Details
| Translated title of the contribution | Replication study concerning the test quality of the attitude scale measuring attitudes towards the inclusive education system in the whole population—a contribution to validation |
|---|---|
| Original language | German |
| Pages (from-to) | 201-219 |
| Number of pages | 19 |
| Journal | Unterrichtswissenschaft |
| Volume | 47 |
| Issue number | 2 |
| Publication status | Published - 1 Jun 2019 |
| Externally published | Yes |
Abstract
With the development of the inclusive school system, interest in the attitudes of different groups of people towards it has grown considerably. Measuring this construct requires reliable and valid instruments. So far, however, only few instruments are available which are founded on inclusion theory and satisfy the classic test quality criteria. With the attitude scale measuring attitudes towards the inclusive education system in the whole population, for the first time an instrument was developed that is based on inclusion theory, whose test quality has been comprehensively tested and which can also be used independently of the target group. This study aims at the replication of a part of the findings on the psychometric quality of the scale on a sample of teacher students (N = 432), as well as the first examination of the scale’s construct validity. The results of the previous validation studies could be replicated (e. g. item quality, measurement model, retest reliability). In addition, the correlations with other attitude measurements indicate the validity of the scale. The attitudes towards the inclusive school system correlate highly with the explicit attitudes towards disability and rather slightly with the self-efficacy related to inclusive teaching. In summary, our findings support the fact that the scale is suitable for measuring the single-factor construct of attitudes towards the inclusive school system reliably and validly.
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In: Unterrichtswissenschaft, Vol. 47, No. 2, 01.06.2019, p. 201-219.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Replikationsstudie zur Testgüte der Professionsunabhängigen Einstellungsskala zum Inklusiven Schulsystem
T2 - ein Beitrag zur Validierung
AU - Schulze, Sarah
AU - Lüke, Timo
AU - Schröter-Brickwedde, Anne Sophie
AU - Krause, Katharina
AU - Kuhl, Jan
N1 - Publisher Copyright: © 2019, Die Herausgeber und Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature.
PY - 2019/6/1
Y1 - 2019/6/1
N2 - With the development of the inclusive school system, interest in the attitudes of different groups of people towards it has grown considerably. Measuring this construct requires reliable and valid instruments. So far, however, only few instruments are available which are founded on inclusion theory and satisfy the classic test quality criteria. With the attitude scale measuring attitudes towards the inclusive education system in the whole population, for the first time an instrument was developed that is based on inclusion theory, whose test quality has been comprehensively tested and which can also be used independently of the target group. This study aims at the replication of a part of the findings on the psychometric quality of the scale on a sample of teacher students (N = 432), as well as the first examination of the scale’s construct validity. The results of the previous validation studies could be replicated (e. g. item quality, measurement model, retest reliability). In addition, the correlations with other attitude measurements indicate the validity of the scale. The attitudes towards the inclusive school system correlate highly with the explicit attitudes towards disability and rather slightly with the self-efficacy related to inclusive teaching. In summary, our findings support the fact that the scale is suitable for measuring the single-factor construct of attitudes towards the inclusive school system reliably and validly.
AB - With the development of the inclusive school system, interest in the attitudes of different groups of people towards it has grown considerably. Measuring this construct requires reliable and valid instruments. So far, however, only few instruments are available which are founded on inclusion theory and satisfy the classic test quality criteria. With the attitude scale measuring attitudes towards the inclusive education system in the whole population, for the first time an instrument was developed that is based on inclusion theory, whose test quality has been comprehensively tested and which can also be used independently of the target group. This study aims at the replication of a part of the findings on the psychometric quality of the scale on a sample of teacher students (N = 432), as well as the first examination of the scale’s construct validity. The results of the previous validation studies could be replicated (e. g. item quality, measurement model, retest reliability). In addition, the correlations with other attitude measurements indicate the validity of the scale. The attitudes towards the inclusive school system correlate highly with the explicit attitudes towards disability and rather slightly with the self-efficacy related to inclusive teaching. In summary, our findings support the fact that the scale is suitable for measuring the single-factor construct of attitudes towards the inclusive school system reliably and validly.
KW - Attitude measurement
KW - Attitudes
KW - Inclusion
KW - Inclusive education
KW - Replication
UR - http://www.scopus.com/inward/record.url?scp=85065902061&partnerID=8YFLogxK
U2 - 10.1007/s42010-018-00034-3
DO - 10.1007/s42010-018-00034-3
M3 - Artikel
VL - 47
SP - 201
EP - 219
JO - Unterrichtswissenschaft
JF - Unterrichtswissenschaft
SN - 0340-4099
IS - 2
ER -