Reliability and Validity Evidence for the Social Goal Scale-Physical Education (SGS-PE) in High School Settings

2006 ◽  
Vol 25 (2) ◽  
pp. 226-239 ◽  
Author(s):  
Jianmin Guan ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Physical Education ◽  
Social Responsibility ◽  
Social Relationship ◽  
Social Goal ◽  
School Students ◽  
School Settings ◽  
The Social

Two types of social goals associated with students’ academic performance have received attention from researchers. One is the social responsibility goal, and the other is the social relationship goal. While several scales have been validated for measuring social relationship and social responsibility goals in academic settings, few studies have applied these social goal scales to high school students in physical education settings. The purpose of this study was to assess the reliability, validity, and generalizability of the scores produced by the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Participants were 544 students from two high schools in the southern United States. Reliability analyses, principal components factor analysis, confirmatory factor analysis, and multistep invariance analysis across two school samples revealed that the SGS-PE produced reliable and valid scores when used to assess students’ social goal levels in high school physical education settings.

scholarly journals The Relationship Between Empowering Motivational Climate in Physical Education and Social Responsibility of High School Students: Chain Mediating Effect Test

2022 ◽  
Vol 12 ◽  
Author(s):  
Ke-lei Guo ◽  
Qi-shuai Ma ◽  
Shu-jun Yao ◽  
Chao Liu ◽  
Zhen Hui
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Social Responsibility ◽  
Self Efficacy ◽  
Motivational Climate ◽  
Mediating Effect ◽  
School Students ◽  
Interpersonal Disturbance ◽  
General Self Efficacy

Objective: This study aimed to contribute to understanding the mechanisms underlying the association between empowering motivational climate in physical education and social responsibility among high school students, and have important implications for interventions aimed at improving social responsibility among high school students.Methods: Through the quota sampling, 802 students (average age = 17 years, SD = 0.97 years) that complied with the requirements were surveyed from Anhui Province in China. Empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy were assessed using standard scales. For data analysis, Pearson’s correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn.Results: (1) Common method biases can be accepted in this study, and the correlation among empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy are all significant; (2)Empowering motivational climate in physical education, interpersonal disturbance and general self-efficacy can all predict social responsibility significantly; (3) Structural equation modeling indicates good fit: χ2/df = 2.86, RMESA = 0.068, CFI = 0.92, NNFI = 0.91, NFI = 0.90, GFI = 0.93. It indicates that interpersonal disturbance and general self-efficacy can play mediating roles between empowering motivational climate in physical education and social responsibility, respectively. After that, interpersonal disturbance as well as general self-efficacy in turn plays the chain mediating effect in the relationship between empowering motivational climate in physical education and social responsibility. The effect size of the mediating effect of interpersonal disturbance and general self-efficacy in the relationship between empowering motivational climate in physical education and social responsibility is 0.048 and 0.148, respectively, and the effect size of the chain mediating effect is 0.031.Conclusion: Empowering motivational climate in physical education not only has a direct effect on social responsibility among high school students, but also influences social responsibility by the chain mediating effect of interpersonal disturbance and general self-efficacy.

Factor analysis of reading skills in middle and high school students

2009 ◽  
Author(s):  
Gloria S. Waters ◽  
David N. Caplan ◽  
Jennifer Michaud
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Reading Skills ◽  
School Students

A Multilevel Examination of School and Student Characteristics Associated With Physical Education Class Enrollment Among High School Students

2010 ◽  
Vol 80 (9) ◽  
pp. 445-452 ◽  
Author(s):  
Erin P. Hobin ◽  
Scott T. Leatherdale ◽  
Steve R. Manske ◽  
Robin Burkhalter ◽  
Sarah J. Woodruff
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Student Characteristics ◽  
Physical Education Class ◽  
School Students ◽  
Education Class

Factor Analysis of a Social Skills Scale for High School Students

2015 ◽  
Vol 117 (2) ◽  
pp. 566-579
Author(s):  
H-Y. Wang ◽  
C-K. Lin
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Social Skills ◽  
School Students

Further Validation of the Social and Emotional Health Survey for High School Students

2013 ◽  
Vol 9 (4) ◽  
pp. 997-1015 ◽  
Author(s):  
Sukkyung You ◽  
Michael J. Furlong ◽  
Erin Dowdy ◽  
Tyler L. Renshaw ◽  
Douglas C. Smith ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Health Survey ◽  
Emotional Health ◽  
School Students ◽  
Social And Emotional ◽  
The Social
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