The Development and Validation of a Self-Report Instrument to Assess Attitudes and Self-Efficacy of Preservice Teachers toward Teaching Linguistically and Culturally Diverse PE Classes

Autor/in	Krüger, Mirko
Titel	The Development and Validation of a Self-Report Instrument to Assess Attitudes and Self-Efficacy of Preservice Teachers toward Teaching Linguistically and Culturally Diverse PE Classes
Quelle	In: Measurement in Physical Education and Exercise Science, 23 (2019) 1, S.28-38 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1091-367X
DOI	10.1080/1091367X.2018.1483375
Schlagwörter	Test Construction; Test Validity; Student Attitudes; Self Efficacy; Preservice Teachers; Student Diversity; Cultural Differences; Language Usage; Physical Education Teachers; Test Reliability; Foreign Countries; Teacher Effectiveness; Germany + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Kultureller Unterschied; Sprachgebrauch; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Testreliabilität; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Deutschland
Abstract	This study aimed to develop and psychometrically evaluate a self-report instrument to assess attitudes and self-efficacy of Physical Education (PE) preservice teachers toward teaching linguistically and culturally diverse PE classes. An 18-item instrument was developed for the initial tests. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted on two independent samples of PE preservice teachers (n[subscript efa] = 254; n[subscript cfa] = 183). The EFA revealed a four-factor structure: attitudes toward multilingualism, attitudes toward linguistic simplification, language awareness in lesson planning, and self-efficacy to teach culturally diverse classes. The reliability scores for the four factors range from 0.61 to 0.76. CFA showed that the constructs demonstrated a good fit to the model (S-B B?2(48, 183) = 70.40, p = 0.02, robust RMSEA = 0.05, robust CFI = 0.94), confirming the construct validity with high-dimensional factor loadings (ranging from 0.54 to 0.94). Discriminant validity was revealed through correlational analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01