Abstract
Purpose: To develop a measure of student-perceived teacher relation-inferred self-efficacy (RISE) support in physical education in terms of the Teacher RISE Support Scale, through a series of three studies.Methods: In Studies 1 and 2, interviews, exploratory factor analysis, and confirmatory factor analysis were conducted to develop a conceptually sound and psychometrically robust measure for teachers’ RISE-supporting behaviors. In Study 3, the authors examined the concurrent validity of teachers’ RISE support construct in relation to students’ RISE and relevant student outcomes.Results: The three-factor, second-order structure of the Teacher RISE Support Scale was confirmed, with results supporting construct validity and providing evidence of factorial, convergent, and discriminant validity. Furthermore, structural equation modeling supported concurrent validity, showing that students’ perceptions of teacher RISE support correlated positively with RISE and responsibility.Conclusions: Overall, the results provide preliminary evidence for the reliability and validity of the Teacher RISE Support Scale as a measurement for teacher RISE-supporting behaviors in physical education.
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