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Title: Development and initial validation of a scale for the situational recognition of the basic psychological needs
Authors: Varsamis, Panagiotis
Katsanis, Georgios
Iosifidou, Eleni
Type: Article
Subjects: FRASCATI::Social sciences::Educational sciences::Education, special (including:to gifted persons, those with learning disabilities)
FRASCATI::Social sciences::Psychology::Psychology, special (including: therapy for learning, speech, hearing, visual and other physical and mental disabilities)
Keywords: Self-Determination Theory
Goal Contents Theory
Intrinsic Motivation
Cerebral Palsy
Issue Date: 2022
Source: Heliyon
Volume: 8
Issue: 1
First Page: e08786
Abstract: Centered on the Basic Psychological Needs Theory, recent theoretical underpinnings were used and initial empirical processes were initiated to conceptualize, develop and validate a new questionnaire about how teachers shape instructional goals. In a first exploratory study, 188 university graduates and 211 in-service teachers from both the general and special education domains were recruited to recognize the basic psychological needs of an adolescent with physical and mild cognitive disability presented in a short video vignette. In the second confirmatory study, the sample consisted of 239 in-service teachers. According to the results, the new instrument demonstrated acceptable psychometric qualities. For instance, the goodness-of-fit indices CFI and NNFI were both good (1.00) in the confirmatory factor analysis. In both studies, the recognition of the basic psychological needs was involved in a series of statistically significant correlations with participants’ intrinsic life goals (R ≥ .34), state empathy (R ≥ .38) and intrinsic instructional goals (R ≥ .51). This preliminary research suggested that participants integrated the new concept in their intrinsic motivational style. Overall, the results highlight the importance of recognizing the basic psychological needs by including this construct both in research and practice.
ISSN: 2405-8440
Other Identifiers: 10.1016/j.heliyon.2022.e08786
Appears in Collections:Department of Educational & Social Policy

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