Psychological Needs In Exercise Scale Research Articles

367 The Effect of a Culturally-tailored and Theory-based Resistance Exercise Intervention on Motivation, Self-Regulation, and Adherence in Young Black Women

OBJECTIVES/GOALS: Black women participate in the least amount of physical activity in the U.S., and determining methods to increase motivation and consistent exercise are warranted. Purpose: This study assessed differences in psychological and behavioral outcomes in young Black women in a culturally-tailored and theory-based resistance exercise (RE) study. METHODS/STUDY POPULATION: Women (M= 22.7 ± 3.6y) were randomized to the standard exercise group (SEG; n= 6) or motivational exercise group (MEG; n= 8), and completed 10 weeks of RE with a Black woman trainer and 11 weeks of unsupervised RE. The MEG discussed and received text messages about exercise education, self-regulation, autonomy, and competence. Motivation was measured by the Behavioral Regulation in Exercise Questionnaire-3, the Physical Activity Self-Regulation Scale-12 measured self-regulation, and the Basic Psychological Needs in Exercise Scale measured competence, autonomy, and relatedness. Adherence was calculated as # of completed/total sessions, and retention was the percent of women who completed ≥2 days/week of unsupervised RE. An ANOVA and Bonferroni post hoc analyses were used to determine significant findings. RESULTS/ANTICIPATED RESULTS: Significant time effects were found for intrinsic motivation (Λ = .691, F [11, 2]= 17.494, p< .001), basic psychological needs (Λ = .951, F [11, 2]= 22.691, p< .001), and self-regulation (Λ = .881, F [10, 2]= 40.942, p< .001), but no main interactions. Significant increases occurred from pre-testing to 3-mo follow-up for intrinsic motivation (pre: 1.80 ± .90 vs 3mo: 2.71 ± .63, p= .002), competence (pre: 1.98 ± .93 vs 3mo: 3.55±.81, p< .001), autonomy (pre: 2.14 ± .75 vs 3mo: 3.81 ± .74, p< .001) relatedness (pre: 2.78±1.60 vs 3mo: 4.32 ± .58, p< .001), and self-regulation (pre: 18.4 ± 2.88 vs 3mo: 33.79 ± 3.11, p< .001). Adherence rates for both groups were 93%. Retention rates were 33% for SEG and 25% for MEG. MEG had 38% complete RE 1 day/week opposed to none in SEG. DISCUSSION/SIGNIFICANCE: Ten weeks of culturally-tailored, supervised RE showed efficacy in significantly increasing motivation and behavioral practices to help sustain exercise. Future research should further explore strategies to use during unsupervised training to help increase exercise adherence in young Black women.

Capturing Exercise Psychological Need Satisfaction Among Older Adults: The BPNES

ABSTRACT Regular exercise participation which is a component of promoting health and healthy aging among older adults necessitates the creation of environments that fulfill participants’ needs for autonomy, competence, and relatedness, thus, providing opportunities to promote authentic interest in the activities and meaningful social engagement. Appropriate tools to capture satisfaction of these needs may prove invaluable to gain an understanding of the effectiveness of exercise programs from participants’ perspective. The aim of the study was to examine psychometric aspects of the Basic Psychological Needs in Exercise Scale (BPNES) scores based on responses of 675 older adult Greek exercise participants, men and women, aged 65 to 80 years, attending indoor group-based exercise programs. The data supported the factorial validity, internal reliability, nomological validity, and equivalent item interpretation of BPNES scores between groups differing in demographic characteristics. Older adults with exercise experience greater than three years reported higher exercise needs satisfaction for all three needs compared to those exercising less than three years. The favorable psychometric characteristics of the BPNES in this population make it a valuable tool for the assessment of the extent to which older adults’ needs for autonomy, competence, and relatedness are fulfilled in group-based exercise settings.

How does physical activity improve adolescent resilience? Serial indirect effects via self-efficacy and basic psychological needs.

Resilience is vital for improving mental health and well-being during adolescence, which is an important yet vulnerable period. Previous research has indicated that physical activity enhances individual resilience. However, limited studies have examined underlying psychological mechanisms between them. The current study aimed to investigate the effect of physical activity on adolescent resilience via self-efficacy and basic psychological needs. A cross-sectional survey was conducted with 1,732 high school students aged 16 to 20 years old (mean age: 16.51 ± 0.77 years), with nearly equal number of boys (47.63%) and girls (52.37%). They each completed the Physical Exercise Questionnaire, Basic Psychological Needs in Exercise Scale, General Self-Efficacy Scale, and Resilience Scale, respectively. A serial indirect model was constructed to examine how physical activity influences resilience. Structural equation model analysis revealed that physical activity significantly and directly predicted resilience. When self-efficacy and basic psychological needs were included in the model, both direct and indirect effects were observed. Specifically, the positive relationship between physical activity and resilience was partially mediated by self-efficacy and basic psychological needs. In addition, basic psychological needs and self-efficacy were found to serially mediate the direct relathonship between physical activity and resilience. The present study provides novel theoretical insights into sports psychology by establishing a link between basic psychological needs and self-efficacy. The findings have implications for school administrators and physical education instructors in designing targeted interventions to promote adolescent resilience. These interventions may involve creating supportive environment conductive to fulfilling students' basic psychological needs, implementing strategies to enhance self-efficacy beliefs, and providing opportunities for skill development and mastery experiences in sports and physical activities.

Basic Psychological Needs in Exercise Among Adult Exercisers

This study aimed to examine the basic psychological needs in exercise among adult exercisers regarding gender, type of exercise, age groups, and years of exercise. The Basic Psychological Needs in Exercise Scale was administered to 234 adult exercisers (Mage=25.11, SD = 8.89 years). The participants were classified into two age groups (18-29 and 30-45 years) and three groups based on years participating in exercise programs (6 months to less than one year, 1-3 years, and more than three years) and three types of exercise groups (individual, group, and both). We found statistically significant gender and age group differences on the relatedness subscale (p

Basic Psychological Needs Predicting Physical Activity Participation among Young Adults

It is alarming that despite the numerous accrued benefits of physical activity participation, many young adults in tertiary institutions engage in inactive and sedentary lifestyles, which can be linked to many cases of morbidity and mortality. However, according to the self-determination theory (SDT), individuals have three basic psychological needs (BPNs) that are essential for healthy growth, development and well-being. The necessity to fulfill these BPN’s can stimulate and encourage young adults to engage in regular physical activity and enhance their well-being. Therefore, this study examined the role of BPN’s in predicting physical activity participation among young adults in Nigerian private university. A total of 735 students, comprising 408 males (55.5%) and 327 females (44.5%), with ages ranging from 16 to 35 years (mean = 22.8; SD = 5.42), were randomly selected from a private university in the South-west, of Nigeria. The Basic Psychological Needs in Exercise Scale (BPNES) and the International Physical Activity Questionnaire–Short Form (IPAQ-SF) were used to collect data. Data analysis was conducted using descriptive statistics, correlation and multiple linear regression analysis. The results of the study showed that the BPN’s of autonomy (r =0.233, p<0.05); competence (r =0.188, p < 0.05), and relatedness (r = 0.477, p<0.05) positively correlated with physical activity participation. Additionally, the results found that 25% had low, 57.1% had moderate and 17.8% had high levels of physical activity participation among the participants. There was a significant gender difference between males and females’ in their levels of participation in physical activity (t =2.866, p < 0.05), with males reporting higher mean scores than their female counterpart. Regression analysis showed that BPN’s predicted physical activity participation among young adults (F (3,731) = 73.968, p < 0.05) with 23% of its variance accounted for by the independent variables. Furthermore, autonomy (ß = 0.071, t = 1.970, p < 0.05) and relatedness (ß = 0.478, t =12.589, p < 0.05) were predictors of physical activity participation with relatedness being reported as the most potent predictor. These findings provide an insight into focus the importance of satisfying the relatedness and autonomy aspects of BPN’s in young adults. Developing interventions that target these identified indices can promote continuous and regular participation in physical activity. Keywords: basic psychological needs, relatedness, autonomy, physical activity, young adults ‬

Translation, cross-cultural adaptation, reliability, and construct validity of the Brazilian Portuguese version of the Basic Psychological Needs in Exercise Scale.

59 patients were included (61% with COPD and 39% with ILD). BPNES factor scores were not significantly different between raters' assessments (p > 0.05). The internal consistency was 0.70 for autonomy, 0.76 for competence, and 0.80 for relatedness. Inter-rater and test-retest reliability were good to very good for autonomy (ICC = 0.78, 95%CI 0.62-0.87; ICC = 0.75, 95%CI 0.57-0.86, respectively), competence (ICC = 0.81, 95%CI 0.68-0.89; ICC = 0.65, 95%CI 0.43-0.80, respectively), and relatedness (ICC = 0.79, 95%CI 0.65-0.88; ICC = 0.70, 95%CI 0.50-0.83, respectively). Significant correlations were observed between BPNES factors and quality of life, anxiety, depression, and functional status. In conclusion, this study confirmed the reliability and construct validity of the Brazilian Portuguese version of the BPNES in patients with COPD and ILD.

Predicting Perceived Sport Performance via Self-Determination Theory

Sport performance depends in part on psychological factors. Self-determination theory emphasizes that the satisfisfaction of basic psychological needs and autonomous motivation may be linked to positive behavioral results and positive perceptions of performance. Our main objective in this study was to analyze the predictive power of such variables as perceived autonomy support, the satisfaction of psychological needs, and autonomous motivation on perceived sport performance. We recruited 447 young Portuguese athletes/participants (340 males, 107 females; Mage = 15.72 years, SD = 1.8). We had participants complete Portuguese sport versions of the Perceived Autonomy Support Exercise Climate Questionnaire, the Basic Psychological Needs in Exercise Scale, the Behavior Regulation Sport Questionnaire and the Perceived Performance in Sport Questionnaire. A gender invariant structural equation model showed that the coach's autonomy support significantly predicted the satisfaction of psychological needs for autonomy, competence, and relatedness. The satisfaction of these three psychological needs predicted autonomous motivation. Satisfying the need for competence positively predicted perceived sport performance, but autonomous motivation was not significantly related to perceived performance.

The Effects of a Goal-setting Intervention on Frequency of Participation in Organized Exercise Programmes for Women

Aims: The purpose of this study was to examine the effect of a goal-setting intervention on frequency of participation in women attending exercise programmes in a fitness club.
 Study Design: Pragmatic Field Intervention.
 Place and Duration of Study: The intervention was implemented in a private fitness club and the duration of the study was 12 weeks.
 Methodology: The final sample consisted of 36 women (Mage = 38.13, SD= 7.40), randomly assigned into intervention (n= 17) and control (n= 19) groups. The intervention lasted eight weeks, during which all participants had unlimited access to all activities of their choice, with the intervention group receiving in parallel a goal-setting intervention. Frequency of attendance was recorded from four weeks prior to the onset of the intervention (baseline) until 4 weeks following its completion (follow-up). The Basic Psychological Needs in Exercise Scale was used to assess satisfaction of basic needs before and after the intervention.
 Results: The results showed that (a) for the intervention group, frequency of participation increased from baseline (2.15±0.90) to mid-intervention (2.66±0.70) period and dropped back to baseline levels at follow-up (1.77+1.30); (b) for the control group, frequency of participation decreased from baseline (2.07±0.99) to intervention (1.37±0.94) period and remained stable at follow-up (1.47±1.42). Regarding the basic needs, it was shown that satisfaction for the need for competence was increased for the experimental group, and satisfaction for the need for autonomy was decreased for the control group.
 Conclusion: The findings showed that goal-setting has positive effects on participation for the duration of the intervention; however, these effects were not sustained after its conclusion, suggesting (a) consultants with expertise on goal-setting may help improving adherence in organized programmes, and (b) that such interventions should place emphasis on developing individuals’ skills on goal setting.

The effects of gamification on the motivation and basic psychological needs of secondary school physical education students

ABSTRACT Background Gamification is a novel active methodology used in Physical Education to motivate students. Purpose: This study analyzed the impact of this method on the motivation of Compulsory Secondary Education students in Spain during an 8-session Physical Education Didactic Unit. Methods A total of 275 students participated, divided into a gamified group (n = 133) and a control group (n = 142). The participants filled out 2 questionnaires, one aimed at assessing Basic Psychological Needs (BPNs) (Basic Psychological Needs in Exercise Scale) and the other at measuring the motivational component (The Sport Motivation Scale). Results An interaction effect (Time x Treatment) was found, with the gamified group improving in BPNs (autonomy (F(1) 57.97, p = <0.001; η2 p = 0.175); competence (F(1) 37.28, p = <0.001; η2 p = 0.120); relatedness (F(1) 51.49, p = <0.001; η2 p = 0.159), and intrinsic motivation (F(1) 39.65, p = <0.001; η2 p = 0.127), while decreasing in amotivation (F(1) 21.42, p = <0.001; η2 p = 0.073)). Conclusions These data suggest that a gamified intervention enhances the satisfaction of the basic psychological needs, increases intrinsic motivation, while decreases amotivation in secondary education students.

Translation and Validation of the Basic Psychological Need Satisfaction in Active Commuting to and from School (BPNS-ACS) Scale in Young Portuguese Students.

Active commuting to and from school (ACS) is a strategy to enhance physical activity levels in youths. To promote ACS, it is important to understand the factors that lead to this behaviour. With this in mind, an adaptation of the Basic Psychological Needs in Exercise Scale for ACS was developed, named the Basic Psychological Need Satisfaction in Active Commuting to and from School (BPNS-ACS) scale. This study aimed to translate and evaluate the psychometric properties of the BPNS-ACS scale in young Portuguese students. A cross-sectional study was designed. A total of 338 students (212 girls, 126 boys), aged between 11 and 19 years old from 31 Portuguese cities participated in this study. To provide validity evidence based on the questionnaire’s internal structure, confirmatory factor analyses were performed to test the three dimensions of the BNPS-ACS scale. The results of the confirmatory factor analysis indicated an acceptable fit to the data. The internal consistency of the measures was accepted as the composite reliability values ranged from 0.78 to 0.94. The evaluation of psychometric properties provided evidence of the adequacy of this questionnaire among Portuguese youth aged 11 to 19 years old.

Psychological Effects of Motivational Aquatic Resistance Interval Training and Nutritional Education in Older Women.

Several studies have demonstrated the positive effects of physical exercise programs on physical and mental health throughout life. It is necessary to know the factors that contribute to the well-being of older adults in order to achieve healthy aging. The aim of this study was to evaluate the relationship between well-being perception and the use of autonomy supportive coaching behaviours across a motivational aquatic resistance interval training program. Thirty-four women over 65 years of age from the province of Alicante, Spain, participated, and were randomly assigned to: motivational aquatic resistance interval training group (MART; age: 69.6 ± 5.01 years, height: 1.62 ± 7.88 m, weight: 75.3 ± 12.8 kg) and control group (CG; age: 67.7 ± 3.60 years, height: 1.54 ± 5.47 m, weight: 66.9 ± 10.2 kg). The MART program was conducted for 14 weeks, with three training sessions/week. The CG did not perform any physical activity during the study. Perception of autonomy support was assessed through the Autonomy-Supportive Coaching Questionnaire (ASCQ), Psychological needs by the Basic Psychological Needs in Exercise Scale (BPNES), Intrinsic motivation to exercise was assessed through Intrinsic Motivation Inventory (IMI) and Perception of Physical Activity by the International physical activity questionnaire (IPAQ). In MART, compared to CG, significant differences were observed in BPNS, IMI and IPAQ questionnaires used, except in the ASCQ. The differences were significant in all three cases in BPNS (p < 0.05 in autonomy and competence and p = 0.001 in relationship with others), obtaining better scores after intervention than previously. As for the IMI scale, significant differences were also obtained in both subscales. The level of physical activity also improved significantly, with higher scores on the IPAQ after the intervention than before (p < 0.001). In conclusion, when practitioners perceive greater well-being, satisfaction of their basic psychological needs, greater self-selection, volition, and autonomy instead of pressure, demand and control, the result is better behaviour with greater psychological well-being, adherence and consequent health benefits.

Level up the life!! Leisure Involvement, Basic Psychological Need Satisfaction and Life Satisfaction among University Students

Leisure participation, life satisfaction, and psychological needs stand out as concepts that are closely related to each other especially in exercise participation. The purpose of this study is to determine and analyze leisure involvement, basic psychological need satisfaction, and life satisfaction level concerning some variables among university students who are regular exercise participants. Study participants comprised a total of 428 university students who were regular exercise participants. The participants, who were chosen using a convenience sampling method, completed the &amp;ldquo;Modified Involvement Scale&amp;rdquo; (MIS), &amp;ldquo;Basic Psychological Needs in Exercise Scale&amp;rdquo; (BPNES) and Life Satisfaction Scale&amp;rdquo; (LSS). T-test, MANOVA, and correlation analysis were used to analyze the data. Results indicated that the main effect of gender was significant on &amp;ldquo;MIS&amp;rdquo; &amp;ldquo;BPNES&amp;rdquo; and &amp;ldquo;LSS&amp;rdquo; in favor of male participants. There were significant effects of type of exercise in favor of individual exercise participants. Further, there were statistically significant correlations between all scales. Participation in leisure activities positively affects the person&amp;rsquo;s perspectives on all areas of life and determines the individual&amp;#39;s feelings like autonomy, competency, and feeling more related to their lives. The findings of this study also give useful insights into exercise psychology research and provide suggestions for future research.

Re-Applying the Basic Psychological Needs in Exercise Scale to Various Portuguese Exercise Groups: An Analysis of Bifactor Models and Contextual Invariance.

This research explored the nature of basic psychological needs in physical activity settings by applying relatively advanced methodological procedures for psychometric assessment. We first re-examined the Basic Psychological Needs in Exercise Scale (BPNES) by reviewing its applicability for physical activity domains among Portuguese respondents. We demonstrated the use of Bifactor Confirmatory Factor Analysis (CFA) and Exploratory Structural Equation Modeling (ESEM) and discussed the practical implications of these models. Next, we tested contextual measurement invariance in order to examine needs universality. Our participants were gym exercisers (n = 1935), physical education students (n = 1449), and athletes (n = 1631), all of whom completed the adapted and validated version of the scale in their respective practice physical activity domains. All models under analysis displayed acceptable to excellent fit; the bifactor ESEM model displayed the best fit. We conducted ancillary bifactor measures to assess scale dimensionality and found that the BPNES is best interpreted as a multidimensional instrument. Through testing for multigroup analysis, the bifactor ESEM did not show contextual invariance. In conclusion, the BPNES should be predominantly used as a multidimensional instrument when assessing basic needs in separate physical activity domains. Basic psychological needs are perceived differently between seemingly similar physical activity contexts. Researchers should measure basic needs as a global factor and use context validated sub-scales.

La percepción de la competencia en fútbol como indicador de la intencionalidad de los estudiantes de ser físicamente activos

Students' perceived competence determines the adherence or abandonment of sports practice. The purposes of the study were: i) to know the existing association between the perception of competence with the students’ intention to be physically active, after learning football in the Physical Education; and ii) to compare which method (Tactical Games Approach or Direct Instruction) cause that the students feel more competent and greater interest for continuing to practice this sport. The effect exerted by gender and football experience was also analysed. A total of 41 students participated in the study, distributed in two class-groups. Each class-group followed a different program: fifth level, group A (tactical program, n = 20) and fifth level, group B (technical program, n = 21). The competence psychological need was calculated through the Basic Psychological Needs in Exercise Scale and sport adherence using the Intentionally Measure to be Physically Active Questionnaire. Spearman’ correlation shown that the more competence in football, the degree of sport adherence is greater. The Mann-Whitney’s U test indicated that there are no statistical differences according to the teaching method; however, the tactical program students shown a higher perceived competence. The gender and football experience of the students influenced the perceived competence and adherence to sports. This incidence was calculated using ANCOVA. For this reason, it is necessary to use comprehensive methods in the context of Physical Education for the development of competence and sport adherence to football, emphasizing of the female and the inexperienced students.

Translation, cross-cultural adaptation and validation of the Pulmonary Rehabilitation Adapted Index of Self-efficacy (PRAISE) scale for Brazilian patients with chronic obstructive pulmonary disease

Background: Patients with Chronic Obstructive Pulmonary Disease (COPD) present a progressive chronic airflow obstruction. Pulmonary Rehabilitation (PR) promotes the reversal of the extrapulmonary effects of the disease and improves the quality of life. Despite the physiological benefits, the major challenge of PR is to promote change in lifestyle. In this sense, it has been emphasized the study of psychological variables such as self-efficacy. Aim: To translate, cross-culturally adapt and validate the PRAISE scale for Brazilian COPD patients. Methods: The PRAISE scale was applied on the first day by two raters and 15-20 days later by one rater. Patients were assessed for self-efficacy with the General Self-Efficacy Scale (GSS) and the COPD Self-Efficacy Scale (CSES); functional limitation for activities of daily living with the London Chest Activity of Daily Living (LCADL) scale; anxiety and depression symptoms with the Hospital Anxiety and Depression Scale (HADS); quality of life with Saint George’s Respiratory Questionnaire (SGRQ); resilience with the Resilience Scale; and basic psychological needs with the Basic Psychological Needs in Exercise Scale (BPNES). The tests used were: Student’s t-test or Wilcoxon’s test (PRAISE score comparison); intraclass correlation coefficient (ICC), interrater reliability and test-retest and Cronbach’s alpha; and Spearman’s or Pearson’s correlation coefficient to assess validity. Results: The scale was pre-tested in 10 patients to evaluate translation accuracy and cross-cultural adaptation. Thirty-four patients with COPD took part (22 men; FEV1=42.2±15.7%pred). The interrater and test-retest ICCs were excellent (0.82 and 0.86, respectively), with no significant differences in test-retest reliability (p>0.05). Cronbach’s alpha interrater and testretest were 0.90 and 0.92, respectively (p<0.001). There were no floor and ceiling effects. The scale showed weak to moderate correlations with GSS, CSES, LCADL, HADS, SGRQ, Resilience Scale, and BPNES. Conclusions: The PRAISE scale proved to be valid and reliable for Brazilian patients with COPD.

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

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.

Effects on Personal Factors Through Flipped Learning and Gamification as Combined Methodologies in Secondary Education.

PurposeThis study aims to analyze the effects of a flipped and gamified program on the autonomy, competence, relation with others, satisfaction/enjoyment, intrinsic and extrinsic motivation, and boredom of students of Physical Education.MethodThe study used a control group and an experimental group to compare pretest and posttest data in both of them. Instruments used were the Basic Psychological Needs in Exercise Scale, Sport Motivation Scale, and Sport Satisfaction Instrument, all of them validated in academic literature.ResultsOn one hand, data indicated that autonomy has been increased with the application of these teaching methodologies. On the other hand, students’ satisfaction, enjoyment, and intrinsic motivation have improved based on the interaction with gamification and flipped learning. Finally, with all dimensions, it seems that academic performance has been improved, although not in a significative way.Discussion/ConclusionResults of the study provide to educational researchers valuable information for a better understanding of how flipped learning and gamification influence personal performance of Physical Education students.

Predicción de la inteligencia emocional a través de la satisfacción de las necesidades psicológicas básicas en las clases de educación física

Los objetivos de este trabajo fueron: describir el nivel de satisfacción de las necesidades psicológicas básicas y de inteligencia emocional de estudiantes adolescentes de secundaria, y comprobar la capacidad de predicción de la primera en la segunda. Para ello se respondieron a las versiones validadas al castellano de la Basic Psychological Needs in Exercise Scale y la Trait Meta-Mood Scale. La muestra estuvo compuesta por 464 alumnos de secundaria de 12 a 17 años. Los resultados del análisis descriptivo y de correlación indicaron que la necesidad psicológica que más sienten tener satisfecha fue la relación con los demás y que fue la dimensión reparación emocional la que obtuvo mayor puntuación. Por otro lado, mediante análisis de regresión lineal se halló que la necesidad psicológica que mayor predicción tuvo sobre las necesidades psicológicas básicas fue la relación con los demás. Los resultados obtenidos indicaron que las personas con mayor necesidad de relacionarse tenderán a desarrollar una mejor inteligencia emocional.

Basic Psychological Needs, Physical Self-Concept, and Physical Activity Among Adolescents: Autonomy in Focus.

The contribution of this research lies in its dual approach to the question of physical activity (PA) among adolescents, combining objective measurement of PA by teenagers and a comparison of psychological satisfaction through physical activities involving differing degrees of autonomy (i.e., organized or unstructured). Using the conceptual framework of Self-Determination Theory, the analysis also examines the relationship between levels of PA among adolescents and physical self-concept and satisfaction of basic psychological needs during exercise. The study surveyed 129 first-year higher secondary education students from schools in the city of A Coruña. Satisfaction of basic psychological needs during organized and unstructured physical activities was measured using the Basic Psychological Needs in Exercise Scale. PA levels were assessed based on step count per day for a week as measured by an accelerometer. The results show that the daily step average recorded by students (7,400) is below the minimum recommended levels of PA for this age group, that students are more active on weekdays than at the weekend, and that there is no significant difference in PA levels between male and female subjects (T = 0.23, p < 0.05, d = 0.04). Findings from the comparative analysis of the three basic psychological needs show greater satisfaction of the need for autonomy during unstructured activities (T = 6.15, p < 0.001, d = 0.68), and greater satisfaction of the need for competence during organized activities (T = −2.50, p < 0.05, d = 0.27). No variation in terms of sex was found in relation to satisfaction of the need for autonomy or relatedness from unstructured activities; however, girls showed notably lower satisfaction than boys in relation to the need for competence (T = −2.62, p < 0.01, d = 0.49). Self-esteem was found to play an important mediating role and observed to be strongly related to sex (T = −5.16, p < 0.001, d = 0.90). Organized PA was found to provide greater need satisfaction among boys than girls across all categories. The study showed no relationship between psychological variables and objectively measured PA (Pillai’s trace: F = 0.86, p > 0.05, η2 = 0.08, observed power = 0.66). Basic psychological needs show significant positive interrelation between them and a significant positive relationship between them and physical self-concept, as expected based on previous literature.

Validation of the Basic Psychological Need Satisfaction in Active Commuting to and from School (BPNS-ACS) Scale in Spanish young people

IntroductionAutonomy, competence, and relatedness need satisfaction has been associated with several health-related outcomes in multiple life domains. However, no studies have analysed the role of these needs in an active commuting to and from school context. Grounded in self-determination theory, this research aimed to adapt the Spanish physical education version (Moreno-Murcia et al., 2008) of the Basic Psychological Needs in Exercise Scale (Vlachopoulos and Michailidou, 2006) to active commuting to and from school and test its psychometric properties among a sample of Spanish children and adolescents. MethodA total of 675 students (318 boys and 357 girls; Mage = 13.14, SD = 1.78) participated in this study. ResultsThe confirmatory factor analysis showed better fit indexes for a 12-item three-factor model (i.e., autonomy, competence, and relatedness) which remained invariant across gender and age. The reliability analysis showed acceptable internal consistency and temporal stability for each of the three factors. Structural equation modelling showed that autonomy, competence, and relatedness need satisfaction positively predicted active commuting to and from school. ConclusionsThe Basic Psychological Need Satisfaction in Active Commuting to and from School Scale is the first valid and reliable instrument to measure the three basic psychological needs satisfaction in active commuting to and from school among Spanish young people.