Validation of the Spanish Language Version of the Learning and Performance Orientations in Physical Education Classes Questionnaire

Abstract The objective of this study was to examine the factorial validity and reliability of the Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ) with adolescent Spanish physical education students. Exploratory and confirmatory factor analysis were utilized to address this question. Results of the exploratory factor analysis revealed the presence of five factors and was consistent with previous research. Confirmatory factor analysis indicated that the Spanish version of the LAPOPECQ had fit indices that were similar to the original Greek and English versions of the instruments and that a five-factor correlated model was more parsimonious than a hierarchical model. The implications of these findings on future research are discussed. Key Words : achievement goals, motivational climate, factorial validity, internal consistency. Resumen El objetivo de este estudio fue examinar la validez de constructo y fiabilidad del Cuestionario de orientaciones al aprendizaje y al rendimiento en las clases de Educacion Fisica (LAPOPECQ) en adolescentes espanoles estudiantes de educacion fisica. Fueron empleados analisis factoriales exploratorios y confirmatorios para abordar esta cuestion. Los resultados del analisis factorial exploratorio revelaron la presencia de cinco factores. Esta estructura era coherente con la investigacion anterior. El analisis factorial confirmatorio indico que la version en espanol del LAPOPECQ presentaba indices de ajuste similares a las versiones en griego e ingles del test. El modelo de cinco factores correlacionados fue mas parsimonioso que un modelo jerarquico. Se discuten las implicaciones de estos hallazgos en la investigacion futura. Palabras clave : metas de logro; clima motivacional; validez factorial; consistencia interna. doi:10.5232/ricyde2010.02006 Texto completo: PDF --------------------------------------------------------------------- References/referencias Akaike, H. (1987). Factor analysis and AIC. Psychometrika, 52, 317-332. doi:10.1007/BF02294359 Ames, C. , & Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies a motivation processes. Journal of Educational Psychology, 80, 260-267. doi:10.1037/0022-0663.80. 3.260 Biddle, S. ; Cury, F. ; Goudas, M. ; Sarrazin, P.; Famose, J. P., & Durand, M. (1995). Development of scales to measure perceived physical education class climate: A cross-national project. British Journal of Educational Psychology, 65, 341-358. PMid:7577561 Cury, F. ; Biddle, S. ; Famose, J. P.; Goudas, M. ; Sarrazin, P., & Durand, M. (1996). Personal and situational factors influencing intrinsic interest of adolescent girls in school physical education: A structural equation modelling analysis. Educational Psychology, 16, 305-315. doi:10.1080/0144341960160307 Goudas, M. , & Biddle, S. (1994). Perceived motivational climate and intrinsic motivation in school physical education classes. European Journal of Psychology of Education, 9, 241-250. doi:10.1007/BF03172783 Morgan, K. , & Carpenter, P. (2002). Effects of manipulating the motivational climate in physical education lessons. European Physical Education Review, 8, 207-229. doi:10.1177/1356336X020083003 Newton, M. L. , Duda, J. L. , & Yin, Z. (2000). Examination of the psychometric properties of the Perceived Motivational Climate in Sport Questionnaire-2 in a sample of female athletes. Journal of Sports Sciences, 18, 275-290. doi:10.1080/026404100365018 Ntoumanis, N. , & Biddle, S. (1999). A review of motivational climate in physical activity. Journal of Sport Sciences, 17, 643-665. doi:10.1080/026404199365678 Papaioannou, A. (1994). Development of a questionnaire to measure achievement goals in physical education. Research Quarterly for Exercise and Sport, 65, 11-20. PMid:8184207 Papaioannou, A. (1998). Students’ perceptions of the physical education class environment for boys and girls and the perceived motivational climate. Research Quarterly for Exercise and Sport, 69, 267-275. PMid:9777663 Papaioannou, A. , & Kouli, O. (1999). The effect of task structure, perceived motivational climate, and goal orientations on students’ task involvement and anxiety. Journal of Applied Sport Psychology, 11, 51-71. doi:10.1080/10413209908402950 --------------------------------------------------------------------