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

Sturm, David J.; Bachner, Joachim; Haug, Stephan; Demetriou, Yolanda

doi:10.3390/ijerph17051554

Cited by 4 publications

(3 citation statements)

References 36 publications

(53 reference statements)

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“…The tool was then applied to a large and heterogeneous group of children, and the results were analyzed following classic scale validation approaches (including descriptive and factorial analysis). The results supported the validity of this instrument, as has been previously the case for other similar studies with different adaptations of the original scale for different samples [43,[52][53][54][55][56].…”

Section: Discussionsupporting

confidence: 88%

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

Conesa

Duñabeitia

2021

Behavioral Sciences

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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.

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Section: Discussionsupporting

confidence: 88%

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

Conesa

Duñabeitia

2021

Behavioral Sciences

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“…Since the items had originally been validated in a sample of mostly young adults, the items were largely simplified in this study. Internal consistency coefficients were between 0.78 and 0.85 ( Sturm et al, 2020 ).…”

Section: Methodsmentioning

confidence: 99%

Physical Activity-Related Profiles of Female Sixth-Graders Regarding Motivational Psychosocial Variables: A Cluster Analysis Within the CReActivity Project

et al. 2020

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Introduction Adolescents’ physical activity (PA) behavior can be driven by several psychosocial determinants at the same time. Most analyses use a variable-based approach that examines relations between PA-related determinants and PA behavior on the between-person level. Using this approach, possible coexistences of different psychosocial determinants within one person cannot be examined. Therefore, by applying a person-oriented approach, this study examined (a) which profiles regarding PA-related psychosocial variables typically occur in female sixth-graders, (b) if these profiles deliver a self-consistent picture according to theoretical assumptions, and (c) if the profiles contribute to the explanation of PA. Materials and Methods The sample comprised 475 female sixth-graders. Seventeen PA-related variables were assessed: support for autonomy, competence and relatedness in PE as well as their satisfaction in PE and leisure-time; behavioral regulation of exercise (five subscales); self-efficacy and social support from friends and family (two subscales). Moderate-to-vigorous PA was measured using accelerometers. Data were analyzed using the self-organizing maps (SOM) analysis, a cluster analysis including an unsupervised algorithm for non-linear models. Results According to the respective level of psychosocial resources, a positive, a medium and a negative cluster were identified. This superordinate cluster solution represented a self-consistent picture that was in line with theoretical assumptions. The three-cluster solution contributed to the explanation of PA behavior, with the positive cluster accumulating an average of 6 min more moderate-to-vigorous PA per day than the medium cluster and 10 min more than the negative cluster. Additionally, SOM detected a subgroup within the positive cluster that benefited from a specific combination of intrinsic and external regulations with regard to PA. Discussion The results underline the relevance of the assessed psychosocial determinants of PA behavior in female sixth-graders. The results further indicate that the different psychosocial resources within a given person do not develop independently of one another, which supports the use of a person-oriented approach. In addition, the SOM analysis identified subgroups with specific characteristics, which would have remained undetected using variable-based approaches. Thus, this approach offers the possibility to reduce data complexity without overlooking subgroups with special demands that go beyond the superordinate cluster solution.

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“…The observer of academic conflict can be the perception of competence (Mirzaei, Kiamanesh, Hejazi and Bani Chamali, (2016). It means the ability of an individual to effectively cope with the demands and challenges of everyday life (Manjunatha & Saddichha, 2011) and to It has been described as a psychological need, which according to Deci & Ryan (2020) theory of self-determination means to be effective in practice (Sturm Bachner Haug & Demetriou, 2020). Harter (1982) defines competency perception as a dimension of self-evaluation and defines competency perception as "an individual's perception of his / her abilities in dealing with different areas of life" and in four cognitive categories, Social, physical and self-satisfaction are examined.…”

Section: Introductionmentioning

confidence: 99%

Predicting Academic Engagement Based on Academic Optimism, Competency Perception and Academic Excitement in Students

Sabbaghi

Karimi

Akbari

et al. 2020

Iranian Journal of Educational Sociology

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Academic engagement as a basis for reformist efforts in the field of education is very important in achieving learning experience so that indirectly guarantees students' academic achievement. Therefore, purpose of this study was to prediction of academic engagement based on academic optimism, perception competence and achievement emotions in students. The descriptive-correlation method was used. Methodology: The statistical population consists of all male students studying of Hewraman region in year academic 2019-20 to 1476 student. In this study, according to random cluster sampling method, 100 married students by formula Plant of Tabachnick & Fidell (2007) were selected as samples and they were asked to academic engagement scale (AES) of Reeve (2013), perception competence scale of Harter (1982), academic optimism scale (AOS) of Tschannen-Moran, Bankole, Mitchell and Moore (2013) and achievement emotions questionnaire (AEQ) of Pekrun, Goetz & Perry (2005). Findings: The data were analyzed by tests of Pearson correlation and multivariate regression. Results: Findings showed that there was positive and significant correlation between spdemic optimism, perception competence and positive achievement emotions with academic engagement (P<0/01). There was negative and significant correlation between negative with academic engagement (P<0/01). Regression analyses also revealed that %79/2 of variance of academic engagement was explained by academic optimism, perception competence and achievement emotions. Conclusion:This study confirmed the significant contribution of academic optimism, perception competence and achievement emotions in academic engagement of students. The results of this research can help planners and implementers of education organization to adopt appropriate educational policies in order to engage students in academic studies and the factors affecting it.

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

Cited by 4 publications

References 36 publications

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

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

Physical Activity-Related Profiles of Female Sixth-Graders Regarding Motivational Psychosocial Variables: A Cluster Analysis Within the CReActivity Project

Predicting Academic Engagement Based on Academic Optimism, Competency Perception and Academic Excitement in Students

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