Perceived Autonomy Support Scale for Exercise Settings: Validity and reliability study for Turkish<p>Egzersizde Algılanan Özerklik Desteği Ölçeği: Türkçe geçerlik ve güvenirlik çalışması
Keywords:
Perceived Autonomy Support İn Exercise, Teacher, Peers, Validity And Reliability, Egzersizde Algılanan Özerklik Desteği, Öğretmen, Arkadaşlar, Geçerlik ve GüvenirlikAbstract
The purpose of this study was to examine the validity and reliability of Perceived Autonomy Support Scale for Exercise Settings (PASSES; Hagger et al., 2007) from teacher and from peers in Turkish context. It was conducted with volunteer university students. 230 university students completed PASSES from teacher, and 142 university students completed PASSES from peers. Each scale has 12 items with a unidimension structure. The items were rated on a 7-point Likert type scale from totally disagree (1) to totally agree (7). Each scale was analyzed by using confirmatory factor analysis (CFA) to determine validity and by using Cronbach alpha value to determine reliability. The validity analyses for each scale showed good fit indexes in Turkish context. The reliability analyses also showed high reliability scores for each scale. Results were consistent with previous studies. It was suggested that PASSES from teacher and from peers can be used in Turkish context.
Özet
Bu araştırmanın amacı “Egzersizde Algılanan Özerklik Desteği Ölçeğinin” (Perceived Autonomy Support Scale for Exercise Settings; Hagger ve diğ., 2007) hem öğretmen hem de arkadaşlar versiyonunu Türkçeye uyarlamak ve her iki ölçeğin geçerlik ve güvenirliğini incelemektir. Bu amaçla Türkçeye çevrilen ölçekler bir grup üniversite öğrencisine uygulanmıştır (öğretmen versiyonu için n = 230; arkadaşlar versiyonu için n = 142). Tek boyutlu olan ölçekler 12 ifadeden oluşmaktadır ve ifadeler tamamen katılmıyorum (1)’dan tamamen katılıyorum (7)’a doğru sıralanan yedili Likert üzerinden değerlendirilmektedir. Ölçeğin yapı geçerliğini belirlemek için doğrulayıcı faktör analizi uygulanmış, iç güvenirliğini tespit etmek için de Cronbach alfa kat sayısı hesaplanmıştır. Her iki ölçeğin yapı geçerliği bulguları iyi uyum indeksleri göstermiştir. Her iki ölçeğin iç güvenirlik kat sayıları da oldukça yüksek olarak hesaplanmıştır. Elde edilen bulgular alan yazında ilgili araştırmalarla benzerlik göstermektedir. Egzersizde Algılanan Özerklik Desteği Ölçeğinin hem öğretmen hem de arkadaşlar versiyonunun Türkçede ilgili araştırmalarda kullanılabileceği önerilmektedir.
Downloads
Metrics
References
Amorose, A.J. ve Anderson-Butcher, D. (2007). Autonomy-supportive coaching and self-determined motivation in high school and college athletes: A test of self-determination theory. Psychology of Sport and Exercise, 8(5), 654-670.
Andersen, S. (2000). Fundamental human needs: Making social cognition relevant. Psychological Inquiry, 11(4), 269-276.
Aydoğdu, C. (2009). Yabancı dil öğretiminde otonom öğrenme: Neden ve nasıl? Uluslar arası Sosyal Araştırmalar Dergisi, 2(8), 68-74.
Baard, P.P., Deci, E.L. ve Ryan, R.M. (2004). Intrinsic need satisfaction: A motivational basis of performance and well-being in two working settings. Journal of Applied Social Psychology, 34(10), 2045-2068.
Balçıkanlı, Ç. (2008). Fostering learner autonomy in EFL classrooms. Kastamonu Eğitim Dergisi, 16(1), 277-284.
Barkoukis, V., Hagger, M.S., Lambropoulos, G. ve Tsorbatzoudis, H. (2010). Extending the trans-contextual model in physical education and leisure-time contexts: Examining the role of basic psychological need satisfaction. British Journal of Educational Psychology, 80(4), 647-670.
Bayram, N. (2010). Yapısal eşitlik modellemesine giriş: AMOS uygulamaları. İstanbul: Ezgi Kitabevi.
Black, A.E. ve Deci, E.L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A test of self-determination theory persective. Science Education, 84, 740-756.
Byrne, B.M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, N.J.: Lawrance Erlbaum.
Carpentier, J. ve Mageau, G.A. (2013). When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise, 14(3), 423-435.
Cheon, S.H., Reeve, J. ve Moon, I.S. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport and Exercise Psychology, 34(3), 365-396.
Deci, E.L. ve Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Publishing Company.
Deci, E.L. ve Ryan, R.M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024-1037.
Edmunds, J.K., Ntoumanis, N. ve Duda, J.L. (2006). A test of self-determination theory in the exercise domain. Journal of Applied Social Psychology, 36(9), 2240-2265.
Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock ‘n’ roll) (3rd ed.). London, UK: Sage
Gillet, N., Vallerand, R.J., Amoura, S. ve Baldes, B. (2010a). Influence of coaches’ autonomy support on athletes’ motivation and sport performance: A test of hierarchical model of intrinsic and extrinsic motivation. Psychology of Sport and Exercise, 11(2), 155-161.
Gillet, N., Vallerand, R.J., Paty, E., Gobance, L. ve Berjot, S. (2010b). French validation and adaptation of the perceived autonomy suuport scale for exercise settings to the sport context. International Journal of Sport and Exercise Psychology, 8(2), 117-128.
González-Cutre, D., Ferriz, R., Beltran-Carillo, V.J., Andres-Fabra, J.A., Montero-Carretero, C., Cervello, E. ve Moreno-Murcia, J.A. (2014). Promotion of autonomy for participation in physical activity: A study based on the trans-contextual model of motivation. Educational Psychology, 34(3), 367-384.
Grolnick, W. ve Ryan, R.M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898.
Guay, F., Boggiano, A. ve Vallerand, R. (2001). Autonomy support, intrinsic motivation and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27(6), 643-650.
Güvenç, H. (2011). Sınıf öğretmenlerinin özerklik destekleri ve mesleki özyeterlik algıları. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice], 17(1), 99-116.
Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B. ve Vansteenkiste, M. (2013). Observing physical education teachers’ need-supportive interactions in classroom settings. Journal of Sport & Exercise Psychology, 35(1), 3-17.
Hagger, M.S., Chatzisarantis, N.L.D., Barkoukis, V., Wang, C.K.J. ve Baranowski, J. (2005). Perceived autonomy support in physical education and leisure-time physical activity: A cross-cultural evaluation of the Trans-Contextual Model. Journal of Educational Psychology, 97(3), 379-390.
Hagger, M.S., Chatzisarantis, N.L.D., Hein, V., Pihu, M., Soos, I. ve Karsai, I. (2007). The perceived autonomy support scale for exercise settings (PASSES): Development, validity, and cross-cultural invariance in young people. Psychology of Sport and Exercise, 8(5), 632-653.
Hagger, M.S., Chatzisarantis, N.L.D., Hein, V., Soos, I., Karsai, I., Lintunen, T. ve Leemans, S. (2009). Teacher, peer and parent autonomy support in physical education and leisure-time physical activity. A trans-contextual model of motivation in four nations. Psychology and Health, 24(6), 689-711.
Hu, L. ve Bentler, P.M. (1999). Cutoff criteria for fit indexes in co-variance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
Jõesaar, H., Hein, V. ve Hagger, M.S. (2012). Youth athletes’ perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effects. Psychology of Sport and Exercise, 13(3), 257-262.
Lim, B.S.C. ve Wang, C.K.J. (2009). Perceived autonomy support, behavioural regulationsin physical education and physical activity intention. Psychology of Sport and Exercise, 10(1), 52-60.
Mageau, G. ve Vallerand, R.J. (2003). The coach-athlete relationship: A motivation model. Journal of Sports Sciences, 21(11), 883-904.
McDavid, L., Cox, A.E. ve Amorose, A.J. (2012). The relative roles of physical education teachers and parents in adolescents’ leisure-time physical activity motivation and behavior. Psychology of Sport and Exercise, 13(2), 99-107.
Moreno, J.A., Parra, N. ve González-Cutre, D. (2008). Influencia del apoyo a la autonomía, las metas sociales y la relación con los demás sobre la desmotivación en educación física [Influence of autonomy support, social goals and relatedness on amotivation in physical education classes]. Psicothema, 20(4), 636–641.
Moustaka, F.C., Vlachopoulos, S.P., Kabitsis, C. ve Theodorakis, Y. (2012). Effects of an autonomy-supportive exercise instructing style on exercise motivation, psychological well-being, and exercise attendance in middle-aged women. Journal of Physical Activity and Health, 9(1), 138-150.
Müftüler, M. ve İnce, M.L. (2015). Use of trans-contextual model based physical acivity course in developing leisure-time physical activity behavior of university students. Perceptual and Motor Skills, 121(1), 31-55.
Oğuz, A. (2013). Öğretmenlerin öğrenen özerkliğinin desteklenmesine ilişkin görüşleri. International Journal of Human Sciences, 10(1), 1273-1297.
Özgüngör, S. (2006) Üniversite öğrencilerinin amaç tarzlarının ve öğretmenlerinin özerklik destekleyici davranışlarına ilişkin algılarının öğrencinin motivasyonu ve akademik davranışlarıyla ilişkisi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(25), 27-36.
Puente, R. ve Anshel, M.H. (2010). Exercisers’ perceptions of their fitness instructor’s interacting style, perceived competence, and autonomy as a function of self-determined regulation to exercise, enjoyment, affect, and exercise frequency. Scandinavian Journal of Psychology, 51(1), 38-45.
Reeve, J. (2002). Self-determination theory applied to educational settings. Edward L. Deci ve Richard M. Ryan (Ed.) Handbook of self-determination research içinde, (183-203). Rochester, NY: The University of Rochester Press.
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.
Reeve, J. ve Jang, H. (2006). What teachers say and do to support students’ autonomy during learning activity. Journal of Educational Psychology, 98(1), 209-218.
Reeve, J., Bolt, E. ve Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91(3), 537-548.
Ryan, R.M. ve Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Sert, N. (2006). EFL Student Teachers’Learning Autonomy. The Asian EFL Journal Quarterly, 8(2), 180-201.
Sert, N. (2007). Öğrenen özerkliğine ilişkin bir ön çalışma. İlköğretim online, 6(1), 180-196.
Shen, B. (2010). How can perceived autonomy support influence enrollment in elective physical education? A prospective study. Research Quarterly for Exercise and Sport, 81(4), 456-465.
Shen, B., McCaughtry, N., Martin, J. ve Fahlman, M. (2009). Effects of teacher autonomy support and students’ autonomous motivation on learning in physical education. Research Quarterly for Exercise and Sport, 80(1), 44-53.
Su, Y.L. ve Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23(1), 159-188.
Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
Üstünoğlu, E. (2009). Dil öğrenmede özerklik: Öğrenciler kendi öğrenme sorumluluklarını üstlenebiliyorlar mı? Eğitimde Kuram ve Uygulama, 5(2), 148-169.
Wallhead, T.L., Hagger, M.S. ve Smith, D.T. (2010). Sport education and extracurricular sport participation: An examination using the trans-contextual model of motivation. Research Quarterly for Exercise and Sport, 81(4), 442-455
Williams, G.C., Cox, E.M., Kouides, R. ve Deci, E.L. (1999). Presenting the facts about smoking to adolescents: The effects of an autonomy supportive style. Archives of Pediatrics and Adolescent Medicine, 153(9), 959-964.
Downloads
Published
How to Cite
Issue
Section
License
Authors can retain copyright, while granting the journal right of first publication. Alternatively, authors can transfer copyright to the journal, which then permits authors non-commercial use of the work, including the right to place it in an open access archive. In addition, Creative Commons can be consulted for flexible copyright licenses.
©1999 Creative Commons Attribution-ShareAlike 4.0 International License.
