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Item type:Publication, Propiedades psicométricas del Cuestionario de Comportamientos Interpersonales en el Deporte en deportistas universitarios de Lima(Peruvian University of Applied Sciences, 2020-11-04)Introducción: Este cuestionario evalúa la percepción de los comportamientos interpersonales de apoyo u obstaculización de las necesidades psicológicas básicas de los deportistas (autonomía, competencia, relación) por parte de sus entrenadores(as), según la Teoría de la Autodeterminación. Objetivo: Determinar las propiedades psicométricas del Cuestionario de Comportamientos Interpersonales en el Deporte (IBQD) adaptado al Perú. Método: Participaron en el estudio 228 deportistas universitarios (Medad = 21.24; DE = 2.39) de ambos sexos. Resultados: los análisis factoriales confirmatorios mostraron que un modelo de seis factores obtuvo buenos índices de ajuste y una adecuada confiabilidad. Los análisis correlacionales con las variables: satisfacción con la vida, afecto positivo y negativo, satisfacción y frustración de necesidades psicológicas básicas, y burnout mostraron evidencias de validez convergente y discriminante satisfactorias. Discusión: el IBQD puede ser utilizado en el contexto deportivo universitario peruano para evaluar la percepción de los comportamientos interpersonales que muestran sus entrenadores(as). - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Variations in Need Supports in Education as a Function of Cultural and Economic Factors: Perspectives from Self-Determination Theory(Springer Science+Business Media, 2025-12-01)Self-Determination Theory (SDT) posits that the basic psychological needs for autonomy, competence, and relatedness are universally essential to high-quality motivation and wellness in educational settings. A strong focus of SDT has been on the affordances and obstacles to supporting these basic needs, which can vary considerably between classrooms, schools, school systems, and cultures. In this review, we briefly review the evidence for SDT’s “universality without uniformity” claims, showing that the importance of these three basic psychological needs for student well-being and academic functioning is empirically well established across cultures. However, examining variability, our discussion focuses on how economic, societal, and cultural factors may impact parent and teacher practices and educational policies, affecting the extent to which learners’ basic needs are supported. Illustrating this, we describe the ways in which SDT has been received or applied in 10 different societal-cultural contexts. These observations suggest that as yet few countries have enacted educational policies with students’ basic needs in the forefront. Many instead emphasize practices and policies with little supportive evidence, such as pervasive grading, a focus on high-stakes testing, and limited content choice, factors that can lead to basic need frustration and disengagement for students and educators. Cultural ideologies can also create a bias against a focus on flourishing for all, and economic factors often limit teachers’ access to training and resources. Yet, some educational systems have incorporated SDT principles, and we identify factors that have contributed to this. We conclude by calling for a stronger focus on supporting learners’ basic psychological needs as part of both teacher training and educational policies.2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Fear of COVID-19, traumatic growth, and traumatic stress symptoms: the mediating role of basic psychological needs(Frontiers Media, 2025-01-23)Although COVID-19 brought many negative psychological consequences, many people also experienced psychological growth. The present study investigated why this happened and hypothesized that self-determination theory's (SDT's) basic psychological needs (BPNs) may play a role in this explanation. Based on SDT, this cross-sectional study hypothesized that both the satisfaction and frustration of BPNs mediated the associations between fear of COVID-19, post-traumatic growth (PTG), and post-traumatic stress (PTS) symptoms. A sample of 391 Peruvian adults (70.6% women; M age = 35.04, age range between 18 and 84) responded to several valid and reliable questionnaires: Fear of COVID-19 Scale (FCV.19S); Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS); Impact Event Scale-Revised (IES-R); Post-Traumatic Growth Inventory (PTGI). The results showed that need satisfaction mediated the negative association between fear of COVID-19 and PTG, and need frustration mediated the positive association between fear of COVID-19 and PTG. In addition, a direct effect was found from fear of COVID-19 toward PTS symptoms. The results showed the importance of considering SDT's BPNs in explaining PTG and PTS after experiencing fear of COVID-19.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Evaluating longitudinal, reciprocal, and cross-sectional effects of (de)motivating teaching styles on students' psychological and educational outcomes in physical education(Elsevier BV, 2026-06-01)Grounded in Self-Determination Theory and the circumplex model of teaching behaviors, this three-wave study (N = 637 secondary students) analyzed longitudinal, reciprocal, and cross-sectional relations among (de)motivating teaching styles, basic psychological needs (BPN), and student outcomes using a structural equation model. Perceived autonomy-supportive and structuring styles at Time 1 (T1) predicted higher BPN satisfaction at Time 2 (T2), which, in turn, related to more positive experiences and perceived learning in class and greater intention for physical activity beyond class at Time 3 (T3). Conversely, controlling and chaotic styles at T1 were linked to BPN frustration at T2 and poorer outcomes at T3. BPN satisfaction (frustration) at T2 also showed a longitudinal associations with higher (lower) perceptions of autonomy-supportive/structuring, and lower (higher) controlling/chaotic styles at T3. Findings highlight long-term, bidirectional dynamics with implications for teacher education. The findings indicate that teacher training programs should foster autonomy-supportive and structuring styles while reducing controlling and chaotic ones to promote adaptive motivational patterns and improve student outcomes. • Autonomy-supportive teaching at T1 predicted BPN satisfaction at T2, which enhanced PE experiences, learning, and PA intention at T3. • Controlling and chaotic teaching at T1 predicted BPN frustration at T2, which reduced PE experiences, learning, and PA intention at T3. • BPN satisfaction at T2 positively predicted later perceptions of autonomy-supportive and structuring styles. • BPN frustration at T2 predicted increased perceptions of controlling and chaotic teaching at T3. • Autonomy-supportive and structuring styles were cross-sectionally linked to positive PE outcomes, while controlling style was negatively linked to students' PE experiences. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Beyond words: the relevance of autonomy-supportive language in university syllabi(Frontiers Media, 2025-01-01)Introduction: University syllabi are a semester-long working tool through which professors present a thematic content program, precise assessment mechanisms, and establish the activities schedule, among other tasks. Teachers can promote high-quality motivation among students through syllabi. The goal of this research was to replicate a previous study on the impact of syllabus language on student motivation. Methods: Two studies were conducted. Study 1 aimed to examine, in 126 first- and second-year students in Humanities General Studies, how they perceive a syllabus with an autonomy-supportive "tone" vs. one with a controlling language. Study 2 explored, in 261 students, basic psychological needs (BPN) satisfaction and their affective approach to the course. Additionally, it investigated the type of motivation (autonomous vs. controlled) that students prioritize when selecting the course. Results: Findings from Study 1 suggest that autonomy-supportive syllabi are perceived as more attractive, fair, and respectful from the student's perspective. Results from Study 2 indicate that autonomy-supportive syllabi are related to a better perception of the course, greater BPN satisfaction, and autonomous motivation from students, increasing the probability of them choosing that subject. Discussion: It is concluded that promoting autonomy, even through the written language shared between teachers and students, is important for improving teaching quality.1