Cross-validation and modifications of the perceived mattering questionnaire—Physical education in Chinese inservice physical education teachers

Abstract

This study aimed to provide evidence of validity and reliability for the Perceived Mattering Questionnaire-Physical Education (PMQ-PE) developed by Richards et al. (2017) for the Chinese physical education (PE) teachers. The PMQ-PE consisted of two factors (i.e., PE matters and PE teacher matters) with four items in each, measuring four dimensions (attention, importance, dependence, and ego-extension). PMQ-PE in Chinese (PMQ-PEC) was validated among 1,278 elementary and secondary school PE teachers in China, of whom 59.0% were secondary PE teachers and 70.2% were males. Confirmatory factor analysis (CFA) with the entire sample found a poor model fit. Then exploratory factor analysis (EFA) using half of the sample indicated there was only one factor in PMQ-PEC. CFA of the other half of the sample suggested a one-factor model with the elimination of three unfitted items showed a better fitness to the data. Cronbach's alpha value was also acceptable. The final version of PMQ-PEC included five items with one factor that demonstrated acceptable validity and reliability and was deemed acceptable among Chinese PE teachers after the above modifications were made.

Social Entrepreneurship in Physical Education: A Move for the Future

“…Physical inactivity is the biggest challenge that needs PE teachers' alacrity to be dealt with this. In line with this, many scholars have argued that PE teachers play an important role in the promotion of PA [21]. PE teachers must seek to incorporate innovative ways to motivate students.…”

“…Attrition could be another consequence of being marginalized in schools. The study by Zhang X, et al [23] shed light on the consequences of marginalization in schools, with attrition being a significant outcome. In most aspects, PE teachers have failed to engage in practices that would combat their marginalized status in schools [22].…”