Replikationsstudie zur Testgüte der Professionsunabhängigen Einstellungsskala zum Inklusiven Schulsystem

ein Beitrag zur Validierung

verfasst von

Sarah Schulze, Timo Lüke, Anne Sophie Schröter-Brickwedde, Katharina Krause, Jan Kuhl

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.

Externe Organisation(en)

Technische Universität Dortmund

Typ

Artikel

Journal

Unterrichtswissenschaft

Band

47

Seiten

201-219

Anzahl der Seiten

19

ISSN

0340-4099

Publikationsdatum

01.06.2019

Publikationsstatus

Veröffentlicht

Peer-reviewed

Ja

ASJC Scopus Sachgebiete

Ausbildung bzw. Denomination

Ziele für nachhaltige Entwicklung

SDG 4 – Qualitativ hochwertige Bildung

Elektronische Version(en)

https://doi.org/10.1007/s42010-018-00034-3 (Zugang: Geschlossen)