Cross-cultural validation of the Mozambican version of the inclusive Physical Education self-efficacy scale
DOI:
https://doi.org/10.47197/retos.v64.107487Keywords:
Physical, Education, Selfefficacy, Initial, Training, inclusion, Validation, MozambiqueAbstract
Introduction: Cross-cultural validation is a process related to understanding the other. Purpose: analyze the psychometric properties and factor structure of the Mozambican version of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D) (Block et al., 2013), known as Escala de Autoeficácia na Educação Física Inclusiva (EAE-EFI). Secondary purposes, was analyze the impact of gender and individual experiences in teaching Physical Education (PE) from an inclusive perspective. Method: It was adapted and validated for the Mozambican linguistic and cultural context using the version validated for the Portuguese population by Campos et al. (2022). A total of 149 PE trainees took part, 109 male (M=24.46± SD =3.16) and 40 female (M=21.38± SD=5.18), recruited from PE courses at universities in the South, Centre and North of Mozambique. Confirmatory Factor Analysis (CFA) was used to test the robustness of the instrument's factor structure.
Findings: Te model's goodness of fit indices ranged from NFI=0.83 TLI=0.91 CFI=0.92 and IFI=0.92 with RMSEA =0.074. The Cronbach's alpha values for each of the observed variables varied between 0.786 and 0.823 for Intellectual Disability (ID), between 0.732 and 0.826 for Physical Disability (PD) and between 0.729 and 0.847 for Visual Disability (VI), showing good to very good internal consistency values. With regard to gender, there were no significant differences in the dimensions of self-efficacy. With regard to experience teaching students with disabilities, there were significant differences (p˂0.01).
Conclusions: Propose more specific and realistic intervention programs.
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