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    Adaptation and Validation of the Psychological Need Thwarting Scale in Spanish Physical Education Teachers

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    Access Status
    Open access
    Authors
    Cuevas, R.
    Sánchez-Oliva, D.
    Bartholomew, K.
    Ntoumanis, Nikos
    García-Calvo, T.
    Date
    2015
    Type
    Journal Article
    
    Metadata
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    Citation
    Cuevas, R. and Sánchez-Oliva, D. and Bartholomew, K. and Ntoumanis, N. and García-Calvo, T. 2015. Adaptation and Validation of the Psychological Need Thwarting Scale in Spanish Physical Education Teachers. Spanish Journal of Psychology. 18 (e53): pp. 1-9.
    Source Title
    Spanish Journal of Psychology
    DOI
    10.1017/sjp.2015.56
    ISSN
    1138-7416
    School
    School of Psychology and Speech Pathology
    Remarks

    Copyright © 2015 Cambridge University Press

    URI
    http://hdl.handle.net/20.500.11937/39771
    Collection
    • Curtin Research Publications
    Abstract

    Drawing from self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2002), the aim of the study was to adapt and validate a Spanish version of the Psychological Need Thwarting Scale (PNTS; Bartholomew, Ntoumanis, Ryan, & Thørgersen-Ntoumani, 2011) in the educational domain. Psychological need thwarting and burnout were assessed in 619 physical education teachers from several high schools in Spain. Overall, the adapted measure demonstrated good content, factorial (χ2/gl = 4.87, p < .01, CFI = .95, IFI = .96, TLI = .94, RMSEA = .08, SRMR = .05), and external validity, as well as internal consistency (α ≥ .81) and invariance across gender. Moreover, burnout was strongly predicted by teachers’ perceptions of competence (β = .53, p ≤ .01), autonomy (β = .34, p ≤ .01), and relatedness (β = .31, p ≤ .01) need thwarting. In conclusion, these results support the Spanish version of the PNTS as a valid and reliable instrument for assessing the understudied concept of psychological need thwarting in teachers.

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