Psychometric Properties of the Physical Educators’ Self-Efficacy Toward Including Students With Disabilities—Autism Among Chinese Preservice Physical Education Teachers

2018 ◽  
Vol 35 (2) ◽  
pp. 159-174 ◽  
Author(s):  
Chunxiao Li ◽  
Lijuan Wang ◽  
Martin E. Block ◽  
Raymond K.W. Sum ◽  
Yandan Wu
Keyword(s):  
Physical Education ◽  
Psychometric Properties ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Factor Model ◽  
Total Sample ◽  
Autism Spectrum ◽  
Physical Educators ◽  
Internal Reliability ◽  
Two Samples

Teachers’ self-efficacy is a critical predictor for successful inclusive physical education. However, little is known about preservice physical educators’ self-efficacy toward teaching students with autism spectrum disorders in China. A sound instrument is necessary to measure their self-efficacy level. This validation study examined the psychometric properties of the Chinese version of the Physical Educators’ Self-Efficacy Toward Including Students with Disabilities—Autism. A multisection survey form was administered to preservice physical educators in Mainland China (n = 205) and Hong Kong (n = 227). The results of confirmatory factor analysis confirmed the one-factor model of the scale in the total sample and each of the two samples. Invariance tests across the two samples supported configural and metric invariance but not scalar invariance. The scale scores showed good internal reliability and were correlated with theoretically relevant constructs (i.e., burnout and life satisfaction) in the total sample and subsamples. These findings generally support the utility of the scale for use among Chinese preservice physical educators.

scholarly journals Improving Self-Efficacy Towards Inclusion in In-Service Physical Education Teachers: A Comparison between Insular and Peninsular Regions in Spain

2019 ◽  
Vol 11 (20) ◽  
pp. 5824 ◽  
Author(s):  
Reina ◽  
Santana ◽  
Montesdeoca ◽  
Roldan
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Education Policies ◽  
Post Test ◽  
Service Training

Physical education teachers play a significant role in educating students with special education needs, but they often feel frustrated and unprepared to achieve a successful inclusion process. The lack of inadequate training has proven to have an unfavorable effect on educators’ perceived competence, confidence, and attitudes when working in inclusive settings with children with disabilities. This study evaluates the effect of a training program implemented with in-service physical educators from two different regions in Spain, insular and peninsular, in order to improve their self-efficacy in including students with disabilities in physical education. A pre- vs. post-test intervention was conducted with two groups of 142 in-service physical educators with similar age and teaching experience. The intervention improved their perceived self-efficacy in including students with physical, visual, and intellectual disabilities in physical education (p < 0.01, effect sizes = large). The physical educators teaching in the insular region improved their self-efficacy to a higher extent. This study demonstrates the invariant effect of the training program in both regions, but the self-efficacy scores of the physical educators might be constrained by the contents regarding inclusion in their pre-service training, the education policies of the region where the teaching takes place or the geographical characteristics of their workplace.

Using the Rating Scale Model to Examine the Psychometric Properties of the Self-Efficacy Scale for Driver Competence

2011 ◽  
Vol 27 (3) ◽  
pp. 164-170 ◽  
Author(s):  
Anna Sundström
Keyword(s):  
Psychometric Properties ◽  
Self Efficacy ◽  
Rating Scale ◽  
Measurement Precision ◽  
The Self ◽  
Test Theory ◽  
Self Report ◽  
Scale Model ◽  
Validity And Reliability ◽  
Two Samples

This study evaluated the psychometric properties of a self-report scale for assessing perceived driver competence, labeled the Self-Efficacy Scale for Driver Competence (SSDC), using item response theory analyses. Two samples of Swedish driving-license examinees (n = 795; n = 714) completed two versions of the SSDC that were parallel in content. Prior work, using classical test theory analyses, has provided support for the validity and reliability of scores from the SSDC. This study investigated the measurement precision, item hierarchy, and differential functioning for males and females of the items in the SSDC as well as how the rating scale functions. The results confirmed the previous findings; that the SSDC demonstrates sound psychometric properties. In addition, the findings showed that measurement precision could be increased by adding items that tap higher self-efficacy levels. Moreover, the rating scale can be improved by reducing the number of categories or by providing each category with a label.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

scholarly journals Initial Validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in Physical Education

2018 ◽  
Vol 37 (4) ◽  
pp. 340-351 ◽  
Author(s):  
Daniel Milton ◽  
Paul R. Appleton ◽  
Anna Bryant ◽  
Joan L. Duda
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Structural Equation ◽  
Factor Model ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Parameter Estimates ◽  
Two Samples ◽  
Secondary School Pupils

Purpose: Guided by Duda’s hierarchical conceptualization of the motivational climate that draws from self-determination and achievement goal theories, this study provides initial evidence of the psychometric properties of the Empowering and Disempowering Motivational Climate Questionnaire in physical education (EDMCQ-PE). Method: Questionnaire based with two samples of Welsh secondary school pupils. Results: Exploratory structural equation modeling provided a better fit of the data to the hypothesized model than confirmatory factor analysis. Moreover, a two-factor composite (i.e., empowering and disempowering) lower-order model provided an acceptable fit and clear parameter estimates. This two-factor model also demonstrated scalar gender measurement invariance. Discussion: The evidence from this study suggests the EDMCQ-PE is a promising scale for the assessment of secondary school pupils’ perceptions of the empowering and disempowering features of the motivational climate created by their physical education teachers. Conclusion: Moving forward, the statistical approach employed in this paper can inform future studies that develop questionnaire methodology in physical education and from an applied perspective; the EDMCQ-PE can be used by researchers and teachers to assess the motivational climate in PE and help inform the pedagogy underpinning teachers’ classes.

Examining the Role Clarity, Ability, and Training Needs of Paraeducators Supporting Students With Disabilities in Physical Education Settings

2022 ◽  
Vol 79 (1) ◽  
Author(s):  
Tim G. Swenson ◽  
Justin A. Haegele
Keyword(s):  
Physical Education ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Training Needs ◽  
Descriptive Statistics ◽  
Working Environment ◽  
Physical Educators ◽  
Role Clarity ◽  
Significant Difference ◽  
And Training

Paraeducators are often utilized in physical education environments to assist instructors as well as students with disabilities; however, there is little research on the utilization of these professionals within this setting. This study explored paraeducators’ perceived roles and competencies in physical education from the perspectives of both paraeducators and physical educators. This study was conducted with physical educators and paraeducators serving as participants and completing a content-validated survey on the various roles typically assumed by paraeducators when assisting in physical education classes. Data were analyzed via descriptive statistics and t tests, and differences between physical educators and paraeducators were identified. Results indicated these key findings: (1) There was a significant difference in the perception of role clarity of paraeducators between participant groups, (2) there was a significant difference in the perception of role ability of paraeducators between participant groups, and (3) there was not a significant difference between groups in terms of the training needs of paraeducators specific to physical education. Using the results of this study, physical educators and paraeducators can work together to provide the best learning environment possible within physical education for students with disabilities and within the working environment for both physical educators and paraeducators.

Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

2015 ◽  
Vol 32 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Andrea R. Taliaferro ◽  
Lindsay Hammond ◽  
Kristi Wyant
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Midwestern University ◽  
Disability Categories ◽  
The Impact

The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.

Validation of the Physical Education Teachers' Physical Activity Self-efficacy Scale with a Turkish Sample

2009 ◽  
Vol 37 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Okkes Alpaslan Gencay
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Test Results ◽  
Validity And Reliability ◽  
One Way Anova ◽  
Reliable Scale

The main purpose of this study was to determine the validity and reliability of the Physical Education Teachers' Physical Activity Self-efficacy Scale (PETPAS), developed by Martin and Kulinna (2003), in a Turkish setting, and to test if there are any differences according to gender and teaching experience of Turkish PE teachers. The Turkish version of the PETPAS was administered to 227 physical educators from 3 cities in Turkey. Exploratory factor analysis showed that the scale consists of 4 dimensions, as does the original. Cronbach's alpha was .86, and both the Equal-Length Spearman Brown split-half coefficient (r = .72) and Guttman's split-half coefficient (r = .73) showed good results. The independent t test results revealed that there were significant gender differences in space, time, and institution subscales. One way ANOVA results also indicated that student and space subscales significantly differed according to teaching experience of the PE teachers. These results indicated that the PETPAS is a valid and reliable scale for Turkish culture.

scholarly journals Psychometric Properties of the Russian-Language Version of the Parental Emotion Regulation Inventory

Reflexio ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 21-35
Author(s):  
E. A. Dorosheva ◽  
E. M. Kavlakan
Keyword(s):  
Emotion Regulation ◽  
Psychometric Properties ◽  
Emotional Regulation ◽  
Factor Model ◽  
Preliminary Investigation ◽  
Autism Spectrum ◽  
Russian Language ◽  
Language Version ◽  
Raising Children ◽  
Parental Emotion

The study is devoted to preliminary investigation Russian-language version of the questionnaire "Revised Parental Emotion Regulation Inventory" psychometric properties. The sample consists of 211 parents raising 1 child - 4 children, with 184 mothers (M=36,5) and 27 fathers (M=36,9). All five scales and total scale have good consistency (Cronbach's alpha from 0.78 and 0.84). Moderate retest reliability (one month interval) is shown (r = 0.75 to r = 0.61), which can indicate measurement of more situational characteristics of parental emotions regulation. Construct validity of the questionnaire was evaluated by means of correlations with scales that theoretically are connected with the emotional regulation in parents. It is generally acceptable. A higher levels of cognitive reassessment of unwanted child-related situations and suppression of thoughts about such situations were observed in parents raising children with autism spectrum disorders than in parents of neurotypical children. This indicates the criterion validity of the inventory. The results of the confirmatory factor analysis show incomplete compliance of the four-factor model with empirical data.

scholarly journals Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version

2021 ◽  
Vol 11 (11) ◽  
pp. 1208
Author(s):  
Mojtaba Habibi Asgarabad ◽  
Morteza Charkhabi ◽  
Zahra Fadaei ◽  
Julien S. Baker ◽  
Frederic Dutheil
Keyword(s):  
High School Students ◽  
Psychometric Properties ◽  
Self Efficacy ◽  
Total Sample ◽  
Academic Expectations ◽  
Validity And Reliability ◽  
School Students ◽  
Cross Sectional ◽  
Persian Version ◽  
Stress Inventory

This study aims to evaluate the psychometric properties of the Academic Expectations of Stress Inventory (AESI) in terms of validity and reliability measurements among Persian students. A total sample of 620 high-school students (nfemale = 328, nmale = 292) was recruited to complete scales on academic expectations of stress, self-efficacy, and depression. The AESI was translated from English to Persian and its translation was further checked by three experts. We used a cross-sectional research design to collect data. The results approved the internal consistency, test–retest reliability, convergent, and construct validity of the ASEI. Additionally, confirmatory factor analysis confirmed the two-factor structure of the AESI, including the expectation of self and the expectations of parents/teachers. AESI was related to depression and self-efficacy in an empirically and theoretically expected direction. Moreover, configural and metric invariance were supported by gifted vs. non-gifted groups, but not scalar. No invariance was supported by gender groups. In conclusion, the psychometric properties of the Persian version of the AESI were confirmed to be used for educational, clinical, and research purposes in Iran.

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