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Vers une m??thodologie de validation transculturelle de questionnaires psychologiques: Implications pour la recherche en langue fran??aise
... La présente recherche a été approuvée par le comité d'éthique de l'université d'attache. La procédure utilisée pour effectuer l'adaptation transculturelle de la RTC et procéder au processus de validation de cette dernière en contexte québécois est inspirée des travaux de divers chercheurs (Beaton et al., 2007;DeVellis, 2017;Frenette et al., 2020;Hambleton, 2005;Vallerand, 1989). Elle se répartit selon quatre études : 1) préparation d'une version francophone préliminaire; 2) évaluation de la version préliminaire par des répondants du milieu de l'éducation; 3) prétest; 4) accumulation de preuves de validité auprès d'un échantillon tiré de la population étudiante de 1 er cycle. ...
... En ce qui concerne la pertinence, seul l'item 14 présente une moyenne de 5, les autres items ayant une moyenne de 6 et plus. Les résultats obtenus, que cela soit pour l'évaluation de la clarté ou pour celle de la pertinence, sont considérés satisfaisants au sens de Vallerand (1989). Quant à l'appariement des items à la dimension correspondante, seuls les items 1, 9, 10 et 15 n'ont pas obtenu un accord unanime, un des experts se différenciait de ses collègues. ...
... Cette deuxième étude a pour objectif de vérifier la clarté et la pertinence des items de la version préliminaire de l'ÉDRAC par des répondants (Vallerand, 1989) du milieu de l'éducation. Plus précisément, son but est de s'assurer que les items soient compréhensibles, sans ambigüité et dans un langage approprié. ...
Cette recherche présente la « Resistance To Change Scale » (Oreg, 2003a) et son adaptation en contexte québécois. Cette échelle concerne la disposition à résister au changement, trait reflétant une attitude négative à l’égard de ce dernier. Quatre études ont été réalisées. D’abord, une version préliminaire a été effectuée par la méthode de traduction inversée, et ensuite, elle a été évaluée par des experts et des enseignants. Puis, deux prétests auprès de deux échantillons d’étudiants universitaires ont été effectués. Finalement, l’Échelle de Disposition à Résister Au Changement (ÉDRAC) a été soumise à 294 étudiants de 1er cycle. L’ÉDRAC présente diverses preuves de validité et offre un portrait de la disposition à résister au changement des étudiants. Ses caractéristiques sont discutées.
... In contrast, extrinsic motivation is driven by external factors, such as the pursuit of rewards or avoidance of punishment (R. M. Vallerand, 1989). While effective during the initial stages of athletic development, studies suggest its impact on long-term adherence is limited, especially if it does not evolve into a more internalized form of motivation (Ntoumanis, 2001;Vallerand, 2021). ...
... The SMS will be used to accurately measure both intrinsic and extrinsic motivation, providing a detailed understanding of the motivational dynamics influencing rugby players' performance (L. G. Vallerand, 1989). This research hopes to contribute to the existing literature and offer practical recommendations to improve motivation and performance in rugby. ...
Introduction: Sports motivation plays a key role in long-term adherence and athletes' commitment. In the context of rugby, intrinsic and extrinsic motivation may vary depending on individual factors such as occupational status. Objective: To examine the relationship between motivation dimensions and sports adherence in Chilean rugby players, considering occupational status as a moderating factor. Methods: A cross-sectional study was conducted with 280 rugby players from 12 regions of Chile. The Sport Motivation Scale (SMS-28) was used to evaluate intrinsic motivation, extrinsic motivation, and amotivation. Data were analyzed using descriptive statistics, ANOVA, and Pearson correlations. Results: Intrinsic motivation for experiencing sensations had the highest average score, followed by intrinsic motivation for achieving things. Identified regulation was significantly higher among students and workers compared to unemployed participants (p = 0.050). Introjected regulation showed significant differences across occupational status (p = 0.001), with higher levels among workers. Amotivation was negatively associated with sports participation, although no significant differences were observed between occupational groups (p = 0.419). Conclusions: The findings highlight the importance of fostering intrinsic motivation to sustain sports participation in rugby players. Additionally, strengthening identified regulation may improve commitment, particularly among unemployed players. Reducing amotivation is crucial to prevent sports dropout.
... Researchers and OHS practitioners may also be concerned with practical aspects of measuring WRPFs. Some tools can be complex and time-consuming to administer, require complex scoring calculations, involve costly training or the support of an expert to interpret the results, and be inaccessible in the language spoken by prospective respondents [18][19][20]. Providing a systematic overview of the reliability, the validity and the practical properties of the tools measuring WRPFs in research on SA of HCWs would bridge a gap in the literature. The objectives of this review are to list the validated tools that are used to measure WRPFs in prospective research on SA of HCWs, and to evaluate their psychometric and practical properties. ...
... Convergent validity was evaluated as satisfactory if the score of a tool was correlated significantly and positively (r ≥ 0.30) to a theoretically similar construct [18,27]. Test-retest reliability, also known as stability, was evaluated favourably when repeated measures by the same tool generated comparable results, that is, a Pearson correlation coefficient of at least 0.60 [20] or an intra-class correlation coefficient equal or larger than 0.40 [28]. The predictive validity was evaluated as satisfactory if the WRPF measured was significantly associated with the SA criterion in a multivariable model [18] that adjusted at least for age and sex or gender [25]. ...
Purpose
This systematic literature review aims to list the validated tools measuring work-related psychosocial factors (WRPFs) influence health care workers’ (HCWs) sickness absence (SA), and to evaluate their psychometric and practical properties.
Methods
Using the PsycINFO, Medline, and Web of Science databases, the search targeted prospective studies on WRPFs and SA in HCWs published between 2012 and 2023. The validated, self-report tools that measured WRPFs and that yielded at least one significant predictor of SA in HCWs were identified. An evaluation of the psychometric and practical properties was performed.
Results
Based on inclusion criteria, three prospective studies on HCWs were included, and twelve tools were listed. Psychometric and practical properties were “excellent” for six tools, “good” for four, and “questionable” for two.
Conclusions
Researchers and occupational health practitioners can use tools with “good” to “excellent” overall quality to measure traditional WRPFs that predict SA in HCWs. There is a need to develop and validate tools that measure WRPFs representing the specific characteristics of the health care working environment. Other WRPFs relevant to the work context of HCWs can be measured by extant tools that could be used in research and program development and evaluation.
... [2][3][4] C-IPV includes all forms of violence (e.g., sexual and psychological) experienced through technology within romantic relationships, ranging from overt (e.g., receiving violent messages online from a partner) to covert types of abuse (e.g., being geo-located by a partner without consent). 5 Young adults (18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29) are particularly at risk, with 40-73 percent reporting C-IPV. 6 Although C-IPV is a growing issue, research is lacking regarding its associations with modifiable relational factors such as conflict management. ...
... The parallel-back translation method was used to ensure the intercultural adaptation of the English version to the Greek language. The whole procedure followed by the researchers included four steps: (1) back translation, (2) proofreading by experts in the field of motivation, (3) pilot studies, and (4) main study (Vallerand, 1989). In the past this procedure has been used with success by the adaptation of various instruments in Greek in the area of motivation and attitudes (Tsorbatzoudis, 1990), and anxiety (Tsorbatzoudis, Barkoukus, Kaissidis-Rodafinos, & Grouios, 1998). ...
This study was done to test the psychometric properties of the modified version of the Sport Motivation Scale adapted for children in physical education. Participants were elementary school students (N = 452, Mage = 13.9 ± 1.04) who responded to the Sport Motivation Scale for Children. The scale assesses three types of motivation at the contextual level, namely, Intrinsic Motivation, Extrinsic Motivation, and Amotivation. Results supported the construct validity (CFI = .95), and internal consistency of the scale (Cronbach α>.65). Correlations indicated Sport Motivation Scale for Children simplex pattern exhibiting higher correlations among adjacent subscales than subscales farther apart. The concurrent validity, examined through correlations with scores on the Physical Self-description Questionnaire was satisfactory. Sex differences were examined to assess the discriminant validity. Boys were more intrinsically motivated than girls. Overall, the scale seems a useful one for assessment of motivation in physical education.
... (2007). This scale was subject to a transcultural translation following the methodology of Vallerand (1989) with the participation of Valcour (Guilbert et al., 2019). People had to identify their position on a Likert scale ranging from 1 (very unsatisfactory) to 5 (very satisfactory) for items such as "Are you satisfied with the way in which your professional life and your personal or family life adjust to each other?" ...
This study examines how Iraqi EFL students' academic motivation is affected by the Cognitive-Code Method (CCM). The purpose of the study aims to determine if structured cognitive learning techniques and explicit grammar instruction improve students' internal and extrinsic motivation. A control group received instruction using conventional methods, whereas an experimental group was taught using the Cognitive-Code Method as part of a quasi-experimental design. Following the treatment, a post-questionnaire was given to each group. To assess variations in motivation levels, the data were analyzed using item-total correlation and the T-test formula. According to the results, students in the experimental group were substantially more engaged and intrinsically motivated than those in the control group. The experimental group showed an enhanced knowledge of language structures, a deeper level of cognitive involvement, and a greater enthusiasm for learning, even if extrinsic motivation was identical in both groups. These findings support theories of cognitive learning by highlighting the ways in which explicit rule-based education promotes critical thinking, meaningful comprehension, and active engagement. Furthermore, the study emphasizes that students who were exposed to the Cognitive-Code Method had a higher chance of acquiring self-motivation, problem-solving skills, and a favorable attitude toward language acquisition. According to the study's findings, including the Cognitive-Code Method into EFL lessons can significantly enhance students' motivation and interest. In order to promote in-depth learning and a sustainable interest in language acquisition, it advises instructors to implement structured cognitive techniques. These results highlight the value of cognitive-based methods in teaching foreign languages since they provide an organized and interesting way to raise motivation and enhance learning results.
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