The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education. Adaption and validation in a sample of lower track secondary school students.

Autor/inn/en	Zimmermann, Julia; Tilga, Henri; Bachner, Joachim Stefan; Demetriou, Yolanda
Titel	The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education. Adaption and validation in a sample of lower track secondary school students. Gefälligkeitsübersetzung: Die "German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education". Adaption und Validierung in einer Stichprobe von Schülern der Mittelschule.
Quelle	In: International journal of environmental research and public health, 17 (2020) 19, Art. 7353, 15 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1660-4601; 1661-7827
DOI	10.3390/ijerph17197353
Schlagwörter	Empirische Untersuchung; Fragebogen; Validität; Autonomie; Rating-Skala; Selbstbestimmung; Verhalten; Sekundarstufe I; Lehrer; Schüler; Messverfahren; Sportpädagogik; Sportunterricht; Deutschland
Abstract	Teachers' autonomy support (AS) in physical education (PE) has positive effects on students' affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE). The sample comprised 1030 students of grades 6 through 10. Internal consistency was used to test the reliability of the assumed subscales. Factorial validity and measurement invariance across gender and age were examined by confirmatory factor analyses. Structural equation modeling was used to evaluate criterion validity. The subscales exhibited acceptable to good internal consistency. The assumed three-factor structure was confirmed within a bi-factor model including a general factor and three specific group factors. Results strongly supported measurement invariance across gender while tentatively suggesting measurement invariance across age. Criterion validity was supported as the MD-PASS-PE explained 15% and 14% of the variance in the constructs of self-efficacy and intrinsic value, respectively. The German MD-PASS-PE provides PE teachers with deeper insights into their autonomy-supportive teaching behavior, helping them to support their students' autonomy in a holistic way. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2022/2