开发一个"参与体育教育"的规模
Andy Stringfellow1, Chih-Hsuan Wang2, Claudio F G Farias3
1Department of Curriculum, Instruction and Foundations, Marshall University, Huntington, WV, United States.
Frontiers in sports and active living
|December 12, 2024
概括
研究人员开发并验证了一个18项规模,以衡量学生参与体育教育. 这种新的尺度评估了代理性,认知性,行为性和情绪性维度,以进行全面的评估.
科学领域:
- 教育心理学教育心理学
- 体育教育研究 身体教育研究
- 心理测量 心理测量 心理测量
背景情况:
- 学生的参与对于体育教育中的有效学习至关重要.
- 之前的研究缺乏在这种情况下参与的强有力的操作定义.
- 需要一个全面的测量工具来捕捉学生参与的多方面的性质.
研究的目的:
- 引入和验证一个新的尺度来评估学生对体育教育参与的看法.
- 为了确保尺度衡量参与的四个维度:代理,认知,行为和情感.
- 提供与当代教育研究一致的心理测量声音仪器.
主要方法:
- 对231名八年级和九年级学生进行了21项评分表.
- 这些项目是根据现有的验证尺度进行了调整,并对体育教育进行了修改.
- 使用确认因素分析来验证秤的结构和项目负载.
主要成果:
- 确认因素分析支持了一个18项,四因素模型.
- 验证过程保留了所有四个假设的潜在变量.
- 统计匹配指数 (例如,RMSEA=.061,GFI=.903) 表示模型很好匹配.
结论:
- 经过验证的18项量级为学生参与体育教育提供了全面的衡量标准.
- 该工具解决了对参与组件的强有力的运营定义和测量的需求.
- 该尺度有助于更深入地了解学生在体育教育环境中的参与.
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