Students’ individual interest in physical education

Development and validation of a questionnaire

Datos Bibliográficos

ID21391788
AutoresCédric Roure (0000-0001-9320-8174, University of Teacher Education Lausanne Switzerland, autor de correspondencia), Vanessa Lentillon‐kaestner (0000-0003-2646-4383, University of Teacher Education Lausanne Switzerland), Denis Pasco (0000-0002-2544-9950, School of Education University of Bourgogne Franche‐Comté Besançon France)
Año2021
Volumen62
Número1
Páginas64-73
Fecha de publicación2021-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScandinavian Journal of Psychology (JOURNAL)
Identificadores de la revistaISSN: 0036-5564 • E-ISSN: 1467-9450
EditorialWiley (PUBLISHER • GB)
DOI10.1111/sjop.12669
PMID32720307
OpenAlexW3045902485
IdiomaEN
Citas recibidas15
Referencias citadas47

Identifying the specificity of students’ individual interest in physical education is necessary to capture the different facets of this construct. In contrast to existing questionnaires in education which assess the multidimensionality of individual interest, the current scale used in physical education consists of a single‐item measurement which rates students’ individual interest for multiple physical activities taught during lessons. Even if this single‐item rating provides a basis for classifying interest relative to others, it does not provide information about the nature and internal components of individual interest. Therefore, the purpose of this study was to develop a valid and reliable questionnaire measuring the multidimensionality of students’ individual interest in physical education. Four stages were followed: (1) the development of a preliminary version based on the findings of a literature review on individual interest and a committee process validation; (2) a first study conducted on 481 secondary school students to establish the factor structure, and internal reliability of this questionnaire; (3) a second study based on 243 secondary school students to confirm its factor structure and to test its temporal stability; and finally, (4) a third study with 253 students to test its concurrent validity. The final form of the questionnaire consists of a three‐factor structure based on 14 items that measure students’ individual interest in physical education: positive affect and willingness to reengage (five items), stored utility value (four items), and stored attainment value and knowledge‐seeking intentions (five items)

Affect (linguistics) · Construct (python library) · Construct validity · Developmental psychology · Mathematics education · Physical education · Psychometrics · Rating scale · Reliability (semiconductor) · Scale (ratio) · Statistics · Test (biology) · Value (mathematics) · Applied Psychology · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Youth Development and Social Support