Brief questionnaire on disruptive behavior in Physical Education: psychometric properties
DOI:
https://doi.org/10.47197/retos.v78.118469Keywords:
Adolescents, confirmatory factor analysis , factorial invariance, Physical Education, psychological network analysisAbstract
Introduction: Managing disruptive behaviors is a priority issue in education, especially in contexts where the goal is to promote psychological well-being and active learning.
Objective: The aim of this study was to examine the psychometric properties of the Questionnaire on Disruptive Behavior in Physical Education in a sample of Mexican junior high school students, and to assess its factorial invariance across sex.
Methodology: A total of 785 students participated, including 409 females and 376 males, aged between 12 and 15 years (M=13.22; SD=0.93). The sample included students from both educational subsystems: 447 (60.8%) from state junior high schools and 308 (39.2%) from federal junior high schools.
Results: Network analysis, confirmatory factor analysis, and factorial invariance testing by sex were conducted. Confirmatory factor analysis supported the adequacy of a unidimensional structure (CCDEF-1F8 model), showing excellent fit indices (GFI = .982, RMSEA = .058, CFI = .990), and high internal consistency (α and Ω= .92). Furthermore, results from the factorial invariance analysis confirmed the instrument’s equivalence across sexes.
Discussion: No significant differences in disruptive behavior were observed between males and females.
Conclusions: In conclusion, the brief version of the CCDEF-1F8 demonstrates validity and reliability for use in Physical Education settings among junior high students in north-central Mexico.
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