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dc.contributor.authorCuevas, R.
dc.contributor.authorSánchez-Oliva, D.
dc.contributor.authorBartholomew, K.
dc.contributor.authorNtoumanis, Nikos
dc.contributor.authorGarcía-Calvo, T.
dc.date.accessioned2017-01-30T14:36:56Z
dc.date.available2017-01-30T14:36:56Z
dc.date.created2015-10-29T04:09:48Z
dc.date.issued2015
dc.identifier.citationCuevas, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/39771
dc.identifier.doi10.1017/sjp.2015.56
dc.description.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.

dc.publisherCambridge University Press
dc.titleAdaptation and Validation of the Psychological Need Thwarting Scale in Spanish Physical Education Teachers
dc.typeJournal Article
dcterms.source.volume18
dcterms.source.startPage1
dcterms.source.endPage9
dcterms.source.issn1138-7416
dcterms.source.titleSpanish Journal of Psychology
curtin.note

Copyright © 2015 Cambridge University Press

curtin.departmentSchool of Psychology and Speech Pathology
curtin.accessStatusOpen access


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