Autonomy Support, Needs Satisfaction, Motivation, and Intention to Do Physical Activities in Adolescents: A Validation study

Abstract

Background: Components of self-determination theory work very well in physical education setting. However, very few studies in Iran focused on this issue which might be because of lacking validated questionnaires. The present study aimed to investigate psychometric properties and validity of Persian version of questionnaires regarding self-determination components in physical education in adolescent students. Methods: This study used an exploratory-confirmatory method. Participants were 400 high-school students (16-18 years old) from Aliabad Katoul, Golestan, Iran, in 2019. English Standard questionnaires were converted into Persian using translation-retranslation method. Subsequently, nine experts confirmed validity of Persian version of questionnaires. Questionnaires were: Needs Support in Physical Education Questionnaire was used to measure autonomy support; Sport Climate in Physical Education Questionnaire was used for measuring needs satisfaction; Intrinsic Motivation Scale was used to measure intrinsic motivation in physical education and leisure-time; and Intention to Physical Activity was used to measure intention to physical activity outside school. We employed factor analysis and structural equation method to examine reliability of questionnaires. Results: Descriptive statistics showed boys and girls had almost identical age. Exploratory and confirmatory factor analysis indicated that Persian version of questionnaires had relatively high power for assessing self-determination components in physical education (GoF=0.729). Moreover, perceived autonomy support positively affected needs satisfaction and intrinsic motivation in physical education. Moreover, intrinsic motivation in physical education was transferred into intrinsic motivation outside school and subsequently affected intention to do physical activity (all T>1.96). Conclusions: Persian version of questionnaires used in this study has relatively high power for assessing self-determination components in physical education. Moreover, autonomy support plays an important role in motivating students to be physically active.