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1.
Psychological need thwarting in the sport context: assessing the darker side of athletic experience 总被引：1，自引：0，他引：1
Research in self-determination theory (Ryan & Deci, 2002) has shown that satisfaction of autonomy, competence, and relatedness needs in sport contexts is associated with enhanced engagement, performance, and well-being. This article outlines the initial development of a multidimensional measure designed to assess psychological need thwarting, an under-studied area of conceptual and practical importance. Study 1 generated a pool of items designed to tap the negative experiential state that occurs when athletes perceive their needs for autonomy, competence, and relatedness to be actively undermined. Study 2 tested the factorial structure of the questionnaire using confirmatory factor analysis. The supported model comprised 3 factors, which represented the hypothesized interrelated dimensions of need thwarting. The model was refined and cross-validated using an independent sample in Study 3. Overall, the psychological need thwarting scale (PNTS) demonstrated good content, factorial, and predictive validity, as well as internal consistency and invariance across gender, sport type, competitive level, and competitive experience. The conceptualization of psychological need thwarting is discussed, and suggestions are made regarding the use of the PNTS in research pertaining to the darker side of sport participation. 相似文献
2.
The purpose of the research was to develop an instrument to examine physical education teachers' priorities for curricular decision-making. The purpose dimension of the Purpose Process Curriculum Framework (PPCF) was used as the theoretical structure for content decisions. Three studies are reported that investigate the reliability and validity of the proposed instrument. Items were evaluated for relevance and validity of the proposed instrument. They were evaluated for relevance and theoretical consistency by physical education teachers (Study 1) and curriculum specialists (Study 2). Acceptable items were then placed in a ranking format and field tested with physical educators in three school districts (Study 3). Results from Study 1 indicated that secondary level physical education teachers supported the relevance of items to reflect the educational setting in their classes. In Study 2, mean ratings of curriculum specialists established that 19 of the 22 categories were theoretically consistent with the PPCF. However, internal consistency coefficients (alpha) for 10 of the 22 purposes were less than .70. Follow-up field tests with physical educators in Study 3 indicated that only one category, joy of movement, had a coefficient above .70. In this research internal consistency coefficients were too low to make a claim for the reliability of the concept scales of the instrument. The multidimensionality of the purpose concepts raised questions regarding the validity of the PPCF and prohibited the use of the framework as a theoretical basis for instrument development. 相似文献
3.
Jianmin Guan Ron McBride Ping Xiang 《Measurement in physical education and exercise science》2013,17(2):109-129
Although empirical research in academic areas provides support for both a 3-factor as well as a 4-factor achievement goal model, both models were proposed and tested with a collegiate sample. Little is known about the generalizability of either model with high school level samples. This study was designed to examine whether the 3-factor model (Mastery Goals, Performance-Approach Goals, and Performance-Avoidance Goals) or the 4-factor model (Mastery-Approach Goals, Mastery-Avoidance Goals, Performance-Approach Goals, and Performance-Avoidance Goals) is appropriate in high school physical education settings. The factorial validity of the models and internal consistency reliability were tested with confirmatory factor analysis, invariance testing, and tests of internal consistency across 2 samples. The results reveal that the items from the 4-factor achievement goal model can produce internally consistent and valid scores for high school students in physical education settings; the 4-factor model provides a better fit to the data than the 3-factor model. The multistep invariance analysis, however, reveals only metric invariance across 2 school samples. 相似文献
4.
John J. M. Dwyer Tala Chulak Scott Maitland Kenneth R. Allison Daria C. Lysy Guy E. J. Faulkner 《Research quarterly for exercise and sport》2013,84(4):513-521
This paper describes a revised measure of self-efficacy to overcome barriers to moderate and vigorous physical activity in a sample of 484 high school students in Toronto, Ontario. The students had a mean age of 15.3 years. Principal axis factoring with oblique rotation yielded five factors: self-efficacy to overcome internal, harassment, physical environment, social environment, and responsibilities barriers. Two problematic items were removed, which resulted in a 22-item measure. Subsequent analyses were conducted on responses to this shortened measure. Confirmatory factor analysis supported the five-factor model and demonstrated age- and sexinvariance. The subscales had good internal consistency reliability. Structural regressions demonstrated a strong relationship between the resulting factors and a physical activity measure (energy expenditure), showing predictive validity. 相似文献
5.
廖东子 《体育科技文献通报》2012,20(6):58-61
以往的体育教学模式,已经不能适应实施全面素质教育的要求。这就要求我们改革旧的体育教学模式,摸索更有效的体育教学模式。教学过程机械性、单一的认知性和接受性的教学向互动性、综合性等的教学特征转向。教师更加重视学生在教学过程中的主体作用和参与性能力,以培养学生素质能力、学生的创造性和学生个性健康的发展。在中学阶段的体育课教学,仅注重发展身体素质,已经不能满足中学生的生理需要和心理需求。只有学生感兴趣、喜欢,在心理上需要的事情,才有可能使个性得到发展。因此选体育兴趣班在体育锻炼中学生会有意识和无意思的表现自我个性发展的能力。满足学生的精神发展,对学生的个性健康发展和体育锻炼意识的形成起到积极的促进作用。 相似文献
6.
通过对60名体育教育专业大学生进行有关职业认同的开放式问卷和访谈,根据问卷调查和访谈结果,在征求了2名大学教授、2名心理学专业教师建议的基础上,建立了《体育教育专业大学生职业认同》的初始量表。运用初始量表对132名在校体育教育专业学生进行问卷调查,根据调查结果对初始量表的每一个条目进行项目分析,删除了项目效度值不显著的题目后,对量表进行进一步的探索性因素分析,共抽取了4个因素(特征值分别为:4.375,2.108,1.534,1.086,方差贡献率:70.0%),删除了14个因素负荷值<0.4的题项。通过验证性因素分析,对原有题目进行了调整,最终得到了由13个题项构成的《体育教育专业大学生职业认同量表》。同时,对量表的信度和效度进行了检验。结果表明,该量表具有良好的信、效度。 相似文献
7.
Jennifer Robertson-Wilson Lucie Lévesque Ronald R. Holden 《Measurement in physical education and exercise science》2013,17(2):93-107
This study was designed to develop the Questionnaire Assessing School Physical Activity Environment (Q--SPACE) based on student perceptions. Twenty-eight items rated on 4-point Likert scales were administered to 244 middle school students in 9 schools. Exploratory factor analysis was used to evaluate the underlying structure of the items and 2 factors were extracted: physical environment (PE) and social environment (SE). Twelve and 8 items loaded saliently on PE (e.g., gym classes available) and SE (e.g., teacher encouragement), respectively. Factor scales had alpha coefficients of .86 (PE) and .81 (SE). One-week test–retest reliabilities for the factor scales of PE and SE were .78 and .72, respectively. Differences in PE scale scores across schools and PE and SE scale scores across student school physical activity behavior (e.g., participation on school teams) provided some evidence of scale construct validity. Overall, Q–SPACE demonstrates acceptable reliability for capturing middle school students' perceptions of school physical activity environment. The factorial validity needs to be assessed with confirmatory factor analysis and invariance testing procedures. 相似文献
8.
The behavioral regulation in sport questionnaire (BRSQ): instrument development and initial validity evidence 总被引：1，自引：0，他引：1
The purpose of the four studies described in this article was to develop and test a new measure of competitive sport participants' intrinsic motivation, extrinsic motivation, and amotivation (self-determination theory; Deci & Ryan, 1985). The items for the new measure, named the Behavioral Regulation in Sport Questionnaire (BRSQ), were constructed using interviews, expert review, and pilot testing. Analyses supported the internal consistency, test-retest reliability, and factorial validity of the BRSQ scores. Nomological validity evidence was also supportive, as BRSQ subscale scores were correlated in the expected pattern with scores derived from measures of motivational consequences. When directly compared with scores derived from the Sport Motivation Scale (SMS; Pelletier, Fortier, Vallerand, Tuson, & Blais, 1995) and a revised version of that questionnaire (SMS-6; Mallett, Kawabata, Newcombe, Otero-Forero, & Jackson, 2007), BRSQ scores demonstrated equal or superior reliability and factorial validity as well as better nomological validity. 相似文献
9.
Zan Gao Yuanlong Liu Ken Lodewyk Tao Zhang Maria Kosma 《Measurement in physical education and exercise science》2013,17(3):155-167
The purpose of this study was to examine the reliability and validity of outcome likelihood, outcome value, and outcome expectancy using data collected from students in secondary school physical education classes. Dependent measures were examined for construct, concurrent, and predictive validity, as well as internal and temporal reliability. The results of the investigation indicated the following. First, confirmatory factor analyses for the dependent variables (outcome likelihood, outcome value, outcome expectancy) revealed a suitable fit of the data with a hypothesized factor structure. Second, significant associations between these variables and other personal beliefs and values provided sound evidence for the concurrent validity of outcome likelihood, outcome value, and outcome expectancy. Third, results of regression analyses revealed that outcome likelihood and outcome value had strong predictive validity in predicting physical activity behaviors. Finally, the internal reliabilities of self-report scales for the outcome likelihood, outcome value, and outcome expectancy over a three-semester period were satisfactory. The temporal reliabilities were also acceptable. 相似文献
10.
《Measurement in physical education and exercise science》2013,17(4):183-201
The research purposes were to examine the factorial and convergent validity, internal consistency, and test-retest reliability of the Exercise Dependence Scale (EDS). Two separate studies, containing a total of 1,263 college students, were undertaken to accomplish these purposes. Participants completed the EDS and measures of exercise behavior and perfectionism. Confirmatory factor analysis in Study 1 reduced the scale from 28 to 21 items (i.e., 3 items per subscale) and it supported a correlated seven-factor model in Study 2 (Tucker-Lewis Index = .96, comparative fit index = .97, root mean square error of approximation = .05, average absolute standardized residual = .02). Adequate internal consistency and test-rest reliability for the scale was evidenced. Consistent with the hypotheses and the EDS classifications for exercise dependence symptoms, individuals at risk for exercise dependence reported more exercise behavior and perfectionistic tendencies, compared to the nondependent-symptomatic and nondependent-asymptomatic groups. These studies provide evidence for the reliability and validity of the EDS. Research in more diverse populations is needed to further examine the general applicability of the EDS-Revised. 相似文献
11.
David Sánchez-Oliva Florence-Emilie Kinnafick Nathan Smith Andreas Stenling 《Measurement in physical education and exercise science》2018,22(4):332-342
This study aimed to validate an English version of Basic Psychological Needs Support Questionnaire (BPNSQ) and the Basic Psychological Needs in Physical Education Scale (BPN-PE) in the physical education context. Participants included 453 students aged between 12 and 17 years. For the BPNSQ, the hypothesized three-factor solution displayed high interfactor correlations (rs > 1), and a follow-up analysis indicated that the items were represented by a single need-support factor. For the BPN-PE, hypothesized three-factor solution was supported. Both scales were found invariant across gender, and the nomological validity was also demonstrated through the associations between factors of both scales. This study provides initial support for the use of the BPN-PE to assess psychological need satisfaction within the physical education context among English-speaking adolescents. The hypothesized three-factor structure of the BPNSQ was not supported and more research is needed to evaluate the English version in the physical education context. 相似文献
12.
Bo Shen Alex Garn Nate McCaughtry Jeffrey Martin Mariane Fahlman 《Measurement in physical education and exercise science》2013,17(3):208-220
Lack of motivation, or amotiation, is emerging as a critical issue in high school physical education. The Amotivation Inventory-Physical Education (Shen, Winger, Li, Sun, & Rukavina, 2010) was developed to measure the multidimensional nature of amotivation construct in physical education. This study was designed to examine the consistency of the metric properties of Amotivation Inventory-Physical Education scores by evaluating their factorial structure for invariance across gender in a sample of 985 urban inner-city high school adolescents. Latent mean invariance was also tested. Results revealed that constraining factor loadings and intercepts in sequential configural, metric, and scalar invariances had no meaningful impact on model fit. However, gender might play a role in the magnitude of factor scores. Findings suggest that the four-factor structure of the Amotivation Inventory-Physical Education is a satisfactory representation of motivational deficits for urban inner-city adolescents and provide significant validity evidence for the scale scores in urban high school settings. 相似文献
13.
Purpose: A signature characteristic of positive youth development (PYD) programs is the opportunity to develop life skills, such as social, behavioral, and moral competencies, that can be generalized to domains beyond the immediate activity. Although context-specific instruments are available to assess developmental outcomes, a measure of life skills transfer would enable evaluation of PYD programs in successfully teaching skills that youth report using in other domains. The purpose of our studies was to develop and validate a measure of perceived life skills transfer, based on data collected with The First Tee, a physical activity-based PYD program. Method: In 3 studies, we conducted a series of steps to provide content and construct validity and internal consistency reliability for the Life Skills Transfer Survey (LSTS), a measure of perceived life skills transfer. Results: Study 1 provided content validity for the LSTS that included 8 life skills and 50 items. Study 2 revealed construct validity (structural validity) through a confirmatory factor analysis and convergent validity by correlating scores on the LSTS with scores on an assessment tool that measures a related construct. Study 3 offered additional construct validity by reassessing youth 1 year later and showing that scores during both time periods were invariant in factor pattern, loadings, and variances and covariances. Studies 2 and 3 demonstrated internal consistency reliability of the LSTS.Conclusion: Results from 3 studies provide evidence of content and construct validity and internal consistency reliability for the LSTS, which can be used in evaluation research with youth development programs. 相似文献
14.
杭州地区中小学体育教师工作满意度的现状调查与分析 总被引：1，自引：1，他引：0
工作满意度是工作者依据一定的评价标准,对工作各个构面满意与否的一种态度和情感体验。人们对工作满意度的关心出自对工作者的身心健康和工作绩效的考虑。开展杭州地区中小学体育教师工作满意度的研究,不仅可以扩大工作满意度的研究范围,丰富学校管理心理学的研究成果,而且有助于教育管理工作者明确杭州地区中小学体育教师工作满意度的评价指标,增强学校管理工作的针对性和有效性。通过对工作满意度的概念、理论、测评量表以及教师工作满意度研究现状进行述评,采用经过信度检验的自编体育教师工作满意度问卷,对杭州地区中小学体育教师工作满意度的评价指标和现状进行了初步探讨。 相似文献
15.
目的:考察《大学生生涯决策自我效能问卷》在我国体育院校大学生人群的适用性,比较该人群生涯决策自我效能水平在专业类别和年级上的差异。方法:运用上述工具对1,740名体育院校大学生施测,采用验证性因素分析及Cronbachα系数考察该工具使用的效度和信度,在检验测量恒等性基础上,进一步跨组比较分析专业类别和年级的差异,并对体育院校系毕业生、各年级学生与普通高校学生的生涯决策自我效能进行平均数差异性检验。结果:二阶因素模型的拟合指数良好,各条目的因素负载在0.44～0.69间,均达到显著性水平,各分量Cronbachα系数在0.80～0.85间。各单样本生涯决策自我效能结构形态恒等,跨母群因素恒等模型可以接受。体艺类专业与非体艺类专业大学生在生涯决策自我效能上无显著差异,大四毕业生的水平著低于其他年级学生。体育院校学生的生涯决策自我效能与当前普通高校学生无显著差异,但大四学生的水平显著低于九年前普通高校毕业生水平。结论:这一测量工具适用于测量我国体育院校大学生生涯决策自我效能的水平,专业类别并不影响体育院校系大学生的生涯决策自我效能,这进一步证明生涯决策自我效能是一个与专业类别关联不大的概念结构。与同时期其他普通高校大学生一样,体育院校系毕业生临近就业,生涯自我效能水平明显低于低年级学生,这一现状与过去、国外状况不同。 相似文献
16.
Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas a motivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings. 相似文献
17.
文章通过文献资料法、归纳法、专家访谈法对学校运动项目依项群进行功能教育分类,分析各项群在生理、心理和社会素质功能教育上的区别,提出学校体育运动项目应根据运动项目、运动规律和教育功能特点及学生的兴趣和满意度出发,积极引导学生的体育价值观,深化对学校运动项群功能教育的认识,适应学生身心和社会素质发展需要,促进人的全面和谐发展。 相似文献
18.
汶川特大地震中,四川受灾学校达1.2万多所,大地震使学生的身心受到了巨大创伤。通过分析认为：学校体育在灾后中小学生的心理恢复和重建过程中,具有积极作用,能帮助学生度过人生这一段特殊时光,重新振奋精神,再沐阳光。 相似文献
19.
改革开放后,中国经济不断发展,人们生活水平不断提高。国家需要培养包括德、智、体、美、劳5个方面都符合要求的人才,我国在教育方面的投入很多。这就是我国进行体育教育的原因,引起了前所未有的关注。然而,在传统的中学教育的影响下,一些学校仍然没有发展体育教育,而是用文化课程代替了体育教育。为了提高学生的身体质量,作为当前学校体育运动强劲发展的一部分,中学应继续关注体育锻炼并改善体育锻炼,这很可能需要根据各个学生的兴趣来实施。为了提高中学生的体育表现,学校需要明确体育锻炼目标,使中学生的身体素质得到全面提高。 相似文献
20.
有规律的体育锻炼对人们的身心健康具有积极的促进作用，而社会支持是影响锻炼行为的重要相关因素。因此本研究的目的在于编制和检验锻炼社会支持量表。通过结合现有研究文献和质性研究，确立了初测量表，并通过两轮定量研究，应用探索性和验证性因子分析，信度分析以及校标效度检验对该量表进行了标准化的信效度检验。结果表明锻炼社会支持量表由4个因子构成，即情感性支持、信息性支持、工具性支持、同伴性支持，共24个条目。统计分析显示，量表具有良好的结构效度、内部一致性、重测信度和校标效度。锻炼社会支持量表符合我国文化背景，可以作为在中国人群中进行锻炼社会支持测量的工具。 相似文献