The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

Abstract

Teachers’ autonomy support (AS) in physical education (PE) has positive effects on students’ affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE). The sample comprised 1030 students of grades 6 through 10. Internal consistency was used to test the reliability of the assumed subscales. Factorial validity and measurement invariance across gender and age were examined by confirmatory factor analyses. Structural equation modeling was used to evaluate criterion validity. The subscales exhibited acceptable to good internal consistency. The assumed three-factor structure was confirmed within a bi-factor model including a general factor and three specific group factors. Results strongly supported measurement invariance across gender while tentatively suggesting measurement invariance across age. Criterion validity was supported as the MD-PASS-PE explained 15% and 14% of the variance in the constructs of self-efficacy and intrinsic value, respectively. The German MD-PASS-PE provides PE teachers with deeper insights into their autonomy-supportive teaching behavior, helping them to support their students’ autonomy in a holistic way.

How does perceived autonomy-supportive and controlling behaviour in physical education relate to adolescents’ leisure-time physical activity participation?

“…Each subscale comprised five items with responses provided on seven-point scales ranging from one (strongly disagree) to seven (strongly agree). Previous research has supported the reliability and factor structure of the current measure (Burgueño, Macarro-Moreno, & Medina-Casaubón, 2020;Tilga, et al, 2020;Zimmermann, Tilga, Bachner, & Demetriou, 2020).…”

The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions: A Mediation Analysis Based on the Control-Value Theory

“…The studies that have previously examined the relationship of autonomy support and appraisals of control and value in other academic contexts [ 54 , 55 , 89 ] measured autonomy support in a unidimensional way, which equals the assessment of cognitive autonomy support [ 68 , 70 ]. In the present study, autonomy support was assessed in a multidimensional way.…”

“…A further strength is the examination of the proposed model in the specific population of lower-track students mainly stemming from households with a SES below average. Autonomy support as a representation of the learning environment was measured in multidimensional manner [ 68 , 69 ], thus providing insights into the effectiveness of different teaching strategies. In contrast to the majority of previous studies, value appraisals were measured separately, which has been recommended to enable a focus on the unique role of students’ appraisals of intrinsic value as an antecedent of achievement emotions experienced in PE [ 62 , 95 ].…”

“…Students rated the perceived autonomy support provided by the PE teacher on the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE; [ 68 ]). Based on the assumption that there are multiple ways for teachers to support student autonomy [ 69 ], the MD-PASS-PE comprises the three subscales cognitive, procedural and organizational autonomy support with each of them containing five items [ 70 ].…”

“…The German MD-PASS-PE represents a reliable measurement instrument with Cronbach’s alpha values of the three subscales ranging between 0.72 and 0.81 in the validation study [ 68 ]. Evidence for factorial validity was given since the assumed three-factor structure was supported within a bi-factor model comprising three specific group factors next to a general factor [ 68 , 70 , 72 ].…”