Mexican Basic Psychological Need Satisfaction and Frustration Scale in Physical Education.

Jorge Zamarripa,Fernando Otero-Saborido,Maritza Delgado,José Alberto Pérez-Garcia,René Rodríguez-Medellín

doi:10.3389/fpsyg.2020.00253

Jorge Zamarripa, Fernando Otero-Saborido + Show 3 more

Open Access

https://doi.org/10.3389/fpsyg.2020.00253

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Abstract

Basic psychological needs are an energizing state that, if satisfied, will produce an increase in confidence and a healthy motivational orientation that leads to wellness. Frustration of these needs is the opposite concept of satisfaction, which refers to the negative sensation experimented by an individual when he or she perceives that their psychological needs are being actively limited by the actions of the significant other. To date, we have not found instruments validated in Spanish that measure both the satisfaction and the frustration of basic psychological needs in the physical education (PE) context. Therefore, the aims of this study are adapting the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) to the PE context in Mexico; and examine its psychometric properties, structure, and factorial invariance by gender in a sample of fifth- and sixth-grade elementary school students. This study included a total of 1,470 fifth- and sixth-grade students from elementary schools in the metropolitan area of Monterrey, Nuevo Leon, Mexico. The results support the reliability, validity, structure, and strict invariance of the sixth Mexican version of the BPNSFS in physical education (BPNSFS-PE). The BPNSFS-PE can be used to measure the satisfaction and/or frustration of the basic psychological needs of students in PE class and to perform comparisons between groups of boys and girls.

Highlights

The self-determination theory (SDT) (Deci and Ryan, 1985, 2002, 2014; Ryan and Deci, 2017) is a macro theory that provides a clear overview of motivational processes and their consequences in different contexts, such as education
Autonomy refers to the feeling of willfulness that can accompany any act, whether dependent or independent, collective, or individual (Ryan and Deci, 2000); in other words, it refers to the desire of the individual to be the origin of their behavior, and it is related with the freedom granted to make decisions while the activity takes place
Satisfaction of the need for competence provides the energy for learning (Deci and Ryan, 1985). This leads people to look for challenges that are optimal for those skills and abilities related to the activity; in the same way, the need for competence refers to the feeling people have to act effectively in the environment surrounding them with the aim of developing feelings of achievement

Summary

Introduction

The self-determination theory (SDT) (Deci and Ryan, 1985, 2002, 2014; Ryan and Deci, 2017) is a macro theory that provides a clear overview of motivational processes and their consequences in different contexts, such as education. It proposes that in individuals that develop a motivation that brings them closer to an activity (e.g., actively participate in classes), their participation in the said activity will satisfy three basic psychological needs (BNP), which are autonomy, competence, and relatedness. Satisfaction of the need for competence provides the energy for learning (Deci and Ryan, 1985). This leads people to look for challenges that are optimal for those skills and abilities related to the activity (e.g., the skills and content of subjects); in the same way, the need for competence refers to the feeling people have to act effectively in the environment surrounding them with the aim of developing feelings of achievement

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