東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Validation of an instrument to explo...

Taliaferro, Andrea R.,

Linked to FindBook

Google Book

Amazon

博客來

Validation of an instrument to explore physical educators' beliefs toward inclusion: Application of self-efficacy theory /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Validation of an instrument to explore physical educators' beliefs toward inclusion: Application of self-efficacy theory // Andrea R Taliaferro.
Author:	Taliaferro, Andrea R.,
Description:	1 electronic resource (198 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 72-10, Section: A.
Contained By:	Dissertations Abstracts International72-10A.
Subject:	Physical education teachers. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3437471
ISBN:	9781124372815

Validation of an instrument to explore physical educators' beliefs toward inclusion: Application of self-efficacy theory /
Taliaferro, Andrea R.,

Validation of an instrument to explore physical educators' beliefs toward inclusion: Application of self-efficacy theory /Andrea R Taliaferro. - 1 electronic resource (198 pages)

Source: Dissertations Abstracts International, Volume: 72-10, Section: A.

Perceived competence has consistently been found to significantly predict favorable teacher attitudes toward the inclusion of students with disabilities in general physical education (GPE) (Hodge, 1998; Kowalski & Rizzo, 1996; Rizzo & Kirkendall, 1995; Rizzo & Vispoel, 1991). Past studies, however, have been mainly atheoretical, measuring perceived competence by the use of one general question. Little research has been conducted in the field of adapted physical education (APE) to investigate perceived competence in more detail using Bandura's (1977) self-efficacy theory, and no valid instrument existed to measure the self-efficacy of physical educators toward inclusion. The purpose of this study was to determine the reliability and validity of a newly constructed instrument which could be used to investigate self-efficacy beliefs (SE), sources of self-efficacy (mastery experiences [ME], vicarious experiences [VE], social persuasion [SP] and physiological states [PS]), behaviors (BEH), and perceived challenges (PCH) of physical educators toward the inclusion of students with autism. The Physical Educators' Self-efficacy Toward Including Students with Disabilities-Autism (PESEISD-A) instrument was developed according to Bandura's (1996) guidelines. Following the establishment of content and criterion-related validity, a sample of 236 in-service physical educators completed the PESEISD-A instrument. Cronbach's alpha measured internal consistency on each subscale: SE (.928); ME (.915); VE (.962); SP (.954); PS (.879); BEH (.955); and PCH (.878). Test-retest reliability estimates were: SE (.859); ME (.888); VE (.931); SP (.708); PS (.603); BEH (.771); and PCH (.762). Exploratory factor analysis was used to determine the construct validity of the 10 item self-efficacy scale revealing a one factor solution which explained 57.05% of the total variance. Results indicate that the PESEISD-A self-efficacy scale is a valid and reliable instrument. Multiple regression analysis revealed that the combination of ME, VE, SP, and PS significantly predicted SE, with ME as the most significant unique predictor. Multiple regression analysis results also indicated that SE significantly predicted teacher self-reported behavior. Finally, results of a multiple regression indicated that number of graduate level APE courses and more experience teaching students with autism were significant predictors of physical educators' self-efficacy toward the inclusion of students with autism.

English

ISBN: 9781124372815Subjects--Topical Terms:

3686686
Physical education teachers.
Subjects--Index Terms:

Autism

Validation of an instrument to explore physical educators' beliefs toward inclusion: Application of self-efficacy theory /
LDR:03928nmm a22004333i 4500 001 2433718
005 20250903054151.5
006 m o d
007 cr|nu||||||||
008 261011s2010 miu||||||m |||||||eng d
020 $a 9781124372815
035 $a (MiAaPQD)AAI3437471
035 $a AAI3437471
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Taliaferro, Andrea R., $e author. $3 3823450
245 1 0 $a Validation of an instrument to explore physical educators' beliefs toward inclusion: Application of self-efficacy theory / $c Andrea R Taliaferro.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2010
300 $a 1 electronic resource (198 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 72-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisors: Block, Martin.
502 $b Ph.D. $c University of Virginia $d 2010.
520 $a Perceived competence has consistently been found to significantly predict favorable teacher attitudes toward the inclusion of students with disabilities in general physical education (GPE) (Hodge, 1998; Kowalski & Rizzo, 1996; Rizzo & Kirkendall, 1995; Rizzo & Vispoel, 1991). Past studies, however, have been mainly atheoretical, measuring perceived competence by the use of one general question. Little research has been conducted in the field of adapted physical education (APE) to investigate perceived competence in more detail using Bandura's (1977) self-efficacy theory, and no valid instrument existed to measure the self-efficacy of physical educators toward inclusion. The purpose of this study was to determine the reliability and validity of a newly constructed instrument which could be used to investigate self-efficacy beliefs (SE), sources of self-efficacy (mastery experiences [ME], vicarious experiences [VE], social persuasion [SP] and physiological states [PS]), behaviors (BEH), and perceived challenges (PCH) of physical educators toward the inclusion of students with autism. The Physical Educators' Self-efficacy Toward Including Students with Disabilities-Autism (PESEISD-A) instrument was developed according to Bandura's (1996) guidelines. Following the establishment of content and criterion-related validity, a sample of 236 in-service physical educators completed the PESEISD-A instrument. Cronbach's alpha measured internal consistency on each subscale: SE (.928); ME (.915); VE (.962); SP (.954); PS (.879); BEH (.955); and PCH (.878). Test-retest reliability estimates were: SE (.859); ME (.888); VE (.931); SP (.708); PS (.603); BEH (.771); and PCH (.762). Exploratory factor analysis was used to determine the construct validity of the 10 item self-efficacy scale revealing a one factor solution which explained 57.05% of the total variance. Results indicate that the PESEISD-A self-efficacy scale is a valid and reliable instrument. Multiple regression analysis revealed that the combination of ME, VE, SP, and PS significantly predicted SE, with ME as the most significant unique predictor. Multiple regression analysis results also indicated that SE significantly predicted teacher self-reported behavior. Finally, results of a multiple regression indicated that number of graduate level APE courses and more experience teaching students with autism were significant predictors of physical educators' self-efficacy toward the inclusion of students with autism.
546 $a English
590 $a School code: 0246
650 4 $a Physical education teachers. $3 3686686
650 4 $a Autism. $3 526650
650 4 $a Teacher education. $3 3172312
650 4 $a Physical education. $3 635343
653 $a Autism
653 $a Disability
653 $a Inclusion
653 $a Physical education
653 $a Self-efficacy
690 $a 0523
690 $a 0530
710 2 $a University of Virginia. $e degree granting institution. $3 3817964
720 1 $a Block, Martin $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 72-10A.
790 $a 0246
791 $a Ph.D.
792 $a 2010
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3437471