Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion

Martin E. Block; Yeshayahu Shayke Hutzler; Sharon Barak; Aija Klavina

doi:10.1123/apaq.30.2.184

Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion

Martin E. Block, Yeshayahu Shayke Hutzler, Sharon Barak, Aija Klavina

Research output: Contribution to journal › Article › peer-review

64 Scopus citations

Abstract

The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confrmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach's alpha reliability was high (for ID =.86, PD =.90, and VI =.92). CFA showed that the ID scale demonstrated good goodness-of-ft, whereas in the PD and in the VI scales demonstrated moderate ft. Thus, the content and construct validity of the instrument was supported.

Original language	English
Pages (from-to)	184-205
Number of pages	22
Journal	Adapted Physical Activity Quarterly
Volume	30
Issue number	2
DOIs	https://doi.org/10.1123/apaq.30.2.184
State	Published - 1 Jan 2013
Externally published	Yes

Keywords

Inclusion
Preservice physical education teachers
Self-efficacy scale

ASJC Scopus subject areas

Physical Therapy, Sports Therapy and Rehabilitation

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1123/apaq.30.2.184

Cite this

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abstract = "The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confrmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach's alpha reliability was high (for ID =.86, PD =.90, and VI =.92). CFA showed that the ID scale demonstrated good goodness-of-ft, whereas in the PD and in the VI scales demonstrated moderate ft. Thus, the content and construct validity of the instrument was supported.",

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AB - The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confrmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach's alpha reliability was high (for ID =.86, PD =.90, and VI =.92). CFA showed that the ID scale demonstrated good goodness-of-ft, whereas in the PD and in the VI scales demonstrated moderate ft. Thus, the content and construct validity of the instrument was supported.

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Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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