Satisfaction and frustration of basic psychological needs during COVID-19: case physical education, Mexico
Article Sidebar
Main Article Content
- Fernando Mondaca-Fernández+−
- Carolina Jiménez-Lira +−
- Elia Verónica Benavides-Pando+−
- Martha Ornelas-Contreras+−
DOI:
https://doi.org/10.17979/sportis.2025.11.3.10979Abstract
The Satisfaction or Frustration of Basic Psychological Needs (BNP) is crucial to meeting our objectives. That can be affected by stressful situations such as new environments, in-person or virtual, and by personal characteristics such as sex. The objective of the present study was to determine levels and profiles of Satisfaction / Frustration of BPN during the COVID-19 pandemic in Mexican university students in the area of Physical Education (PE). The sample (N=787) was composed of 360 women (45%) and 427 men (55%) with an age average of 21.17 years ± 2.91 years. The online scale was ESFNPB, with six subscales of Satisfaction / Frustration with Basic Psychological Needs. The results showed average levels of Satisfaction and Frustration in the six subscales: 3.85, 3.03, 4.08, 2.18, 4.25, 2.54; generally lower than in other studies; and with significant differences, *p<.05, between sexes for three of the six factors: Autonomy Satisfaction, .008*; Competence Satisfaction, .045*; Competition Frustration, .042*. The participants presented higher levels of Satisfaction than Frustration, and they showed themselves in two profiles: 436 (55%) with High Satisfaction/Low Frustration and 351 (45%) with Moderate Satisfaction/Frustration. In conclusion, the participants are prone to Satisfy and not Frustrate their Needs and sex is a factor in it. That will allow defining strategies to address needs in this area of PE, with specific actions for each Satisfaction/Frustration profile, and addressing needs by sex.
Keywords:
Article Details
References
Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
Aisha, N., & Ratra, A. (2022). Online education amid COVID-19 pandemic and its opportunities, challenges and psychological impacts among students and teachers: a systematic review. Asian Association of Open Universities Journal, 17(3), 242–260. https://doi.org/10.1108/aaouj-03-2022-0028
Álvarez-Álvarez, M., Ramón-Ramón, F., Jiménez-Castuera, R., Díaz-Contreras, K., & Leyton-Román, M. (2022). Análisis diferencial de variables psicológicas relacionadas con el compromiso para la práctica deportiva en universitarios durante el confinamiento por la COVID-19. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 8(3), 370–395. http://dx.doi.org/10.17979/sportis.2022.8.3.8920
Aznar-Cebamanos, M., & Gil-Espinosa, F. J. (2022). Barreras en la docencia de la Educación Física tras el regreso a las aulas después del confinamiento por la COVID 19. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 8(3), 491–513. http://dx.doi.org/10.17979/sportis.2022.8.3.9042
Bansak, C., & Starr, M. (2021). Covid-19 shocks to education supply: how 200,000 U.S. households dealt with the sudden shift to distance learning. Review of Economics of the Household, 19(1), 63–90. http://dx.doi.org/10.1007/s11150-020-09540-9
Bigalke, J. A., Greenlund, I. M., & Carter, J. R. (2020). Sex differences in self-report anxiety and sleep quality during COVID-19 stay-at-home orders. Biology of Sex Differences, 11(1), 56. http://dx.doi.org/10.1186/s13293-020-00333-4
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. http://dx.doi.org/10.1080/02619768.2020.1821184
Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216–236. http://dx.doi.org/10.1007/s11031-014-9450-1
Del Valle, M., Matos, L., Díaz, A., Pérez, M. V., & Vergara, J. (2018). Propiedades psicométricas escala satisfacción y frustración necesidades psicológicas (ESFNPB) en universitarios chilenos. Propósitos y Representaciones, 6, 301–350. https://doi.org/10.20511/pyr2018.v6n1.202
Gómez Rijo, A., Hernández Moreno, J., Martínez Herráez, I., & Gámez Medina, S. (2014). Necesidades psicológicas básicas en Educación Física según el género y el curso del estudiante. Revista de Investigación Educativa, 32(1), 159–167. https://doi.org/10.6018/rie.32.1.172311
González-Jaimes NL, Tejeda-Alcántara AA, Espinosa-Méndez CM, Ontiveros-Hernández ZO. Impacto psicológico en estudiantes universitarios mexicanos por confinamiento durante la pandemia por Covid-19. SciELO Preprints; 2020. DOI: 10.1590/scielopreprints.756
Haryati, S., Sukarno, S., & Purwanto, S. (2021). Implementation of online education during the global Covid-19 pandemic: Prospects and challenges. Jurnal Cakrawala Pendidikan, 40(3), 604-612. https://doi.org/10.21831/cp.v40i3.42646
Korlat, S., Reiter, J., Kollmayer, M., Holzer, J., Pelikan, E., Schober, B., Spiel, C., & Lüftenegger, M. (2023). Basic psychological needs and agency and communion during the COVID-19 pandemic: Gender differentials and the role of well-being in adolescence and early adulthood. Journal of Individual Differences, 44(1), 18–35. https://doi.org/10.1027/1614-0001/a000378
Murphy, B. A., Watts, A. L., Baker, Z. G., Don, B. P., Jolink, T. A., & Algoe, S. B. (2023). The Basic Psychological Need Satisfaction and Frustration Scales probably do not validly measure need frustration. Psychological Assessment, 35(2), 127–139. https://doi.org/10.1037/pas0001193
Olafsen, A. H., Halvari, H., & Frølund, C. W. (2021). The Basic Psychological Need Satisfaction and Need Frustration at Work Scale: A Validation Study. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.697306
Pal’ová, D., & Vejačka, M. (2021). The Main Issues of the Education Process during the COVID-19 Pandemic at the University Education. 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO), 601–606. https://doi.org/10.23919/mipro52101.2021.9596824
Pashazadeh Kan, F., Raoofi, S., Rafiei, S., Khani, S., Hosseinifard, H., Tajik, F., ….Ghashghaee, A. (2021). A systematic review of the prevalence of anxiety among the general population during the COVID-19 pandemic. Journal of Affective Disorders, 293, 391–398. https://doi.org/10.1016/j.jad.2021.06.073
Pedraja-Rejas, L., Rodríguez-Ponce, E., Muñoz-Fritis, C., & Laroze, D. (2023). Online Learning and Experiences in Higher Education during COVID-19: A Systematic Review. Sustainability, 15(21). https://doi.org/10.3390/su152115583
Pelikan, E. R., Korlat, S., Reiter, J., Holzer, J., Mayerhofer, M., Schober, B., …Lüftenegger, M. (2021). Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study. PLOS ONE, 16(10), e0257346-. https://doi.org/10.1371/journal.pone.0257346
Peng, P., Hao, Y., Liu, Y., Chen, S., Wang, Y., Yang, Q., …Liu, T. (2023). The prevalence and risk factors of mental problems in medical students during COVID-19 pandemic: A systematic review and meta-analysis. Journal of Affective Disorders, 321, 167–181. https://doi.org/10.1016/j.jad.2022.10.040
Perlman, D., & Webster, C. A. (2011). Supporting Student Autonomy in Physical Education. Journal of Physical Education, Recreation & Dance, 82(5), 46–49. https://doi.org/10.1080/07303084.2011.10598628
Robazza, C., Morano, M., Bortoli, L., & Ruiz, M. C. (2023). Athletes’ basic psychological needs and emotions: the role of cognitive reappraisal. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1205102
Rodrigues, F., Neiva, H. P., Marinho, D. A., Mendes, P., Teixeira, D. S., Cid, L., & Monteiro, D. (2019). Assessing Need Satisfaction and Frustration in Portuguese Exercise Instructors: scale validity, reliabity and invariance between gender. Cuadernos de Psicología Del Deporte, 19, 233–240. https://doi.org/10.6018/cpd.347331
Rouse, P. C., Turner, P. J. F., Siddall, A. G., Schmid, J., Standage, M., & Bilzon, J. L. J. (2020). The interplay between psychological need satisfaction and psychological need frustration within a work context: A variable and person-oriented approach. Motivation and Emotion, 44(2), 175–189. https://doi.org/10.1007/s11031-019-09816-3
Ryan, R. M., & Deci, E. L. (2008). Self-determination theory and the role of basic psychological needs in personality and the organization of behavior. In Handbook of personality: Theory and research, 3rd ed. (pp. 654–678). The Guilford Press.
Ryan, R. M. & Deci, E. L. (2017). Self-determination theory. Basic psychological needs in motivation, development and wellness. New York, NY: Guilford Press. https://api.semanticscholar.org/CorpusID:149030561
Salas-Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: A systematic review. British Journal of Educational Technology, 53(3), 593–619. https://doi.org/10.1111/bjet.13190
Salas Sánchez, J., González-García, H., Castro-López, R., & Prieto Andreu, J. M. (2022). Influencia de las necesidades psicológicas básicas y estados de ánimo en jugadores de tenis de mesa. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 8(3), 442–457. https://doi.org/10.17979/sportis.2022.8.3.9164
Scorsolini-Comin F, Patias ND, Cozzer AJ, Flores PAW, Hohendorff JV. Mental health and coping strategies in graduate students in the COVID-19 pandemic. Rev. Latino-Am. Enfermagem. 2021;29:e3491. DOI: http://dx.doi.org/10.1590/1518-8345.5012.3491
Semenova, O., Apalkova, J., & Butovskaya, M. (2021). Sex Differences in Spatial Activity and Anxiety Levels in the COVID-19 Pandemic from Evolutionary Perspective. Sustainability, 13(3). https://doi.org/10.3390/su13031110
Shuster, C. L., Tate, M. C., Schulz, C. T., Reyes, C. T., Drohan, M. M., Astorini, A. G., …Robbins, M. L. (2023). Perceived Stress and Coping among University Students Amidst COVID-19 Pandemic. COVID, 3(10), 1544–1553. https://doi.org/10.3390/covid3100105
Sjöblom, K., Mälkki, K., Sandström, N., & Lonka, K. (2016). Does Physical Environment Contribute to Basic Psychological Needs? A Self-Determination Theory Perspective on Learning in the Chemistry Laboratory. https://doi.org/10.14786/flr.v4i1.217
Tang, M., Wang, D., & Guerrien, A. (2020). A systematic review and meta-analysis on basic psychological need satisfaction, motivation, and well-being in later life: Contributions of self-determination theory. PsyCh Journal, 9(1), 5–33. https://doi.org/10.1002/pchj.293
Tolano Fierros, E. J., López Araujo, L., Serna Gutiérrez, A., & Vega Orozco, S. I. (2024). Análisis de la motivación por la clase de Educación Física en escolares de nivel primaria. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 10(2), 401–416. http://dx.doi.org/10.17979/sportis.2016.2.3.1758
Torres Martín, C., Acal, C., El Homrani, M., & Mingorance Estrada, Á. C. (2021). Impact on the Virtual Learning Environment Due to COVID-19. Sustainability, 13(2). https://doi.org/10.3390/su13020582
Turgeon, S., Martin, L., Rathwell, S., & Camiré, M. (2022). The influence of gender on the relationship between the basic psychological needs and mental health in high school student-athletes. International Journal of Sport and Exercise Psychology, 1–18. https://doi.org/10.1080/1612197x.2022.2161103
Van Nuland, S. E., Eagleson, R., & Rogers, K. A. (2017). Educational software usability: Artifact or Design? Anatomical Sciences Education, 10(2), 190–199. https://doi.org/10.1002/ase.1636
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1–31. https://doi.org/10.1007/s11031-019-09818-1
Wang, C., Wen, W., Zhang, H., Ni, J., Jiang, J., Cheng, Y., …Liu, W. (2021). Anxiety, depression, and stress prevalence among college students during the COVID-19 pandemic: A systematic review and meta-analysis. Journal of American College Health, 71(7), 2123–2130. https://doi.org/10.1080/07448481.2021.1960849
Warburton, V. E., Wang, J. C. K., Bartholomew, K. J., Tuff, R. L., & Bishop, K. C. M. (2020). Need satisfaction and need frustration as distinct and potentially co-occurring constructs: Need profiles examined in physical education and sport. Motivation and Emotion, 44(1). https://doi.org/10.1007/s11031-019-09798-2
Xiong, J., Lipsitz, O., Nasri, F., Lui, L. M. W., Gill, H., Phan, L., …McIntyre, R. S. (2020). Impact of COVID-19 pandemic on mental health in the general population: A systematic review. Journal of Affective Disorders, 277, 55–64. https://doi.org/10.1016/j.jad.2020.08.001
Yan, S., Xu, R., Stratton, T. D., Kavcic, V., Luo, D., Hou, F., Bi, F., Jiao, R., Song, K., & Jiang, Y. (2021). Sex differences and psychological stress: responses to the COVID-19 pandemic in China. BMC public health, 21(1), 79. https://doi.org/10.1186/s12889-020-10085-w
Zamarripa, J., Rodríguez-Medellín, R., Pérez-Garcia, J. A., Otero-Saborido, F., & Delgado, M. (2020). Mexican Basic Psychological Need Satisfaction and Frustration Scale in Physical Education. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00253
Zhang, L., & Jiang, Y. (2023). Patterns of the Satisfaction and Frustration of Psychological Needs and Their Associations with Adolescent Students’ School Affect, Burnout, and Achievement. Journal of Intelligence, 11(6). https://doi.org/10.3390/jintelligence11060111