Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context

Trigueros, Rubén; Mínguez, Luis A.; González-Bernal, Jerónimo J.; Aguilar-Parra, José Manuel; Padilla, David; Álvarez, Joaquín F.

doi:10.3390/su11226250

Cited by 18 publications

(24 citation statements)

References 25 publications

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“… González-Cutre et al (2016) showed through a confirmatory factor analysis that the need for novelty is a distinct construct to those of autonomy, competence, and relatedness. These results have coincided with recent findings by Trigueros et al (2019) in a study to validate the Spanish version of the Basic Psychological Needs Satisfaction Scale for Physical Education classes. The confirmatory factor analysis also showed the need for novelty as an independent factor.…”

Section: Introductionsupporting

confidence: 90%

“…R 2 = explained variances. Trigueros et al (2019), and González-Cutre et al (2020), where the types of autonomous motivation were positively predicted by the satisfaction of the four needs. This supports the idea that the need for novelty acts in synergy with the other three basic psychological needs, thus fulfilling one of the criteria established by Ryan and Deci (2017).…”

Section: Discussionmentioning

confidence: 93%

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Complementing the Self-Determination Theory With the Need for Novelty: Motivation and Intention to Be Physically Active in Physical Education Students

et al. 2020

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The theoretical framework of the self-determination theory establishes that the satisfaction of basic psychological needs and more self-determined motivational forms are related to positive behavioral consequences and, therefore, may increase the intention to be physically active in Physical Education students. In this sense, the need for novelty has been proposed as a psychological need by recent scientific evidence, so it is necessary to prove its possible contribution to the prediction of young people's behavior. Therefore, the main objective of the study was to test a model that analyzed the power of prediction of the satisfaction of the needs for autonomy, competence, relatedness, and novelty as well as the motivation experienced in Physical Education on the intention to be physically active. A questionnaire was administered to 1665 Physical Education students with an average age of 12.43 years (SD = 1.87), of which 835 were boys and 830 were girls. An adaptation of the Spanish educational context of the Basic Psychological Needs in Exercise Scale (BPNES) that includes the need for novelty, the Perceived Locus of Causality Scale (PLOC), and the Intention to be Physically Active Scale (IPAS) was used. Path analysis results showed that the satisfaction of the psychological needs for autonomy, competence, relatedness, and novelty predicted autonomous motivation. On the other hand, the need for autonomy positively predicted controlled motivation, while the satisfaction of relatedness did so negatively. The need for competence and autonomous motivation positively predicted the intention to be physically active in Physical Education students, obtaining an explained variance of 33%. However, controlled motivation was not related in a statistically significant way to the intention to be physically active. In conclusion, the results of the hypothesized model highlight the importance of satisfying all the basic psychological needs (including novelty) and give special emphasis to the need for competence, since it predicts autonomous motivation and the intention to be physically active outside of the educational context.

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Section: Introductionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 93%

Complementing the Self-Determination Theory With the Need for Novelty: Motivation and Intention to Be Physically Active in Physical Education Students

et al. 2020

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“…Containing 12 items, the BPNS-PE supported a three-factor structure and had high internal consistencies, which was recently confirmed by CFA in a Spanish [24] and English sample in PE [25]. Trigueros et al examined an adequate fit for a four-factor solution of the Spanish Scale of the Satisfaction of Psychological Needs in Physical Education [26], including a fourth subscale to assess the newly introduced need of novelty [27], and estimated an acceptable reliability by Cronbach's alpha of α > 0.70.…”

Section: Introductionmentioning

confidence: 81%

The German Basic Psychological Needs Satisfaction in Physical Education Scale: Adaption and Multilevel Validation in a Sample of Sixth-Grade Girls

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Bachner

Haug

et al. 2020

IJERPH

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1) Background: Self-determination theory (SDT) claims that need supportive behavior is related to the satisfaction of the basic psychological needs: autonomy, relatedness and competence. The student-teacher relationship is of special interest to understand mechanisms of physical activity behavior change in physical education (PE). (2) Methods: In this cross-sectional study, 481 girls answered a German version of the Basic Psychological Need Satisfaction (BPNS) in PE Scale. Contrary to previous studies, the psychometric properties of this scale were examined by multilevel confirmatory factor analysis. (3) Results: A model with three latent factors on both levels showed acceptable fit and all items showed significant factor loadings. Although one item was excluded due to psychometric reasons, the scale showed good internal consistencies; α = 0.85 at the individual level and α = 0.84 at the class level. Subscales' internal consistency at the individual levels was good, while at class level, the scores differed from poor to good. Small significant correlations of BPNS with moderate to vigorous physical activity support criterion validity. (4) Conclusion: The 11-item scale is a valid measurement tool to assess BPNS in PE and further application in the school setting would broaden the insights into the psychological impacts of SDT in PE.Clearly, we must also consider the environmental factors and individual circumstances which influence PA behavior [8]. Initially, the environment must provide an opportunity and motivational processes must be triggered so that the individual engages in PA. A sub-theory of the self-determination theory (SDT) explains the types of motivation. The organismic integration theory differentiates the degree of behavior regulation on a self-determination continuum, ranging from amotivation to intrinsic motivation (see Figure 1) [9]. Total lack of motivation characterizes amotivation. At the level of external regulation, the individual acts completely heteronomously, influenced by external interventions, such as reward and punishment. In this sense, an individual shows controlled extrinsic motivation, which includes also introjected regulation. Characterized by a successive increase of autonomy, the identified and integrated regulation accounts for autonomous forms of extrinsic motivation. Ultimately, intrinsic motivation is characterized by the most autonomous behavior activated by individual volition, personal interest or an exciting challenge [9].

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“…This is part of the version adapted to the Spanish PE (Trigueros et al, 2019d) context from the Scale of PNs Frustration in physical exercise (EFNP; Sicilia et al, 2013). The scale was composed of a total of 12 items, divided equally into three factors (autonomy, competence, and relatedness).…”

Section: Basic Psychological Needs Thwartingmentioning

confidence: 99%

The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

et al. 2020

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According to various studies and the Cambridge University Student Barometer, Spanish students have the worst academic results in mathematics and English among the European Union countries. The objective of this study has been to analyze the influence of the teacher on motivation, positive emotions, metacognition strategies, and the academic performance of the students in those classes. We analyzed responses from 604 students of English and 547 students of mathematics, aged between 13 and 19 years. The teacher plays a relevant role in the motivation and emotions generated in the students, issues that determine decision making in the students' learning and academic performance.

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Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context

Cited by 18 publications

References 25 publications

Complementing the Self-Determination Theory With the Need for Novelty: Motivation and Intention to Be Physically Active in Physical Education Students

Complementing the Self-Determination Theory With the Need for Novelty: Motivation and Intention to Be Physically Active in Physical Education Students

The German Basic Psychological Needs Satisfaction in Physical Education Scale: Adaption and Multilevel Validation in a Sample of Sixth-Grade Girls

The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

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