Psychometric Properties of the Arabic Version of the Behavioral Intention to Interact With Peers With Intellectual Disability Scale

Alnahdi, Ghaleb H.; Schwab, Susanne

doi:10.3389/fpsyg.2020.01212

Cited by 6 publications

(4 citation statements)

References 23 publications

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“…With regard to academic self-concept, multilevel analyses revealed that, unsurprisingly, students' SEN status and their ratings on their ratings of their teachers' DI practice contributed significantly as predictors. Consistent with previous research, the findings from this study indicate that students with SEN have a lower academic self-concept compared to their classmates without SEN (Venetz et al, 2015;DeVries et al, 2018;Knickenberg et al, 2019;Alnahdi and Schwab, 2020). A practical need addressed with this finding might be the great importance of using an individual reference standard orientation while providing feedback to students with SEN in inclusive classes.…”

Section: Discussionsupporting

confidence: 88%

“…In line with previous research, descriptive results further indicated that students reported relatively high ratings of school-wellbeing, social inclusion and academic self-concept (Alnahdi and Schwab, 2020;Schwab and Alnahdi, 2020;Zubriggen et al, 2021). However, high mean scores do not automatically imply that all students are reaching satisfying levels in their socio-emotional well-being.…”

Section: Discussionsupporting

confidence: 87%

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DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept

et al. 2021

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In consideration of the substantial increase in students’ learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students’ academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limited to an examination of its effects on students’ achievement outcomes. Consequently, the potential impact of DI on students’ socio-emotional outcomes has, till now, received very little attention. In order to address this gap in the research, the current researchers seek to investigate the effects of DI on school students’ well-being, social inclusion and academic self-concept. Survey participants in this study included 379 students from 23 inclusive and regular classes in secondary schools in Austria. Following multilevel analyses, the results have indicated that students’ rating of their teachers’ DI practice is positively associated with their school well-being, social inclusion and academic self-concept. However, a t-test for dependent samples demonstrated that students perceive their teachers’ DI practice to be infrequent. Implications of the results along with further lines of research are also presented in this paper.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 87%

DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept

et al. 2021

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“…However, to our knowledge, there is only one validated scale in Arabic for assessing attitudes toward intellectually disabled people (the Arabic version of the Behavioral Intention to Interact with Peers with Intellectual Disability Scale). 40 However, the two-factor scale, which measures behavioral intentions in and out of school, was designed to assess only student attitudes.…”

Section: Introductionmentioning

confidence: 99%

Reliability and Validity of the Arabic Version of Attitudes Towards Intellectual Disability Questionnaire-Short Form (A-ATTID-S)

Jelleli¹,

Guelmami²,

Mohamed³

et al. 2022

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Purpose Positive attitudes toward intellectual disability contribute to the effective inclusion of people with intellectual disability (PWID) in society, thereby enhancing their quality of life. The literature on tools for measuring attitudes towards PWID in Arabic is limited. The aim of this study was to adapt and validate the Attitudes towards Intellectual Disability Questionnaire-Short Form (ATTID-S) using an Arab population to assess its factor structure and reliability. Materials and Methods A total of 812 Arabic native speakers who lived in Tunisia were recruited. The exploratory sample consisted of 223 subjects divided into male (n = 121, 54.26%) and female (n = 102, 45.74%) with an age range of between 18 and 64 (mean = 32.7 ±9.2 years). The confirmatory sample comprised 589 participants, male (n = 357, 60.61%) and female (n = 232, 39.38%), with a mean age of 31.61 (SD = 12.43). A cross-cultural translation of ATTID-S was carried. The Arab attitudes towards intellectual disability scale (A-ATTID-S) was tested using exploratory factor analysis, followed by confirmatory factor analysis. Results Exploratory factor analysis revealed a five-factor solution explaining up to 68.74 of the total variation, with items having lambda factor loadings ranging from 0.53 to 0.9. Subsequently, confirmatory factor analysis, which used a wide range of goodness-of-fit indices that met the recommended standards, confirmed the measure’s robustness. The internal consistency reliability of each of the subscales was investigated using reliability analysis. Cronbach’s alpha scores for the subscales and total score were satisfactory. Moreover, differences in the A-ATTID-S scores between male and female with age as covariate were demonstrated. Conclusion The A-ATTID-S is a good psychometric scale that can be used to assess the attitude of a general population towards intellectual disability in the Arabic-speaking world.

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“…Based on the FDI 4-6, Venetz et al (2014), therefore, developed the PIQ, a 12-item instrument that measures the three indicators of inclusive education from students' perspective. The questionnaire consists of Today, the instrument is used in different languages, cultures, and groups of students (e.g., Alnahdi and Schwab, 2020;Guillemot and Hessels, 2021;Schmidt et al, 2021;DeVries et al, 2022;Zwierzchowska et al, 2022). In addition to the student version (PIQ-S), versions for teachers (PIQ-T) and parents (PIQ-P) have been developed, which in turn can be deployed to assess the three dimensions relating to students from multiple perspectives (Schwab et al, 2020).…”

Section: The Perceptions Of Inclusion Questionnairementioning

confidence: 99%

Examining early learners’ perceptions of inclusion: adaptation of the student version of the perceptions of inclusion questionnaire for first- and second-grade students (PIQ-EARLY)

2023

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Promoting the emotional and social development of students with and without special needs is a central goal of implementing inclusive education in the school system. The entry into school, and thus into the formal education system, is accompanied by emotions and changes in self-image and social relationships. For assessing emotional inclusion, social inclusion, and academic self-concept, the Perceptions of Inclusion Questionnaire (PIQ) is a widely used instrument. To date, the paper-pencil questionnaire has been used from third through ninth grades but has not yet been used with younger ages. This paper presents an adapted version of the PIQ for first- and second-grade students, which was used on two measurement time occasions (T1, N = 407, MAge = 7.2; T2, N = 613, MAge = 7.6). Information on students’ reading and listening comprehension was collected from the class teachers to verify whether the adapted questionnaire can be used for all students with different levels of language competencies. Measurement invariance was demonstrated to be at least scalar for all groups considered in the analyses. Students with higher rankings of reading and listening comprehension skills reported significant higher levels of emotional inclusion and academic self-concept while there were no significant differences in social inclusion. The findings suggest that the PIQ-EARLY is a suitable instrument for assessing self-perceived inclusion in first- and second-grade students. The results also highlight the importance of students’ language competencies for adjustment to school in early school years.

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Psychometric Properties of the Arabic Version of the Behavioral Intention to Interact With Peers With Intellectual Disability Scale

Cited by 6 publications

References 23 publications

DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept

DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept

Reliability and Validity of the Arabic Version of Attitudes Towards Intellectual Disability Questionnaire-Short Form (A-ATTID-S)

Examining early learners’ perceptions of inclusion: adaptation of the student version of the perceptions of inclusion questionnaire for first- and second-grade students (PIQ-EARLY)

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