The Basic Psychological Needs in the Classroom Scale (BPN-CS)

Abstract

Recent experimental and theoretical studies have shown that the assessment of students’ satisfaction of their basic psychological needs (BPN) can be a powerful resource to identify different areas to improve their well-being, engagement, or learning achievement in school contexts. However, currently, the number of validated tools to assess the satisfaction of the BPN is very low, hindering informed decision-making strategies at the educational level. The aim of this study was to develop and validate the Basic Psychological Needs in the Classroom Scale (BPN-CS) instrument, adapting existing instruments and putting the new tool to the test. The BPN-CS was developed to measure the level of satisfaction of autonomy, competence, relatedness, and novelty in the classroom. We tested the scale on a representative sample of 1344 Spanish elementary school students from 8 to 13 years old. A series of analyses were run in order to test the internal consistency of the main factors as well as to prove the convergent and divergent validity of the instrument. In summary, the BPN-CS is presented as a reliable and valid self-report instrument to measure basic psychological needs in a classroom context with elementary school pupils in the Spanish context.

It's game time: Improving basic psychological needs and promoting positive behaviours through gamification in physical education

“…Quantitative instrument. The Basic Psychological Needs in the Classroom Scale (BPN-CS) (Conesa and Duñabeitia, 2021) was completed before and after the didactic unit. It measures four factors based on 17 items: autonomy, competence, relatedness, and novelty.…”

“…To validate the Spanish version of the questionnaire, Conesa and Duñabeitia (2021) recruited 1344 Spanish primary school students (8-13 years old). In their study, the results of the CFA for the four-factor model indicated an excellent data fit (χ 2 /df = 1.96; RMSEA = 0.03; CFI = 0.99; TLI = 0.99; SRMR = 0.04) while the fit for the general factor was poorer (χ 2 /df = 6.47; RMSEA = 0.06; CFI = 0.95; TLI = 0.94; SRMR = 0.08) (Conesa and Duñabeitia, 2021). In our study, the Cronbach's alpha values obtained were optimal (>0.85) for autonomy, competence, and relatedness.…”

The Effects of the ACTIVE VALUES Program on Psychosocial Aspects and Executive Functions

“…The reliability value in the pre-test for social responsibility was 0.837 and 0.871 for personal responsibility, while in the post-test it was 0.839 and 0.852, respectively. (3) Basic Psychological Needs Scale: The Psychological Need Satisfaction in Exercise Scale (PNSE) designed by Vlachopoulos and Michailidou [52] was used to measure basic psychological needs; this scale has been validated in the Spanish educational context of secondary education [53] and primary education [54]. The PNSE is composed of 12 items divided into 3 dimensions with 4 items each: (1) autonomy, (2) competence and (3) relatedness.…”

The relationship between perceived teacher autonomy support, perceived competence in learning, and academic performance among nursing students

“…Higher ratings of autonomy support predict improved student well‐being, and this relationship is completely mediated by students' feelings of fulfillment of their basic needs of competency, autonomy, and relatedness (Neufeld & Malin, 2020). According to self‐determination theory, students are more likely to have better educational outcomes when the three basic psychological needs of autonomy, competence, and relatedness, which directly impact a person's motivation (Conesa & Duñabeitia, 2021), are satisfied (Reeve & Cheon, 2021; Ryan & Deci, 2017). With the rapid development of nurse education in Saudi Arabia, nurse educators must therefore help students become autonomous active learners.…”