Development and validation of the physical education attitude scale for adolescents

Abstract

The goal of this research was to develop and validate a physical education (PE) attitude scale (PEAS) for students in early and middle adolescence, based on the contemporary theories of attitudes as a summary evaluation of different information related to the attitude object. In the first study, preliminary version of the scale was administrated on the sample of 547 students. Principal component analysis (PCA) revealed 4 factors, named Satisfaction, Comfort, Activity and Teacher. Second order PCA showed that these factors are a part of a single construct, general attitude toward PE. Based on the results of the first study, the final version of the PEAS is constructed, consisting of the 43 items. In the second study, on a new sample of 659 students, construct validity of the PEAS is confirmed through confirmatory factor analysis. PEAS has good psychometric properties. External validity of the scale is demonstrated through relations with relevant variables. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. III47015, Grant no. 179018]

Physical Education Attitude of Adolescent Students in the Philippines: Importance of Curriculum and Teacher Sex and Behaviors

“…The findings confirm some in previous studies (Subramaniam and Silverman, 2007;Scrabis-Fletcher et al, 2016;Marttinen et al, 2018), which found no sex differences in PE attitudes. However, the current results also contradict other studies, which revealed that female students (Zeng et al, 2011;Pereira et al, 2020) or male students (Koca and Demirhan, 2004;Koca et al, 2005;Mercier et al, 2017;Orlić et al, 2017) had more positive attitudes toward PE compared with their counterparts. Furthermore, our findings did not support the findings of studies that reported that students with PA outside school had more positive attitudes toward PE than those who did not (Orlić et al, 2017(Orlić et al, , 2018Pereira et al, 2020).…”

“…This result confirms our hypothesis 1, suggesting that Filipino students generally have pleasant experiences and feelings toward PE and perceive the subject as valuable. These findings corroborate Orlić et al (2017)'s research, who examined PE attitude of Serbian students using PEAS; they found that the mean scores for PE attitude (3.81) and the dimensions of satisfaction (3.82), activity (3.64), and teacher (3.55) were moderately positively high. Nonetheless, in their study, the comfort dimension showed a higher score (mean score of 4.14).…”

“…However, more research is needed to examine whether the influence of teacher sex on PE attitude is direct or indirect, especially while considering teacher gender identity. We also examined various correlates of PE attitude by looking at their relative contribution in predicting PE attitude, something that was not analyzed in previous studies (Subramaniam and Silverman, 2007;Zeng et al, 2011;Hu et al, 2014;Orlić et al, 2017;Pereira et al, 2020).…”

“…Students' attitude toward PE (or PE attitudes) have been shown to be associated with various personal and external factors. Regarding personal factors, some researchers have found female students to have more positive attitudes toward PE than male students (Zeng et al, 2011 ; Pereira et al, 2020 ), while others found opposite results (Koca and Demirhan, 2004 ; Koca et al, 2005 ; Mercier et al, 2017 ; Orlić et al, 2017 ), and other studies have found PE attitudes to be similar between sexes (Subramaniam and Silverman, 2007 ; Scrabis-Fletcher et al, 2016 ; Marttinen et al, 2018 ). Meanwhile, studies that examined the association between grade level and PE attitude showed a decline in students' positive attitudes toward PE as grade increased (Subramaniam and Silverman, 2007 ; Hu et al, 2014 ; Silverman, 2017 ; Pereira et al, 2020 ).…”

“…Meanwhile, studies that examined the association between grade level and PE attitude showed a decline in students' positive attitudes toward PE as grade increased (Subramaniam and Silverman, 2007 ; Hu et al, 2014 ; Silverman, 2017 ; Pereira et al, 2020 ). Furthermore, extracurricular sports participation has also been shown to influence students' PE attitudes, with students involved in sports showing more positive attitudes than those not involved (Koca and Demirhan, 2004 ; Orlić et al, 2017 ; Pereira et al, 2020 ).…”