, 1995 ). These basic psychological needs are an energizing state whereby, when satisfied, an individual experiences greater trust and a healthy motivational orientation that improves health and facilitates attaining enjoyment, effort, persistence, engagement, and well-being ( Deci & Ryan, 2000 ). But
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Basic Psychological Needs, Motivation, Engagement, and Disaffection in Mexican Students During Physical Education Classes
Jorge Zamarripa, René Rodríguez-Medellín, and Fernándo Otero-Saborido
Preservice Teachers’ Mindfulness and Attitudes Toward Students With Autism Spectrum Disorder: The Role of Basic Psychological Needs Satisfaction
Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum, and Chung Wah Yu
investigating the relationship between mindfulness and attitudes toward the inclusion of students with ASD. The Role of Basic Psychological Needs Satisfaction It is important to understand the underlying process between mindfulness and attitudes toward students with ASD. One possible and promising approach is
Predictive Strengths of Basic Psychological Needs in Physical Education Among Hispanic Children: A Gender-Based Approach
Tsz Lun (Alan) Chu, Tao Zhang, Katherine T. Thomas, Xiaoxia Zhang, and Xiangli Gu
in different psychosocial and motivational processes in PE across gender, especially among minority children, would inform PE teachers about practical strategies that can enhance boys’ and girls’ motivation more effectively. Basic Psychological Needs Self-determination theory (SDT; Deci & Ryan, 1985
The Potential of Sport Education to Satisfy the Basic Psychological Needs of Children From Socially Vulnerable Backgrounds
Juan Á. Simón-Piqueras, David González-Cutre, and Luis M. García López
how this can be affected by personal, social, and environmental factors ( Sebire et al., 2016 ). SDT, through the subtheory of basic psychological needs theory, explains that human beings tend to focus the energy in their behavior on satisfying basic psychological needs (BPN): the need for autonomy
The Basic Psychological Needs in Physical Education Scale
Symeon P. Vlachopoulos, Ermioni S. Katartzi, and Maria G. Kontou
The present study reported on the modification of the Basic Psychological Needs in Exercise Scale (Vlachopoulos & Michailidou, 2006) to assess students’ psychological need fulfillment in elementary school, middle school, and high school compulsory physical education classes. Data were collected from 817 5th and 6th grade students, 862 middle school students and 844 high school students, boys and girls. The findings supported an a priori correlated 3-factor structure of the Basic Psychological Needs in Physical Education scale (BPN-PE) with strong internal reliability for all three school grade levels. Support was also obtained for the nomological validity of the scale responses. Further, measurement invariance emerged for BPN-PE scores across boys and girls and across students who participated or not in out-of-school sports within each school grade level as well as across all three school grade levels.
Understanding the Relationship Between Coaches’ Basic Psychological Needs and Identity Prominence and Their Commitment, Positive Affect, and Intentions to Persist
Jacquelyn Paige Pope and Craig Hall
This study tested the degree to which coaches’ basic psychological need fulfillment and identity prominence were associated with their positive affect, commitment, and intentions to persist. In total, 413 coaches with an average of 14 years’ experience served as participants and completed an online survey that included six sections: Demographics, basic psychological needs, identity prominence, positive affect, commitment, and intentions to persist. The present study findings provide initial support for the links from coaches’ basic psychological needs and identity prominence to their positive affect and commitment. In contrast, the findings did not provide support for the relationship between coaches’ basic psychological need fulfillment and their intentions to persist or the association between their identity prominence and intentions to persist. The results offer an explanation of the mechanisms that may play a role in facilitating coaches’ optimal functioning.
“I’ve Had Bad Experiences With Team Sport”: Sport Participation, Peer Need-Thwarting, and Need-Supporting Behaviors Among Youth Identifying With Physical Disability
Krystn Orr, Katherine A. Tamminen, Shane N. Sweet, Jennifer R. Tomasone, and Kelly P. Arbour-Nicitopoulos
the six minitheories within SDT—basic psychological needs, cognitive evaluation, and organismic integration—are central to understand the meaning individuals’ place on their sport participation. According to cognitive evaluation theory, the social context can either support (e.g., a coach providing an
A Cross-Cultural Examination of the Role of (De-)Motivating Teaching Styles in Predicting Students’ Basic Psychological Needs in Physical Education: A Circumplex Approach
Sergio Diloy-Peña, Luis García-González, Rafa Burgueño, Henri Tilga, Andre Koka, and Ángel Abós
three basic psychological needs (BPNs). From Demotivating to Motivating Teaching Styles: The Circumplex Model (De-)motivating styles are the particular way in which the teacher interacts, relates, and communicates with students during classroom practice. Following the circumplex model ( Aelterman et
Facilitating the Transition out of Professional Baseball Following Release: A Self-Determination Theory Perspective
Johannes Raabe, Andrew D. Bass, Lauren K. McHenry, and Rebecca A. Zakrajsek
suggested that the satisfaction of individuals’ three innate basic psychological needs of autonomy (being able to give input and having a choice in decisions), competence (feeling effective in performing tasks and meeting expectations), and relatedness (having a sense of belonging to other people; Ryan
The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education
Maxime Mastagli, Aurélie Van Hoye, Jean-Philippe Hainaut, and Benoît Bolmont
; Nicholls, 1984 ) have identified antecedents of these two desirable outcomes, such as basic psychological needs satisfaction (i.e., autonomy, competence, and relatedness) that are affected by the motivational climate ( Vasconcellos et al., 2019 ). Based on the theoretical tenets of SDT and AGT, the present
