Abstract
This research aimed to adapt and psychometrically examine the Multidimensional Perceived Autonomy Support Scale in Physical Education in the Spanish context. The participants were 560 (264 men and 296 women; Mage = 14.49, SDage = 1.05) physical education secondary school students. The results underpinned a 15-item three-factor correlated model, which was invariant across gender and age. The reliability analysis reflected an acceptable level of internal consistency and temporal stability for each factor. The structural equation modeling showed that perceived cognitive, procedural, and organizational autonomy support predicted positively and significantly basic psychological need satisfaction. The Multidimensional Perceived Autonomy Support Scale in Physical Education is a valid and reliable instrument to multidimensionally measure the secondary school students’ perception of autonomy support from physical education teachers in the Spanish context.
Highlights
The literature on physical education (PE) has well documented the importance attributed to PE teachers’ interpersonal style in providing psychological experiences among students (Sun et al, 2017)
The inclusion of both dimensions into the measure of autonomy support from PE teachers may be useful given that it may provide a more comprehensive and holistic understanding of the motivational factors underlying the student’s optimal behavior and learning in PE classes (Stefanou et al, 2004). To solve this limitation detected in research specializing in PE, Tilga et al (2017) developed the Multidimensional Perceived Autonomy Support Scale in Physical Education (MD-PASS-PE) in an attempt to assess the three distinct dimensions of autonomy support from PE teachers theoretically proposed by Stefanou et al (2004)
A good fit was, respectively, obtained for the threefactor ESEM model, bifactor-ESEM model, and bifactorCFA model, the analysis of standardized regression weights found some misspecifications in its internal structure for each one of the four models tested
Summary
The literature on physical education (PE) has well documented the importance attributed to PE teachers’ interpersonal style in providing psychological experiences among students (Sun et al, 2017). SDT (Ryan & Deci, 2017, 2019) conceptualized autonomy support as the idea of a person who, in a position of authority (e.g., teacher), adopts the subordinates’ (e.g., students) perspective, acknowledges their opinions and feelings, and provides them with relevant information, positive feedback, and opportunities to choose. The inclusion of both dimensions into the measure of autonomy support from PE teachers may be useful given that it may provide a more comprehensive and holistic understanding of the motivational factors underlying the student’s optimal behavior and learning in PE classes (Stefanou et al, 2004). It should be underlined that there was no evidence for the MD-PASS-PE temporal stability
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