Factorial and Construct Validity of the Athletic Identity Questionnaire for Adolescents
Bibliographic record
Abstract
PURPOSE: This research describes the development of a measure of the general attribute of "athletic" in adolescents, encompassing exercise, sport, and physical activity. Based on a theoretical model supported in adults, the 40-item Athletic Identity Questionnaire (AIQ) for adolescents assesses four dimensions: appearance, competence, importance of activity, and encouragement from three sources: parents, friends, and teachers/other adults. METHODS: Structural equation modeling was used to evaluate the hypothesized four-factor model in a development sample of 408 adolescents in eighth grade (mean age 13.4 yr). A separate sample (N = 1586) was used to cross-validate the final model. Construct validity was examined by testing the model's relationship to self-reported (Modifiable Activity Questionnaire-Adolescent, Previous Day Physical Activity Recall, Youth Risk Behavior Survey) and objectively measured physical activity (MTI accelerometer in sample 3, N = 100). RESULTS: Confirmatory factor analysis supported the four-factor structure, and there was also support for a higher-order model. LISREL correlations between the AIQ factors and self-reported physical activity ranged from 0.32 to 0.61, TV watching from -0.20 to -0.50, and sport-team participation from 0.20 to 0.54. Pearson correlations between the AIQ factors and MTI vigorous physical activity ranged from 0.09 to 0.26 and MTI moderate from -0.06 to 0.22. CONCLUSIONS: Findings support the factorial and construct validity of the AIQ for adolescents.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".