Measuring Perceived Transfer of Responsibility Learning From Physical Education: Initial Validation of the Transfer of Responsibility Questionnaire

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Michael Hemphill, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Purpose: Research indicates that physical education can be an effective setting for promoting positive values, attitudes, and behaviors that transfer to other settings. However, there is a lack of instrumentation to assess the cognitive and motivational aspects of the transfer process. Therefore, this study proposed and validated the Transfer of Responsibility Questionnaire (ToRQ). Methods: After instrument development and pilot testing, an initial version of the ToRQ was completed by 442 adolescents. Data analysis began with exploratory factor analysis followed by confirmatory factor analysis. Results: The exploratory factor analysis yielded a stable three-factor structure that measured the participants’ cognitive and motivational processes related to transfer. This factor structure was affirmed using confirmatory factor analysis, which also examined convergent and discriminant validity. Discussion/Conclusion: The model was a good fit for the data, and the ToRQ correlated positively with related scales from an existing life skill transfer survey. These analyses support the initial validation of the ToRQ.

Additional Information

Journal of Teaching in Physical Education, 38(4), 316–327.
Language: English
Date: 2019
confirmatory factor analysis, exploratory factor analysis, reliability, transfer of learning, validity

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