanic children: A gender-based approach, Journal of Teaching in Physical Education, 38(3), 233–240. doi:10.1123/jtpe.2018-0126

    • Search Google Scholar
    • Export Citation

  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. PubMed ID: 19565683 doi:10.1037/0033-2909.112.1.155

  • Cole, D.A., & Maxwell, S.E. (1985). Multitrait-multimethod comparisons across populations: A confirmatory factor analytic approach. Multivariate Behavioral Research, 20(4), 389–417. PubMed ID: 26821990 doi:10.1207/s15327906mbr2004_3

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Cuevas, R., García-Calvo, T., González, J., & Fernández-Bustos, J.G. (2018). Basic psychological needs, motivation and engagement in adolescent students. Revista de Psicologia del Deporte, 27(1), 97–104. Retrieved from https://revistes.uab.cat/rpd/article/view/v27-n1-cuevas-garcia-calvo-etal.

    • Search Google Scholar
    • Export Citation

  • Curran, T., & Standage, M. (2017). Psychological needs and the quality of student engagement in physical education: Teachers as key facilitators. Journal of Teaching in Physical Education, 36(3), 262–276. doi:10.1123/jtpe.2017-0065

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.

  • Deci, E., & Ryan, R. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227–268. doi:10.1207/S15327965PLI1104_01

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Deci, E., & Ryan, R. (2002). Handbook of self-determination research. New York, NY: The University Rochester Press.

  • Fredricks, J.A., & Eccles, J.S. (2002). Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519–533. PubMed ID: 12090482 doi:10.1037/0012-1649.38.4.519

    • Crossref
    • Search Google Scholar
    • Export Citation

  • González, A., & Paoloni, P.V. (2014). Self-determination, behavioral engagement, disaffection, and academic performance: A mediational analysis. The Spanish Journal of Psychology, 17, E82, PubMed ID: 26054630 doi:10.1017/sjp.2014.82

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64(3), 453–463. doi:10.1111/j.2044-8279.1994.tb01116.x

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Guvenc, H. (2015). The relationship between teachers’ motivational support and engagement versus disaffection. Educational Sciences: Theory & Practice, 15(3), 647–657. doi:10.12738/estp.2015.3.2662

    • Search Google Scholar
    • Export Citation

  • Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16(3), 26–36. doi:10.1016/j.psychsport.2014.08.013

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Hu, L.-T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. doi:10.1080/10705519909540118

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Jimerson, S.R., Campos, E., & Greif, J.L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. California School Psychologist, 8(1), 7–27. doi:10.1007/BF03340893

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Jöreskog, K., & Sörbom, D. (2006). LISREL 8.80. Structural equation modeling with the simplis command language (Software de cómputo). Chicago, IL: Scientific Software International.

    • Search Google Scholar
    • Export Citation

  • Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567–582. doi:10.1037/0022-0663.98.3.567

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Maldonado, E., Zamarripa, J., Ruiz-Juan, F., Pacheco, R., & Delgado, M. (2019). Teacher autonomy support in physical education classes as a predictor of motivation and concentration in Mexican students. Frontiers in Psychology, 10, 2834. PubMed ID: 31920867 doi:10.3389/fpsyg.2019.02834

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Mears, J., & Kilpatrick, M. (2008). Motivation for exercise: Applying theory to make a difference in adoption and adherence. ACSM’s Health & Fitness Journal, 12(1), 20–26. doi:10.1249/01.FIT.0000298460.30006.00

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Meyer, D.K., & Turner, J.C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107–114. doi:10.1207/S15326985EP3702_5

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Nájera-Longoria, R., Nuñez-Enriquez, O., Candia-Lujan, R., Lopez-Alonzo, S., Islas-Guerra, S., & Guedea-Delgado, J. (2020). “How is my teaching?” Teaching styles among Mexican physical education teachers. Movimento (ESEFID/UFRGS), 26, e26058. doi:10.22456/1982-8918.99495

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Parish, L.E., & Treasure, D.C. (2003). Physical activity and situational motivation in physical education: Influence of the motivational climate and perceived ability. Research Quarterly for Exercise and Sport, 74(2), 173–182. PubMed ID: 12848230 doi:10.1080/02701367.2003.10609079

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken, NJ: Wiley.

  • Reeve, J. (2012). A self-determination theory perspective on student engagement. In L.S. Christenson, L.A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). New York, NY: Springer US. doi:10.1007/978-1-4614-2018-7_7

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Rodríguez-Medellín, R., Zamarripa, J., Marentes, M., Otero-Saborido, F., Baños, R., & Morquecho-Sánchez, R. (2020). Mexican validation of the engagement and disaffection in physical education scale. International Journal of Environmental Research and Public Health, 17(6), 1821. doi:10.3390/ijerph17061821

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ryan, A.M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35(2), 101–111. doi:10.1207/S15326985EP3502_4

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ryan, R. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63(3), 397–427. PubMed ID: 7562360 doi:10.1111/j.1467-6494.1995.tb00501.x

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ryan, R.M., & Deci, E.L. (2000a). Darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry, 11(4), 319–338. doi:10.1207/S15327965PLI1104_03

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ryan, R.M., & Deci, E. (2000b). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. Retrieved from http://www.sciencedirect.com/science/article/B6WD1-45FCGCS-S/2/1a21868a298d5dd9621273184b59c000

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ryan, R.M., & Deci, E.L. (2000c). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/0003-066X.55.1.68

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ryan, R.M., & Deci, E.L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Press.

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress, & Coping, 23(1), 53–70. PubMed ID: 19326271 doi:10.1080/10615800802609965

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Secretaría de Educación Pública. (2017). Aprendizajes claves para la educación integral. Educación física. Educación básica. Plan y programas de estudio, orientaciones didácticas y sugerencias de evaluación. Mexico City, Mexico: Author. Retrieved from http://www.aprendizajesclave.sep.gob.mx.

    • Search Google Scholar
    • Export Citation

  • Selya, A., Rose, J., Dierker, L., Hedeker, D., & Mermelstein, R. (2012). A practical guide to calculating Cohen’s f2, a measure of local effect size, from PROC MIXED. Frontiers in Psychology, 3, 111. doi:10.3389/fpsyg.2012.00111

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Shen, B., McCaughtry, N., Martin, J.J., Fahlman, M., & Garn, A.C. (2012). Urban high-school girls’ sense of relatedness and their engagement in physical education. Journal of Teaching in Physical Education, 31(3), 231–245. doi:10.1123/jtpe.31.3.231

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Shumacker, R.E., & Lomax, R.G. (2004). A beginner’s guide to structural equation modeling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Skedsmo, G., & Huber, S.G. (2019). Top-down and bottom-up approaches to improve educational quality: Their intended and unintended consequences. Educational Assessment, Evaluation and Accountability, 31(1), 1–4. doi:10.1007/s11092-019-09294-8

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. doi:10.1037/a0012840

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Skinner, E.A., Kindermann, T.A., & Furrer, C.J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. doi:10.1177/0013164408323233

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Skinner, E.A., & Pitzer, J.R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In L.S. Christenson, L.A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–44). New York, NY: Springer US. doi:10.1007/978-1-4614-2018-7_2

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Standage, M., Duda, J.L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. The British Journal of Educational Psychology, 75(3), 411–433. doi:10.1348/000709904X22359

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Standage, M., Gillison, F.B., Ntoumanis, N., & Treasure, D.C. (2012). Predicting students’ physical activity and health-related well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport & Exercise Psychology, 34(1), 37–60. PubMed ID: 22356882 doi:10.1123/jsep.34.1.37

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Taylor, I.M., & Lonsdale, C. (2010). Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education. Journal of Sport & Exercise Psychology, 32(5), 655–673. PubMed ID: 20980709 doi:10.1123/jsep.32.5.655

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Taylor, I.M., Ntoumanis, N., Standage, M., & Spray, C.M. (2010). Motivational predictors of physical education students’ effort, exercise intentions, and leisure-time physical activity: A multilevel linear growth analysis. Journal of Sport and Exercise Psychology, 32(1), 99–120. PubMed ID: 20167954 doi:10.1123/jsep.32.1.99

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Telama, R., Nupponen, H., & Piéron, M. (2005). Physical activity among young people in the context of lifestyle. European Physical Education Review, 11(2), 115–137. doi:10.1177/1356336X05052892

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Tristán, J., Vergara Torres, A.P., Vanegas Farfano, M., Espino Verdugo, F., Medina Corrales, M., & Tomás, I. (2019). Presentación de las tareas por el profesor, necesidades psicológicas y vitalidad subjetiva en alumnos de educación física. Cuadernos de Psicología del Deporte, 19(3), 190–204. doi:10.6018/cpd.358561

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Van den Berghe, L., Cardon, G., Tallir, I., Kirk, D., & Haerens, L. (2016). Dynamics of need-supportive and need-thwarting teaching behavior: The bidirectional relationship with student engagement and disengagement in the beginning of a lesson. Physical Education and Sport Pedagogy, 21(6), 653–670. doi:10.1080/17408989.2015.1115008

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Vansteenkiste, M., Ryan, R.M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1–31. doi:10.1007/s11031-019-09818-1

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Vergara-Torres, A.P., Tristán, J., López-Walle, J.M., González-Gallegos, A., Pappous, A., & Tomás, I. (2020). Students’ perceptions of teachers’ corrective feedback, basic psychological needs and subjective vitality: A multilevel approach. Frontiers in Psychology, 11, 558954. PubMed ID: 33132964 doi:10.3389/fpsyg.2020.558954

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Widaman, K.F. (1985). Hierarchically nested covariance structure models for multitrait-multimethod data. Applied Psychological Measurement, 9(1), 1–26. doi:10.1177/014662168500900101

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Wilson, A.J., Liu, Y., Keith, S.E., Wilson, A.H., Kermer, L.E., Zumbo, B.D., & Beauchamp, M.R. (2012). Transformational teaching and child psychological needs satisfaction, motivation, and engagement in elementary school physical education. Sport, Exercise, and Performance Psychology, 1(4), 215–230. doi:10.1037/a0028635

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Yoo, J. (2015). Perceived autonomy support and behavioral engagement in physical education: A conditional process model of positive emotion and autonomous motivation. Perceptual and Motor Skills, 120(3), 731–746. PubMed ID: 26057419 doi:10.2466/06.PMS.120v20x8

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Zamarripa, J., Castillo, I., Tomás, I., Tristán, J., & Álvarez, O. (2016). El papel del profesor en la motivación y la salud mental de los estudiantes de educación física. Salud Mental, 39(4), 221–227. doi:10.17711/SM.0185-3325.2016.026

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Zamarripa, J., Rodríguez-Medellín, R., Pérez-Garcia, J.A., Otero-Saborido, F., & Delgado, M. (2020). Mexican basic psychological need satisfaction and frustration scale in physical education. Frontiers in Psychology, 11, 253–253. PubMed ID: 32210871 doi:10.3389/fpsyg.2020.00253

    • Crossref
    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 1424 980 82
Full Text Views 57 44 1
PDF Downloads 74 57 3