Motivational Climate in the Classroom Factorial and Convergent Validity Evidence of the Need-Supportive Behaviors Scale With Health Science Students
MetadataShow full item record
This version of the article may not completely replicate the final authoritative version published in European Journal of Psychological Assessment at DOI: 10.1027/1015-5759/a000524. It is not the version of record and is therefore not suitable for citation. Please do not copy or cite without the permission of the author(s).
© 2019 Hogrefe Publishing. Adaptive motivation is central to positive functioning. Social agents such as teachers play a significant role in shaping the motivation of people with whom they interact by satisfying or thwarting their psychological needs of autonomy, competence, and relatedness. The development and validation of tools that assess the types of behaviors social agents adopt to satisfy these psychological needs are important agenda items for substantive and applied researchers. In this study, we examined factorial and convergent validity evidence of a need support scale adapted from the physical education context for use in tertiary settings with health science students. Factor analyses of responses from 290 health science students indicated that need-supportive behaviors are best captured by one latent factor, rather than the a priori 4-factor structure designed to capture needs for autonomy, relatedness, and competence. Regression analyses supported the convergent validity of the unidimensional structure, such that students who perceived higher levels of need-supportive behaviors from their tutor reported higher levels of behavioral engagement, and experiences of vitality and learning. Validation of a scale that assesses need-supportive behaviors within a health science context provides researchers with a tool to employ in future research that aims to investigate the antecedents and outcomes of such behaviors, as well as the effects of interventions designed to equip educators with the skills, motivation, and knowledge to employ successfully such behaviors.
Showing items related by title, author, creator and subject.
Velayutham, Sunitadevi (2012)Students‟ motivational beliefs and self-regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower ...
Exploration of the mechanisms of change in constructs from self-determination theory and quality of life during a multidisciplinary family-based intervention for overweight adolescentsFenner, A.; Howie, E.; Straker, Leon; Hagger, M. (2016)The current study explored whether a multidisciplinary family-based intervention underpinned by self-determination theory could enhance perceptions of parent need support, autonomous motivation, and quality of life in ...
Theoretical underpinnings of a need-supportive intervention to address sustained healthy lifestyle changes in overweight and obese adolescentsFenner, Ashley; Straker, Leon; Davis, Melissa; Hagger, Martin (2013)Objectives: Recent figures indicate that nearly a quarter of Australian adolescents are overweight or obese. Despite the well-established role of physical activity and healthy eating in reducing prevalence of obesity, ...