Adaptation of the TEOSQ in Physical Education: psychometric analysis and invariance in Mexican adolescents
DOI:
https://doi.org/10.47197/retos.v70.115798Keywords:
Confirmatory factor analysis, Mexican students, achievement goals, ego orientation, task orientationAbstract
Introduction: Achievement goal theory defines the objectives and orientations that guide individual behavior and efforts.
Objective: The aim of this study was to examine the psychometric properties of an adapted version of the Task and Ego Orientation in Sport Questionnaire (TEOSQ) for use with students in Physical Education classes in Mexico, as well as to assess factorial invariance by gender.
Methodology: A total of 976 Mexican secondary school students participated in the study, including 548 girls (56.2%) and 428 boys (43.9%), aged between 12 and 15 years. The mean age was 13.19 (SD = .952) for girls and 13.21 (SD = .887) for boys. Confirmatory factor analysis using the maximum likelihood method was performed.
Results: Two theoretical models were compared, both supporting a two-factor structure: ego orientation and task orientation. The resulting TEOSQ-9EF model, comprising nine items, demonstrated superior fit indices: GFI = .984, RMSEA = .046, and CFI = .991, along with satisfactory reliability (α = .89). This version showed evidence of gender invariance, with boys reporting higher mean scores on both factors. The CFA and gender invariance analysis indicated that the TEOSQ-9EF is a reliable and valid instrument for assessing achievement motivation among Mexican adolescents.
Discussion: These findings partially align with previous studies.
Conclusions: This instrument offers a valuable resource for Physical Education teachers in Mexico to evaluate students’ achievement orientations and to tailor instructional strategies accordingly.
References
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de inves-tigación en psicología. Anales de Psicología/Annals of Psychology, 29(3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511
Balaguer, I., Castillo, I., & Tomás, I. (1996). Análisis de las propiedades psicométricas del Cuestionario de Orientación al Ego y a la Tarea en el Deporte (TEOSQ) en su traducción al castellano. Psico-lógica, 17, 71-81. https://www.researchgate.net/publication/258537698_Analisis_de_las_propiedades_psicometri-cas_del_Cuestionario_de_Orientacion_al_Ego_y_a_la_Tarea_en_el_Deporte_TEOSQ_en_su_traduccion_al_castellano
Baños, R. (2020). Intención de práctica, satisfacción con la educación física y con la vida en función del género en estudiantes mexicanos y españoles. Retos, 37, 412-418. https://doi.org/10.47197/retos.v37i37.73019
Benar, N., & Loghmani, M. (2014). Factor analysis of teenage athletes’ goal orientations and sports participation motives in leisure time. Annals of Applied Sport Science, 2(1), 69-80. https://doi.org/10.18869/acadpub.aassjournal.2.1.69
Blanco, J. R., Hernández, R. A., Ornelas, M., & Aguirre, S. I. (2025). Comparación del Autoconcepto en-tre Adolescentes Mexicanos: Diferencias entre Hombres y Mujeres. Revista de Ciencias del Ejer-cicio FOD, 20(1), 1-11. https://doi.org/10.29105/rce-fod.v20i1.124
Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford publications. https://www.guilford.com/books/Confirmatory-Factor-Analysis-for-Applied-Research/Timothy-Brown/9781462515363?srsltid=AfmBOopB4Nn4peZM0Y1n09V714S3SdE1Ag2ACMXiy_RtpU0EGI87KnjA
Byrne, B. M. (2016). Structural Equation Modeling With AMOS: Basic Concepts, Applications, and Pro-gramming (Third ed.). Routledge. https://doi.org/10.4324/9781315757421
Carretero-Dios, H., & Pérez, C. (2005). Normas para el desarrollo y revisión de estudios instrumentales. International Journal of clinical and health psychology, 5(3), 521-551.
Castillo, I., Balaguer, I., & Duda, J. (2002). Las perspectivas de meta de los adolescentes en el contexto deportivo. Psicothema, 14(2), 280-287. https://www.psicothema.com/pdf/721.pdf
Collier, J. (2020). Applied structural equation modeling using AMOS: Basic to advanced techniques. Routledge. https://doi.org/10.4324/9781003018414
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5
Clancy, R. B., Herring, M. P., & Campbell, M. J. (2017). Motivation measures in sport: A critical review and bibliometric analysis. Frontiers in psychology, 8, 348. https://doi.org/10.3389/fpsyg.2017.00348
Dagsdóttir, B. E., Kristjánsdóttir, H., Vésteinsdóttir, V., & Thorsdottir, F. (2023). Task and Ego Orienta-tion in Sport Questionnaire: A Mokken Scale Analysis. SAGE Open, 13(3), 21582440231195200. https://doi.org/10.1177/21582440231195200
Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of educational psychology, 84(3), 290. https://doi.org/10.1037/0022-0663.84.3.290
Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3× 2 achievement goal model. Journal of educational psychology, 103(3), 632. https://doi.org/10.1037/a0023952
Escobedo, M. T., Hernández, J. A., Estebané, V., & Martínez, G. (2016). Modelos de ecuaciones estructu-rales: Características, fases, construcción, aplicación y resultados. Ciencia & trabajo, 18(55), 16-22. https://doi.org/10.4067/S0718-24492016000100004
Fernández, C., & Almagro, B. J. (2019). Relación entre motivación e inteligencia emocional en Educa-ción Física: una revisión sistemática. Retos, 36, 584-589. https://doi.org/10.47197/retos.v36i36.64968
Flake, J. K., Davidson, I. J., Wong, O., & Pek, J. (2022). Construct validity and the validity of replication studies: A systematic review. American Psychologist, 77(4), 576. https://doi.org/10.1037/amp0001006
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
Franco, E., Coterón, J., & Brito, J. (2016). Propiedades psicométricas del TEOSQ adaptado a la educa-ción física en estudiantes ecuatorianos. Maskana, 7(2), 69-76. https://doi.org/10.18537/mskn.07.02.06
García-Romero, C., Méndez-Giménez, A., & Cecchini-Estrada, J. (2022). Metas de logro 3x2 y mediado-res psicológicos en estudiantes de educación física. Revista internacional de medicina y ciencias de la actividad física y del deporte, 455-469. https://doi.org/https://doi.org/10.17979/sportis.2020.6.1.5799
García-Romero, C., Méndez-Giménez, A., & Cecchini Estrada, J. A. (2020). Papel predictivo de las metas de logro 3x2 sobre la necesidad de autonomía en Educación Física. Sportis, 6(1), 2-17. https://doi.org/10.15366/rimcafd2022.87.002
G.-Olvera, A., Pacheco-Miranda, S., Orozco, E., Aguilar-Farias, N., López, I., & Jáuregui, A. (2021). Im-plementation of physical education policies in elementary and middle schools in Mexico. Health Promotion International, 36(2), 460-470. https://doi.org/10.1093/heapro/daaa068
González-Rivas, R. A., Núñez, O., Zueck-Enríquez, M. d. C., Gastélum-Cuadras, G., Ramírez-García, A. A., López-Alonzo, S. J., & Guedea-Delgado, J. C. (2022). Analysis of the factors that influence a qual-ity Physical Education in Mexico: school supervision’s perspective. International journal of en-vironmental research and public health, 19(5), 2869. https://doi.org/10.3390/ijerph19052869
Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis: Pearson College divi-sion. Person: London, UK. https://books.google.com.mx/books/about/Multivariate_Data_Analysis.html?id=SLRPLgAACAAJ&redir_esc=y
Juliá, P., & Baena-Extremera, A. (2018). Mejora de la motivación y las metas sociales tras la realización de una unidad didáctica de escalada. Espiral. Cuadernos del profesorado, 11(22), 40-51. https://doi.org/10.25115/ecp.v11i21.1916
Li, F., Harmer, P., & Acock, A. (1996). The task and ego orientation in sport questionnaire: Construct equivalence and mean differences across gender. Research quarterly for exercise and sport, 67(2), 228-238. https://doi.org/10.1080/02701367.1996.10607949
Lituma, J. C., & Aldas, H. G. (2023). Metas de logro, percepción de éxito, diversión y persistencia-esfuerzo en la educación física escolar. Explorador Digital, 7(4.1), 6-20. https://doi.org/10.33262/exploradordigital.v7i4.1.2755
Lochbaum, M., Kazak, Z., Graham, K.-A., Wright, T., & Zazo, R. (2016). Task and ego goal orientations in competitive sport: A quantitative review of the literature from 1989 to 2016. Kinesiology, 48(1.), 3-29. https://doi.org/10.26582/k.48.1.14
López-Walle, J., Balaguer, I., Meliá, J. L., Castillo, I., & Tristán, J. (2011). Adaptación a la población me-xicana del Cuestionario de Orientación al Ego ya la Tarea en el Deporte (TEOSQ). Revista de psicología del deporte, 20(2), 523-536. https://www.redalyc.org/pdf/2351/235122167019.pdf
López-Walle, J., Tristán, J., Castillo, I. T. I., & Balaguer, I. (2011). Invarianza factorial del TEOSQ en jó-venes deportistas mexicanos y españoles. Revista Mexicana de Psicología, 28(1), 53-61. https://www.redalyc.org/pdf/2430/243029630005.pdf
McGregor, H. A. (2001). A 2× 2 achievement goal framework. Journal of Personality and Social Psychol-ogy, 80(3), 501-519. https://doi.org/10.1037/0022-3514.80.3.501
Morales-Sánchez, V., Hernández-Martos, J., & Reigal, R. E. (2024). Orientación motivacional e intención de ser físicamente activo en estudiantes de educación física: El papel de la autoeficacia motriz Cuadernos de Psicología del Deporte, 24(1), 26-38. https://doi.org/10.6018/cpd.623711
Morales-Sánchez, V., Pérez-Romero, N., Franquelo, M. A., Balaguer, I., Hernández-Mendo, A., & Reigal, R. E. (2022). Task and Ego orientation in sport questionnaire (TEOSQ): psychometric proper-ties in its digital version. International journal of environmental research and public health, 19(6), 3251. https://doi.org/10.3390/ijerph19063251
Nicholls, J. G. (1984). Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychological review, 91(3), 328. https://doi.org/10.1037/0033-295X.91.3.328
Nicholls, J. G. (1989). The competitive ethos and democratic education. Harvard University Press.
Nunnally, J., & Bernstein, I. (1995). Teoría psicométrica. Madrid: McGraw-Hill. https://www.gandhi.com.mx/teoria-psicometrica/p
Papaioannou, A., & Macdonald, A. (1993). Goal perspectives and purposes of physical education as perceived by Greek adolescents. Physical Education Review, 16(1), 41-48.
Peiró, C., & Sanchis, J. R. (2004). Las propiedades psicométricas de la versión inicial del cuestionario de orientación a la tarea y al ego (TEOSQ) adaptado a la educación física en su traducción al caste-llano. Revista de psicología del deporte, 13(1), 0025-0039. https://archives.rpd-online.com/article/view/259.html
Revelle, W., & Zinbarg, R. E. (2009). Coefficients alpha, beta, omega, and the glb: Comments on Sijtsma. Psychometrika, 74(1), 145-154. https://doi.org/10.1007/s11336-008-9102-z
Rodríguez, M., & Ruiz, M. (2008). Atenuación de la asimetría y de la curtosis de las puntuaciones ob-servadas mediante transformaciones de variables: incidencia sobre la estructura factorial. Psi-cológica: Revista de metodología y psicología experimental, 29(2), 205-227.
Ruiz-Juan, F., Piéron, M., & Zamarripa, J. (2011). Versión española del Task and Ego Orientation in Sport Questionnaire (TEOSQ) adaptado a Educación Física. Studies in Psychology, 32(2), 179-193. https://doi.org/10.1174/021093911795978162
Secretaría de Educación Pública. (2024). Aportaciones de la Educación Física en la formación integral de niñas, niños y adolescentes. https://www.youtube.com/watch?v=9bqe2kYVby8&ab_channel=Secretar%C3%ADadeEducaci%C3%B3nP%C3%BAblica
Secretaría de Salud. (2024). Reglamento de la Ley General de Salud en Materia de Investigación para la Salud. Diario Oficial de la Federación. https://salud.gob.mx/unidades/cdi/nom/compi/rlgsmis.html
Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation mod-eling. Personality and Individual differences, 42(5), 893-898. https://doi.org/10.1016/j.paid.2006.09.017
Tomczak, M., Walczak, M., Kleka, P., Walczak, A., & Bojkowski, Ł. (2020). Psychometric properties of the Polish version of task and ego orientation in sport questionnaire (TEOSQ). International journal of environmental research and public health, 17(10), 3593. https://doi.org/10.3390/ijerph17103593
Tracey, D., Maïano, C., Gagnon, C., Craven, R., McCune, V. S., & Morin, A. J. (2021). The Task and Ego Orientation in Sport Questionnaire adapted for youth with intellectual disabilities (TEOSQ-ID). Psychology of Sport and Exercise, 56, 102006. https://doi.org/10.1016/j.psychsport.2021.102006
Triguero, M., & Triguero-Sánchez, R. (2024). Modelos de Ecuaciones Estructurales con AMOS. Manual práctico para el empleo de AMOS. Independently published.
UNESCO, & Loughborough University. (2024). The global state of play: Report and recommendations on quality physical education. UNESCO. https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000390593&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_384ec0a6-92f1-44ea-a456-0b961ea56b0f%3F_%3D390593eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000390593/PDF/390593eng.pdf#1142_24%20%20The%20global%20state%20of%20play%20-%20highlights.indd%3A.48975%3A497
Valdivia, J., Castillo, A., & González, J. (2024). Autoconcepto físico en estudiantes secundarios de una institución escolar de la zona norte de Chile. Retos, 59, 255–266. https://doi.org/10.47197/retos.v59.102743
Walling, M. D., & Duda, J. L. (1995). Goals and their associations with beliefs about success in and per-ceptions of the purposes of physical education. Journal of teaching in physical education, 14(2), 140-156. https://doi.org/10.1123/jtpe.14.2.140
Wheaton, B., Muthen, B., Alwin, D. F., & Summers, G. F. (1977). Assessing reliability and stability in panel models. Sociological methodology, 8, 84-136. https://doi.org/10.2307/270754
Xia, Y., & Yang, Y. (2019). RMSEA, CFI, and TLI in structural equation modeling with ordered categori-cal data: The story they tell depends on the estimation methods. Behavior research methods, 51, 409-428. https://doi.org/10.3758/s13428-018-1055-2
Yang, N., Quan, H., & Guo, Z. (2024). The influence of motivational climate on the physical activity ad-herence among junior high school students: The mediating effect of achievement goal orienta-tion. PloS one, 19(12), e0315831. https://doi.org/10.1371/journal.pone.0315831
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ramón Alfonso González-Rivas, Perla Jannet Jurado-García, Azaneth Laguna Celia, Susana Ivonne Aguirre Vásquez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
