Kruse Felix, Büchel Sonja, Brühwiler Christian
Institute of Physical Education, Sports and Health, St. Gallen University of Teacher Education, St. Gallen, Switzerland.
Institute of Education and Professional Studies, St. Gallen University of Teacher Education, St. Gallen, Switzerland.
Front Psychol. 2024 Jul 5;15:1393966. doi: 10.3389/fpsyg.2024.1393966. eCollection 2024.
Grounded in self-determination theory, this article deals with a multidimensional measurement of the support of the basic psychological needs and the individual and combined effects on the development of intrinsic motivation and perceived competence in physical education. In addition to the supportive teacher behaviors of autonomy support, competence support and relatedness support, peer relatedness support is examined as an additional factor.
A total of 1,047 students from 72 classes from various German-speaking Swiss cantons took part in the study. The hypothesized four factorial structure was analyzed using multilevel confirmatory factor analyses. Longitudinal measurement invariance testing of intrinsic motivation and perceived competence indicates scalar measurement invariance. Multilevel regression analyses were specified to analysis the longitudinal effects on the development of intrinsic motivation and perceived competence, whereby both the effects of the individual factors as well as the adjusted effects under the inclusion of all predictors were examined.
Results of multilevel confirmatory factor analysis indicate that the hypothesized four-factor model (e.g., CFI = 0.97; TLI = 0.96; RMSEA = 0.04; SRMR between = 0.11) is to be favored over alternative models at both levels. Regarding the prediction of the development of intrinsic motivation and perceived competence our study underlines the predictive value of basic psychological need support. The models that examine the effects of the individual predictors indicate that the effects are largely consistent with expectations at both the class and individual level. At class level, however, autonomy support appears to be no significant predictor for the development of intrinsic motivation ( < 0.10), but for perceived competence ( < 0.05). Peer relatedness support is a significant predictor for both outcome variables at both levels of analysis. Regarding the simultaneous integration of all predictors, only the effects of peer relatedness support remain significant for both outcome variables.
The empirical support of the multidimensionality of the instrument is particularly interesting in the context of the common conceptualization of a unidimensional measurement of autonomy support or a composite factor of psychological need support, whereby only few studies have adequately tested the factorial validity. Although significant effects of supportive teacher behaviors can be demonstrated in the multilevel regression analyses, it is also indicated that the different dimensions lack of incremental predictive validity. Particularly noteworthy is the rarely investigated role of peer relatedness support, which has been shown to be a meaningful predictor, even when supportive teacher behaviors are taken into account.
本文以自我决定理论为基础，探讨了基本心理需求支持的多维测量以及其对体育内在动机发展和感知能力的个体及综合影响。除了自主支持、能力支持和关系支持等支持性教师行为外，同伴关系支持作为一个额外因素进行了研究。
来自瑞士德语区各行政区72个班级的1047名学生参与了本研究。使用多层验证性因素分析对假设的四因素结构进行了分析。内在动机和感知能力的纵向测量不变性检验表明了标量测量不变性。指定进行多层回归分析以分析对内在动机发展和感知能力的纵向影响，从而检验个体因素的影响以及纳入所有预测变量后的调整影响。
多层验证性因素分析结果表明，假设的四因素模型（例如，CFI = 0.97；TLI = 0.96；RMSEA = 0.04；组间SRMR = 0.11）在两个层面上均优于替代模型。关于内在动机发展和感知能力的预测，我们的研究强调了基本心理需求支持的预测价值。检验个体预测变量影响的模型表明，这些影响在班级和个体层面上基本与预期一致。然而，在班级层面，自主支持似乎对内在动机的发展不是显著的预测因素（p < 0.10），但对感知能力是显著的预测因素（p < 0.05）。同伴关系支持在两个分析层面上对两个结果变量都是显著的预测因素。关于所有预测变量的同时纳入，只有同伴关系支持的影响对两个结果变量仍然显著。
在自主支持的单维测量或心理需求支持的复合因素的常见概念化背景下，该工具多维性的实证支持特别有趣，因为只有少数研究充分检验了因素效度。虽然在多层回归分析中可以证明支持性教师行为的显著影响，但也表明不同维度缺乏增量预测效度。特别值得注意的是同伴关系支持很少被研究的作用，即使考虑到支持性教师行为，它也已被证明是一个有意义的预测因素。
