TY - JOUR
T1 - The importance of novelty satisfaction for multiple positive outcomes in physical education
AU - González-Cutre, David
AU - Sicilia, Álvaro
N1 - Publisher Copyright:
© The Author(s) 2018.
PY - 2019/8/1
Y1 - 2019/8/1
N2 - Novelty has recently been suggested as a potential basic psychological need within self-determination theory. Taking into account the lack of research on this new construct, the purpose of this study was to show the role of novelty satisfaction in physical education, analyzing its relations with some outcomes that are relevant for academic achievement. Secondary school students completed measures of basic psychological need satisfaction (autonomy, competence, and relatedness), novelty satisfaction, the three types of intrinsic motivation (to know, to accomplish, and to experience stimulation), and different outcomes (vitality, dispositional flow, and satisfaction) for physical education. Confirmatory factor analysis showed a high correlation between autonomy and novelty satisfaction. The problem of discriminant validity was solved by removing an item from the original version of the Novelty Need Satisfaction Scale due to its overlap with the autonomy construct. This modification contributed to improving the psychometric properties of this scale. Structural equation modeling showed that satisfaction of the need for competence was the strongest predictor of intrinsic motivation to accomplish and to experience stimulation, whereas novelty satisfaction was the strongest predictor of intrinsic motivation to know. Positive direct and indirect effects from novelty satisfaction were found on vitality, dispositional flow, and satisfaction with physical education classes. These results suggest the importance of teachers developing strategies to provide novelty support, with the aim of achieving multiple positive outcomes in physical education.
AB - Novelty has recently been suggested as a potential basic psychological need within self-determination theory. Taking into account the lack of research on this new construct, the purpose of this study was to show the role of novelty satisfaction in physical education, analyzing its relations with some outcomes that are relevant for academic achievement. Secondary school students completed measures of basic psychological need satisfaction (autonomy, competence, and relatedness), novelty satisfaction, the three types of intrinsic motivation (to know, to accomplish, and to experience stimulation), and different outcomes (vitality, dispositional flow, and satisfaction) for physical education. Confirmatory factor analysis showed a high correlation between autonomy and novelty satisfaction. The problem of discriminant validity was solved by removing an item from the original version of the Novelty Need Satisfaction Scale due to its overlap with the autonomy construct. This modification contributed to improving the psychometric properties of this scale. Structural equation modeling showed that satisfaction of the need for competence was the strongest predictor of intrinsic motivation to accomplish and to experience stimulation, whereas novelty satisfaction was the strongest predictor of intrinsic motivation to know. Positive direct and indirect effects from novelty satisfaction were found on vitality, dispositional flow, and satisfaction with physical education classes. These results suggest the importance of teachers developing strategies to provide novelty support, with the aim of achieving multiple positive outcomes in physical education.
KW - Interest
KW - motivation
KW - perceived variety
KW - self-determination theory
KW - well-being
UR - http://www.scopus.com/inward/record.url?scp=85049660846&partnerID=8YFLogxK
U2 - 10.1177/1356336X18783980
DO - 10.1177/1356336X18783980
M3 - Article
AN - SCOPUS:85049660846
SN - 1356-336X
VL - 25
SP - 859
EP - 875
JO - European Physical Education Review
JF - European Physical Education Review
IS - 3
ER -