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 Aug 19;15:1370407. doi: 10.3389/fpsyg.2024.1370407. eCollection 2024.
In research on instructional quality, the generic model of the three basic dimensions is an established framework, which postulates that the three dimensions of classroom management, student support and cognitive activation represent quality characteristics of instruction that can be generalized across subjects. However, there are hardly any studies that examine if the three basic dimensions model could represent a suitable approach to measure instructional quality in physical education. Based on an extended model of the basic dimensions, a measurement model of instructional quality for physical education is presented, which integrates different theoretical approaches from the fields of educational and psychological research as well as different subfields of sports science in order to test the factorial structure of the corresponding measurement model.
1,047 students from 72 seventh to ninth grade classes from different German-speaking Swiss cantons participated in the study. The conceptualization of the instrument is based on a hybrid approach that integrates generic and subject-specific characteristics. The simultaneous analysis at the individual and class level using MCFA was supplemented by more complex methodological techniques within the relatively new B-ESEM framework at the individual level.
The postulated five-factor structure was initially tested using ICM-CFA and showed a good model fit (e.g., χ/df = 2.32, RMSEA = 0.03, CFI = 0.97, TLI = 0.97, SRMR = 0.04). MCFA revealed a differential factorial structure at both levels of analysis with five factors at the individual level and four factors at the class level (e.g., χ/df = 2.23, RMSEA = 0.03, CFI = 0.96, TLI = 0.96, SRMR within = 0.04, SRMR between = 0.10). ESEM and B-ESEM outperformed the ICM-CFA and showed an excellent model fit (B-ESEM: χ/df = 1.19, RMSEA = 0.01, CFI = 1.00, TLI = 1.00, SRMR = 0.01). Inter-factor correlations and factor loadings are largely in line with expectations, indicating arguments for construct validity.
The study represents a substantial contribution in linking physical education and the generic research on instructional quality. Overall, strong arguments for the factorial structure of the measurement model were demonstrated. The study can be interpreted as a first step in a multi-step procedure in terms of further validity arguments.
在教学质量研究中，三个基本维度的通用模型是一个既定框架，该框架假定课堂管理、学生支持和认知激活这三个维度代表了可跨学科推广的教学质量特征。然而，几乎没有研究考察这三个基本维度模型是否能代表一种适用于衡量体育教学质量的方法。基于基本维度的扩展模型，提出了一个体育教学质量的测量模型，该模型整合了教育和心理学研究领域以及体育科学不同子领域的不同理论方法，以检验相应测量模型的因子结构。
来自瑞士德语区不同州的72个七年级至九年级班级的1047名学生参与了该研究。该工具的概念化基于一种整合了通用特征和特定学科特征的混合方法。在个体和班级层面使用多组验证性因素分析（MCFA）进行同步分析，并在相对较新的个体层面的B-ESEM框架内辅以更复杂的方法技术。
最初使用ICM-CFA对假定的五因素结构进行检验，结果显示模型拟合良好（例如，χ/df = 2.32，RMSEA = 0.03，CFI = 0.97，TLI = 0.97，SRMR = 0.04）。MCFA在两个分析层面均揭示了差异因子结构，个体层面有五个因子，班级层面有四个因子（例如，χ/df = 2.23，RMSEA = 0.03，CFI = 0.96，TLI = 0.96，组内SRMR = 0.04，组间SRMR = 0.10）。ESEM和B-ESEM的表现优于ICM-CFA，显示出优异的模型拟合度（B-ESEM：χ/df = 1.19，RMSEA = 0.01，CFI = 1.00，TLI = 1.00，SRMR = 0.01）。因子间相关性和因子载荷在很大程度上符合预期，表明了结构效度的依据。
该研究在将体育教学与教学质量的通用研究联系起来方面做出了重大贡献。总体而言，证明了测量模型因子结构的有力依据。就进一步的效度论证而言，该研究可被视为多步骤程序中的第一步。
