Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context
Abstract
:1. Introduction
2. Method
2.1. Participants
2.2. Instruments
2.3. Procedure
2.4. Data Analysis
3. Results
3.1. Confirmatory Factorial Analysis
3.2. Analysis of Gender and Age Invariance
3.3. Descriptive Statistics and Reliability Analysis
3.4. Criteria Validity Analysis
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
Appendix A
- Siento que mejoro incluso en las tareas consideradas difíciles por la mayoría de mis compañeros.
- Las relaciones con mis compañeros de clase son buenas.
- Hacemos cosas que son de mí interés.
- Siento que realizo bien incluso las tareas consideradas difíciles por la mayoría mis compañeros.
- Siento que tengo una estrecha relación con mis compañeros de clase.
- Siento que las clases son enseñadas en la forma en que me gustaría que fueran enseñadas.
- Siento que hago muy bien incluso las tareas consideradas difíciles para la mayoría de mis compañeros.
- Me siento una persona apreciada/valorada dentro del grupo de mis amigos.
- Estoy totalmente de acuerdo con la forma en que las clases son enseñadas.
- Soy capaz de hacer eficazmente incluso las tareas consideradas difíciles por la mayoría de mis compañeros.
- Me siento integrado en el grupo de los compañeros de clase.
- Siento que las actividades que estamos haciendo han sido elegidas por mí.
- Siento que hago cosas nuevas.
- Con frecuencia siento que hay novedades para mí.
- Siento nuevas sensaciones.
- Creo que vienen nuevas situaciones para mí.
- Tengo la oportunidad de innovar.
- Creo que descubro cosas nuevas con frecuencia.
- I feel that I improve even on tasks considered difficult by most of my peers.
- Relationships with my classmates are good.
- We do things that are of interest to me.
- I feel that I do well even on the tasks considered difficult by most of my peers.
- I feel like I have a close relationship with my classmates.
- I feel that classes are taught the way I would like them to be taught.
- I feel that I do very well even on the tasks considered difficult for most of my classmates.
- I feel like a valued/appreciated person in my friends’ group.
- I totally agree with the way the classes are taught.
- I am able to do effectively even the tasks considered difficult by most of my peers.
- I feel integrated into the group of my classmates.
- I feel that the activities we are doing have been chosen by me.
- I feel like I’m doing new things.
- I often feel that there is something new for me.
- I feel new sensations.
- I think new situations are coming for me.
- I have the opportunity to innovate.
- I think I often discover new things.
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Four-factor first-order model | |||||||||
Models | χ2 | df | χ2/df | Δχ2 | Δdf | CFI | IFI | SRMR | RMSEA (CI 90%) |
Model 1 | 572.67 | 258 | 2.22 | - | - | 0.94 | 0.94 | 0.047 | 0.053 (0.047–0.058) |
Model 2 | 581.30 | 272 | 2.14 | 8.62 | 14 | 0.94 | 0.94 | 0.049 | 0.051 (0.045–0.056) |
Model 3 | 639.41 | 282 | 2.27 | 66.73 *** | 24 | 0.94 | 0.94 | 0.051 | 0.054 (0.048–0.059) |
Model 4 | 665.48 | 300 | 2.22 | 92.80 *** | 42 | 0.93 | 0.93 | 0.052 | 0.052 (0.048–0.058) |
One-factor higher-order model | |||||||||
Models | χ2 | df | χ2/df | Δχ2 | Δdf | CFI | IFI | SRMR | RMSEA (CI 90%) |
Model 1 | 582.21 | 262 | 2.22 | - | - | 0.94 | 0.94 | 0.048 | 0.053 (0.047–0.058) |
Model 2 | 590.62 | 276 | 2.14 | 8.41 | 14 | 0.94 | 0.94 | 0.049 | 0.051 (0.045–0.056) |
Model 3 | 595.58 | 279 | 2.13 | 13.36 | 17 | 0.94 | 0.94 | 0.050 | 0.051 (0.045–0.056) |
Model 4 | 597.27 | 280 | 2.13 | 15.05 | 18 | 0.94 | 0.94 | 0.052 | 0.051 (0.045–0.056) |
Model 5 | 645.02 | 284 | 2.27 | 62.80 *** | 22 | 0.94 | 0.94 | 0.053 | 0.051 (0.048–0.059) |
Model 6 | 671.09 | 302 | 2.22 | 88.88 *** | 40 | 0.94 | 0.94 | 0.058 | 0.051 (0.047–0.058) |
Four-factor first-order model | |||||||||
Models | χ2 | df | χ2/df | Δχ2 | Δdf | CFI | IFI | SRMR | RMSEA (CI 90%) |
Model 1 | 562.03 | 258 | 2.28 | - | - | 0.94 | 0.94 | 0.050 | 0.060 (0.053–0.067) |
Model 2 | 577.99 | 272 | 2.13 | 15.97 | 14 | 0.94 | 0.94 | 0.051 | 0.058 (0.052–0.065) |
Model 3 | 583.77 | 282 | 2.07 | 21.75 * | 24 | 0.94 | 0.94 | 0.051 | 0.057 (0.050–0.064) |
Model 4 | 649.05 | 300 | 2.16 | 87.03 *** | 42 | 0.93 | 0.93 | 0.053 | 0.059 (0.053–0.066) |
One factor higher order model | |||||||||
Models | χ2 | df | χ2/df | Δχ2 | Δdf | CFI | IFI | SRMR | RMSEA (CI 90%) |
Model 1 | 581.89 | 262 | 2.22 | - | - | 0.94 | 0.94 | 0.046 | 0.061 (0.054–0.068) |
Model 2 | 598.18 | 276 | 2.17 | 16.28 | 14 | 0.94 | 0.94 | 0.048 | 0.060 (0.053–0.066) |
Model 3 | 600.28 | 279 | 2.15 | 18.38 | 17 | 0.94 | 0.94 | 0.051 | 0.059 (0.053–0.066) |
Model 4 | 600.30 | 280 | 2.14 | 18.41 | 18 | 0.94 | 0.94 | 0.054 | 0.059 (0.052–0.065) |
Model 5 | 601.79 | 284 | 2.12 | 34.90 ** | 22 | 0.94 | 0.94 | 0.057 | 0.058 (0.052–0.065) |
Model 6 | 668.15 | 302 | 2.21 | 86.26 *** | 40 | 0.93 | 0.93 | 0.055 | 0.061 (0.055–0.067) |
Factors | M | SD | Range | 1 | 2 | 3 | 4 | 5 | 6 |
---|---|---|---|---|---|---|---|---|---|
1. Autonomy | 5.34 | 1.19 | 1–7 | 0.60 ** | 0.61 ** | 0.41 ** | 0.45 ** | 0.62 ** | |
2. Competence | 4.61 | 1.45 | 1–7 | 0.68 ** | 0.52 ** | 0.58 ** | 0.50 ** | ||
3. Relatedness | 4.60 | 1.26 | 1–7 | 0.48 ** | 0.54 ** | 0.54 ** | |||
4. Novelty | 4.74 | 0.95 | 1–7 | 0.70 ** | 0.39 ** | ||||
5. Satisfaction | 4.84 | 1.55 | 1–7 | 0.70 ** | |||||
6. Intrinsic Motivation | 4.88 | 1.76 | 1–7 |
Variables | F | R2 | β | t |
---|---|---|---|---|
123.73 | 0.51 *** | |||
1. Autonomy | 0.77 | 1.21 * | ||
2. Competence | 0.90 | 2.63 ** | ||
3. Relatedness | 0.68 | 1.72 | ||
4. Novelty | 0.30 | 1.34 ** | ||
5. Satisfaction | 1.61 | 4.201 *** |
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Trigueros, R.; Mínguez, L.A.; González-Bernal, J.J.; Aguilar-Parra, J.M.; Padilla, D.; Álvarez, J.F. Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context. Sustainability 2019, 11, 6250. https://doi.org/10.3390/su11226250
Trigueros R, Mínguez LA, González-Bernal JJ, Aguilar-Parra JM, Padilla D, Álvarez JF. Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context. Sustainability. 2019; 11(22):6250. https://doi.org/10.3390/su11226250
Chicago/Turabian StyleTrigueros, Rubén, Luis A. Mínguez, Jerónimo J. González-Bernal, José M. Aguilar-Parra, David Padilla, and Joaquín F. Álvarez. 2019. "Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context" Sustainability 11, no. 22: 6250. https://doi.org/10.3390/su11226250