ITALIAN VERSION OF THE TASK AND EGO ORIENTATION IN PHYSICAL EDUCATION QUESTIONNAIRE

El objetivo del presente trabajo fue analizar la relación entre la orientación motivacional y la percepción de promoción del bienestar hacia sus alumnos en una muestra de 92 profesores especialistas de Educación Física (M=33,97; DT=8,45). Los instrumentos utilizados fueron Perception of Success Questionnaire (POSQ) traducida al castellano por Cervelló, Escartí y Balaguer (1999) así como la Escala de Percepción de Promoción del Bienestar (EPPBE) (Guzmán y García, 2011). Los resultados mostraron correlaciones entre la orientación motivacional hacia la tarea y la promoción del autocontrol, apoyo a la autonomía, apoyo a la afiliación y apoyo a la competencia de los profesores de EF en sus clases así como de una orientación motivacional hacia el ego, relacionada con la promoción del castigo. A su vez, la orientación hacia la tarea fue predicha positivamente por la promoción del autocontrol, apoyo social, apoyo a la afiliación y apoyo a la autonomía en una línea de conductas más adaptativa en detrimento de una orientación hacia el ego, predicha de forma positiva por la promoción del castigo y, de forma negativa, por el apoyo de la competencia. Se desprende la importancia e influencia de la orientación motivacional de los profesores de EF en la promoción del bienestar hacia sus alumnos.Abstract: The aim of this research was to analyze the relationship between motivational orientation and welfare promotion perception towards their students in a sample of 92 Physical Education teachers (M=33,97; DT=8,45). The main instruments used were the Perception of Success Questionnaire (POSQ) translated into Spanish by Cervelló, Escartí y Balaguer (1999) as well as the Wellness Promotion Perception Scale (EPPBE) (Guzmán and García, 2011). The results showed significant correlations between task orientation and the promotion of self-control, autonomy support, affiliation support, and competence support of PE teachers in their classes, as well as an ego orientation towards the promotion of punishment. On one hand, a task orientation was positively predicted by self-control promotion, social support, affiliation support, and autonomy support in a more adaptive way; on the other hand, an ego orientation was predicted positively by promotion of punishment and negatively by competition support. Our outcomes emphasize the importance and influence of PE teachers’ motivational orientation in the perception of their promotion of wellness towards their students.

Download Full-text

Italian Version of the Task and Ego Orientation in Sport Questionnaire

Perceptual and Motor Skills ◽

10.2466/pms.100.1.43-50 ◽

2005 ◽

Vol 100 (1) ◽

pp. 43-50 ◽

Cited By ~ 3

Author(s):

Laura Bortoli ◽

Claudio Robazza

Keyword(s):

Cross Validation ◽

Team Sports ◽

Data Sets ◽

Task Orientation ◽

Italian Version ◽

Calibration Sample ◽

Confirmatory Factor ◽

Ego Orientation ◽

Orientation Scale ◽

Acceptable Internal Consistency

The 1992 Task and Ego Orientation in Sport Questionnaire developed by Duda and Nicholls was translated into Italian and administered to 802 young athletes, 248 girls and 554 boys aged 8 to 14 years, drawn from a range of individual and team sports, to examine its factor structure. Data sets of a calibration sample (boys 12–14 years) and of four cross-validation samples (boys 8–11 years, girls 8–11 years, boys 12–14 years, and girls 12–14 years) were subjected to confirmatory factor analysis specifying, as in the original questionnaire, an Ego Orientation scale (6 items) and a Task Orientation scale (7 items). Results across sex and age yielded χ/ df ratios ranging from 1.95 to 3.57, GFI indices above .90, AGFI indices ranging from .90 to .92, and RMSEA values not above .10. Findings provided acceptable support for the two-dimension structure of the test. In the whole sample, the Ego factor accounted for the 27.2% of variance and the Task factor accounted for the 33.5% of variance. Acceptable internal consistency of the two scales was also shown, with Cronbach α values ranging from .73 to .85.

Download Full-text

Initial validation of the Italian version of the Volition in Exercise Questionnaire (VEQ-I)

PLoS ONE ◽

10.1371/journal.pone.0249667 ◽

2021 ◽

Vol 16 (4) ◽

pp. e0249667

Author(s):

Maria Chiara Gallotta ◽

Valerio Bonavolontà ◽

Laura Guidetti ◽

Carlo Baldari ◽

Lorenzo Innocenti ◽

...

Keyword(s):

Factor Analysis ◽

Physical Education ◽

Confirmatory Factor Analysis ◽

Cultural Adaptation ◽

Concurrent Validity ◽

Italian Version ◽

Initial Validation ◽

Self Confidence ◽

Confirmatory Factor ◽

Translation And Cultural Adaptation

The purpose of this study was to validate the Volition in Exercise Questionnaire in Italian language (VEQ-I). The translation and cultural adaptation of the VEQ-I was conducted using the forward-backward translation method. VEQ-I eighteen items correspond to the six-factors structure of the original version. The construct validity was verified by the confirmatory factor analysis (CFA) (CFI = 0.960; TLI = 0.943; RMSEA = 0.039; and SRMR = 0.040). The eighteen items were well distributed in six subscales and the six-factors structure of the questionnaire was supported. Internal Consistency value of the questionnaire was investigated for each subscale of the VEQ-I. Cronbach’s alpha and Omega values of the Reasons, Postponing Training, Unrelated Thoughts, Self-Confidence, Approval from Others and Coping with Failure subscales were 0.76 (α) and 0.76 (ω), 0.76 (α) and 0.76 (ω), 0.87 (α) and 0.88 (ω), 0.85 (α) and 0.85 (ω), 0.70 (α) and 0.72 (ω) and 0.74 (α) and 0.74 (ω), respectively. They were acceptable in all the six subscales. The concurrent validity was assessed using the correlation among the subscales of VEQ-I measures and those contained in two questionnaires: Psychobiosocial States in Physical Education (PBS-SPE) and Exercise Motivations Inventory (EMI-2).

Download Full-text

Modeling the Relation of Goal Orientations to Achievement-Related Affect in Physical Education: Does Perceived Ability Matter?

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.19.2.169 ◽

1997 ◽

Vol 19 (2) ◽

pp. 169-187 ◽

Cited By ~ 25

Author(s):

Symeon Vlachopoulos ◽

Stuart J.H. Biddle

Keyword(s):

Physical Education ◽

Negative Emotion ◽

Positive Association ◽

Goal Orientations ◽

Task Orientation ◽

Achievement Goal Orientations ◽

Ability Group ◽

Perceived Ability ◽

Athletic Competence ◽

Ego Orientation

This study investigated likely determinants of achievement-related affect in physical education. In particular, interrelationships were examined between achievement goal orientations, success perceptions, personally controllable attributions, and achievement-related affect based on data collected from 1,070 British students aged 11-16 years. A positive association emerged between task orientation and success perception, but not between ego orientation and success perception. In addition, perceived success positively influenced personally controllable attributions and positive affect, but had no effect on negative emotion. Furthermore, personally controllable attributions augmented positive emotion and minimized negative affect. Perceived ability moderated the relation between ego orientation and personally controllable attributions. Hence, under the low perceived ability condition, ego orientation was associated with personally uncontrollable attributions, but the opposite was true for the high perceived ability group. An enhancement of both task orientation and perceived athletic competence is needed for adolescents to derive positive affective experiences from physical education.

Download Full-text