Volume 7, Issue 13 (4-2017)
JRSM 2017, 7(13): 25-34 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Behzadnia B, Ahmadi M, Amani J. The factorial structure of the Self- Regulation Questionnaire in College Physical Education Class (SRQ-PE). JRSM 2017; 7 (13) :25-34
URL: http://jrsm.khu.ac.ir/article-1-2586-en.html
URL: http://jrsm.khu.ac.ir/article-1-2586-en.html
Abstract: (8201 Views)
The aim of this study was to examine of the factorial structure of the Self- Regulation Questionnaire in college physical education class (SRQ-PE). 277 students were selected by cluster random sampling in Urmia universities. The results of confirmatory factor analysis determined 5-factor model for the structure of the SRQ-PE with 71.03% of total variance. The confirmatory factor analysis showed acceptable goodness of fit indices for the data among students. Also, the significant positive relationship of intrinsic and identified regulation with PE-enjoyment and intention to continue of physical activity, confirmed the concurrent validity. The items for all sub-scales have a high internal consistency above of 0.75 of Cronbach's alpha. The findings suggest that SRQ-PE is a valid and reliable measurement for assessing the motivational self-regulation in college PE class. As a conclusion, the results demonstrate the importance of developing self-determination in PE, as it is associated with desirable behavioural outcomes.
Type of Study: Research |
Subject:
motor behavior
Received: 2015/02/3 | Accepted: 2015/12/7 | Published: 2017/08/23
Received: 2015/02/3 | Accepted: 2015/12/7 | Published: 2017/08/23
References
1. Bull, F. C., Milton. K., & Kahlmeier, S. (2011). Health-enhancing physical activity (HEPA) policy audit tool. Copenhagen, WHO Regional Office for Europe.
2. World Health Report.(2002).Reducing risks, promoting healthy lifestyle.Geneva, WHO.
3. Ahmadi, M., Behzadnia, B., & Amani Saribiglu, J. (2016). Investigation of the factorial structure of the Behavioral Regulation in Sport Questionnaire (BRSQ-6) in university athletes. Applied Research of Sport Management and Biology. 4(16); 85-96.
4. Alderman, B. L., Beighle, A., &Pangrazi, R. P. (2006).Enhancing motivation in physical education. Journal of Physical Education, Recreation, and Dance, 77, 41-45, 51.
5. Taylor, I. M., Ntoumanis, N., Standage, M., & Spray, C. M. (2010). Motivational predictors of physical education students’ effort, exercise intentions, and leisure-time physical activity: A multilevel linear growth analysis. Journal of Sport & Exercise Psychology, 32, 99-120.
6. Fox, K. R. (1988). The child’s perspective in physical education: I. The psychological dimension in physical education. British Journal of Physical Education, 19, 34–38.
7. Mandigo, J.L. & Holt, N.L. (2000).Putting theory into practice. How cognitive evaluation theory can help us better understand how to motivate children in physical activity environments.Journal of Physical Education, Recreation and Dance, 71(1), 44-49.
8. Valentini N. C., Rudisill, M. E., &Goodway, J. D. (1999).Incorporating a mastery climate into elementary physical education: It s developmentally appropriate. Journal of Physical Education, Recreation and Dance,70, 28-32.
9. Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. University Rochester Press.
10. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
11. Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
12. Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. Zanna (Ed.), Advances in experimental social psychology (pp. 271–360). New York: Academic Press.
13. Standage, M., Duda, J.L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433.
14. Standage, M., Duda, J.L., & Ntoumanis, N. (2006). Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77, 100-110.
15. Markland, D. & Tobin, V. (2004). A modification of the Behavioral Regulation in Exercise Questionnaire to include an assessment of amotivation. Journal of Sport and Exercise Psychology, 26, 191-196.
16. Black, A. E., & Deci, E. L. (2000). The effects of student self-regulation and instructor autonomy support on learning in a college-level natural science course: A self-determination theory perspective. Science Education, 84, 740-756.
17. Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779.
18. Pelletier, L., Fortier, M., Vallerand, R., Tuson, K., Brière, N., & Blais, M. (1995). Toward a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: the sport motivation scale (SMS). Journal of Sport and Exercise Psychology, 17, 35-54.
19. Pelletier, L. G., Rocchi, M. A., Vallerand, R. J., Deci, E. L., & Ryan, R. M. (2013). Validation of the revised sport motivation scale (SMS-II). Psychology of Sport and Exercise, 14(3), 329-341.
20. Lonsdale, C., Hodge, K., & Rose, E. A. (2008). The Behavioral Regulation in Sport Questionnaire: instrument development and initial validity evidence. Journal of Sport & Exercise Psychology, 30(3), 323-355.
21. Rahmanian, Z., VaezMousavi, M., & Sohrabi, M. (2014). Psychometric Properties of the Exercise Self-Regulation Questionnaire. Sport Psychology Studies, 3(8), 19-32.
22. Ahmadi, M., Namazizadeh, M., & Behzadnia, B. (2014). The relationship between Basic psychological needs and indices of well-being (Eudaimonia and Hedonia) in physical activity of motional - physical disabled individuals. Sport Psychology Studies, 2(6), 95-104.
23. Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalisation: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.
24. Williams, G. C., Grow, V. M., Freedman, Z., Ryan, R. M., &Deci, E. L. (1996). Motivational predictors of weight-loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70, 115-126.
25. Hayamizu, T. (1997). Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the theory of internalization. Japanese Psychological Research, 39, 98-108.
26. Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64(3), 453-463.
27. Ntoumanis, N. (2002). Motivational clusters in a sample of British physical education classes.Psychology of Sport and Exercise, 3, 177–194.
28. Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.
29. Ntoumanis, N.,Pensgaard, A. M.,Martin, C., &Pipe, K. (2004).An Idiographic Analysis of Amotivation in Compulsory School Physical Education.Journal of Sport and Exercise Psychology, 26 (2). pp. 197-214.
30. Taylor, I.M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determinationin physical education. Journal of Educational Psychology, 99, 747–760.
31. Van den Berghe, L., Vansteenkiste, M., Cardon, G., Kirk, D., & Haerens, L. (2014). Research on self-determination in physical education: Key findings and proposals for future research. Physical Education and Sport Pedagogy, 19(1), 97-121.
32. Behzadnia, B., Ahmadi, M., & Keshtidar, M. (2013). The relationship between perceptions of parent autonomy-supportive with indices of well-being in athlete male students: A self-determination theory approach. Research on University Sports Journal, 1(3), 83-98.
33. Chatzisarantis, N., Biddle, S., & Meek, G. (1997). A self-determination theory approach to the study of intentions and the intention-behaviour relationship in children’s physical activity. British Journal of Health Psychology, 2, 343–360.
34. Standage, M., Duda, J.L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95, 97-110.
35. McAuley, E., Duncan, T., & Tammen, V.V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48–58.
36. Wang, C. K. J., Liu, W. C., Chatzisarantis, N. L. D.,& Lim. C. B. S. (2010).Influence of perceived motivational climate on achievement goals in physical education: A structural equation mixture modeling analysis. International Journal of Sport and Exercise Psychology, 32(3),324-338.
37. Wang, C.K. J., & Liu,W.C. (2007). Promoting enjoyment in girls' physical education: The impact of goals, beliefs, and self-determination.European Physical Education Review, 13: 145-164.
38. Puente, R., &Anshel, M. H. (2010).Exercisers' perceptions of their fitness instructor's interacting style, perceived competence, and autonomy as a function of self-determined regulation to exercise, enjoyment, affect, and exercise frequency. Scandinavian Journal of Psychology, 51(1): 38–45.
39. Lonsdale, C.,Sabiston, C. M.,Taylor, I. M., &Ntoumanis, N. (2011). Measuring Student Motivation for Physical Education: Examining the Psychometric Properties of the Perceived Locus of Causality Questionnaire and the Situational Motivation Scale. Psychology of Sport and Exercise, 12, 284-292.
40. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. The Educational Psychologist, 26, 325–346.
| Rights and permissions | |
 | This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
