Author(s): KOMARC, M., BASOŠ, M., SLÁMOVÁ, J., Institution: CHARLES UNIVERSITY, IČO: 00216208, DIČ: CZ00216208, Country: CZECH REPUBLIC, Abstract-ID: 1447

Introduction: The teacher-created Empowering and Disempowering Motivational Climate Questionnaire for Physical Education (EDMCQ-PE; Milton et al., 2018) has not yet been tested in the Czech educational context. This study provides initial evidence for the psychometric properties of its empowering (task-involving, autonomy support, social support) and disempowering (ego-involving, controlling) subscales among Czech high school students.

Methods: A total of 318 students completed an online Czech translation of the EDMCQ-PE. Maximum likelihood factor analyses were conducted separately for each subscale. Internal consistency was evaluated with Cronbach's alpha, and construct-related validity was examined using inter-scale correlations.

Results: All empowering subscales demonstrated clear one-factor solutions. Task-involving climate showed strong factor loadings (0.60–0.82), explained 53% of variance, and had high reliability (α = .90). Autonomy support (loadings 0.59–0.78; 51% variance; α = .83) and social support (loadings 0.80–0.87; 72% variance; α = .86) also performed well. For disempowering scales, ego-involving climate showed acceptable structure (loadings 0.39–0.84; 43% variance; α = .83). The controlling style subscale produced weaker psychometric indicators, with highly variable loadings (0.20–0.80), low communalities for several items, and modest reliability (α = .75). Inter-scale correlations followed expected patterns: empowering dimensions were strongly interrelated (r = .76–.80), negatively associated with ego-involving (r = –.50 to –.55) and controlling climates (r = –.47 to –.59), while the two disempowering dimensions correlated positively (r = .69).

Discussion: The Czech version of the teacher-created EDMCQ-PE shows promising validity for measuring empowering instructional climates in PE and partially acceptable properties for ego-involving climate. However, the controlling style subscale requires refinement, as several items demonstrated insufficient psychometric performance. These initial findings support further adaptation and validation work in Czech school settings.

References:
Milton, D., Appleton, P. R., Bryant, A., & Duda, J. L. (2018). Initial validation of the teacher-created empowering and disempowering motivational climate questionnaire in physical education. Journal of Teaching in Physical Education, 37(4), 340–351. https://doi.org/10.1123/jtpe.2018-0119

This study was supported by project GAUK 118526 and GAČR 23-05873S