Lifting the Curtain on Motivation in Exercise: Validation of Two Questionnaires for Physical Education and Leisure Time in French and German

Abstract

The increase of cross-cultural studies and intervention programs, based on the self-determination theory, highlights the urge for validated scales to ensure high-quality research, particularly in the domain of physical education. The present study aimed at evaluating the psychometric properties and measurement invariance of the revised Perceived Locus of Causality Scale (PLOC-R) in physical education and the Behavioral Regulation in Exercise Questionnaire (BREQ-II) during leisure-time translations from English into German and French among youth. Data obtained from 1808 Luxemburgish students supported the five-factor structure of the translated PLOC-R as well as for the BREQ-II and showed good internal reliability as well as concurrent, discriminant, and nomological validity. Measurement invariance analyses across the two languages revealed configural, metric, and partial scalar invariance for both questionnaires. The findings provide promising evidence for the reliability and validity of the translated PLOC-R and BREQ-II and support their use in cross-cultural and physical activity–related motivational research.

Uncovering the Role of Mindfulness in Autonomous Motivation across Physical Education and Leisure Time: Extending the Trans-Contextual Model

“…Each subscale consists of four items for identified regulation (α = .85; e.g., “Because it is important to me to do well in physical education”) and intrinsic motivation (α = .82; e.g., “Because physical education is exciting”). Good psychometric properties have been found for this instrument, as reported in Hutmacher and colleagues [ 64 ]. The Behavioral Regulation in Exercise Questionnaire (BREQ-II) [ 65 ] was used to assess the autonomous motivation in leisure time .…”

“…Only the subscales of identified regulation (α = .76; e.g., “It’s important to me to exercise regularly”) and intrinsic motivation (α = .87; e.g., “I enjoy my exercise sessions”), each comprising four items, were used in the present study. Good psychometric properties have been obtained for this questionnaire (please see Hutmacher and colleagues [ 64 ]).…”

Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents

“…Identified and intrinsic regulations formed the first factor, items concerning amotivation and external regulation subscales shaped the second factor and introjected regulation formed a separate third factor. The PLOC-R was previously validated in the German and French languages and the original structure of the questionnaire was replicated [ 86 ]. Nevertheless, in this analysis, the results of the confirmatory factor structure showed an acceptable three-factor structure.…”

Revised Perceived Locus of Causality in Physical Education Scale: Tradução, adaptação transcultural, validade psicométrica e concordância dos formatos impresso e online para uso em escolares brasileiros

“…No entanto, convém destacar que, no estudo original de proposição da PLOC-R (Vlachopoulos et al, 2011) e em outros estudos prévios, a motivação extrínseca de regulação introjetada também foi definida como a subescala que apresentou maior dificuldade para alcançar adequada consistência interna (Hutmacher et al, 2021), apontando até mesmo, em alguns casos, índices de confiabilidade inferiores ao critério estabelecido (Ferriz, Gonzalez-Cutre & Sicilia, 2015;Trigueros et al, 2017;Jankauskiene, Urmanavicius, Baceviciene, 2022).…”

“…Neste particular, constatou-se que a disposição dos valores de r entre as subescalas observados na estrutura fatorial confirmou a presença do continuum de autodeterminação, considerando-se que regulações próximas umas das outras no continuum mostraram estar fortemente correlacionadas em um sentido positivo, e negativamente correlacionadas quando comparadas com regulações mais afastadas no continuum. Fato similar também foi relatado no estudo original de proposição da PLOC-R (Vlachopoulos et al, 2011) e em outros estudos de validação (Ferriz, Gonzalez-Cutre & Sicilia, 2015;Texeira et al, 2018;Yang, Viladrich, Cruz, 2019;Hutmacher et al, 2021;Jankauskiene, Urmanavicius & Baceviciene, 2022), o que reforça a tese de que esta escala de medida se define como ferramenta de análise das regulações de motivação para as aulas de educação física sob a luz da TAD.…”