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Abstract

The Spotlight Effect, defined as individuals' tendency to overestimate the extent to which others notice and evaluate them, has important implications for psychological functioning, social interaction, and performance in educational and sport environments. Despite previous studies have addressed the Spotlight Effect theoretically and empirically, no validated instrument has been specifically developed to assess this construct especially among students of Colleges of Physical Education and Sport Sciences. This study aimed to develop and validate a Spotlight Effect Scale and establishing normative levels for its interpretation. The descriptive survey approach was used, involving 555 students from Colleges of Physical Education and Sport Sciences across all stages of scale development. The final scale consists of 21 items representing three dimensions: cognitive, emotional, and behavioral, with seven items per dimension. Based on the theoretical framework adopted in the present study, the researchers hypothesized a three-component structure, and the factor analysis results were consistent with this proposed structure. The three components explained 58.754% of the total variance, with a KMO value of .895 and a significant Bartlett's test (p < .001). The scale demonstrated high internal consistency, with Cronbach's alpha of .950 for the total scale and ranging from .868 to .911 across the three dimensions. The findings indicate that the developed scale provides a valid and reliable standardized measure of the Spotlight Effect among university students in sport sciences and may support future research and educational and counseling applications. This serves one of the Sustainable Development Goals (quality education).

Article Type

Original Study

First Page

432

Last Page

444

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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