Assessment of tripartite efficacy beliefs within school-based physical education: Instrument development and reliability and validity evidence

ObjectivesIn educational contexts, Lent and Lopez (2002) proposed that students develop a tripartite network of efficacy beliefs, comprising their confidence in their own capabilities (i.e., self-efficacy), their confidence in their teacher’s ability (i.e., other-efficacy), and their estimation of their teacher’s confidence in their ability (i.e., relation-inferred self-efficacy). In spite of the potential for school-based physical education (PE) to stimulate leisure-time activity patterns among adolescents, it is noteworthy that this framework has yet to be explored in school PE contexts.Design and methodsIn Phase 1, we recruited 62 Australian high school students (aged 11–13) in order to develop instruments designed to assess self-efficacy, other-efficacy, and relation-inferred self-efficacy within PE settings. In Phases 2 and 3, we sought to provide evidence for measurement reliability, validity, and invariance with cross-sectional and prospective data derived from Australian (N = 602, Mage = 13.54, SD = .76) as well as Singaporean (N = 606; Mage = 14.10, SD = 1.01) students.ResultsResults revealed (a) support for the factorial validity of these measures in both locations, (b) evidence of gender-related and cross-national measurement invariance, (c) positive inter-relationships between students’ tripartite efficacy perceptions that were consistent with theory, and (d) positive correlations with key in-class (e.g., effort, enjoyment) and leisure-time (e.g., physical activity levels) outcomes.ConclusionsTaken together, the results provide preliminary evidence for the reliability and validity of measures derived from these tripartite efficacy instruments, and support their use in future research designed to examine PE engagement.

► First study to investigate students’ tripartite efficacy beliefs in school-based physical education.
► Evidence of reliability, validity, and measurement invariance for tripartite efficacy measures.
► Positive inter-relationships between students’ self-efficacy, other-efficacy, and RISE perceptions.
► Positive correlations between tripartite efficacy beliefs and a range of important in-class and leisure-time variables.