The perceived autonomy support scale for exercise settings (PASSES): Development,validity, and cross-cultural invariance in young people |
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| Affiliation: | 1. School of Psychology, University of Nottingham, University Park, Nottingham, Nottinghamshire, NG7 2RD, UK;2. University of Exeter, Exeter, Devon, UK;3. Faculty of Exercise and Sports Sciences, University of Tartu, Ülikooli 18, 50090 Tartu, Estonia;4. School of Health, Natural, and Social Sciences, University of Sunderland, Darwin Building, Wharncliffe Street, Sunderland, Tyne and Wear, SR1 3SD, UK;5. Institute of Physical Education and Sport Science, Faculty of Natural Science, University of Pécs, Ifjúság út 6, 7624 Pécs, Hungary;1. Ghent University, Department of Movement and Sport Sciences, Watersportlaan 2, 9000 Ghent, Belgium;2. Ghent University, Department of Developmental, Personality and Social Psychology, Henri-Dunantlaan 2, 9000 Ghent, Belgium;1. Univ. Grenoble Alpes, SENS, F-38041 Grenoble, France;2. Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland;3. School of Psychology & Speech Pathology, Curtin University, GPO Box U1987, Perth, Western Australia, 6845, Australia;4. Division of Epidemiology, University Hospital of Geneva, Geneva, Switzerland;1. Department of Developmental, Personality and Social Psychology, Ghent University, Belgium;2. Department of Educational Studies, Ghent University, Belgium;3. Department of Movement and Sports Sciences, Ghent University, Belgium;1. Georgia Southern University, USA;2. Comprehensive Soldier and Family Fitness, USA;3. Université Grenoble Alpes, France;3. School of Education, Language, and Psychology, York St John University, UK |
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| Abstract: | Objective: The study aimed to develop a perceived autonomy support scale for exercise settings (PASSES) in young people.Design: Cross-sectional questionnaire survey.Methods: In Study 1,432 school pupils responded to an initial pool of perceived autonomy support items with physical education (PE) teachers as the source of support. The validity of the initial factor structure of the PASSES was evaluated using confirmatory factor analysis. In Study 2, three versions of the PASSES were developed measuring perceived autonomy support from three sources: PE teachers, parents, and peers. British (N=210), Estonian (N=268), and Hungarian (N=235) school pupils completed each version. The proposed model of perceived autonomy support established in Study 1 was tested for structural invariance and mean differences across the three cultures.Results: In Study 1, the deletion of items contributing to model misspecification produced a final 12-item PASSES which exhibited acceptable fit with the data. The perceived autonomy support factor also demonstrated discriminant and convergent validity with regulation styles from the perceived locus of causality. In Study 2, the hypothesized model exhibited acceptable goodness-of-fit statistics in all samples and for all sources. The structure of the model was found to be invariant across the cultural groups for each source. Contrary to hypotheses, mean levels of perceived autonomy support from parents and peers were found to be higher in Estonian participants relative to their British and Hungarian counterparts.Conclusion: Results support the use of the PASSES as a valid measure of perceived autonomy support in exercise settings for three different sources in young people. |
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