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Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education

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  • Sebastián Fierro-Suero

    (Psychology and Sport Sciences, Faculty of Education, Universidad de Huelva, Avda. Tres de marzo s/n, 21071 Huelva, Spain)

  • Bartolomé J. Almagro

    (Psychology and Sport Sciences, Faculty of Education, Universidad de Huelva, Avda. Tres de marzo s/n, 21071 Huelva, Spain)

  • Pedro Sáenz-López

    (Psychology and Sport Sciences, Faculty of Education, Universidad de Huelva, Avda. Tres de marzo s/n, 21071 Huelva, Spain)

  • José Carmona-Márquez

    (Psychology and Sport Sciences, Faculty of Education, Universidad de Huelva, Avda. Tres de marzo s/n, 21071 Huelva, Spain)

Abstract

In recent years, novelty has been proposed as a potential fourth basic psychological need. In the present study, the behavior of novelty resulting from support from the Physical Education teacher was evaluated in 723 students with an average age of 13.30 years old. The first objective was to validate the Support for Basic Psychological Needs-4 (SBPN-4) in Physical Education questionnaire, which included support for the novelty factor. The second objective was to test the mediation model in order to confirm the effect of support for novelty in relation to basic psychological needs and intrinsic motivation. The results obtained show that the Support for Basic Psychological Needs-4 (SBPN-4) questionnaire is a valid and reliable tool. On the other hand, support for novelty predicts satisfaction of basic psychological needs, particularly novelty satisfaction, which in turn predicts intrinsic motivation. These results show how the students are capable of perceiving the teacher’s support for novelty and how this positively influences their intrinsic motivation. Further investigations are required to continue developing our knowledge of the role of novelty as a basic psychological need.

Suggested Citation

  • Sebastián Fierro-Suero & Bartolomé J. Almagro & Pedro Sáenz-López & José Carmona-Márquez, 2020. "Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education," IJERPH, MDPI, vol. 17(11), pages 1-14, June.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:11:p:4169-:d:370241
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    References listed on IDEAS

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    Cited by:

    1. Juan M. García-Ceberino & Sebastián Feu & María G. Gamero & Sergio J. Ibáñez, 2023. "Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class," Sustainability, MDPI, vol. 15(12), pages 1-10, June.
    2. Ana López-Martínez & Lourdes Meroño & María Cánovas-López & Antonio García-de-Alcaraz & Luis Manuel Martínez-Aranda, 2022. "Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables," Sustainability, MDPI, vol. 14(17), pages 1-14, September.
    3. Sebastián Fierro-Suero & Bartolomé J. Almagro & Pedro Sáenz-López, 2020. "Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)," IJERPH, MDPI, vol. 17(12), pages 1-12, June.
    4. Antonio Baena-Extremera & Pedro Jesús Ruiz-Montero & David Hortigüela-Alcalá, 2021. "Neuroeducation, Motivation, and Physical Activity in Students of Physical Education," IJERPH, MDPI, vol. 18(5), pages 1-5, March.
    5. Cezary Kuśnierz & Aleksandra M. Rogowska & Iuliia Pavlova, 2020. "Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    6. Sebastián Fierro-Suero & Eduardo José Fernández-Ozcorta & Pedro Sáenz-López, 2022. "Students’ Motivational and Emotional Experiences in Physical Education across Profiles of Extracurricular Physical Activity: The Influence in the Intention to Be Active," IJERPH, MDPI, vol. 19(15), pages 1-17, August.

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