An examination of the first/second-grade form of the pictorial scale of perceived competence and social acceptance: Factor structure and stability by grade and gender across groups of economically disadvantaged children

2007 ◽  
Vol 45 (3) ◽  
pp. 311-331 ◽  
Author(s):  
Brian F. French ◽  
Panayota Mantzicopoulos
Keyword(s):  
Factor Structure ◽  
Economically Disadvantaged ◽  
Social Acceptance ◽  
Perceived Competence ◽  
Second Grade ◽  
Structure And Stability ◽  
Disadvantaged Children ◽  
And Gender

Factor Structure of the Pictorial Scale of Perceived Competence and Social Acceptance With Two Pre-Elementary Samples

2004 ◽  
Vol 75 (4) ◽  
pp. 1214-1228 ◽  
Author(s):  
Panayota Mantzicopoulos ◽  
Brian F. French ◽  
Susan J. Maller
Keyword(s):  
Factor Structure ◽  
Social Acceptance ◽  
Perceived Competence

scholarly journals Exploring the Multicomponent Structure of Acceptance Attitudes in Portuguese Children Using the Modified Chedoke-McMaster Attitudes toward Children with Handicaps scale

2021 ◽  
Vol 10 (4) ◽  
pp. 1963-1972
Author(s):  
Sílvia Alves ◽  
Pedro Lopes-dos-Santos ◽  
Manuela Sanches-Ferreira ◽  
Mónica Silveira-Maia
Keyword(s):  
Inclusive Education ◽  
Factor Structure ◽  
Social Participation ◽  
Social Acceptance ◽  
Short Form ◽  
Confirmatory Factor Analyses ◽  
Children's Attitudes ◽  
Attitudes Toward Children ◽  
And Gender ◽  
Additional Support

<p style="text-align: justify;">Social participation represent one of the major outcomes of inclusive education. Students with additional support needs often encountered negative attitudes of social acceptance exhibited by their typically developing peers hindering their social participation in the educational context. This study explored the multicomponent structure of Portuguese children’s attitudes toward their peers with disabilities using a modified short form of the Chedoke-McMaster Attitudes toward Children with Handicaps scale (CATCH). In particular, this study aimed to (a) determine the factor structure of the CATCH and (b) evaluate the measurement invariance across age and gender. To identify the CATCH factor structure, exploratory and confirmatory factor analyses were conducted on data collected from 1,038 children aged 8–18 years. Analyses revealed that a modified short form of the CATCH consisting of a 20-item measure with a three-factor structure displayed acceptable fit and internal consistency indices. This model proved to be invariant across groups. The Portuguese-modified short form of the CATCH, in which cognitive, affective, and behavioral dimensions are represented, has acceptable psychometric properties and the potential to evaluate the effectiveness of educational programs designed to improve children’s attitudes.</p>

Coordination and Gender Influences on the Perceived Competence of Children

1997 ◽  
Vol 14 (3) ◽  
pp. 210-221 ◽  
Author(s):  
Betty Rose ◽  
Dawne Larkin ◽  
Bonnie G. Berger
Keyword(s):  
Social Acceptance ◽  
Perceived Competence ◽  
Scholastic Competence ◽  
Design Coordination ◽  
Self Worth ◽  
And Gender ◽  
Gender Interactions ◽  
Neuromuscular Development ◽  
Gender Influences ◽  
Univariate Analyses

Perceived competence and global self-worth of children who were poorly coordinated (n = 68) and children who were well-coordinated (n = 62) were examined. Measures of perceived athletic and scholastic competence, social acceptance, physical appearance, behavioral conduct, and global self-worth were obtained using Harter’s (1985) Self-Perception Profile for Children (SPPC). Girls and boys, ages 8 to 12, were categorized as poorly coordinated or well-coordinated using their scores on the McCarron (1982) Neuromuscular Development battery. Univariate analyses, using a 2 × 2 design (Coordination × Gender), showed a main effect of coordination in all domains, with the poorly coordinated group having the lower mean scores. In the scholastic, behavioral, and global sphere, coordination by gender interactions were influenced by the high perceptions of the well-coordinated girls. The interactions demonstrated for scholastic and global domains also were influenced by the low perceptions of the girls with poor coordination. Self-perceptions were modified by gender and coordination.

The Self-Description Questionnaire-1: A Lithuanian Application

1995 ◽  
Vol 11 (1) ◽  
pp. 41-51 ◽  
Author(s):  
David Watkins ◽  
Anne McCreary Juhasz ◽  
Aldona Walker ◽  
Nijole Janvlaitiene
Keyword(s):  
Eastern Europe ◽  
Factor Structure ◽  
Response Bias ◽  
Internal Consistency ◽  
Self Esteem ◽  
Cultural Dimensions ◽  
The Self ◽  
Nigerian Children ◽  
Gender Biases ◽  
And Gender

Analysis of the responses of 139 male and 83 female Lithuanian 12-14 year-olds to a translation of the Self-Description Questionnaire-1 (SDQ-1; Marsh, 1988 ) supported the internal consistency and factor structure of this instrument. Some evidence of a “positivity” response bias was found, however. Comparison of the Lithuanian responses to those of like-aged Australian, Chinese, Filipino, Nepalese, and Nigerian children indicated the Lithuanians tended to report rather lower self-esteem. The Lithuanian males also tended to report lower self-esteem than their female peers. Interpretation of the results are considered in terms of reactions to the recent upheavals in Eastern Europe, stable cultural dimensions, and possible cultural and gender biases in the items of the SDQ-1.

scholarly journals Attitudes towards math in primary school students: Differences depending on the grade and gender

2016 ◽  
Vol 6 (2) ◽  
pp. 119-132
Author(s):  
Antonio Valle ◽  
Bibiana Regueiro ◽  
Isabel Piñeiro ◽  
Benigno Sánchez ◽  
Carlos Freire ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Perceived Competence ◽  
Primary School Students ◽  
School Students ◽  
Grade 5 ◽  
Anxiety Levels ◽  
And Gender ◽  
Negative Feelings

The main aim of this study is to check whether there are differences in some variables related to attitudes towards math in primary school students according to the course and gender. The sample consists of 897 students of the fifth and sixth year of primary education (50.2% boys and 49.8% girls). The results indicate that the boys, compared to girls, have a higher perceived competence in math, they are more intrinsically motivated extrinsic and exhibit lower levels of anxiety. As for the differences in terms of this variable, the results indicate that students in grade 5 have a higher perceived competence for math, perceive most useful, are more intrinsically motivated to this subject and show anxiety levels and some negative feelings toward the lower than grade 6. Therefore, girls show a "profile" of less adaptive than men conditions, both in terms of their perceived competition as their motivation towards math and also in terms of the emotions associated with this matter. As for the differences depending on the course, students from grade 5 are those with a much more positive attitudinal and motivational conditions than grade 6.

Understanding caregiver acceptance of screening for family substance use in pediatric clinics serving economically disadvantaged children

2021 ◽  
pp. 1-7
Author(s):  
Pamela A. Matson ◽  
Neha Bakhai ◽  
Barry S. Solomon ◽  
Sarah Flessa ◽  
Julia Ramos ◽  
...  
Keyword(s):  
Substance Use ◽  
Economically Disadvantaged ◽  
Disadvantaged Children

Has the Allocation of Certain Teachers Impacted Student Achievement and Upward Economic Mobility? The Case of Forsyth County, NC Elementary Schools

2020 ◽  
pp. 001312452097267
Author(s):  
Zachary D. Blizard
Keyword(s):  
Elementary Schools ◽  
Economically Disadvantaged ◽  
Local System ◽  
Experienced Teachers ◽  
Economic Mobility ◽  
High Performing Schools ◽  
High Performing ◽  
Disadvantaged Children ◽  
Forsyth County ◽  
Inexperienced Teacher

Forsyth County, North Carolina has one of the lowest rates of upward economic mobility in the entire United States. Researchers find that one of strongest correlates of upward mobility is the quality of schools in the local system. Using 2018 and 2017 NC Public School Report Card (SRC) data for Forsyth County elementary schools, I find that the percentage of experienced teachers at a school is a significant predictor of school performance. At high-performing schools, a much larger share of their faculties consist of highly experienced and educated teachers, compared to low-performing schools that predominately serve economically disadvantaged children. Experienced and high-quality teachers can have significant long-term impacts on elementary school children, especially those who come from underprivileged families. Yet in Forsyth County, schools with greater shares of economically disadvantaged children have lower percentages of teachers with these characteristics. I argue that the Forsyth County school system can assist in reversing low mobility rates by allocating more experienced teachers toward low-performing elementary schools that serve mostly disadvantaged children. This will insure that these schools have higher experienced-to-inexperienced teacher ratios, while also helping to reduce teacher turnover.

scholarly journals Reliability, Validity, and Gender Invariance of the Exercise Benefits/Barriers Scale: An Emerging Evidence for a More Concise Research Tool

2021 ◽  
Vol 18 (7) ◽  
pp. 3516
Author(s):  
Stefan Koehn ◽  
Farzad Amirabdollahian
Keyword(s):  
Factor Structure ◽  
Adult Population ◽  
Research Tool ◽  
Future Research ◽  
Gender Invariance ◽  
The United Kingdom ◽  
And Gender ◽  
The Uk ◽  
Fit Index ◽  
Northwest Region

The Exercise Benefits/Barriers Scale (EBBS) research instrument has been extensively used to investigate the perceived benefits and barriers of exercise in a range of settings. In order to examine theoretical contentions and translate the findings, it is imperative to implement measurement tools that operationalize the constructs in an accurate and reliable way. The original validation of the EBBS proposed a nine-factor structure for the research tool, examined the EBBS factor structure, and suggested that various factors are important for the testing of the perception of exercise benefits and barriers, whereas a few items and factors may not be vital. The current study conducted a confirmatory factor analysis (CFA) using hierarchical testing in 565 participants from the northwest region of the United Kingdom, the results of which provided evidence for a four-factor structure of the benefits measure, with the Comparative Fit Index (CFI) = 0.943, Tucker–Lewis Index (TLI) = 0.933, and root means square error of approximation (RMSEA) = 0.051, namely life enhancement, physical performance, psychological outlook, and social interaction, as well as a two-factor structure of the barrier measures, with the CFI = 0.953, TLI = 0.931, and RMSEA = 0.063, including exercise milieu and time expenditure. Our findings showed that for a six-factor correlated model, the CFI = 0.930, TLI = 0.919, and RMSEA = 0.046. The multi-group CFA provided support for gender invariance. The results indicated that after three decades of the original validation of the EBBS, many of the core factors and items are still relevant for the assessment of higher-order factors; however, the 26-item concise tool proposed in the current study displays a better parsimony in comparison with the original 43-item questionnaire. Overall, the current study provides support for a reliable, cross-culturally valid EBBS within the UK adult population, however, it proposes a shorter and more concise version compared with the original tool, and gives direction for future research to focus on the content validity for assessing the perception of the barriers to physical activity.

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