, 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
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.
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
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
A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention
Roberto Ferriz, Alejandro Jiménez-Loaisa, David González-Cutre, María Romero-Elías, and Vicente J. Beltrán-Carrillo
al., 2013 ; Ntoumanis, 2012 ; Reeve, 2016 ). Following the self-determination theory sequence, autonomy, competence, and relatedness support would contribute to satisfying, respectively, the basic psychological needs for autonomy (i.e., a feeling of freedom to make decisions about one’s own behavior
Work Pressures Stemming From School Authorities and Burnout Among Physical Education Teachers: The Mediating Role of Psychological Needs Thwarting
Evelia Franco, Ricardo Cuevas, Javier Coterón, and Christopher Spray
variables from the lens of self-determination theory ( Ryan & Deci, 2020 ). Self-determination theory distinguishes three basic psychological needs (BPN; autonomy, competence, and relatedness) that are assumed to directly enhance psychological and physical well-being ( Vansteenkiste, Ryan, & Soenens, 2020
Impact of a Self-Determination Theory–Informed Training on Youth Wellness Program Staff
Shelby E. Ison, Kim C. Graber, and Kevin Andrew Richards
perceived alignment of their goals and the behavior, which increases the likelihood of continued adoption of the behavior. Ryan and Deci ( 2000b ) proposed the notion that human well-being is linked to three universal basic psychological needs (BPNs), autonomy, competence, and relatedness ( Chen et
What Kind of Interpersonal Need-Supportive or Need-Thwarting Teaching Style Is More Associated With Positive Consequences in Physical Education?
Francisco M. Leo, Behzad Behzadnia, Miguel A. López-Gajardo, Marco Batista, and Juan J. Pulido
& Deci, 2020 ). Teachers can adopt a positive interpersonal style to support students’ basic psychological needs or, on the contrary, they can use a negative interpersonal style that thwarts students’ basic psychological needs ( Vasconcellos et al., 2020 ). Autonomy-supportive teaching styles involve
Influence of Internal and External Controlling Teaching Behaviors on Students’ Motivational Outcomes in Physical Education: Is There a Gender Difference?
Ángel Abós, Rafael Burgueño, Luis García-González, and Javier Sevil-Serrano
assumption that interpersonal styles of socializing agents (e.g., teachers) can enhance individuals’ (e.g., students) motivation, behavior, and well-being, depending on the fulfillment of three basic psychological needs (BPN) ( Ryan & Deci, 2017 ). In the context of school PE, one of the most important
