Abstract
Objectives: To provide initial evidence for the construct validity of the Team-referent Availability of Social Support Questionnaire (the TASS-Q).
Design: Cross-sectional in Study 1, and two time points in Study 2.
Method: The preliminary study required participants (N = 47) to assess the content validity—dimensional belonging, understanding, and relevance—of the TASS-Q items. In Study 1, participants (n = 336) completed the TASS-Q and measures of social desirability and negative affectivity. In Study 2, approximately one week before a competition (Day 1, Time 1) participants (n = 413) completed the TASS-Q; approximately 1 h before the same competition (Day 7–9, Time 2) participants completed measures of collective efficacy in relation to the impending competition and team cohesion.
Results: Following evidence for the scale content validity of the TASS-Q in the preliminary study, Study 1 provided support for the factor structure of the TASS-Q comprising emotional, esteem, informational, and tangible dimensions. Study 2 provided partial evidence for the factor structure of the TASS-Q and evidence of the criterion-related validity of the measure, demonstrating that (a) team-referent esteem support was a positive predictor of collective efficacy, (b) support dimensions, collectively, explained significant variance in task cohesion dimensions, and (c) emotional support was a positive predictor of social cohesion (group integration—social).
Conclusions: The article provides initial evidence for the construct validity of the TASS-Q and demonstrates, for team-referent social support, the theoretical advantages of examining a multidimensional conceptualisation of perceived availability of social support.
Original language | English |
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Pages (from-to) | 55-65 |
Number of pages | 11 |
Journal | Psychology of Sport and Exercise |
Volume | 33 |
DOIs | |
Publication status | Published - Nov 2017 |
Keywords
- Confirmatory factor analysis
- Group dynamics
- Multilevel analyses
- Sport psychology
ASJC Scopus subject areas
- Applied Psychology