Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/15374

Title: Measuring student motivation for physical education: examining the psychometric properties of the Perceived Locus of Causality Questionnaire and the Situational Motivation Scale
Authors: Lonsdale, Chris C.
Sabiston, Catherine M.
Taylor, Ian M.
Ntoumanis, Nikos
Keywords: Physical education
Motivation
Questionnaires
Research methods
Issue Date: 2011
Publisher: © Elsevier Ltd
Citation: LONSDALE, C.C. ... et al., 2011. Measuring student motivation for physical education: examining the psychometric properties of the Perceived Locus of Causality Questionnaire and the Situational Motivation Scale. Psychology of Sport and Exercise, 12 (3), pp. 284-292.
Abstract: OBJECTIVES. The purpose of this study was to evaluate, within a cross-cultural context, the psychometric properties of scores derived from the Perceived Locus of Causality Questionnaire (PLOCQ) and the Situational Motivation Scale (SIMS). Both questionnaires are grounded in self-determination theory and are commonly employed in physical education research. METHOD. Secondary school students from the United Kingdom (UK; n = 300, mean age = 13.71) and Hong Kong (HK; n = 342, mean age = 15.34 years) completed both questionnaires prior to a physical education lesson. RESULTS. Internal consistency analyses, as well as single and multi-group confirmatory factor analyses produced evidence that largely supported the reliability and validity of PLOCQ and SIMS scores in the UK sample. However, the analyses indicated some areas of concern regarding the internal consistency of the external and introjected regulation PLOCQ items in the HK sample. Also, identified regulation and intrinsic motivation constructs were not distinguishable by youth in either culture in either questionnaire. Finally, compared with the UK, students in HK interpreted the SIMS external regulation items to be more selfdetermined. CONCLUSIONS. Researchers interested in studying contextual and situational motivation in UK physical education classes should, in general, feel confident in using the PLOCQ and the SIMS, respectively. However, our results highlight some important difficulties in the measurement of contextual and situational motivation in HK Chinese students. Further research is needed to better understand how students from different cultures respond to items intended to tap controlling forms of motivation.
Description: NOTICE: this is the author’s version of a work that was accepted for publication in Psychology of Sport and Exercise. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published at: http://dx.doi.org/10.1016/j.psychsport.2010.11.003.
Version: Accepted for publication
DOI: 10.1016/j.psychsport.2010.11.003
URI: https://dspace.lboro.ac.uk/2134/15374
Publisher Link: http://dx.doi.org/10.1016/j.psychsport.2010.11.003
ISSN: 1469-0292
Appears in Collections:Published Articles (Sport, Exercise and Health Sciences)

Files associated with this item:

File Description SizeFormat
lonsdale_et_al_REVISION_15NOV10.pdfAccepted version276.96 kBAdobe PDF