Validación y adaptación de la escala de control psicológico del profesor hacia las clases de educación física y su efecto sobre las frustraciones de las necesidades psicológicas básicas

  1. Rubén Trigueros Ramos 1
  2. José Manuel Aguilar Parra 1
  3. Josefa González Santos 2
  4. Adolfo J. Cangas 1
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  2. 2 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Journal:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726

Year of publication: 2020

Issue: 37

Pages: 167-173

Type: Article

DOI: 10.47197/RETOS.V38I38.76941 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

The role that teachers adopt during PE classes is fundamental to ensure that students are actively involved. The aim of the study was to validate and adapt the Psychological Control Teaching Scale (PCT) to the Spanish context of PE, in order to have a scale to measure teachers’ psychological control over students and to analyze its relationship with the four frustrations of psychological needs. To answer the objective of the study, two independent samples belonging to several secondary schools were selected. To analyze the psychometric properties of the PCT, confirmatory factorial analysis, as well as invariance analysis by gender and reliability analysis were carried out. To analyze the relationship between teachers’ control and frustration of the four psychological needs, a model of structural equations was built. The results supported the validity and reliability of the structure of the questionnaire, the model being invariant by gender. Teachers’ psychological control acted as a predictor of the factors that trigger frustration of basic psychological needs, our outcomes being in line with the postulates of the theory of self-determination.

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