Cross-validation and modifications of the perceived mattering questionnaire-Physical education in Chinese inservice physical education teachers

Xin Zhang; Jingwen Liu; Xiaolu Liu; Rulan Shangguan; Xiaofen D Hamilton; Jianmin Guan; Dwan Bridges

doi:10.3389/fpsyg.2022.982565

Cross-validation and modifications of the perceived mattering questionnaire-Physical education in Chinese inservice physical education teachers

Front Psychol. 2022 Aug 16:13:982565. doi: 10.3389/fpsyg.2022.982565. eCollection 2022.

Authors

Xin Zhang¹, Jingwen Liu², Xiaolu Liu³, Rulan Shangguan⁴, Xiaofen D Hamilton⁵, Jianmin Guan⁶, Dwan Bridges⁷

Affiliations

¹ Department of Physical Education, Nanjing University of Aeronautics and Astronautics, Nanjing, China.
² Department of Kinesiology, California State University, Fullerton, CA, United States.
³ Department of Kinesiology and Health, Georgia State University, Atlanta, GA, United States.
⁴ School of Physical Education, South China University of Technology, Guangzhou, China.
⁵ Department of Curriculum & Instruction, University of Texas at Austin, Austin, TX, United States.
⁶ Department of Kinesiology, University of Texas at San Antonio, San Antonio, TX, United States.
⁷ Department of Kinesiology, Nutrition & Food Science, California State University, Los Angeles, CA, United States.

Abstract

This study aimed to provide evidence of validity and reliability for the Perceived Mattering Questionnaire-Physical Education (PMQ-PE) developed by Richards et al. (2017) for the Chinese physical education (PE) teachers. The PMQ-PE consisted of two factors (i.e., PE matters and PE teacher matters) with four items in each, measuring four dimensions (attention, importance, dependence, and ego-extension). PMQ-PE in Chinese (PMQ-PEC) was validated among 1,278 elementary and secondary school PE teachers in China, of whom 59.0% were secondary PE teachers and 70.2% were males. Confirmatory factor analysis (CFA) with the entire sample found a poor model fit. Then exploratory factor analysis (EFA) using half of the sample indicated there was only one factor in PMQ-PEC. CFA of the other half of the sample suggested a one-factor model with the elimination of three unfitted items showed a better fitness to the data. Cronbach's alpha value was also acceptable. The final version of PMQ-PEC included five items with one factor that demonstrated acceptable validity and reliability and was deemed acceptable among Chinese PE teachers after the above modifications were made.

Keywords: perceived mattering questionnaire; physical education teachers; reliability; revalidation; validity.