Factorial validity, predictive validity and measurement invariance of the Danish version of the coach-created Empowering Disempowering Motivational Climate Questionnaire (EDMCQ-C)

Predicting adolescents' continuation in club sports: A prospective cohort study of the importance of personal and contextual motivational factors in five sports in Denmark

“…The EDMCQ-C was initially validated in samples of younger British athletes by Appleton et al 50 The validity of a Danish translation of the questionnaire as well as scale invariance across gender was tested in young Danish football players by Elsborg et al 49 The study confirmed the reliability of the two dimensions of EDMCQ-C, their predictive validity, and measurement invariance across age, gender, and competitive level. The participants' continuation or dropout the next season was measured with a short electronic questionnaire.…”

“…The coach-created motivational climate was measured using the Danish version of the Empowering and Disempowering Motivational Climate Questionnaire-Coach (EDMCQ-C). 49,50 With 17 items, the EDMCQ-C measures participants' perceptions of empowering coach-created climate in terms of task-involving (e.g., "My coach made sure players felt successful when they improved"), autonomy-supportive (e.g., "My coach answered players' questions fully and carefully"), and socially-supportive (e.g., "My coach really appreciated athletes as people, not just as a sport participants") coaching behavior. Seventeen items measure disempowering strategies that are ego-involving (e.g., "My coach gave most attention to the best players") and controlling (e.g., "My coach threatened to punish players to keep them in line during training").…”

“…Using the EDMCQ-C to measure the coach-created climate can be considered a strength because it provides a comprehensive measure of five different albeit overlapping aspects of the coach-created climate in sport in one relatively short questionnaire that has been validated on different samples including young Danish sports participants. 49 This enabled us to capture the broader climate dimensions of coaches' empowering and disempowering strategies (rather than the unique effects of a few specific facets). It can, however, be seen as a limitation that this instrument cannot distinguish between the three constructs of task-involving autonomy and social support that make up the empowering climate nor the ego-involving and controlling aspect that make up the disempowering coach-created climate.…”