Abstract

One of the most important variables to consider in physical education (PE) is motivation. The self-determination theory (SDT) represents an essential theoretical perspective to examine and understand adolescents’ learning and motivation in PE. Based on this theory, the Situational Motivational Scale (SIMS) measures students’ situational motivation related to a subject like PE. The aim of the present study is to examine the dimensionality, reliability, and construct validity of the Norwegian version of the SIMS among adolescents in PE. In total, 318 students from six schools completed the SIMS in their PE classes during the spring of 2016. Explorative and confirmatory factor analyses were conducted, suggesting the fourteen-item version of the SIMS to be superior to the sixteen-item version. The SIMS measurement model of adolescents’ situational motivation in PE showed satisfactory reliability and construct validity.

Details

Title
The Situational Motivational Scale (SIMS) in physical education: A validation study among Norwegian adolescents
Author
Østerlie, Ove 1   VIAFID ORCID Logo  ; Løhre, Audhild 2 ; Haugan, Gørill 3 

1  Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU Norwegian University of Science and Technology, Trondheim, Norway 
2  Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU Norwegian University of Science and Technology, Trondheim, Norway; NTNU Center for Health Promotion Research, Trondheim, Norway 
3  NTNU Center for Health Promotion Research, Trondheim, Norway; Department of Public Health and Nursing, Faculty of Medicine and Health, NTNU Norwegian University of Science and Technology, Trondheim, Norway 
Publication year
2019
Publication date
Jan 2019
Publisher
Taylor & Francis Ltd.
e-ISSN
2331186X
Source type
Scholarly Journal
Language of publication
English
DOI
https://doi.org/10.1080/2331186X.2019.1603613
ProQuest document ID
2353192173
Copyright
© 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.