Frontiers in psychology · 2026
Measuring cognitive engagement in physical education: scale development and validation.
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Zhang Meng, Deng Yu, Zheng Nan, Wang Kaiyuan, Wu Ji
Аннотация
BACKGROUND: Cognitive engagement in physical education is an important factor that reflects the quality of physical education teaching and influences students' learning outcomes. Effectively assessing students' cognitive engagement in physical education is valuable for classroom evaluation and instructional intervention. However, existing instruments for measuring cognitive engagement in physical education remain limited in contextual specificity, measurement accuracy, and practical applicability. Based on the ICAP framework, this study aimed to develop and validate the Cognitive Engagement in Physical Education Scale (CEPE) for Chinese middle school students.
METHODS: The scale was initially developed based on a literature review and classroom observations. A full reliability and validity test was conducted with 855 middle school students in Jinan, China.
RESULTS: The final CEPE consisted of 14 items across four dimensions: observation and execution, cognitive processing, self-regulation, and collaborative innovation. The four-factor model showed acceptable fit to the data: χ2/ df = 4.396, RMSEA = 0.080, GFI = 0.919, CFI = 0.952, TLI = 0.938, IFI = 0.952, and SRMR = 0.041. Standardized factor loadings ranged from 0.68 to 0.97. The composite reliability values were all above 0.80, and the average variance extracted values were all above 0.50, supporting convergent validity. Although the Fornell-Larcker criterion was not fully satisfied for cognitive processing and self-regulation, additional evidence from HTMT values and competing model comparisons supported the discriminant validity of the four-factor structure. The CEPE total score and subscale scores were positively correlated with physical education learning self-efficacy, providing evidence of criterion-related validity.
CONCLUSION: The CEPE developed in this study based on the ICAP framework showed acceptable reliability and validity. It may provide a useful measurement tool for assessing students' cognitive engagement in physical education.
METHODS: The scale was initially developed based on a literature review and classroom observations. A full reliability and validity test was conducted with 855 middle school students in Jinan, China.
RESULTS: The final CEPE consisted of 14 items across four dimensions: observation and execution, cognitive processing, self-regulation, and collaborative innovation. The four-factor model showed acceptable fit to the data: χ2/ df = 4.396, RMSEA = 0.080, GFI = 0.919, CFI = 0.952, TLI = 0.938, IFI = 0.952, and SRMR = 0.041. Standardized factor loadings ranged from 0.68 to 0.97. The composite reliability values were all above 0.80, and the average variance extracted values were all above 0.50, supporting convergent validity. Although the Fornell-Larcker criterion was not fully satisfied for cognitive processing and self-regulation, additional evidence from HTMT values and competing model comparisons supported the discriminant validity of the four-factor structure. The CEPE total score and subscale scores were positively correlated with physical education learning self-efficacy, providing evidence of criterion-related validity.
CONCLUSION: The CEPE developed in this study based on the ICAP framework showed acceptable reliability and validity. It may provide a useful measurement tool for assessing students' cognitive engagement in physical education.