Validación del marco tripartito del interés individual en la educación física superior filipina: evidencia del cuestionario de interés individual del estudiante
Uma análise estrutural de fase um no ensino superior filipino
Agencias de apoyo
- N/A
Resumen
Este estudio validó el marco tripartito del interés individual en la educación física en la educación superior filipina utilizando el Cuestionario de Interés Individual de los Estudiantes en Educación Física. Se analizaron datos de 1659 estudiantes universitarios mediante modelado de ecuaciones estructurales basado en covarianza (CB-SEM) para examinar la estructura factorial y la consistencia interna del modelo. Los resultados de los análisis factoriales confirmatorios de primer y segundo orden respaldaron la coherencia dimensional del modelo, con altas cargas factoriales, una sólida consistencia interna y una validez convergente y discriminante adecuada. Las cargas factoriales estandarizadas oscilaron entre 0,809 y 0,901, lo que indica un gran tamaño del efecto. Los índices de ajuste del modelo demostraron un ajuste excelente (CFI = 0,993, TLI = 0,991, RMSEA = 0,040, SRMR = 0,018). Los hallazgos respaldan la aplicabilidad del marco y sugieren que el instrumento puede utilizarse en contextos similares, aunque se recomienda una mayor validación en poblaciones diversas.
Descargas
-
Resumen24
-
(65-85)Validating the Tri...0
Citas
1. Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545–561. https://doi.org/10.1037/0022-0663.94.3.545
2. Bautista, C., De Dios, D. A., & Lobo, J. (2023). The Nexus between individual interest and school engagement in bolstering Physical Culture for a habitual healthy régime: A case of a state university: A case of a State University. Physical Education of Students, 27(1), 24–35. https://doi.org/10.15561/20755279.2023.0104
3. Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). Adaptação e validação de instrumentos psicológicos entre culturas: Algumas considerações. Paidéia (Ribeirão Preto), 22(53), 423–432. https://doi.org/10.1590/S0103-863X2012000300014
4. Byrne, B. M. (2016). Structural Equation Modeling With AMOS: Basic Concepts, Applications, and Programming, Third Edition (0 ed.). Routledge. https://doi.org/10.4324/9781315757421
5. Campoamor-Olegario, L., Camitan, D. S., & Guinto, M. L. M. (2025). Beyond the pandemic: Physical activity and health behaviors as predictors of well-being among Filipino tertiary students. Frontiers in Psychology, 16, 1490437. https://doi.org/10.3389/fpsyg.2025.1490437
6. Cao, Y., Yuan, J., & Luo, L. (2024). The physical activity and social support scale: A translation and psychometric validation study in a Chinese college student sample. Frontiers in Psychology, 15, 1252561. https://doi.org/10.3389/fpsyg.2024.1252561
7. Carretero-Dios, H., & Pérez, C. (2007). Standards for the development and review of instrumental studies: Considerations about test selection in psychological research. International Journal of Clinical and Health Psychology, 7(3), 863–882.
8. Carvalho, G. S., & Vilaça, T. (2024). Editorial: Health promotion in schools, universities, workplaces, and communities. Frontiers in Public Health, 12, 1528206. https://doi.org/10.3389/fpubh.2024.1528206
9. Cheung, G. W., & Lau, R. S. (2017). Accuracy of Parameter Estimates and Confidence Intervals in Moderated Mediation Models: A Comparison of Regression and Latent Moderated Structural Equations. Organizational Research Methods, 20(4), 746–769. https://doi.org/10.1177/1094428115595869
10. Cook, D. A., & Hatala, R. (2016). Validation of educational assessments: A primer for simulation and beyond. Advances in Simulation, 1(1), 31. https://doi.org/10.1186/s41077-016-0033-y
11. Cruchinho, P., López-Franco, M. D., Capelas, M. L., Almeida, S., Bennett, P. M., Miranda Da Silva, M., Teixeira, G., Nunes, E., Lucas, P., & Gaspar, F. (2024). Translation, Cross-Cultural Adaptation, and Validation of Measurement Instruments: A Practical Guideline for Novice Researchers. Journal of Multidisciplinary Healthcare, Volume 17, 2701–2728. https://doi.org/10.2147/JMDH.S419714
12. Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer US. https://doi.org/10.1007/978-1-4899-2271-7
13. Deci, E. L., & Ryan, R. M. (2015). Self-Determination Theory. In International Encyclopedia of the Social & Behavioral Sciences (pp. 486–491). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26036-4
14. Dismore, H., & Bailey, R. (2011). Fun and enjoyment in physical education: Young people’s attitudes. Research Papers in Education, 26(4), 499–516. https://doi.org/10.1080/02671522.2010.484866
15. Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
16. Ennes, M. E., Jones, M. G., Cian, H. D., Dou, R., Abramowitz, B., Bordewieck, K. E., & Ideus, K. L. (2023). Family influence and STEM career aspirations. In International Encyclopedia of Education(Fourth Edition) (pp. 370–381). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.13022-2
17. Faella, P., Digennaro, S., & Iannaccone, A. (2025). Educational practices in motion: A scoping review of embodied learning approaches in school. Frontiers in Education, 10, 1568744. https://doi.org/10.3389/feduc.2025.1568744
18. Fenn, J., Tan, C.-S., & George, S. (2020). Development, validation and translation of psychological tests. BJPsych Advances, 26(5), 306–315. https://doi.org/10.1192/bja.2020.33
19. Fuchs, T., & Koch, S. C. (2014). Embodied affectivity: On moving and being moved. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00508
20. Garcia-Pardina, A., Belloso, O. A., Bellido-Esteban, A., Montalvo-Pérez, A., & Budziszewska, L. (2026). Validation of the Spanish version of the Psychological Flexibility Sports Scale (PFSS). Frontiers in Psychology, 16, 1731006. https://doi.org/10.3389/fpsyg.2025.1731006
21. Haag, D., Smeddinck, J. D., Vogelsang, A., & Blechert, J. (2025). Contextual and affective precursors of physical activity intention and enactment examined through ecological momentary assessment. Psychology of Sport and Exercise, 77, 102796. https://doi.org/10.1016/j.psychsport.2024.102796
22. Habyarimana, J. de D., Tugirumukiza, E., & Zhou, K. (2022). Physical Education and Sports: A Backbone of the Entire Community in the Twenty-First Century. International Journal of Environmental Research and Public Health, 19(12), 7296–7296. https://doi.org/10.3390/ijerph19127296
23. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (Eighth edition). Cengage.
24. Han, X., Li, H., & Niu, L. (2025). How does physical education influence university students’ psychological health? An analysis from the dual perspectives of social support and exercise behavior. Frontiers in Psychology, 16, 1457165. https://doi.org/10.3389/fpsyg.2025.1457165
25. Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(1), 105–122. https://doi.org/10.1037/0022-0663.100.1.105
26. Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest Matters: The Importance of Promoting Interest in Education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220–227. https://doi.org/10.1177/2372732216655542
27. Harriss, D. J., MacSween, A., & Atkinson, G. (2019). Ethical Standards in Sport and Exercise Science Research: 2020 Update. International Journal of Sports Medicine, 40(13), 813–817. https://doi.org/10.1055/a-1015-3123
28. Hidi, S., & Renninger, K. A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4
29. Hidi, S., Renninger, K. A., & Krapp, A. (2004). Interest, a motivational variable that combines affective and cognitive functioning. In Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. (pp. 89–115). Lawrence Erlbaum Associates Publishers. https://doi.org/10.4324/9781410610515
30. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
31. Kirchhoff, T., Lüking, S., Schaldach, P., & Wilde, M. (2024). What shapes students’ interest during field trips to nature? An investigation of individual interest and basic need satisfaction as predictors of the psychological state of interest. Environmental Education Research, 1–20. https://doi.org/10.1080/13504622.2024.2445807
32. Kline, R. B. (2016). Principles and practice of structural equation modeling, 4th ed. (pp. xvii, 534). The Guilford Press.
33. Krapp, A. (2002). An educational-psychological theory of interest and its relation to SDT. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 405–427). University of Rochester Press.
34. Kūkea Shultz, P., & Englert, K. (2021). Cultural Validity as Foundational to Assessment Development: An Indigenous Example. Frontiers in Education, 6, 701973. https://doi.org/10.3389/feduc.2021.701973
35. Lahti, A., Rosengren, B. E., Nilsson, J.-Å., Karlsson, C., & Karlsson, M. K. (2018). Long-term effects of daily physical education throughout compulsory school on duration of physical activity in young adulthood: An 11-year prospective controlled study. BMJ Open Sport & Exercise Medicine, 4(1), e000360. https://doi.org/10.1136/bmjsem-2018-000360
36. Lin, J. B., & Zhu, S. S. (2022). The influencing factors of individual interest in physical education based on decision tree model: A cross-sectional study. Frontiers in Psychology, 13(October), 1–11. https://doi.org/10.3389/fpsyg.2022.1015441
37. Lobo, J. (2023). Protecting Philippine Dance Traditions via Education of Tomorrow’s Pedagogues: The Role of Individual Interest and School Engagement. Journal of Ethnic and Cultural Studies, 10(1), 98–124. https://doi.org/10.29333/ejecs/1527
38. Lobo, J. (2024). Preserving and strengthening physical culture by empowering multifaceted course engagement via individual interest in fitness and Sports. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 10(3), 464–486. https://doi.org/10.17979/sportis.2024.10.3.10643
39. Lobo, J. (2025a). ‘Finding beats, building belonging, and becoming through dance:’ hip-hop as a pathway to engagement in physical education. Research in Dance Education, 1–22. https://doi.org/10.1080/14647893.2025.2524613
40. Lobo, J. (2025b). “Bruised but engaged”: Exploring the predictive power of the tripartite model of individual interest on study engagement of university students within taekwondo-based physical education. Martial Arts Studies, 17, 46–59. https://doi.org/10.18573/mas.273
41. Lobo, J. (2025c). “Making Gymnastics Enjoyable and Sustainable:” Positioning Gymnastics in Physical Education through Individual Interest Bolstering Study Engagement for a Lifelong and Healthy Lifestyle. Physical Culture and Sport. Studies and Research. https://doi.org/10.2478/pcssr-2025-0030
42. Lobo, J. (2026a). “The ‘double sinawali’ of learning and striking the stick with purpose”: Exploring the relationship between individual interest and study engagement in the indigenous martial art of Arnis. Journal of Ethnic and Cultural Studies, 13(2), 117–136. https://doi.org/10.29333/ejecs/2723
43. Lobo, J. (2026b). ‘What’s in a step if not a story?’ Cultivating Individual Interest and Engagement in Philippine Traditional Dance for Cultural Continuity: A Quasi-Experimental Study in Physical Education. Journal of Ethnic and Cultural Studies, 13(1), 51–74. https://doi.org/10.29333/ejecs/2791
44. Lobo, J., & Dimalanta, G. (2024). Individual Interest of students in Physical Education and School Engagement in fostering Physical Culture inside the campus: The case of two prominent local colleges in Pampanga, Philippines. Journal on Efficiency and Responsibility in Education and Science, 17(1), 79–91. https://doi.org/10.7160/eriesj.2024.170107
45. Lobo, J., Martin, J., Argarin, J., Tubera, J., Narciso, H. A., & Dimalanta, G. (2023). Physical culture for lifelong healthy participation: Expanding the horizon of individual interest and university engagement in physical education in higher education. Masyarakat, Kebudayaan Dan Politik, 36(3), 342–355. https://doi.org/10.20473/mkp.V36I32023.342-355
46. Lobo, J., Peralta, R., Prevandos, F. G., Bautista, C., Agupitan, J., & Mabolo, J. G. (2023). The importance of individual interest and school engagement to the advancement of physical culture promotion in schools of higher education. Health, Sport, Rehabilitation, 9(3), 24–39. https://doi.org/10.58962/HSR.2023.9.3.24-39
47. Luo, Z., Dang, Y., & Xu, W. (2019). Academic Interest Scale for Adolescents: Development, Validation, and Measurement Invariance With Chinese Students. Frontiers in Psychology, 10, 2301. https://doi.org/10.3389/fpsyg.2019.02301
48. Marsh, H. W., Hau, K.-T., & Wen, Z. (2004). In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler’s (1999) Findings. Structural Equation Modeling: A Multidisciplinary Journal, 11(3), 320–341. https://doi.org/10.1207/s15328007sem1103_2
49. Pacadaljen, R. E. (2024). Integrating culturally-oriented activities in physical education: Analysis on the incidental learning and appreciation of learners to Philippine culture. Environment and Social Psychology, 9(10). https://doi.org/10.59429/esp.v9i10.2698
50. Pulimeno, M., Piscitelli, P., Colazzo, S., Colao, A., & Miani, A. (2020). School as ideal setting to promote health and wellbeing among young people. Health Promotion Perspectives, 10(4), 316–324. https://doi.org/10.34172/hpp.2020.50
51. Purnomo, E., Ma’mun, A., Winarno, M. E., Mardesia, P., & Jermaina, N. (2025). Integrating Values Education in Physical Education Learning: A Holistic Approach to Enhancing Student Well-Being. Seminars in Medical Writing and Education, 4, 769. https://doi.org/10.56294/mw2025769
52. Reiner, M., Niermann, C., Jekauc, D., & Woll, A. (2013). Long-term health benefits of physical activity – a systematic review of longitudinal studies. BMC Public Health, 13(1), 813. https://doi.org/10.1186/1471-2458-13-813
53. Renninger, K. A., & Hidi, S. E. (2015). The Power of Interest for Motivation and Engagement (1st ed.). Routledge. https://doi.org/10.4324/9781315771045
54. Renninger, K. A., & Hidi, S. E. (2022). Interest: A unique affective and cognitive motivational variable that develops. In Advances in Motivation Science (Vol. 9, pp. 179–239). Elsevier. https://doi.org/10.1016/bs.adms.2021.12.004
55. Roure, C., & Lentillon-Kaestner, V. (2022). Relationships between students’ individual interest, achievement goals, perceived competence and situational interest: A cluster analysis in swimming. European Physical Education Review, 28(2), 322–340. https://doi.org/10.1177/1356336X211045992
56. Roure, C., Lentillon‐Kaestner, V., & Pasco, D. (2021). Students’ individual interest in physical education: Development and validation of a questionnaire. Scandinavian Journal of Psychology, 62(1), 64–73. https://doi.org/10.1111/sjop.12669
57. Ryan & Deci, E. L. (2018). Self-determination theory and the facilitation of intrinsic, social development, and well-being. The American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
58. Santiago, N. A. M. (2024). Academic confidence as a predictor of physical activity engagement among students enrolled in physical education classes. Davao Research Journal, 15(3). https://doi.org/10.59120/drj.v15i3.260
59. Shen, B., Lu, X., & Bo, J. (2022). Cross-Cultural Studies of Motivation in Physical Education: A Systematic Review. International Journal of Physical Activity and Health. https://doi.org/10.18122/ijpah1.1.6.boisestate
60. Tagare, R. J. L., & Villaluz, G. D. C. (2021). Activity Preferences of Generation Z Students for Tertiary Physical Education: Implications for Curriculum Enhancement. Multidisciplinary Journal for Education, Social and Technological Sciences, 8(2), 92–92. https://doi.org/10.4995/muse.2021.15492
61. Wang, Q., & Xue, M. (2022). The implications of expectancy-value theory of motivation in language education. Frontiers in Psychology, 13, 992372. https://doi.org/10.3389/fpsyg.2022.992372
62. Wang, T., & Jiang, Y. (2025). The relationship between professional identity and academic burnout among college students majoring in physical education a chain-mediated effect. Frontiers in Psychology, 16, 1618909. https://doi.org/10.3389/fpsyg.2025.1618909
63. Wintle, J. (2022). Physical Education and Physical Activity Promotion: Lifestyle Sports as Meaningful Experiences. Education Sciences, 12(3), 181. https://doi.org/10.3390/educsci12030181
64. Yli-Piipari, S., Watt, A., Jaakkola, T., Liukkonen, J., & Nurmi, J.-E. (2009). Relationships between physical education students’ motivational profiles, enjoyment, state anxiety, and self-reported physical activity. Journal of Sports Science & Medicine, 8(3), 327–336.
65. Zhao, Y., Summers, R., Gathara, D., & English, M. (2024). Conducting cross-cultural, multi-lingual or multi-country scale development and validation in health care research: A 10-step framework based on a scoping review. Journal of Global Health, 14, 04151. https://doi.org/10.7189/jogh.14.04151
66. Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
- 23-04-2026 (2)
- 22-04-2026 (1)
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
