Validation of the Scale of Emotional States in the Physical Education Context

Abstract

The purpose of the present study was to validate an instrument of student emotional experiences in the Spanish Physical Education context. The sample of participants consisted of 864 secondary education students from various educational institutions of Spain who ranged in age from 13 to 19 years. To assess the psychometric properties of the Scale of Emotions in Physical Education (SEPE), various types of analyses were conducted. The factor structure of the SEPE was examined through confirmatory factorial analysis in relation to two models. In the first model, it was proposed that the eight first order factors, which represented the eight emotional states, would be correlated amongst each other. In the second model, an eight-factor model with two higher order factors was proposed, with these higher order factors representing distinct sets of positive and negative emotions. The results provide support the presence of an eight-factor second order model which consisted of sets of four positive emotions and four negative emotions. These results provide evidence for the reliability and validity of the SEPE within the Spanish Physical Education context.

The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

“…The Emotions State in PE Classes questionnaire was used (Trigueros et al, 2019a). The questionnaire's header was adapted to the context of the two samples.…”

The Influence of Emotions, Motivation and Habits in the Academic Performance of Primary Education Students in French as a Foreign Language

“…Academic Motivation: The students' motivation towards learning was measured through the academic motivation scale validated by Trigueros, Aguilar-Parra, Fernández-Campoy and Méndez-Aguado [39]. The scale was preceded by the heading "I participate in French class .…”

The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes

“…Emotional State. The Emotions in Physical Education Questionnaire validated by Trigueros, Aguilar-Parra, Cangas, and Álvarez was used [34]. The questionnaire is headed by the following sentence "During PE classes .…”

“…Despite this, the studies that have existed up to now in the field of PE are very fragmented, and there are theories and studies that deal with emotions individually (e.g., shame [32]) or studies on the unique functions of emotions such as the Positive and Negative Affect Schedule (PANASN [33]). However, emotions tend to appear together, which means that several appear at the same time, with different studies omitting the effect that several emotions may have on academic achievement, performance, and, in short, the achievement of academic objectives [34]. Therefore, the present study aims to measure the emotions jointly depending on the valence.…”