Developing an instrument to measure physical activity related self-worth in women: Rasch analysis of the Women's Physical Activity Self-Worth Inventory (WPASWI)

Huberty, Jennifer; Vener, Jamie; Gao, Yong; Matthews, Justin; Ransdell, Lynda B.; Elavsky, Steriani

doi:10.1016/j.psychsport.2012.07.009

Cited by 14 publications

(13 citation statements)

References 39 publications

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“…Engelhard Jr (2013) suggests that further analysis of dimensionality may be achieved through the Eigenvalue units of observed data (4.9, 2.5, 2.2, 1.8 and 1.5) obtained from the matrix of item intercorrelations displayed in Table 5. These Eigenvalues conform to the 3-to-1 ratio of the first-to-second Eigenvalues (Huberty et al, 2013;Alagumalai et al, 2005). This is another criteria for establishing Unidimensionality as suggested by Sinnema et al (2016).…”

Section: Unidimensionality Analysissupporting

confidence: 63%

“…The requirement of Unidimensionality is essential for establishing the parameter estimates of Rasch Modeling (Sinnema et al, 2016). The importance in establishing a unidimensional structure is that it provides evidence of internal consistency (Curtis & Boman, 2007;Huberty, Vener, Gao, Matthews, Ransdell, & Elavsky, 2013). The Item Unidimensionality analysis shown in Table 5 provides unbiased reliability estimates that report on the coherence of items and their conformity to the requirement of Unidimensionality.…”

Section: Unidimensionality Analysismentioning

confidence: 99%

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The Psychometric Validation Of The Principal Practices Questionnaire Based On Item Response Theory

Perera¹,

Sumintono²,

Jiang³

2018

IOJEL

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This paper examines the psychometric properties of the Principal Practices Questionnaire (PPQ) for use in school leadership research. The PPQ has been developed as a diagnostic instrument to measure the various dimensions of transformational leadership based on the Rasch Measurement Model. With the growing awareness and importance given to psychometrics, particularly on interval measurement, this paper discusses the development of the PPQ and its psychometric properties based upon the framework of Item Response Theory (IRT). The PPQ was designed to determine the extent to which principals exhibit transformational leadership practices. The PPQ was validated using 290 secondary school teachers to elicit teacher's perceptions about their principals' leadership practices. The sample comprised practising teachers from six high performing Malaysian public schools. In this study Rasch Model was used to determine the validity of the 30 questionnaire items based on the estimates of item difficulty and psychometrics attribute criteria. The results of this study showed that the PPQ may be supported by evidence as a valid research instrument because of its psychometric properties and internal consistencies. Having shown evidence of high reliability and statistical validity, the PPQ may therefore be used as a basis for assessing the transformational leadership practices of school leaders.

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Section: Unidimensionality Analysissupporting

confidence: 63%

Section: Unidimensionality Analysismentioning

confidence: 99%

The Psychometric Validation Of The Principal Practices Questionnaire Based On Item Response Theory

Perera¹,

Sumintono²,

Jiang³

2018

IOJEL

View full text Add to dashboard Cite

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“…The Rasch analysis is a psychometric tool widely applied in the educational field to assess the quality of skills and knowledge assessment tests (Bradley, Sampson, & Royal, ; Irwin & Irwin, ; Mahmud, Musa, Ghani, & Rahim, ; Wang, ), as the instruments used in this study. Recent examples of the Rasch analysis can be also found in the fields of public health (Erhart, Ravens‐Sieberer, Dickinson, & Colver, ; Handley, Warholak Jackson, & Jackson, ; Henson, Blandon, & Cranfield, ; Huberty et al, ; Las Hayas, Quintana, Padierna, Bilbao, & Muñoz, ), customer research (Battisti, Nicolini, & Salini, ) and internet use (Annoni, Węziak‐Białowolska, & Farhan, ), among others.…”

Section: Methodsmentioning

confidence: 99%

Consumer debt attitudes: The role of gender, debt knowledge and skills

Białowolski

Cwynar

et al. 2020

Int J Consumer Studies

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The link between financial attitudes and consumer financial market behaviour is well documented. However, little is known about the role of financial knowledge and skills—the main components of the financial literacy construct—in shaping debt attitudes. This link is especially absent from the gender perspective. This study focuses on consumer debt literacy and debt attitudes. A representative sample of adult Poles (N = 1,004) was participated in a computer‐assisted telephone interview. Latent class analysis was employed to reveal their debt attitudes, and subsequently, links between debt literacy and debt attitudes were studied with multinomial regression models. The results show that respondents in Poland can be grouped into five classes exhibiting different attitude profiles. The structure of debt attitudes is complex and differs from a simple unidimensional pro‐debt/ anti‐debt construct. Although this study did not find significant gender differences either in the conceptualization of debt attitudes or in their drivers, the results showed that in all but one class, consumer attitudes are strongly linked to either debt knowledge or debt skills or to both. Debt skills were revealed to be a particularly strong predictor of consumer debt attitudes.

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“…Within the scope of the study, to collect data from the sample group, the "Women's Physical Activity Self-Worth Inventory" was adopted. The scale was developed by Huberty et al (2013) and included 37 items within 3 subscales. The 37 items of the scale, which measures the non-physical aspects of physical activity self-worth in women, are measured by a 4-point Likert-type scale (strongly disagree [1], disagree [2], agree [3], and strongly agree [4]).…”

Section: Data Collection Toolsmentioning

confidence: 99%

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mentioning

confidence: 99%

Investigation of the Physical Activity Self-Worth of Women Who Study in University

Kılıç

Yildirim

2020

WJE

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This study was conducted with the aim of investigating the physical activity self-worth of women who study in university. To measure the physical activity self-worth of the participants, the “Physical Activity Self-Worth Inventory”, which was developed by Huberty et al. (2013), was employed. As a result of the data obtained, “Independent samples t-test”, which is one of the parametric tests, was conducted to evaluate the level of differentiation in the variable of gender, an independent variable. To determine the differences in the answers provided for the question, “Are there any physical activities that you do for at least half an hour or longer in a week?” and the variable of grade, “One-Way Variance Analysis” was conducted, which is one of the parametric tests. The level of statistical significance (α error level) was regarded as p<0.05. According to the faculties where the participants studied, it was determined that there were statistically significant differences in terms of the scores of physical activity knowledge subscale, physical activity emotional subscale and the total scores of physical activity self-worth inventory (p<0.05). According to the participation of the participants in physical activities, it was determined that there were statistically significant differences in terms of the scores of physical activity knowledge subscale, physical activity emotion subscale and the total scores of physical activity self-worth inventory (p<0.05). According to the grade at which the participants studied, it was determined that there were no statistically significant differences in terms of the total scores of physical activity self-worth inventory and all of its subscales (p>0.05). In conclusion, in the comparison of the students of the faculty of sports sciences to the students of other departments, it was observed that the physical activity self-worth scores of those who exercise at least half an hour were higher compared to those who exercise irregularly and those who never exercise. Accordingly, the contents of elective lessons that can increase participation in physical activities in other departments of universities should be increased. To increase the individuals’ time and frequency of participation in physical activities, informative education that includes the benefits of physical activity to general health should be conducted.

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Developing an instrument to measure physical activity related self-worth in women: Rasch analysis of the Women's Physical Activity Self-Worth Inventory (WPASWI)

Cited by 14 publications

References 39 publications

The Psychometric Validation Of The Principal Practices Questionnaire Based On Item Response Theory

The Psychometric Validation Of The Principal Practices Questionnaire Based On Item Response Theory

Consumer debt attitudes: The role of gender, debt knowledge and skills

Investigation of the Physical Activity Self-Worth of Women Who Study in University

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