Background: OUTCOME EXPECTATION (OE) is known as a psychosocial determinant of leisure time physical activity (LTPA). Despite importance of this construct evaluation, there is no evidence of special questionnaire for measuring OE in Persian speaking Iranian male adolescents.Objectives: This article reports development and psychometric evaluation process of a specific questionnaire that evaluates OE about LTPA among Iranian male adolescents.Materials and Methods: Literature review and group discussions were used to select 26 items of this questionnaire based on 3 dimensions of OE (self-evaluation, social expectancy, and physical expectancy). All Participants (n=720) were divided into two groups randomly after evaluating comprehensibility, face and content validity, and items analysis. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were separately operated on one of these groups for evaluation of the construct validity of questionnaire. The reliability of the questionnaire was estimated by the Cronbach a.Results: EFA extracted 3 main factors explained 45.80%, 10.31%, and 7.51% of OE variance, respectively. Almost all fit indexes in CFA were acceptable (CMIN=107.39, CMIN/DF=2.619, CFI=0.938, PCFI=0.699, RMSEA=0.067, PCLOSE=0.034). Finally 11 items remained in the questionnaire, which showed excellent reliability on main study (a=0.85).Conclusions: This study provided evidence regarding the reliability and validity of the Iranian male adolescent OUTCOME EXPECTATION about leisure time physical activity (IMAO-PAC) and illustrated that this new questionnaire can be used to measure the perceived exercise benefits among target group in observational and interventional studies.

The present study was done with the aim of presenting the causal model of the effect environment of social constructivist on motivational orientations with regard to the mediating role of self-efficacy and OUTCOME EXPECTATION. The research method was descriptive-correlational and the statistical population of the study included all postgraduate students of Lorestan University in the academic year 2016-2017 to 1643 students, of which 310 were selected based on stratified random sampling method. To collect the required data from University Social Constructivist Learning Environment Survey (USCLES), Academic Self Efficacy Beliefs Questionnaire (ASEBQ), Student OUTCOME EXPECTATIONs Scale (SOES), and Academic Motivation Scale (AMS-C 28) was used. Data analysis was performed by path analysis by AMOS software. Social constructivism, self-efficacy and OUTCOME EXPECTATION had a positive and significant direct effect on intrinsic and extrinsic motivation (p < 0. 01). Self-efficacy had a negative effect on amotivation (p<0. 01),But social constructivism and OUTCOME EXPECTATION had no direct effect on amotivation (p>0. 05). Social constructivism had a positive effect on self-efficacy and OUTCOME EXPECTATION (p<0. 01). In addition, the indirect effects of social constructivism with intrinsic, extrinsic motivation and apostasy through self-efficacy became significant (p<0. 01). Also, the indirect effects of social with intrinsic and extrinsic motivation mediated by OUTCOME EXPECTATION were significant (p < 0. 01),But the indirect effects of social constructivism with amotivation mediated by OUTCOME EXPECTATION were not significant (p > 0. 05). The results of this study suggest the use of a constructivist approach in teaching as a strong and effective theory for educational circles.