Abstract
Abstract AIM This study main aim was to translate and validate one of the most used SDT-based instruments to assess motivation in PE classes, the Perceived Locus of Causality Questionnaire (PLOCQ), to the Portuguese context. METHOD Sample was composed of 652 boys (M=15.4 years; SD=1.90) and 702 girls (M=15.47 years; SD=1.95), enrolled in physical education classes in several Portuguese schools. RESULTS The analysis provided support for a five factors and 18 items model, after excluding two items (χ² = 491.473, df = 125, p = <.001, SRMR = .062, NNFI = .908, CFI = .924, RMSEA = .067, 90% CI .061-.073). Sample and gender invariance procedures were made to ensure proper psychometric validation. Results presented support for the model in both gender and calibration/validation samples. CONCLUSION This study suggests that PLOCQ with five factors and 18 items has good psychometric proprieties and can be used to assess contextual motivation towards PE in the Portuguese context.
Highlights
Motivation in Physical Education (PE) classes has been a focus of study and concern on the part of several researchers
The items are grouped into ive factors, which relect the behavioral regulations encompassed in the SDT motivational continuum
In the discriminant validity analysis, some issues were detected in intrinsic motivation-identiied regulation for the calibration sample and external regulation-amotivation and intrinsic motivation-identiied regulation in the validation sample, where the square of the factor’s correlations between factors were higher than the AVE22
Summary
Motivation in Physical Education (PE) classes has been a focus of study and concern on the part of several researchers. Given the characteristics of the class and students, physical education teachers need to better understand how to improve their intervention, helping students achieving the warranted effects of PE. This can pose a dificult task when contextual motivation of students changes across time[1]. Self-Determination Theory (SDT2) has been one of the main frameworks used to study motivational processes throughout the last 30 years. If an individual does not perceive a worthwhile reason to participate in an activity, there is an absence of intrinsic or extrinsic motivation – deined in SDT as amotivation[3,4]
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