The Basic Psychological Needs in Physical Education Scale

2011 ◽  
Vol 30 (3) ◽  
pp. 263-280 ◽  
Author(s):  
Symeon P. Vlachopoulos ◽  
Ermioni S. Katartzi ◽  
Maria G. Kontou
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Physical Education ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
School Grade ◽  
School Students ◽  
Internal Reliability ◽  
Grade Levels

The present study reported on the modification of the Basic Psychological Needs in Exercise Scale (Vlachopoulos & Michailidou, 2006) to assess students’ psychological need fulfillment in elementary school, middle school, and high school compulsory physical education classes. Data were collected from 817 5th and 6th grade students, 862 middle school students and 844 high school students, boys and girls. The findings supported an a priori correlated 3-factor structure of the Basic Psychological Needs in Physical Education scale (BPN-PE) with strong internal reliability for all three school grade levels. Support was also obtained for the nomological validity of the scale responses. Further, measurement invariance emerged for BPN-PE scores across boys and girls and across students who participated or not in out-of-school sports within each school grade level as well as across all three school grade levels.

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

2020 ◽  
Vol 14 (2) ◽  
pp. 33-49
Author(s):  
Natalie Spadafora ◽  
Emily L. Murphy ◽  
Danielle S. Molnar ◽  
Dawn Zinga
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
First Generation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
First Generation Students ◽  
School Students ◽  
Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147;  Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

scholarly journals Motivação na educação física escolar: Teoria da Autoderminação

2021 ◽  
Vol 19 (1) ◽  
pp. 1-7
Author(s):  
Sebastião Ribeiro da Silva ◽  
João Guilherme Cren Chiminazzo ◽  
Paula Teixeira Fernandes
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Interpersonal Relationships ◽  
Private Schools ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
School Students ◽  
Public And Private ◽  
Public School Students ◽  
Education Theory

INTRODUÇÃO: A escola representa um dos principais espaços educacionais para a sociedade atual e tem significativa reponsabilidade frente ao ensino. Sabe- se que a motivação é um dos aspectos importantes para influenciar os alunos na busca pelo conhecimento.OBJETIVO: O presente estudo teve como objetivo avaliar a motivação dos alunos nas aulas de Educação Física, com base na Teoria da Autodeterminação (TAD). MÉTODOS: Participaram do estudo 174 alunos do ensino médio, de ambos os sexos, de escola pública e particular, por meio de dois questionários: Percepção de Lócus de Casualidade e Questionário das Necessidades Psicológicas Básicas.RESULTADOS: No geral, os resultados apontaram altos níveis de satisfação das necessidades de autonomia, competência e relações interpessoais. Sobre as formas de regulação da motivação, a análise identificou altos escores no comportamento autodeterminado, e baixos escores no comportamento menos autodeterminado. Na comparação por sexo, os homens apresentaram pontuações maiores nas três necessidades psicológicas básicas, regulação identificada e motivação intrínseca. Na comparação por instituição, os dados mostraram que os alunos da escola particular são mais motivados que os alunos da escola pública.CONCLUSÃO: Conclui-se, no geral, que os alunos estão motivados para participar das aulas de Educação Física, mas é importante buscar alternativas para melhorar a motivação das estudantes mulheres e dos alunos de escolas públicas.Motivation in school physical education: Theory of Self-DeterminationABSTRACTBACKGROUND: The school represents one of the main educational spaces for today’s society and has a significant responsibility towards teaching. It is known that motivation is one of the important aspects to influence students in the search for knowledge.OBJECTIVE: The present study aimed to assess students’ motivation in Physical Education classes, based on the Theory of Self-Determination (TSD).METHODS: The study included 174 high school students, of both sexes, from public and private schools, were evaluated using two questionnaires: Perceived Locus of Casualty and Questionnaire of Basic Psychological Needs. RESULTS: In general, the results showed high levels of satisfaction of the needs for autonomy, competence and interpersonal relationships. Regarding the forms of regulation of motivation, the analysis identified high scores for self-determined behavior, and low scores for less self-determined behavior. In the comparison by sex, men had higher scores on the three basic psychological needs, identified regulation and intrinsic motivation. In the comparison by institution, the data showed that students from private schools are more motivated than students from public schools.CONCLUSION: It is concluded, in general, that students are motivated to participate in Physical Education classes, but it is important to look for alternatives to improve the motivation of female students and public school students.

Self-Evaluation Accuracy among High School and Middle School Instrumentalists

2005 ◽  
Vol 53 (2) ◽  
pp. 148-161 ◽  
Author(s):  
Michael P. Hewitt
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Grade Level ◽  
Music Performance ◽  
School Students ◽  
Self Evaluation ◽  
Grade Levels ◽  
Grade Level Differences ◽  
Evaluation Accuracy

The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.

scholarly journals Happiness in high school students: autonomy, relatedness, competence and meaning in life

2018 ◽  
Vol 13 (3) ◽  
pp. 422-430 ◽  
Author(s):  
Nur Demirbas Celik
Keyword(s):  
High School ◽  
High School Students ◽  
Negative Affect ◽  
Meaning In Life ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Satisfaction With Life Scale ◽  
Subjective Well Being ◽  
School Students

The present study examines the roles of the satisfaction of basic psychological needs and meaning in life (MIL) on high school students’ happiness. In the study, the basic psychological needs scale, MIL questionnaire, the positive and negative affect schedule and the satisfaction with life scale were used as instruments. Happiness or subjective well-being (SWB) contains three components: life satisfaction, positive affect and negative affect. The data were analysed through the Pearson product-moment correlation coefficient technique and multiple linear regression analysis. According to results, autonomy, competence, relatedness and MIL predict SWB significantly. These three variables explain 56% of the total variance. SWB is explained by relatedness, autonomy and competence for females, respectively, and for males competence, MIL and relatedness, respectively. The results were further examined in light of recent research and implications for counselling and school with high school students subjects are discussed. Keywords: Subjective well-being, basic psychological needs, meaning in life, gender, high school students.

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