PSYCHOMETRIC EVALUATION OF THE LEISURE MEANINGS INVENTORY IN A SAMPLE OF PEDAGOGY STUDENTS
PSYCHOMETRIC EVALUATION OF THE LEISURE MEANINGS INVENTORY IN A SAMPLE OF PEDAGOGY STUDENTS

Summary/Abstract: The aim of this research was to test the factor structure and reliability of the Leisure Meanings Inventory in a sample of pedagogy students. In addition to the psychometric evaluation of the instrument, the paper includes a description of the respondents’ answers, as well as an analysis of differences in the perception of leisure meanings depending on the year of study. The theoretical framework of the research was based on Watkins’ model of leisure meanings, whose validity was tested in a specific academic context. The sample comprised 249 pedagogy students from the Faculty of Philosophy in Novi Sad. Principal component analysis with Promax rotation was used for factor extraction, while the number of factors was determined using Horn’s parallel analysis. Reliability was assessed using Cronbach’s α and McDonald’s ω coefficients. The results confirmed the four-factor structure of the original instrument: escaping pressure, achieving fulfillment, passing time, and exercising choice. This structure explained 45.7% of the total variance. Most of the subscales demonstrated satisfactory reliability, with certain psychometric challenges observed in the dimension of exercising choice. The descriptive findings indicated that pedagogy students predominantly perceive leisure as a space of personal choice and autonomy, while spending time in passive activities is less pronounced. On the other hand, it was determined that first- and second-year students more often emphasized the dimension of passing time compared to their senior colleagues, which indicates developmental shifts in the perception of the meaning of leisure during student life. The obtained results provide empirical support for the measurement adequacy of the instrument, highlighting its potential for future research on the phenomenon of leisure, as well as for improving upbringing and educational practice in the academic context.

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