; a component that has been recognized as an important concept to explain a healthy engagement in sport is the satisfaction of three fundamental basic psychological needs ( Deci & Ryan, 2000b ). Basic needs theory (BNT), a mini-theory within the SDT framework, proposes that the fundamental basis for
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The Relationship Between Passion, Basic Psychological Needs Satisfaction and Athlete Burnout: Examining Direct and Indirect Effects
Sofie Kent, Kieran Kingston, and Kyle F. Paradis
Basic Psychological Needs, Motivation, Engagement, and Disaffection in Mexican Students During Physical Education Classes
Jorge Zamarripa, René Rodríguez-Medellín, and Fernándo Otero-Saborido
, 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
The Relationship Between Childhood Trauma, Exercise Addiction, Emotion Regulation Difficulties, and Basic Psychological Needs in Türkiye
Sema Gültekin Arayici and Serap Tekinsav Sutcu
; Sarıyer & Ünübol, 2023 ). Basic Psychological Needs and Exercise Addiction Self-determination theory (SDT) suggests that three psychological needs stimulate people’s behavior and that these needs are an important source of people’s motivation. Three basic psychological needs that are stated to be common
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
A Test of Basic Psychological Needs Theory in a Physical-Activity-Based Program for Underserved Youth
Lindley McDavid, Meghan H. McDonough, Bonnie T. Blankenship, and James M. LeBreton
( Ford & Lerner, 1992 ; Larson, 2006 ; Weiss et al., 2008 ). Basic psychological needs theory ( Deci & Ryan, 2000 ), a subtheory of self-determination theory, provides a well-supported framework that explains how social relationships can support well-being. Social relationships are situated as
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.
Longitudinal Sport Motivation Among Young Athletes in Intensive Training Settings: The Role of Basic Psychological Needs Satisfaction and Thwarting in the Profiles of Motivation
Valérian Cece, Noémie Lienhart, Virginie Nicaise, Emma Guillet-Descas, and Guillaume Martinent
, 2015 ). This article aims to explore and understand individual differences in motivation profiles across time and the effects of satisfaction and thwarting of basic psychological needs (BPNS and BPNT) on these profiles across the competitive season. Among the several motivational theories proposed
A Reciprocal Effects Model of the Temporal Ordering of Basic Psychological Needs and Motivation
Guillaume Martinent, Emma Guillet-Descas, and Sophie Moiret
Using self-determination theory as the framework, we examined the temporal ordering between satisfaction and thwarting of basic psychological needs and motivation. We accomplished this goal by using a two-wave 7-month partial least squares path modeling approach (PLS-PM) among a sample of 94 adolescent athletes (M age = 15.96) in an intensive training setting. The PLS-PM results showed significant paths leading: (a) from T1 satisfaction of basic psychological need for competence to T2 identified regulation, (b) from T1 external regulation to T2 thwarting and satisfaction of basic psychological need for competence, and (c) from T1 amotivation to T2 satisfaction of basic psychological need for relatedness. Overall, our results suggest that the relationship between basic psychological need and motivation varied depending on the type of basic need and motivation assessed. Basic psychological need for competence predicted identified regulation over time whereas amotivation and external regulation predicted basic psychological need for relatedness or competence over time.
