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Jorge Zamarripa, René Rodríguez-Medellín, and Fernándo Otero-Saborido

psychological needs theory ( Deci & Ryan, 2002 ; Ryan & Deci, 2017 ), one of the six subtheories that currently compose the SDT, indicates that individuals who develop a motivation driving them to a certain activity (e.g., actively participating during class) rely on the perceived quality of their

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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

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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

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Meredith Rocchi and Luc G. Pelletier

result of contextual factors, as well as the extent to which the three basic psychological needs are satisfied or not in that activity ( Deci & Ryan, 1985 ). Contextual factors include the structure of the environment (i.e., conflict between domains, organizational structure, etc.) and the people within

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Colin M. Wierts, Bruno D. Zumbo, Ryan E. Rhodes, Guy Faulkner, and Mark R. Beauchamp

Just as humans have physical needs for food and water to maintain physiological functioning ( Hull, 1943 ), humans have psychological needs that maintain the integrity and functioning of the psyche ( Baumeister & Leary, 1995 ; Deci & Ryan, 2000 ; Dweck, 2017 ; Sheldon, 2011 ). The study of

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Stephen Shannon, Garry Prentice, Noel Brick, Gerard Leavey, and Gavin Breslin

experience the satisfaction of autonomy (i.e., provision of choice, volitional behavior); competence (i.e., feelings of effectiveness); and relatedness (i.e., sense of belongingness) (see basic psychological needs theory; Ryan & Deci, 2008 ). Importantly, psychological needs receive varied levels of support

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Stephen Shannon, Garry Prentice, and Gavin Breslin

). The SDT is a metatheory of human behavior and health, encompassing several mini-theories that are unified by the position that humans have three innate psychological needs essential to mental health ( Ryan & Deci, 2017 ). Specifically, within basic psychological needs theory (BPNT; Ryan & Deci, 2008

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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

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Sofie Kent, Kieran Kingston, and Kyle F. Paradis

; 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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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.