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The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

Author

Listed:
  • Julia Zimmermann

    (Professorship of Educational Science in Sport and Health, Department of Sport and Health Sciences, Technical University of Munich, Georg-Brauchle-Ring 62, 80992 Munich, Germany)

  • Henri Tilga

    (Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Ujula 4 str., 51008 Tartu, Estonia)

  • Joachim Bachner

    (Professorship of Educational Science in Sport and Health, Department of Sport and Health Sciences, Technical University of Munich, Georg-Brauchle-Ring 62, 80992 Munich, Germany)

  • Yolanda Demetriou

    (Professorship of Educational Science in Sport and Health, Department of Sport and Health Sciences, Technical University of Munich, Georg-Brauchle-Ring 62, 80992 Munich, Germany)

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.

Suggested Citation

  • Julia Zimmermann & Henri Tilga & Joachim Bachner & Yolanda Demetriou, 2020. "The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students," IJERPH, MDPI, vol. 17(19), pages 1-15, October.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:19:p:7353-:d:425091
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    References listed on IDEAS

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    1. Andre Koka & Henri Tilga & Hanna Kalajas-Tilga & Vello Hein & Lennart Raudsepp, 2020. "Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    2. Ruben Trigueros & José M. Aguilar-Parra & Ana I. Sánchez-Iglesias & Jerónimo J. González-Bernal & Isabel Mercader, 2020. "Adaptation and Validation of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education to the Spanish Physical Exercise Context," IJERPH, MDPI, vol. 17(11), pages 1-10, May.
    3. Rafael Burgueño & José Macarro-Moreno & Jesús Medina-Casaubón, 2020. "Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students," SAGE Open, , vol. 10(1), pages 21582440199, January.
    4. Carlos Montero-Carretero & David Barbado & Eduardo Cervelló, 2019. "Predicting Bullying through Motivation and Teaching Styles in Physical Education," IJERPH, MDPI, vol. 17(1), pages 1-12, December.
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    Cited by:

    1. Julia Zimmermann & Henri Tilga & Joachim Bachner & Yolanda Demetriou, 2021. "The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions: A Mediation Analysis Based on the Control-Value Theory," IJERPH, MDPI, vol. 18(8), pages 1-18, April.

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