Abstract
The purpose of this cross-sectional investigation was to examine the item characteristics, factor structure, reliability, convergent validity, and nomological validity of the Psychobiosocial States in Physical Education (PBS-SPE) scale. In Study 1, a sample of 1,030 students (582 girls and 448 boys, 10 to 19-year-olds), drawn from middle or high schools, rated the intensity of the 20 items version of the PBS-SPE scale thinking about the feelings they had usually experienced in physical education classes. In Study 2, an additional sample of 1,025 students (578 girls, 447 boys, 10 to 19-year-olds), rated the 16 items of the final version of the scale. Two subsamples also completed an affective-related measure (i.e., the Physical Activity Enjoyment Scale) and two motivation scales often used in the physical education domain (i.e., the Teacher-Initiated Motivational Climate in Physical Education Questionnaire and the Situational Motivation Scale). Exploratory structural equation modeling and confirmatory factor analyses of the data showed that a two-factor, 16-item solution (i.e., 8 pleasant/functional items and 8 unpleasant/dysfunctional items) of the PBS-SPE scale reached satisfactory fit indices. Multi-group comparisons provided support for measurement and structural invariance across samples, gender, and age. Convergent and nomological validity was also upheld. Overall, the findings offer support for the use of a new instrument in the assessment of PBS-SPE settings.
Highlights
Emotions are frequent, pervasive, manifold, and substantially related to motivation, learning, performance, and well-being in the educational domain and other achievement endeavors (Pekrun and Linnenbrink-Garcia, 2014)
Two-factor models were initially examined through exploratory structural equation modeling (ESEM) including the full 20-item scale and a scale containing 16 items, resulting from the exclusion of potentially problematic items, based on high cross-loadings (>0.30) on the hypothesized latent factors, a high value of modification indices (>20), TABLE 1 | Descriptive statistics for the sample of Study 1 and the sample of Study 2
As it can be seen, ESEM and Confirmatory factor analysis (CFA) fit indices on the 16-item Psychobiosocial States in Physical Education (PBS-SPE) scale were acceptable, confirming the tenability of the solution obtained in Study 1
Summary
Pervasive, manifold, and substantially related to motivation, learning, performance, and well-being in the educational domain and other achievement endeavors (Pekrun and Linnenbrink-Garcia, 2014). Pleasant emotions positively influence self-regulatory motivational and cognitive processes, such as creativity, flexible thinking, and holistic problem-solving, whereas unpleasant emotions determine disengagement, more analytical thinking, and inflexible information processing (Pekrun et al, 2009). In an integrative perspective, Pekrun’s (2006) controlvalue theory conceptualizes emotions as a set of interrelated affective, cognitive, motivational, and physiological processes. For example, can entail emotional (feeling excited), cognitive (being focused), motivational (being fascinated), and physiological activation Anxiety can involve feelings of distress, worry, withdrawal tendencies, and increased peripheral vascular resistance. Considerable research supports the contentions of the control-value theory (for a meta-analysis, see Huang, 2011)
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