Please use this identifier to cite or link to this item: https://hdl.handle.net/11000/30163
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dc.contributor.authorGonzález-Cutre, David-
dc.contributor.authorSicilia, A.-
dc.contributor.otherDepartamentos de la UMH::Ciencias del Deportees_ES
dc.date.accessioned2023-11-15T12:14:09Z-
dc.date.available2023-11-15T12:14:09Z-
dc.date.created2019-
dc.identifier.citationEuropean Physical Education Review, 25(3)es_ES
dc.identifier.issn1741-2749-
dc.identifier.issn1356-336X-
dc.identifier.urihttps://hdl.handle.net/11000/30163-
dc.description.abstractNovelty has recently been suggested as a candidate 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 (N = 764, 383 girls and 381 boys, Mage = 14.26 years, SD = 1.56) 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 overlapping 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 to vitality, dispositional flow, and satisfaction with physical education classes were found. These results suggest the importance of teachers developing strategies to provide novelty support with the aim of achieving multiple positive outcomes in physical educationes_ES
dc.formatapplication/pdfes_ES
dc.format.extent32es_ES
dc.language.isoenges_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectself-determination theoryes_ES
dc.subjectmotivationes_ES
dc.subjectperceived varietyes_ES
dc.subjectinterestes_ES
dc.subjectwell-beinges_ES
dc.subject.otherCDU::7 -Deporteses_ES
dc.titleThe importance of novelty satisfaction for multiple positive outcomes in physical educationes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttps://doi.org/10.1177/1356336X18783980es_ES
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