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Hsu WT, Shang IW, Pan M. Verification of the Reliability and Validity of the Chinese Version of the Novelty Need Satisfaction Scale in Physical Education. Psychol Res Behav Manag 2024; 17:2041-2053. [PMID: 38779176 PMCID: PMC11108761 DOI: 10.2147/prbm.s462978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2024] [Accepted: 05/04/2024] [Indexed: 05/25/2024] Open
Abstract
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.
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Affiliation(s)
- Wei-Ting Hsu
- Department of Physical Education and Kinesiology, National Dong Hwa University, Hualien, Taiwan
| | - I-Wei Shang
- Department of Physical Education and Kinesiology, National Dong Hwa University, Hualien, Taiwan
| | - Min Pan
- Department of Physical Education and Kinesiology, National Dong Hwa University, Hualien, Taiwan
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Fierro-Suero S, Castillo I, Almagro BJ, Saénz-López P. The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active. Front Psychol 2023; 14:1253043. [PMID: 37799530 PMCID: PMC10548266 DOI: 10.3389/fpsyg.2023.1253043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2023] [Accepted: 08/31/2023] [Indexed: 10/07/2023] Open
Abstract
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.
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Affiliation(s)
- Sebastián Fierro-Suero
- Faculty of Education, Psychology and Sports Sciences, University of Huelva, Huelva, Spain
| | - Isabel Castillo
- Faculty of Psychology and Speech Therapy, University of Valencia, Valencia, Spain
| | - Bartolomé J. Almagro
- Faculty of Education, Psychology and Sports Sciences, University of Huelva, Huelva, Spain
| | - Pedro Saénz-López
- Faculty of Education, Psychology and Sports Sciences, University of Huelva, Huelva, Spain
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Dunton GF, Do B, Crosley-Lyons R, Naya CH, Hewus M, Kanning M. Assessing basic and higher-level psychological needs satisfied through physical activity. Front Psychol 2023; 14:1023556. [PMID: 36891201 PMCID: PMC9986481 DOI: 10.3389/fpsyg.2023.1023556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Accepted: 01/30/2023] [Indexed: 02/22/2023] Open
Abstract
Background There has been increasing interest in the extent to which the fulfillment of psychological needs is associated with physical activity engagement. However, a vast majority of studies consider only basic psychological needs such as relatedness, competence, and autonomy-with higher-level psychological needs such as challenge, creativity, and spirituality rarely being addressed. The aim of this study was to examine the preliminary reliability (i.e., internal consistency) and validity (i.e., discriminant, construct, and predictive) of a multi-dimensional scale to assess a range of basic and higher-level psychological needs satisfied through physical activity. Methods A sample of 75 adults (ages 19-65 years, 59% female, 46% White) completed a baseline questionnaire measuring 13 psychological needs subscales (i.e., physical comfort, safety, social connection, esteem from others, individual esteem, learning, challenge, entertainment, novelty, creativity, mindfulness, aesthetic appreciation, and morality), exercise enjoyment, and exercise vitality. Participants then completed 14 days of accelerometer monitoring of physical activity and ecological momentary assessment of affective responses during physical activity sessions in daily life. Results Internal consistency reliability was acceptable (>0.70) for all subscales except for mindfulness, aesthetic appreciation, and morality. Ten of the 13 subscales exhibited discriminant validity by differentiating between engagement (vs. no engagement) in at least one physical activity type (e.g., brisk walking and yoga/Pilates). All the subscales, except physical comfort and esteem from others, were associated with at least one of the construct validation criteria (e.g., exercise enjoyment, affective response during exercise). Five of the subscales were associated with at least one of the predictive validation criteria (i.e., light, moderate, vigorous intensity activity measured by accelerometer). Conclusion Having the capacity to assess whether one's current physical activity is failing to fulfill various psychological needs-combined with recommendations about which types of activities may satisfy those needs-may address an important gap in physical activity promotion.
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Affiliation(s)
- Genevieve F Dunton
- Department of Population and Public Health Sciences, Keck School of Medicine, University of Southern California, Los Angeles, CA, United States
| | - Bridgette Do
- Department of Population and Public Health Sciences, Keck School of Medicine, University of Southern California, Los Angeles, CA, United States
| | - Rachel Crosley-Lyons
- Department of Population and Public Health Sciences, Keck School of Medicine, University of Southern California, Los Angeles, CA, United States
| | - Christine H Naya
- Department of Population and Public Health Sciences, Keck School of Medicine, University of Southern California, Los Angeles, CA, United States
| | - Micaela Hewus
- Department of Population and Public Health Sciences, Keck School of Medicine, University of Southern California, Los Angeles, CA, United States
| | - Martina Kanning
- Department of Sport and Exercise Science, University of Stuttgart, Stuttgart, Germany
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Hosseini LJ, Rafiemanesh H, Bahrami S. Levels of motivation and basic psychological need satisfaction in nursing students: In perspective of self-determination theory. NURSE EDUCATION TODAY 2022; 119:105538. [PMID: 36228346 DOI: 10.1016/j.nedt.2022.105538] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2021] [Revised: 08/14/2022] [Accepted: 09/04/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Motivation is the first and most important constituent element of learning behavior. One of the most important theories in this field is self-determination theory (SDT) which is a general theory of motivation. According to this theory, the satisfaction of basic psychological needs of autonomy, competence, and relatedness are effective in the internalization of incentive. Hence this theory can be a good foundation for reforming medical education programs. OBJECTIVE The aim of this study was determining the basic psychological need and the effect of it on level of motivation and self-determined motivation of nursing student in the field. METHODS This is a cross-sectional, descriptive-analytical study done through a census on 243 nursing students of Guilan University of Medical Sciences. Data gathering tool was demographic information, motivation level, and basic psychological needs questionnaire. Data were analyzed using independent t-test, Spearman and Pearson correlation, Man-Whitney, backward regression considering P < 0.05. RESULTS The findings showed that the majority of students (51.9 %) were female and, the mean age was 21 years. Statistical tests indicated a significant relationship between levels of motivation, basic psychological needs, and demographic variables. However, the regression coefficients indicated that the need for competence and relatedness could be a suitable predictor for internal motivation. CONCLUSION Basic psychological needs satisfaction, especially needs of competence and relatedness in the clinical field by instructors can lead to internalization of their incentive and positive outcomes.
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Affiliation(s)
- Leila Jansar Hosseini
- Department of Nursing, Faculty of Nursing and Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran
| | - Hosein Rafiemanesh
- Non-communicable Diseases Research Center, Alborz University of Medical Sciences, Karaj, Iran; Department of Epidemiology and Biostatistics, School of Public Health, Alborz University of Medical Sciences, Karaj, Iran
| | - Somayeh Bahrami
- Department of Nursing, Faculty of Nursing and Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
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Dėdelė A, Chebotarova Y, Miškinytė A. Motivations and barriers towards optimal physical activity level: A community-based assessment of 28 EU countries. Prev Med 2022; 164:107336. [PMID: 36334682 DOI: 10.1016/j.ypmed.2022.107336] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Revised: 10/18/2022] [Accepted: 10/30/2022] [Indexed: 11/06/2022]
Abstract
Regular physical activity (PA) is one of the most important determinants of a healthy lifestyle and improved physical and mental well-being. Despite the health benefits of regular PA, the studies show low levels of PA among European adolescents and adults. An increase in physical inactivity has been associated with different personal and environmental factors. This study aimed to investigate positive motivation and barriers to community-based PA. Face-to-face interviews were conducted to collect data on PA, positive motivation and barriers to PA, demographic, and socioeconomic factors. Moderate and vigorous levels of PA were assessed. Regression analysis was applied to estimate the associations for positive and negative reasons for meeting PA recommendations. Data were available for 28,031 adults with a mean age of 48.3 (SD = 18.8) and 51.8% women. Significant variations in individual characteristics were seen between different types of communities. The percentage of participants who reported achieving recommended levels of PA was the lowest in rural areas (44.3%). Regression models showed that most motivational factors had a strong positive association with meeting PA recommendations. We observed the effects of interactions between making acquaintances, having fun and the type of community on meeting PA recommendations. The effects of interactions between the type of community and barriers to PA such as price, risk of injury, disability / illness, and a lack of motivation on PA recommendations were observed. In conclusion, the motivational factors and barriers to PA are associated with the physical environment, and community-based programs and policies for encouraging PA participation are needed.
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Affiliation(s)
- Audrius Dėdelė
- Department of Environmental Sciences, Faculty of Natural Sciences, Vytautas Magnus University, Akademija 53361, Kaunas district, Lithuania
| | - Yevheniia Chebotarova
- Department of Environmental Sciences, Faculty of Natural Sciences, Vytautas Magnus University, Akademija 53361, Kaunas district, Lithuania
| | - Auksė Miškinytė
- Department of Environmental Sciences, Faculty of Natural Sciences, Vytautas Magnus University, Akademija 53361, Kaunas district, Lithuania.
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The Effects of Basic Psychological Needs, Task–Technology Fit, and Student Engagement on MOOC Learners’ Continuance Intention to Use. HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES 2022. [DOI: 10.1155/2022/6444509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Massive open online courses (MOOCs) continue to remain in the spotlight as a promising future education environment. However, more than 80% of learners stop learning before attending one-third of the course. Despite a continuous spread of MOOC and high dropout rate, little has examined the antecedent factors that influence student engagement in technology enhanced MOOC learning environment from the Job Demand-Resources (JD-R) model. The purpose of this study was to empirically identify the effects of individuals’ basic psychological needs and the task–technology fit on MOOC learners’ continuance intention to use, as well as the mediating effect of student engagement in MOOCs. Based on survey data from 201 Korean-MOOC learners, structural equation modeling was employed to assess the model. The findings are as follows: The basic psychological needs in MOOCs did not directly affect continuance intention to use, but did affect student engagement; the task–technology fit of MOOCs directly affected continuance intention to use and student engagement; and student engagement in MOOCs mediated between the basic psychological needs and task–technology fit, and continuance intention to use. It directly affected continuance intention to use. Implications were suggested for designing courses in MOOCs to increase student engagement for continuance intention to use.
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Fierro-Suero S, Fernández-Ozcorta EJ, Sáenz-López P. Students’ Motivational and Emotional Experiences in Physical Education across Profiles of Extracurricular Physical Activity: The Influence in the Intention to Be Active. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159539. [PMID: 35954910 PMCID: PMC9368178 DOI: 10.3390/ijerph19159539] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Revised: 07/25/2022] [Accepted: 07/29/2022] [Indexed: 12/29/2022]
Abstract
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.
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Affiliation(s)
- Sebastián Fierro-Suero
- Faculty of Education, Psychology and Sport Sciences, Universidad de Huelva, Avda. Tres de marzo s/n, 21071 Huelva, Spain;
- Correspondence: (S.F.-S.); (E.J.F.-O.)
| | - Eduardo José Fernández-Ozcorta
- Department of Physical Activity and Sports, Center for University Studies Cardenal Spínola CEU, University of Seville Attached Centre-Spain, 41930 Bormujos, Spain
- Correspondence: (S.F.-S.); (E.J.F.-O.)
| | - Pedro Sáenz-López
- Faculty of Education, Psychology and Sport Sciences, Universidad de Huelva, Avda. Tres de marzo s/n, 21071 Huelva, Spain;
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Almarcha M, González I, Balagué N, Javierre C. Prescribing or co-designing exercise in healthy adults? Effects on mental health and interoceptive awareness. Front Behav Neurosci 2022; 16:944193. [PMID: 35967899 PMCID: PMC9366851 DOI: 10.3389/fnbeh.2022.944193] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2022] [Accepted: 07/04/2022] [Indexed: 11/28/2022] Open
Abstract
Universal exercise recommendations for adults neglect individual preferences, changing constraints, and their potential impact on associated health benefits. A recent proposal suggests replacing the standardized World Health Organisation (WHO) exercise recommendations for healthy adults by co-designed interventions where individuals participate actively in the decisions about the selected physical activities and the effort regulation. This study contrasts the effects on mental health and interoceptive awareness of a co-designed and co-adapted exercise intervention with an exercise program based on the WHO recommendations for healthy adults. Twenty healthy adults (10 men and 10 women, 40–55 y.o.) participated voluntarily in the research. They were randomly assigned to a co-designed exercise intervention (CoD group) and a prescribed exercise program (WHO group). Supervised online by specialized personal trainers, both programs lasted 9 weeks and were equivalent in volume and intensity. The effects of the exercise intervention were tested through personal interviews, questionnaires (DASS-21 and MAIA) and a cardiorespiratory exercise test. Intragroup differences (pre-post) were assessed using the Mann-Whitney Wilcoxon test and intergroup differences through Student’s t-tests. Effect sizes were calculated through Cohen’s d. Interviews were analyzed through thematic analysis. Eleven participants completed the intervention (CoD = 8, WHO = 5). Both groups improved, but non significantly, their cardiorespiratory testing results, and no differences were found between them post-intervention. Mental health was only enhanced in the CoD group (p < 0.001), and interoceptive awareness improved in seven of the eight scales in the CoD group (p < 0.001) and only in 3 scales in the WHO group (p < 0.01). In conclusion, the co-designed intervention was more effective for developing mental health, interoceptive awareness, autonomy, and exercise self-regulation than the WHO-based exercise program.
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Affiliation(s)
- Maricarmen Almarcha
- Complex Systems in Sport Research Group, Institut Nacional d’Educació Física de Catalunya, University of Barcelona, Barcelona, Spain
| | - Ignacio González
- Institut Nacional d’Educació Física de Catalunya, University of Barcelona, Barcelona, Spain
| | - Natàlia Balagué
- Complex Systems in Sport Research Group, Institut Nacional d’Educació Física de Catalunya, University of Barcelona, Barcelona, Spain
- *Correspondence: Natàlia Balagué,
| | - Casimiro Javierre
- Departament de Ciències Fisiològiques, Facultat de Medicina i Ciències de la Salut, University of Barcelona, Barcelona, Spain
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Rüth M, Kaspar K. Educational and Social Exergaming: A Perspective on Physical, Social, and Educational Benefits and Pitfalls of Exergaming at Home During the COVID-19 Pandemic and Afterwards. Front Psychol 2021; 12:644036. [PMID: 33897546 PMCID: PMC8062880 DOI: 10.3389/fpsyg.2021.644036] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2020] [Accepted: 02/26/2021] [Indexed: 12/19/2022] Open
Abstract
Physical inactivity and coronavirus disease 2019 (COVID-19) signify two pandemics with negative physical, mental, and economic consequences. Younger and older people have not reached the recommended physical activity level for years. Societal restrictions due to COVID-19 additionally reduce opportunities for physical activity, and they increase social isolation. Here, we outline how playing exergames with others (social exergaming) at home could foster physical and mental health and promote communication and discussions on exergaming. Accordingly, we highlight the educational and social benefits of exergaming at home and delineate the concept of Educational and Social Exergaming (EASE). We outline specific benefits and pitfalls of exergaming regarding its physical and nonphysical effects, including educational values of discussing exergaming experiences and related topics. Moreover, we discuss the relevance of practical guidelines for educational and social exergaming at home as well as prospects for future research. Overall, educational and social exergaming could alleviate several detrimental effects of both pandemics on the health and well-being of people of all ages.
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Affiliation(s)
- Marco Rüth
- Department of Psychology, University of Cologne, Cologne, Germany
| | - Kai Kaspar
- Department of Psychology, University of Cologne, Cologne, Germany
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Lirola MJ, Trigueros R, Aguilar-Parra JM, Mercader I, Fernandez Campoy JM, del Pilar Díaz-López M. Physical Education and the Adoption of Habits Related to the Mediterranean Diet. Nutrients 2021; 13:nu13020567. [PMID: 33572125 PMCID: PMC7914825 DOI: 10.3390/nu13020567] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2021] [Revised: 02/02/2021] [Accepted: 02/05/2021] [Indexed: 02/06/2023] Open
Abstract
Childhood obesity and sedentary lifestyles are now gaining a foothold in the Western world. The aim of this research was to analyse the influence of physical education classes on a healthy diet (i.e., Mediterranean diet). To this end, psychological constructs derived from the theory of self-determination and the theory of planned behaviour were taken into account, such as the satisfaction and frustration of basic psychological needs, motivation in physical education classes, and social cognition and intention. A total of 3415 secondary school students (13-19 years) participated in this study. A structural equation model was proposed that would explain the relationships between the variables mentioned above and the adherence to a Mediterranean diet. The results provide adequate fit indexes for the proposed model. Based on the results of the study, it was concluded that a high satisfaction perceived in the physical education classes would help to reinforce the intention of having a healthy diet and therefore help to generate a perdurable commitment to this habit.
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Affiliation(s)
- María-Jesús Lirola
- Department of Physical Education, University of Almería, 04120 Almería, Spain;
| | - Rubén Trigueros
- Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
- Correspondence: (R.T.); (J.M.A.-P.); (I.M.)
| | - Jose M. Aguilar-Parra
- Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
- Correspondence: (R.T.); (J.M.A.-P.); (I.M.)
| | - Isabel Mercader
- Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
- Correspondence: (R.T.); (J.M.A.-P.); (I.M.)
| | | | - Mª del Pilar Díaz-López
- Hum-498 Research Team, Health Research Centre, Department of Nursing Science, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain;
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Lakicevic N, Gentile A, Mehrabi S, Cassar S, Parker K, Roklicer R, Bianco A, Drid P. Make Fitness Fun: Could Novelty Be the Key Determinant for Physical Activity Adherence? Front Psychol 2020; 11:577522. [PMID: 33178079 PMCID: PMC7593334 DOI: 10.3389/fpsyg.2020.577522] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Accepted: 09/04/2020] [Indexed: 01/11/2023] Open
Affiliation(s)
- Nemanja Lakicevic
- Program in Health Promotion and Cognitive Sciences, University of Palermo, Palermo, Italy.,Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Ambra Gentile
- Program in Health Promotion and Cognitive Sciences, University of Palermo, Palermo, Italy.,Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Samira Mehrabi
- Department of Kinesiology, Faculty of Applied Health Science, University of Waterloo, Waterloo, ON, Canada
| | - Samuel Cassar
- School of Exercise and Nutrition Sciences, Institute for Physical Activity and Nutrition, Deakin University, Geelong, VIC, Australia
| | - Kate Parker
- School of Exercise and Nutrition Sciences, Institute for Physical Activity and Nutrition, Deakin University, Geelong, VIC, Australia
| | - Roberto Roklicer
- Faculty of Sport and Physical Education, University of Novi Sad, Novi Sad, Serbia
| | - Antonino Bianco
- Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Patrik Drid
- Faculty of Sport and Physical Education, University of Novi Sad, Novi Sad, Serbia
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