Instructional strategies of physical education teachers: development and validation of a self-determination scale
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.022 | 0.039 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 source (direct Gemma or distilled Codex), 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".