Identifying the specificity of students’ individual interest in physical education is necessary to capture the different facets of this construct. In contrast to existing questionnaires in education which assess the multidimensionality of individual interest, the current scale used in physical education consists of a single‐item measurement which rates students’ individual interest for multiple physical activities taught during lessons. Even if this single‐item rating provides a basis for classifying interest relative to others, it does not provide information about the nature and internal components of individual interest. Therefore, the purpose of this study was to develop a valid and reliable questionnaire measuring the multidimensionality of students’ individual interest in physical education. Four stages were followed: (1) the development of a preliminary version based on the findings of a literature review on individual interest and a committee process validation; (2) a first study conducted on 481 secondary school students to establish the factor structure, and internal reliability of this questionnaire; (3) a second study based on 243 secondary school students to confirm its factor structure and to test its temporal stability; and finally, (4) a third study with 253 students to test its concurrent validity. The final form of the questionnaire consists of a three‐factor structure based on 14 items that measure students’ individual interest in physical education: positive affect and willingness to reengage (five items), stored utility value (four items), and stored attainment value and knowledge‐seeking intentions (five items).

中文翻译：

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学生对体育的个人兴趣：问卷的开发和验证。

确定学生个人对体育的兴趣的特殊性对于抓住这种结构的不同方面是必要的。与评估个人兴趣的多维性的现有教育调查表不同，当前体育教育使用的量表包括单项测量，该测量对学生在课程中教授的多种体育活动的个人兴趣进行评分。即使此单项评分为相对于其他利益的兴趣分类提供了依据，也无法提供有关个人兴趣的性质和内部组成部分的信息。因此，本研究的目的是开发一种有效且可靠的问卷，以衡量学生对体育的个人兴趣的多维性。遵循四个阶段：（1）根据有关个人兴趣的文献综述和委员会程序验证的结果，开发初步版本；（2）首次对481名中学生进行了研究，以建立该问卷的因素结构和内部可靠性；（3）在243名中学生的基础上进行的第二项研究，以确认其因素结构并测试其时间稳定性；最后，（4）一项针对253名学生的第三项研究来检验其并发有效性。问卷的最终形式由三因素结构构成，该结构基于14个项目，用于衡量学生对体育的个人兴趣：积极影响和重新参与的意愿（五个项目），存储的效用价值（四个项目）和存储的成就价值和寻求知识的意图（五个项目）。