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Validation of the Index for Inclusion Questionnaire for Parents of Non-University Education Students.

ABSTRACT: The perspective from the parents of non-university students is essential in determining inclusive education in a school. The Index of Inclusion is one of the most widely used self-assessment tools and strategies to help teaching teams self-assess their political cultures and practices from the perspective of the values and principles of educational inclusion worldwide. For this reason, the present study intends to show evidence of validity of the Index for Inclusion questionnaire for parents of non-university education students, in a quantitative way, through a confirmatory factor analysis (CFA). In this study, 108 fathers and 500 mothers took part, aged between 21 and 62 years (M = 43.59; SD = 6.64), whose children belonged to educational institutions throughout Spain. The results revealed adequate adjustment rates, showing invariant structure with respect to sex. The Index for Inclusion for families of non-university education students was shown to be a robust and adequate psychometric instrument to assess the degree of development of inclusive education in educational institutions from the perspective of the parents of said student body. The family is a basic pillar in the education of children and a reference for them. In addition, parents of non-university education students are configured as fundamental participatory elements of the child's educational institution thus; making the family a fundamental element that favors inclusive education. Precisely because of all this, the future administration of this questionnaire (to the parents of these students) is recommended.

SUBMITTER: Fernandez-Archilla JA

PROVIDER: S-EPMC7246626 | biostudies-literature | 2020 May

REPOSITORIES: biostudies-literature

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Validation of the Index for Inclusion Questionnaire for Parents of Non-University Education Students.

Fernández-Archilla José A JA Aguilar-Parra José M JM Álvarez-Hernández Joaquín F JF Luque de la Rosa Antonio A Echeita Gerardo G Trigueros Rubén R

International journal of environmental research and public health 20200506 9

The perspective from the parents of non-university students is essential in determining inclusive education in a school. The Index of Inclusion is one of the most widely used self-assessment tools and strategies to help teaching teams self-assess their political cultures and practices from the perspective of the values and principles of educational inclusion worldwide. For this reason, the present study intends to show evidence of validity of the Index for Inclusion questionnaire for parents of ...[more]

PMID: 32384615

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Project description:BackgroundThe Revised Two Factor Study Process Questionnaire (R-SPQ-2F) is used to examine students' study approaches in higher education. The questionnaire is designed to measure two factors: deep and surface approaches. In order to measure these approaches for students in physical education and sport, a new measurement instrument should take into consideration the practical context of this field of education that makes it specific to other fields.ObjectiveThe present study aims (a) to develop and empirical test of a new instrument for measuring the study process in physical education and sports students, and (b) to test psychometric properties of the tool.MethodsTwo exploratory and confirmatory samples of physical education students enrolled in a bachelor's degree program in physical education at the High Institute of Physical Education and Sports of Kef-Tunisia, aged 19-26 years, were recruited online among female students (n = 414) and male students (n = 393). The participants filled in Google Form survey including Physical Education-Study Process Questionnaire (PE-SPQ) and the Arabic version of the Revised Study Process Questionnaire-2 Factors (R-SPQ-2F).ResultsExploratory factor analysis showed a suitable four factors solution, which is approved by confirmatory factor analysis indices [χ2 = 466.47, TLI = 0.94, CFI = 0.95; RMSEA = 0.56 IC 90% (0.050-0.062)]. Internal consistency of the PE-SPQ simultaneously checked by McDonald's ω, Cronbach's α and Gutmann's λ6 showed good reliability of the PE-SPQ. Convergent validity examined by Average variance extracted (AVE) was good. The comparison between the AVE root mean square and Pearson correlation coefficients of each factor with his indicators reveals the discriminant validity of the PE-SPQ. Furthermore, Pearson's correlation between the PE-SPQ factors and the R-SPQ-2F establishes the concurrent validity of the new scale.ConclusionThe PE-SPQ scale is valid and reliable and can be used to assess study process factors in physical education students.

Project description:The aim of this study was to develop a questionnaire to conveniently assess the diurnal preferences of physical activity (PA) in Japanese university students. A total of 219 subjects completed our novel Morningness-eveningness Exercise Preference Questionnaire (MEEPQ). The MEEPQ consisted of 30 items (15 items for the morning and the same 15 items for the evening) rated on a 5-point Likert scale concerning their preference for participating in PA in the morning and evening. The morning score (MS) and evening score (ES) were determined by summing each of the respective 15 items. The internal consistency and construct validity were assessed, and a factor analysis was conducted. To examine the external validity of the MEEPQ, participants wore an accelerometer for seven consecutive days to measure their PA levels objectively. Finally, the test-retest reliability was evaluated at a one-month interval. The MEEPQ showed excellent internal consistency (Cronbach's alpha = 0.896) and construct validity (morning KMO = 0.913, evening KMO = 0.875). A factor analysis showed a three-factor structure involving Physical Wellness (MEEPQ-W), Psychological Well-Being (MEEPQ-P) and Exercise Barrier (MEEPQ-B). The percent of variance was largest for MEEPQ-W in the morning (45.2%) and MEEPQ-P in the evening (40.8%). Test-retest showed that MEEPQ scores had fair repeatability. Significant and positive associations between scores and objectively measured PA levels were found in the MS and 6-9 AM PA and in the ES and 6-9 PM and 9 PM- 0 AM PA (all p<0.05). In summary, the novel MEEPQ showed relatively good agreement and thus can be used for Japanese university student samples. In the MEEPQ, three factors (the physical wellness, psychological well-being and exercise barrier) contributed to a morning or evening PA preference. The summed scores were significantly associated with the objectively measured PA levels in both the morning and evening. Therefore the MEEPQ appears to be a suitable tool for assessing diurnal PA preferences.

Project description:BackgroundAchievement emotions have a significant impact on both the learning process and outcomes. However, there is currently no brief and effective questionnaire available to evaluate Chinese university students' achievement emotions in physical education courses. This study aimed to examine the reliability and validity of the Achievement Emotions for Physical Education Questionnaire (AEQ-PE) in a sample of Chinese university students, while also investigating its measurement invariance across gender and grade levels.MethodsA cluster randomization sampling method was used to select 694 first- and second-year university students in Shanghai, China for the survey. Descriptive statistics, item analysis, reliability testing, and measurement invariance testing were conducted on the full sample (n = 694). Subsequently, the full sample was randomly divided into two groups, with Sample 1 (n = 347) undergoing exploratory factor analysis (EFA), and Sample 2 (n = 347) undergoing confirmatory factor analysis (CFA) to test the structural validity, convergent validity, and discriminant validity of the Chinese version of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE-C). Finally, Sample 3 (n = 45), which was retested one month later, was used to evaluate test-retest reliability.ResultsThe Chinese version of the Achievement Emotions Questionnaire for Physical Education consists of 6 dimensions and 24 items, with good item discrimination. The EFA supported a 6-factor structure model, while the CFA demonstrated good model fit indices (χ2/df = 3.086, CFI = 0.928, TLI = 0.916, RMSEA = 0.078) and good convergent and discriminant validity. The questionnaire exhibits high internal consistency reliability (0.794) and excellent test-retest reliability (0.792). Furthermore, the multi-group analysis confirms that the AEQ-PE-C questionnaire has measurement invariance across gender and grade levels.ConclusionThe Chinese version of the Achievement Emotions Questionnaire for Physical Education has good reliability and validity, as well as measurement invariance across gender and grade levels, making it an effective tool for measuring achievement emotions in physical education among Chinese university students.

Dataset Information

Validation of the Index for Inclusion Questionnaire for Parents of Non-University Education Students.

Publications

Validation of the Index for Inclusion Questionnaire for Parents of Non-University Education Students.

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