Development, Validity, and Reliability of a French Expectancy-Value Questionnaire in Physical Education (FEVQ-PE)

The purpose of the present study was to develop a reliable and psychometrically sound French questionnaire related to the expectancy-value theory in physical education. Four stages were followed: (1) the development of a preliminary version based on the findings of a literature review on expectancy-value and a committee process validation; (2) a 1st study conducted on 354 secondary school students (Mage = 14.3, SD = 1.9) to establish the factor structure (exploratory factor analyses) and internal reliability (Cronbach's alpha coefficients) of this questionnaire; (3) a 2nd study based on 282 secondary school students (Mage = 14.9, SD = 1.9) to verify the factor structure and internal reliability of the questionnaire and to test its predictive validity (multiple-regression analysis); (4) a 3rd study with 329 students (Mage = 13.7, SD = 1.6) to further test the factor structure (confirmatory factor analyses) and the temporal stability of the questionnaire. The results demonstrated strong support for the psychometric properties and factor structure of the questionnaire. The final form of the questionnaire consists of a 4-factor structure based on 17 items that evaluate expectancy-related beliefs (6 items) and subjective task values in physical education (4 items for attainment value, 3 items for utility value, and 4 items for intrinsic interest value). This questionnaire will be useful for the development of future studies based on expectancy-value model in secondary school physical education in French-language countries. Le but de la présente étude consistait à mettre au point un questionnaire en français, fiable et solide sur le plan psychométrique en lien avec la théorie attente-valeur dans le domaine de l'éducation physique. Quatre stades ont été suivis : (1) l'élaboration d'une version préliminaire fondée sur les conclusions d'une revue de la documentation sur le modèle attente-valeur ainsi qu'une validation du processus par un comité; (2) une première étude menée sur 354 étudiants de niveau secondaire (âge médian = 14,3, écart-type = 1,9) visant à établir la structure factorielle (analyse factorielle exploratoire) et la fiabilité interne (coefficients alpha de Cronbach) de ce questionnaire; (3) une 2e étude fondée sur 282 étudiants de niveau secondaire (âge médian = 14,9, écart-type = 1,9) visant à vérifier la structure factorielle et la fiabilité interne du questionnaire et à tester sa validité prédictive (analyse de régression multiple); (4) une 3e étu