3. Producción

Browse

Settings

Author: search.filters.author.Rafael GargurevichSubject: search.filters.subject.Basic psychological needs

Search Results

Now showing 1 - 3 of 3
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    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).
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent 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
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent 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.