Akademik Spor Ortamlarında Kullanılmak Üzere Durumsal Motivasyon Ölçeğinin Farsça Versiyonunun Geçerlik ve Güvenilirliği

Year 2024, Volume: 19 Issue: 2, 239 - 252, 31.07.2024

Fahimeh Hassani , Milad Esmaeili , Buse Sulu , Behnam Naghipour Givi , Peyman Honarmand

https://doi.org/10.33459/cbubesbd.1360274

Abstract

Motivasyon, farklı ortamlardaki insan davranışlarını tanımak için en önemli psikolojik faktörlerden biridir. Bu araştırmanın amacı Guay ve ark., (2000) tarafından geliştirilen Durumsal Motivasyon Ölçeği'nin (P-SIMS) Farsça versiyonunun Akademik Spor Ortamlarında geçerlik ve güvenirlik analizlerini yapmaktır. Araştırmaya 113'ü erkek (%51,6) ve 106'sı kadın (%48,4) olmak üzere 231 lisans öğrencisi katılmıştır. P-SIMS, içsel motivasyon, özdeşleşmiş düzenleme, dışsal düzenleme ve motivasyonsuzluk olmak üzere dört alt boyut ve 16 maddeden oluşmaktadır. Alt ölçeklerin iç tutarlılığını, zamansal güvenilirliğini ve ölçeğin yapı geçerliliğini belirlemek için sırasıyla Cronbach alfa katsayısı, sınıflar arası korelasyon katsayısı (ICC), doğrulayıcı ve keşfedici faktör analizi kullanılmıştır. Standartlaştırılmış 16 soruluk tahmin CFI, GFI ve NNFI indekslerinin 0,90'ın üzerinde olduğunu ve RMSEA indeksinin 0,08'in altında olduğunu göstermekte ve uyum indekslerinin kabul edilebilirliğini ortaya koymaktadır. Ayrıca ölçek faktörlerinin güvenilirliğini tahmin etmek için yapılan analiz sonuçları, Cronbach alfa katsayısı ve sınıflar arası korelasyon katsayısı (ICC) değerlerinin yeterince iyi olduğunu göstermekte ve listenin bileşenlerinin iç tutarlılık katsayılarının ve zamansal güvenilirliklerinin makul ve uygun olduğu göz önüne alındığında, ölçeğin güvenilirliği teyit edilmektedir. Sonuçlar, P-SIMS'in nispeten kabul edilebilir yapı geçerliliği ve kabul edilebilir iç tutarlılık ve test-tekrar test güvenilirliği gösterdiğini ortaya koymuştur. Bu çalışmanın sonuçları, P-SIMS'in akademik spor bağlamlarında kullanım için ön geçerliğini ve güvenilirliğini desteklemektedir.

Keywords

Durumsal motivasyon, Atletik bağlam, Geçerlik, Güvenilirlik

Preliminary Validity and Reliability of the Persian Version of The Situational Motivation Scale for use in Academic Sport Contexts

Abstract

Motivation is one of the most important psychological factors in recognising human behavior in different settings. The purpose of this study was to analyse the reliability and validity of the Persian version of the Situational Motivation Scale (P-SIMS) developed by Guay et al., (2000) in academic sport settings. A total of 231 undergraduate students, 113 males (51.6%) and 106 females (48.4%), participated in the study. The P-SIMS consists of 16 items and four subscales: intrinsic motivation, identified regulation, external regulation, and amotivation. Cronbach's alpha coefficient, interclass correlation coefficient (ICC), confirmatory and exploratory factor analysis was used to determine the internal consistency of subscales, temporal reliability, construct validity of the scale respectively. The Standardized estimate of 16 questions shows that the CFI, GFI, and NNFI indexes are above 0.90 and the RMSEA index is below 0.08, indicating the acceptability of the fit indexes. Also, the results of the calculations performed to estimate the reliability of the scale factors show that the value of the Cronbach's alpha coefficient and interclass correlation coefficient (ICC) are good enough and considering that the internal consistency coefficients and temporal reliability of the components of the list are reasonable and appropriate, the reliability of the scale is confirmed. The results showed that P-SIMS has relatively acceptable construct validity and acceptable internal consistency and test-retest reliability. The results of this study support the preliminary validity and reliability of the P-SIMS for use in academic sport contexts.

Keywords

Situational motivation, Athletic context, Validity, Reliability

References

• Amabile, T. M., DeJong, W., & Lepper, M. R. (1976). Effects of externally imposed deadlines on subsequent intrinsic motivation. Journal of Personality and Social Psychology, 34(1), 92. https://doi.org/10.1037/0022-3514.34.1.92
• Atkinson, J. W. (1964). An Introduction to motivation. Van Nostrand.
• Blais, M. R., Vallerand, R. J., Brière, N. M., Gagnon, A., & Pelletier, L. G. (1990). Significance, structure, and gender differences in life domains of college students. Sex Roles, 22(3), 199-212. https://doi.org/10.1007/BF00288192
• Buse, S., Çakaloğlu, E., & Koruç, P. B. (2021). Exercise Motivation and Social Physique Anxiety In Adults. International Journal of Sport Culture and Science, 9(3), 316-326. https://doi.org/10.14486/IntJSCS.2021.647
• Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105. https://doi.org/10.1037/h0030644
• Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The Self‐determination theory perspective. Journal of Personality, 62(1), 119-142. https://doi.org/10.1111/j.1467-6494.1994.tb00797.x
• Deci, E. L., & Ryan, R. M. (1985). Motivation and self-determination in human behavior. Plenum Publishing Co. http://dx.doi.org/10.1007/978-1-4899-2271-7
• Esmaeili, M., Hemayat Talab, R., & Kamkari, K. (2020). Validity and reliability Persian version of Sport Motivation Scale (SMS-6). Journal of Motor Learning and Movement, 12(3), 255-270.
• Gagné, M., & Deci, E. L. (2014). The history of self-determination theory in psychology and management. In M. Gagné (Ed.), The Oxford handbook of work engagement, motivation, and self-determination theory (pp. 1–9). Oxford University Press.
• Gordon-Larsen, P., McMurray, R. G., & Popkin, B. M. (2000). Determinants of adolescent physical activity and inactivity patterns. Pediatrics, 105(6), e83-e83. https://doi.org/10.1542/peds.105.6.e83
• Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24(3), 175-213. https://doi.org/10.1023/A:1005614228250
• Hagger, M. S., Chatzisarantis, N. L., Culverhouse, T., & Biddle, S. J. (2003). The Processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior: A Trans-contextual model. Journal of Educational Psychology, 95(4), 784. https://doi.org/10.1037/0022-0663.95.4.784
• Harter, S. (1981). A New self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental psychology, 17(3), 300. https://doi.org/10.1037/0012-1649.17.3.300
• Haugen, T., Ommundsen, Y., & Seiler, S. (2013). The Relationship between physical activity and physical self-esteem in adolescents: the role of physical fitness indices. Pediatric Exercise Science, 25(1), 138-153. https://doi.org/10.1123/pes.25.1.138
• Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393-416. https://doi.org/10.1177/0013164405282485
• Hu, L. t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
• Joreskog, K. G., & Sorbom, D. (2006). LISREL for windows. Scientific Software International Inc.
• Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford Publications.
• Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children's behavior: The Differential effects of controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personality, 52(3), 233-248. https://doi.org/10.1111/j.1467-6494.1984.tb00879.x
• Lonsdale, C., Sabiston, C. M., Raedeke, T. D., Ha, A. S., & Sum, R. K. (2009). Self-determined motivation and students' physical activity during structured physical education lessons and free choice periods. Preventive Medicine, 48(1), 69-73. https://doi.org/10.1016/j.ypmed.2008.09.013
• Mardia, K. V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519-530. https://doi.org/10.1093/biomet/57.3.519
• Martín-Albo, J., Núñez, J. L., & Navarro, J. G. (2009). Validation of the Spanish version of the Situational Motivation Scale (EMSI) in the educational context. The Spanish Journal of Psychology, 12(2), 799-807. https://doi.org/10.1017/s113874160000216x
• McArdle, J. J., & Hamagami, F. (1992). Modeling incomplete longitudinal and cross-sectional data using latent growth structural models. Experimental Aging Research, 18(3), 145-166. https://doi.org/10.1080/03610739208253917
• Østerlie, O., Løhre, A., & Haugan, G. (2019). The Situational Motivational Scale (SIMS) in physical education: A Validation study among Norwegian adolescents. Cogent Education, 6(1), 1603613. https://doi.org/10.1080/2331186X.2019.1603613
• Reeve, J., & Deci, E. L. (1996). Elements of the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin, 22(1), 24-33. https://doi.org/10.1177/0146167296221003
• Richard, M., Christina, M. F., Deborah, L. S., Rubio, N., & Kennon, M. S. (1997). Intrinsic motivation and exercise adherence. International Journal of Sport Psychol, 28(4), 335-354.
• Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An Organismic dialectical perspective. Handbook of self-determination research, 2, 3-33.
• Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Ego-involved persistence: When free-choice behavior is not intrinsically motivated. Motivation and Emotion, 15(3), 185-205.
• Sass, D. A., & Schmitt, T. A. (2010). A Comparative investigation of rotation criteria within exploratory factor analysis. Multivariate Behavioral Research, 45(1), 73-103. https://doi.org/10.1080/00273170903504810
• Satorra, A., & Bentler, P. M. (2001). A Scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66(4), 507-514. https://doi.org/10.1007/BF02296192
• Sheldon, K. M., Ryan, R., & Reis, H. T. (1996). What makes for a good day? Competence and autonomy in the day and in the person. Personality and Social Psychology Bulletin, 22(12), 1270-1279. https://doi.org/10.1177/01461672962212007
• Standage, M., Duda, J. L., Treasure, D. C., & Prusak, K. A. (2003). Validity, reliability, and invariance of the Situational Motivation Scale (SIMS) across diverse physical activity contexts. Journal of Sport and Exercise Psychology, 25(1), 19-43. https://doi.org/10.1123/jsep.25.1.19
• Standage, M., & Treasure, D. C. (2002). Relationship among achievement goal orientations and multidimensional situational motivation in physical education. British Journal of Educational Psychology, 72(1), 87-103. https://doi.org/10.1348/000709902158784
• Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5). Pearson.
• Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271-360. https://doi.org/10.1016/S0065-2601(08)60019-2
• Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Construction et validation de l'échelle de motivation en éducation (EME). Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 21(3), 323. https://doi.org/10.1037/h0079855