Understanding the need for novelty from the perspective of self-determination theory

González‐Cutre, David; Sicilia, Álvaro; Sierra, Ana Cristina; Ferriz, Roberto; Hagger, Martin S.

doi:10.1016/j.paid.2016.06.036

Cited by 158 publications

(191 citation statements)

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“…Containing 12 items, the BPNS-PE supported a three-factor structure and had high internal consistencies, which was recently confirmed by CFA in a Spanish [24] and English sample in PE [25]. Trigueros et al examined an adequate fit for a four-factor solution of the Spanish Scale of the Satisfaction of Psychological Needs in Physical Education [26], including a fourth subscale to assess the newly introduced need of novelty [27], and estimated an acceptable reliability by Cronbach's alpha of α > 0.70.…”

Section: Introductionmentioning

confidence: 85%

The German Basic Psychological Needs Satisfaction in Physical Education Scale: Adaption and Multilevel Validation in a Sample of Sixth-Grade Girls

Sturm

Bachner

Haug

et al. 2020

IJERPH

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1) Background: Self-determination theory (SDT) claims that need supportive behavior is related to the satisfaction of the basic psychological needs: autonomy, relatedness and competence. The student-teacher relationship is of special interest to understand mechanisms of physical activity behavior change in physical education (PE). (2) Methods: In this cross-sectional study, 481 girls answered a German version of the Basic Psychological Need Satisfaction (BPNS) in PE Scale. Contrary to previous studies, the psychometric properties of this scale were examined by multilevel confirmatory factor analysis. (3) Results: A model with three latent factors on both levels showed acceptable fit and all items showed significant factor loadings. Although one item was excluded due to psychometric reasons, the scale showed good internal consistencies; α = 0.85 at the individual level and α = 0.84 at the class level. Subscales' internal consistency at the individual levels was good, while at class level, the scores differed from poor to good. Small significant correlations of BPNS with moderate to vigorous physical activity support criterion validity. (4) Conclusion: The 11-item scale is a valid measurement tool to assess BPNS in PE and further application in the school setting would broaden the insights into the psychological impacts of SDT in PE.Clearly, we must also consider the environmental factors and individual circumstances which influence PA behavior [8]. Initially, the environment must provide an opportunity and motivational processes must be triggered so that the individual engages in PA. A sub-theory of the self-determination theory (SDT) explains the types of motivation. The organismic integration theory differentiates the degree of behavior regulation on a self-determination continuum, ranging from amotivation to intrinsic motivation (see Figure 1) [9]. Total lack of motivation characterizes amotivation. At the level of external regulation, the individual acts completely heteronomously, influenced by external interventions, such as reward and punishment. In this sense, an individual shows controlled extrinsic motivation, which includes also introjected regulation. Characterized by a successive increase of autonomy, the identified and integrated regulation accounts for autonomous forms of extrinsic motivation. Ultimately, intrinsic motivation is characterized by the most autonomous behavior activated by individual volition, personal interest or an exciting challenge [9].

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Section: Introductionmentioning

confidence: 85%

The German Basic Psychological Needs Satisfaction in Physical Education Scale: Adaption and Multilevel Validation in a Sample of Sixth-Grade Girls

Sturm

Bachner

Haug

et al. 2020

IJERPH

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“…For example, people can find novelty in many daily activities, such us reading a new book, watching a new television series or movie, visiting a new restaurant or trying new food, hiking on a new footpath, doing a new activity in the school class or in the gym, being involved in a new project at work, or meeting new people. Recent research (González-Cutre, Sicilia, Sierra, Ferriz, & Hagger, 2016) has proposed that novelty could be a basic and universal psychological need from the perspective of basic psychological needs theory (BPNT; Deci & Ryan, 1985, 1991, whose satisfaction would be positively associated with wellbeing and human flourishing.…”

Section: Testing the Need For Novelty As A Candidate Need In Basic Psmentioning

confidence: 99%

“…Another candidate need that has recently stimulated the interest of BPNT researchers is the need for novelty. The need for novelty is defined as the need to experience something not previously experienced or that differs from the experiences that comprise a person's everyday routine (González-Cutre et al, 2016). According to González-Cutre et al (2016), the need for novelty encompasses the inherent desire to seek out and engage in new activities, to feel new sensations, and to experience new contexts and situations.…”

Section: Conceptual Basis For the Need For Noveltymentioning

confidence: 99%

“…The need for novelty is defined as the need to experience something not previously experienced or that differs from the experiences that comprise a person's everyday routine (González-Cutre et al, 2016). According to González-Cutre et al (2016), the need for novelty encompasses the inherent desire to seek out and engage in new activities, to feel new sensations, and to experience new contexts and situations. This need could be satisfied if it is the first time that a person faces the novel stimulus, or if a long time has passed since the last occasion in which the stimulus was presented, representing a change in the person's routine.…”

Section: Conceptual Basis For the Need For Noveltymentioning

confidence: 99%

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Testing the need for novelty as a candidate need in basic psychological needs theory

et al. 2019

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The purpose of this research was to test novelty as a candidate basic psychological need according to the inclusion criteria established within basic psychological needs theory (BPNT). Two cross-sectional studies with 303 (Mage = 33.50, SD = 12.95; 58.41% female) and 598 (Mage = 35.47, SD = 11.89; 54.18% female) Spanish adults were conducted in physical exercise and general life contexts with the following aims: (1) to analyze relations between novelty satisfaction/frustration and well-being outcomes; (2) to examine the mediating role of motivation (autonomous, controlled, and amotivation) in these relations; and (3) to study whether these associations held regardless of the importance participants attached to the need for novelty, and their level of openness to new experiences. In Study 1, satisfaction of the need for novelty positively and directly predicted autonomous motivation and vitality in physical exercise, beyond the three existing basic needs. It also indirectly predicted enjoyment and vitality through autonomous motivation. There was little evidence that importance ratings for need for novelty moderated these relations. In Study 2, novelty satisfaction positively predicted, and novelty frustration negatively predicted, vitality, life satisfaction, and meaning in life. Openness to experience strengthened the relations between novelty satisfaction/frustration and outcomes. A similar pattern of effects was found for the three basic psychological needs. Results provide preliminary support of novelty as an additional candidate need in BPNT.

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“…Future research can also investigate how other psychological needs might intersect with the effects of waiting on well-being. For example, recent work suggests that people have a need for novelty (González-Cutre, Sicilia, Sierra, Ferriz, & Hagger, 2016). Perhaps pursuing novel activities can help to break the patterns of repetitive thought that are inherent in waiting.…”

Section: Implications and Applicationsmentioning

confidence: 99%

Fulfilling psychological needs predicts less sleep disruption and worry while awaiting uncertain news

Howell

Sweeny

2019

Stress and Health

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Research on self‐determination theory suggests that people have fundamental needs to feel autonomous, competent, and socially connected and that fulfilling these needs is critical for well‐being. In the present study, we examined whether fulfilling psychological needs is associated with physical and psychological well‐being—specifically sleep disruption and worry, two key indicators of well‐being during waiting periods—while managing the unique stress of awaiting uncertain news. In a study of law graduates during the 4 months while they awaited their California bar exam (the exam one is required to pass before practicing law) results, personal increases in need fulfilment related to temporally congruent reductions in sleep disruption and worry. In addition, those whose needs were most fulfilled during the waiting period responded less negatively to failing the bar exam. The picture for need frustration was mixed; only autonomy frustration was associated with concurrent increases in worry, although those whose needs were more frustrated in general also experienced greater worry and sleep disruption on average. On the whole, our findings suggest that self‐determination theory needs may be a fruitful target for interventions that can protect well‐being while people wait and even once their uncertainty is resolved.

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Understanding the need for novelty from the perspective of self-determination theory

Cited by 158 publications

References 50 publications

The German Basic Psychological Needs Satisfaction in Physical Education Scale: Adaption and Multilevel Validation in a Sample of Sixth-Grade Girls

The German Basic Psychological Needs Satisfaction in Physical Education Scale: Adaption and Multilevel Validation in a Sample of Sixth-Grade Girls

Testing the need for novelty as a candidate need in basic psychological needs theory

Fulfilling psychological needs predicts less sleep disruption and worry while awaiting uncertain news

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