ArticleFrontiers in psychology2024
Dimensionality of instructional quality in physical education. Obtaining students' perceptions using bifactor exploratory structural equation modeling and multilevel confirmatory factor analysis.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed.
- Longitudinal effects of basic psychological need support on the development of intrinsic motivation and perceived competence in physical education. A multilevel study.Frontiers in psychology · 2024Article
- Do scientific attitude and intelligence affect motivation towards STEM? Structural equation modelling.Frontiers in psychology · 2024Article
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3 authors.
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Abstract
Background: In research on instructional quality, the generic model of the three basic dimensions is an established framework, which postulates that the three dimensions of classroom management, student support and cognitive activation represent quality characteristics of instruction that can be generalized across subjects. However, there are hardly any studies that examine if the three basic dimensions model could represent a suitable approach to measure instructional quality in physical education. Based on an extended model of the basic dimensions, a measurement model of instructional quality for physical education is presented, which integrates different theoretical approaches from the fields of educational and psychological research as well as different subfields of sports science in order to test the factorial structure of the corresponding measurement model. Methods: 1,047 students from 72 seventh to ninth grade classes from different German-speaking Swiss cantons participated in the study. The conceptualization of the instrument is based on a hybrid approach that integrates generic and subject-specific characteristics. The simultaneous analysis at the individual and class level using MCFA was supplemented by more complex methodological techniques within the relatively new B-ESEM framework at the individual level. Results: The postulated five-factor structure was initially tested using ICM-CFA and showed a good model fit (e.g., χ Discussion: The study represents a substantial contribution in linking physical education and the generic research on instructional quality. Overall, strong arguments for the factorial structure of the measurement model were demonstrated. The study can be interpreted as a first step in a multi-step procedure in terms of further validity arguments.
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