Investigating the convergence between observed and perceived empowering–disempowering climates and their relationship with satisfaction and anxiety

Abstract

Purpose: The relevant items from two instruments were aligned to assess the empowering–disempowering climate as perceived by students and as observed by external raters. The study had two main objectives: (1) to examine the degree of convergence between perceived and observed climate, and (2) to predict students' satisfaction and anxiety based on the observed and perceived empowering or disempowering climates. Materials and Methods: Fifty-one physical education (PE) classes were videotaped, and subsequently, 979 students completed assessments measuring perceived empowering–disempowering climate, satisfaction, and anxiety. Results: Positive relationships emerged between observed and perceived controlling, autonomy support, relatedness support, overall empowering, and overall disempowering climates. Confirmatory factor analysis and reliability assessments supported the construct validity and internal consistency of the observational scale. Pupils' satisfaction in PE showed a positive correlation with empowering climate characteristics and an inverse relationship with disempowering climate dimensions. Cronbach's alpha and Cohen's kappa were used to evaluate the scale's reliability and validity, as well as interrater agreement. Both between-class and within-class variations in perceived empowering and disempowering climates were positive predictors of students' satisfaction and anxiety, respectively. Additionally, observed controlling climate served as a positive predictor of anxiety and a negative predictor of satisfaction. Discussion: Matching the measures used by observers and students may reduce discrepancies between observed and perceived climate assessments. The findings demonstrate that the instrument is both reliable and effective for evaluating PE teachers' behaviors and the motivational climates they create. Conclusion: Implementing the MMCOS-PE (Multidimensional Motivational Climate Observation System in Physical Education) and MUMOC-PES (Multidimensional Motivational Climate questionnaire in Physical Education at the Situational level of generality) tools in well-designed pre-service and in-service teacher training programs can empower both students and teachers. This approach can help teachers deliver more effective and innovative PE classes, thereby increasing students' motivation, achievement, and overall wellbeing.