Czech self-efficacy scale for physical education majors towards children with disabilities

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15510%2F16%3A33158550" target="_blank" >RIV/61989592:15510/16:33158550 - isvavai.cz</a>

Výsledek na webu

<a href="http://gymnica.upol.cz/pdfs/gym/2016/01/06.pdf" target="_blank" >http://gymnica.upol.cz/pdfs/gym/2016/01/06.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5507/ag.2016.002" target="_blank" >10.5507/ag.2016.002</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Czech self-efficacy scale for physical education majors towards children with disabilities

Popis výsledku v původním jazyce

Backround: Including students with disabilities into general physical education (PE) is currently common practice in most European countries. SE-PETE-D is based on Bandura's self-efficacy model. SE-PETE-D measures self-efficacy of PE teacher education majors' toward including students with intellectual disabilities (ID), physical disabilities (PD) and visual impairment (VI) in PE frameworks. Objective: The main purpose of this study was to determine the validity and reliability of SE-PETE-D in Czech language. Methods: Transformation and standardization of the questionnaire was done in several steps. The English version of the questionnaire was translated into Czech, followed by back-translation procedure. The sample included 252 (101 females, 151 males) PE students from five Czech universities. We conducted Cronbach's alpha method for assessment of reliability and confirmatory factor analysis (CFA) for assessment of validity. Results: The coefficient of Cronbach's alpha reached good values (α for PD scale = .87, α for VI scale = .90, α for ID scale = .76). CFA performed for each subscale confirmed two factors in ID scale (F1 peers' instruction, F2 staying on task), three factors (F1 specific adaptations, F2 peers' instruction, F3 safety) in PD scale and two factors (F1 specific adaptations, F2 peers' instruction) in VI scale. CFA confirmed factor structure of Block, Hutzler, Barak, and Klavina (2013) results. The chi-square was significant in all models except for ID (p = .44), other goodness of fit measures demonstrated acceptable model fit. Conclusions: The particular subscales with the items confirmed exhibit significant construct validity evidence that they can be used to explore the impact of different programs on self-efficacy in PE teacher education students. However we have to continue in the process of validation of SE-PETE-D-CZ in the Czech setting

Název v anglickém jazyce

Czech self-efficacy scale for physical education majors towards children with disabilities

Popis výsledku anglicky

Backround: Including students with disabilities into general physical education (PE) is currently common practice in most European countries. SE-PETE-D is based on Bandura's self-efficacy model. SE-PETE-D measures self-efficacy of PE teacher education majors' toward including students with intellectual disabilities (ID), physical disabilities (PD) and visual impairment (VI) in PE frameworks. Objective: The main purpose of this study was to determine the validity and reliability of SE-PETE-D in Czech language. Methods: Transformation and standardization of the questionnaire was done in several steps. The English version of the questionnaire was translated into Czech, followed by back-translation procedure. The sample included 252 (101 females, 151 males) PE students from five Czech universities. We conducted Cronbach's alpha method for assessment of reliability and confirmatory factor analysis (CFA) for assessment of validity. Results: The coefficient of Cronbach's alpha reached good values (α for PD scale = .87, α for VI scale = .90, α for ID scale = .76). CFA performed for each subscale confirmed two factors in ID scale (F1 peers' instruction, F2 staying on task), three factors (F1 specific adaptations, F2 peers' instruction, F3 safety) in PD scale and two factors (F1 specific adaptations, F2 peers' instruction) in VI scale. CFA confirmed factor structure of Block, Hutzler, Barak, and Klavina (2013) results. The chi-square was significant in all models except for ID (p = .44), other goodness of fit measures demonstrated acceptable model fit. Conclusions: The particular subscales with the items confirmed exhibit significant construct validity evidence that they can be used to explore the impact of different programs on self-efficacy in PE teacher education students. However we have to continue in the process of validation of SE-PETE-D-CZ in the Czech setting

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AK - Sport a aktivity volného času

OECD FORD obor

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Projekt

<a href="/cs/project/EE2.3.30.0041" target="_blank" >EE2.3.30.0041: Podpora vytváření excelentních výzkumných týmů a intersektorální mobility na Univerzitě Palackého v Olomouci II.</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)<br>S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Acta Gymnica

ISSN

2336-4912

e-ISSN

—

Svazek periodika

46

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

11

Strana od-do

44-54

Kód UT WoS článku

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EID výsledku v databázi Scopus

2-s2.0-84962184022