Abstract
The purpose of the study was to validate to the physical education context, the Spanish version of the Scale of the Satisfaction of Psychological Needs toward the Physical Education classes of Menéndez and Fernández-Rio, with the incorporation of the novelty, since they contemplated its inclusion. In this study, 1444 students participated (mean = 15.34, standard deviation = 1.12) from several schools in Almeria. To analyze the psychometric properties of the scale, several analyses were carried out. The results offered support for both the four-factor structure and the higher-order model called satisfaction. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales. The results of this study demonstrated the reliability and validity of the Scale of the Satisfaction of Psychological Needs, with the incorporation of novelty in the Spanish context of Physical Education.
Highlights
Physical education (PE) classes have a very notable influence on the psychosocial, emotional, and physical development of students [1]; in addition, due to the characteristics of the subject, physical education (PE) has a great influence on the development of body expression and the adoption of healthy habits [2,3]
These psychological needs tend to combine with each other, so that one influences the others; in this way, if one increases, the others will as well [10]. If these three basic psychological needs are satisfied, they will contribute to the personal well-being of the person, facilitating an increase in intrinsic motivation [8]
The satisfaction of psychological needs has been related to various emotional factors, which have been related to internal motivation [13]
Summary
Physical education (PE) classes have a very notable influence on the psychosocial, emotional, and physical development of students [1]; in addition, due to the characteristics of the subject, PE has a great influence on the development of body expression and the adoption of healthy habits [2,3]. For all of this to take place, during PE classes, students must experience a climate where a series of positive emotional and psychological experiences are generated [4], encourage personal self-concept [5], and promote self-knowledge and internal motivation [6] In this sense, the Self-Determination Theory (SDT) is a principal theoretical framework that studies the motivational processes inherent to each individual and how this is influenced by the social, personal, and experiential context [7,8]. Relatedness refers to the feeling one has of belonging to a particular social group [9] These psychological needs tend to combine with each other, so that one influences the others; in this way, if one increases, the others will as well [10]. They have been positively related to self-perceptions regarding initiative and personal identity, which are related to internal motivation [14]
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