Instructional strategies of physical education teachers: development and validation of a self-determination scale
Notice bibliographique
Résumé
Arguably, self-determination is important to the education of students with a disability. This dissertation includes three manuscripts which describe the development and validation of a Self-Determination Scale for Physical Education (SDS-PE). The self-report scale was designed for teachers who instruct students with and without a disability. Wehmeyer's (2001, 2007) functional theory of self-determination was used as a guiding framework. The first study addressed the development and initial validation of the instrument. The research consisted of two phases. In the first phase, evidence based on test-content was evaluated. The process resulted in 50 items depicting instructional strategies related to self-determination. In the second phase, factorial validity and reliability of the scale were assessed. Two hundred sixty participants were included in the analysis. An exploratory factor analysis revealed 11-items representing a three-factor structure: autonomy, self-regulation, and self-realization. In general, internal consistency for the scale and its subscales was acceptable (Nunnally, 1978). Temporal stability was low to moderate. Confirmatory factor analysis provided support for the hypothesized four-factor structure. It was concluded that the psychometric properties of the instrument were sufficient to warrant its further development. Several specific revisions were recommended for subsequent versions of the SDS-PE. The second study provided evidence of factorial validity for the revised version of the SDS-PE. Two-hundred and eighty-four participants were included in the analysis. Exploratory factor analysis produced a four-factor scale representing self-determination: autonomy, psychological empowerment, self-regulation, and self-realization. In general, internal consistency of the scale was acceptable (Nunnally, 1978) and temporal stability of the scale was low to moderate. Confirmatory factor analysis provided further support for the model as hypothesized. The third study investigated the construct validity of the SDS-PE using direct observation. The research aimed to determine the extent to which SDS-PE responses reflected actual teacher behaviours. Fourteen teachers completed the SDS-PE and were subsequently observed and videotaped while instructing three physical education classes. A self-determination score based on their teaching was calculated with the Self-determination Observation Instrument. Comparison of survey and observation scores revealed a significant, but moderate Pearson-Product Moment correlation. Findings suggested the SDS-PE demonstrates a moderate ability to reflect teachers' self-determination practices. While establishing validity is an on-going process (Messick, 1995), it was concluded the SDS-PE demonstrates several psychometric strengths and is a promising instrument for use in teacher education and related research.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,022 | 0,039 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».