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Autor/inn/enBaloun, Ladislav; Kudlácek, Martin; Sklenaríková, Jana; Jesina, Ondrej; Migdauová, Alena
TitelCzech self-efficacy scale for physical education majors towards children with disabilities.
Gefälligkeitsübersetzung: Die tschechische Version der Selbstwirksamkeitsskala SE-PETE-D für Studenten mit dem Hauptfach Sportpädagogik in Hinblick auf die Inklusion von Kindern mit Behinderungen.
QuelleIn: Acta Gymnica, 46 (2016) 1, S. 44-54
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Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN2336-4912; 2336-4920
DOI10.5507/ag.2016.002
SchlagwörterFragebogen; Reliabilität; Validität; Selbstwirksamkeit; Kind; Inklusion; Sportpädagogik; Sportunterricht; Behinderung; Geistige Behinderung; Körperbehinderung; Sehbehinderung; Student
AbstractBackround: 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 (alpha for PD scale=.87, alpha for VI scale=.90, alpha 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. (Autor).
Erfasst vonBundesinstitut für Sportwissenschaft, Bonn
Update2017/2
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