Factor structure and measurement invariance of the need-supportive teaching style scale for physical education

Factor structure and measurement invariance of the need-supportive teaching style scale for physical education

• Liu, Jing Dong Hong Kong Baptist University
• Chung, Pak Kwong Hong Kong Baptist University

Perceptual & Motor Skills, 124(4), 864-879, 2017

Sage Publications

2017

• F 教與學
  • FA 一般教學方法、各種施教方法
• G 課程與教學:個別教學範疇
  • GH 運動科學、醫療康護及社會福利

High School Students Physical Education Students Longitudinal Method Psychometrics Research Financing Of Research Satisfaction Teaching Methods Structural Equation Modeling Data Analysis Software Descriptive Statistics Exploratory Structural Equation Mode

• Hong Kong

• 1997.7 onwards

• 中學教育

The purpose of the current study was to examine the factor structure and measurement invariance of a scale measuring students' perceptions of need-supportive teaching (Need-Supportive Teaching Style Scale in Physical Education; NSTSSPE). We sampled 615 secondary school students in Hong Kong, 200 of whom also completed a follow-up assessment two months later. Factor structure of the scale was examined through exploratory structural equation modeling (ESEM). Further, nomological validity of the NSTSSPE was evaluated by examining the relationships between need-supportive teaching style and student satisfaction of psychological needs. Finally, four measurement models--configural, metric invariance, scalar invariance, and item uniqueness invariance--were assessed using multiple group ESEM to test the measurement invariance of the scale across gender, grade, and time. ESEM results suggested a three-factor structure of the NSTSSPE. Nomological validity was supported, and weak, strong, and strict measurement invariance of the NSTSSPE was evidenced across gender, grade, and time. The current study provides initial psychometric support for the NSTSSPE to assess student perceptions of teachers' need-supportive teaching style in physical education classes.

• 英文

期刊論文

• 00315125

https://bibliography.lib.eduhk.hk/tc/bibs/fed5631f

2017-10-09