Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education

Verification of the Reliability and Validity of the Chinese Version of the Novelty Need Satisfaction Scale in Physical Education

Purpose

This study aims to validate the Chinese version of the Novelty Need Satisfaction Scale (NNSS) within physical education (PE) contexts, incorporating three distinct studies to examine its reliability, validity, and measurement invariance across gender and different samples.

Methods

Study 1 involved translating the original NNSS into Chinese and evaluating it through confirmatory factor analysis, item analysis, and assessments of internal consistency reliability among 390 students (53.8% male, 46.2% female), averaging 14.5 years in age. Study 2 assessed the discriminant validity of the Chinese NNSS by exploring correlations between novelty need satisfaction and three conventional basic psychological needs (BPNs) - autonomy, competence, and relatedness, in a larger cohort of 845 students (51.7% male, 48.3% female), with an average age of 14.8 years. This study also investigated the relationships between novelty need satisfaction, autonomous motivation, and enjoyment in PE. Study 3 examined the measurement invariance of the Chinese NNSS across gender and different samples, using a sample of 1235 students (52.6% male, 47.4% female), with an average age of 14.6 years.

Results

The one-factor, five-item structure of the Chinese NNSS was confirmed in Study 1. Study 2 demonstrated the distinct yet covariant nature of novelty need satisfaction among BPNs and its predictive capability for enjoyment in PE through autonomous motivation. Study 3 confirmed the measurement invariance of the Chinese NNSS across gender and samples, validating its reliability and applicability.

Conclusion

The validation of the Chinese NNSS within PE settings not only adds the need for novelty to the motivational sequence proposed by self-determination theory (SDT) but also emphasizes its significant role in enhancing autonomous motivation and enjoyment. This study suggests the scale's utility for future research in exploring the dynamics among BPNs and provides deeper insights into the motivational processes in PE.

Effect of coaches' interpersonal style on young athletes' individual resilience and team adherence intention: a season-long investigation

BACKGROUND

In the sports context, coaches must be able to improve their players physically, psychologically, and socially. Hence, a fundamental part of this process is the athlete's individual resilience (IR).

METHODS

Three hundred and fifteen youth team-sport players (boys: n = 283; Mage = 16.02, SD = 0.56; and girls: n = 32; Mage = 15.92, SD = 0.62) completed the measures of coach's interpersonal style, individual resilience, perceived performance, and team adherence intention (intention to remain on the same team the following year) twice (Time 1: mid-season; Time 2: end-season). Structural equation modeling was used to test the relationships between variables.

RESULTS

The results showed that coach support was positively related to IR (p < 0.001) and, in turn, IR to individual (p < 0.01) and team performance (p < 0.05) at Time 1, and to individual performance (p < 0.001) and team adherence intention at Time 2 (p < 0.01). In addition, team performance at Time 2 was positively related to team adherence intention (p < 0.001). Finally, a mediating effect of IR was observed between interpersonal coaching style, individual and team performance, and team adherence intention.

CONCLUSIONS

These results show the importance of a supportive interpersonal coaching style to foster athletes' levels of resilience, which could have positive consequences in performance (individual and team) and team adherence intention.

The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active

Introduction

This study aims to understand how emotions and motivation influence the academic achievement of physical education (PE) students and their future intention to practice physical activity (PA). Despite the influence on student's behaviors and the reciprocal associations between motivation and emotion, the number of studies addressing both constructs at the same level is very limited.

Methods

A structural equation model was used with 799 students aged 11-17 years (M = 13.16; SD = 1.17).

Results and discussion

The results showed that the teacher support of the basic psychological needs (BPN) predicted students' BPN satisfaction, which in turn predicted their autonomous motivation and positive emotions, and negatively predicted their negative emotions. Finally, autonomous motivation predicted students' intention to be physically active, whereas academic achievement was predicted by both autonomous motivation and emotions. We conclude that to better understand the consequences of PE classes, it is necessary to consider both constructs.

Determining the e-learning readiness of higher education students: A study during the COVID-19 pandemic

The low readiness of university students to implement e-learning during the COVID-19 pandemic is a worrying issue. Lack of motivation and satisfaction in learning coupled with low technological skills are widely revealed as contributing factors. This study examines the role of technological skills, equipment capabilities, user satisfaction, and motivation on e-learning readiness. Furthermore, the study also examines the significance of the mediating role of motivation. The study adopted an ex-post-facto design involving 1052 students as participants. Data is collected from a questionnaire form integrated into the university's e-monev system. SEM-PLS is a data analysis tool with a confidence interval of 97.5%. After being analysed, technology skills, equipment capabilities, user satisfaction, and motivation are proven to play a role in e-learning readiness. Likewise, motivation also succeeded in proving its mediating role in this study. The study's results further clarify that efforts to improve e-learning readiness require digital technology capabilities, equipment capabilities, user satisfaction, and motivation, so vocational education must strengthen these aspects.

Students’ Motivational and Emotional Experiences in Physical Education across Profiles of Extracurricular Physical Activity: The Influence in the Intention to Be Active

This study examined the relationship between extracurricular physical activity (PA) levels and students’ motivational and emotional experience during physical education (PE) classes and how this psychological experience can predict the intention to be physically active. The sample consisted of 811 Spanish secondary education students (371 boys and 440 girls) aged between 11 and 17 years (M = 13.15, SD = 1.16). Students completed questionnaires about their PA levels, their intention to be physically active, and their motivational and emotional experience during PE classes. A cluster analysis was used to classify the students according to their level of extracurricular PA. Based on a regression analysis, the variables enjoyment, pride, hopelessness, competence, satisfaction, and autonomous motivation played the highest role, predicting the intention to be physically active in the future. Statistical differences were found among the different PA profiles in these variables during the PE classes (MANCOVA). In conclusion, hours of PA outside school have a high relationship with the students’ emotional and motivational experience in their PE classes, which is related with the intention to practise PA in the future. A series of strategies have been proposed at both the institutional level and the teacher level to improve the PE psychological experience of those students who practise less extracurricular PA.

Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.

Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.