Literaturnachweis - Detailanzeige
| Autor/inn/en | Østerlie, Ove; Løhre, Audhild; Haugan, Gørill |
|---|---|
| Titel | The Expectancy-Value Questionnaire in Physical Education: A Validation Study among Norwegian Adolescents |
| Quelle | In: Scandinavian Journal of Educational Research, 63 (2019) 6, S.869-883 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Østerlie, Ove) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-3831 |
| DOI | 10.1080/00313831.2018.1453867 |
| Schlagwörter | Physical Education; Student Attitudes; Construct Validity; Foreign Countries; Questionnaires; Health Promotion; Learning Motivation; Reliability; Factor Analysis; Secondary School Students; Translation; Norwegian; English; Norway |
| Abstract | One of the main aims of the school subject physical education (PE) is to promote a lifelong healthy lifestyle. The expectancy-value theory represents an essential theoretical perspective to examine and understand adolescents' learning and motivation in PE. Based on this theory, the Expectancy-Value Questionnaire (EVQ) measures students' expectancy-related beliefs and perceived task values related to a subject like PE. The aim of the present study was to examine the dimensionality, reliability, and construct validity of the Norwegian version of the EVQ among adolescents in PE. In total, 338 students from six schools completed the EVQ in their PE classes during the spring of 2016. Explorative and confirmatory factor analyses were conducted, suggesting the four-dimensional construct of the EVQ to be superior the two-factor-model. The EVQ measurement model of adolescents' expectancy-related believes and subjective task values in PE demonstrated satisfying reliability and construct validity. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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