Psychometric Properties of the Students’ Personal and Social Responsibility Scale in the Field of Physical Education

Bahramnejad, Moazameh; Hajhosseini, Mansoureh; Amirian, Sayedeh Khadijeh

doi:10.22059/jsmdl.2023.362399.1741

Document Type : Research Paper I Open Access I Released under CC BY-NC 4.0 license

Authors

¹ Department of Educational and Counseling Psychology, University of Tehran, Tehran, Iran,

² Department of Educational and Counseling Psychology, University of Tehran, Tehran , Iran,

³ Department of Educational and Counseling Psychology , University of Tehran, Tehran, Iran

https://doi.org/10.22059/jsmdl.2023.362399.1741

Abstract

Introduction: Being responsible and having responsible behavior is the goal of many teachers who try to make students achieve this important thing to witness responsible students in the future. Considering the importance of this issue, especially in the field of physical education, the present study aimed to validate the Student’s Responsibility in Physical Education Scale (SRIPES).
Research method: Firstly, the Student’s Responsibility in Physical Education Scale was translated into the Persian language to calculate its validity and reliability and report the construct validity. In the implementation stage, the distribution of questionnaires was done in two stages; In the first stage, questionnaires were given to the students to analyze the exploratory factor, and in the second stage, the questionnaires were given to the students to analyze the confirmatory factor and convergent validity. In this research, 400 students (250 girls and 150 boys) were selected among 500 fifth and sixth-grade boys and girls students, using a convenient sampling method.
Findings: "Effort", "following class rules" and "self-management" had the greatest effect on the responsible behavior construct. The reliability of the research was also evaluated as 0.7, which was favorable.
Conclusion: Six factors were identified in the exploratory factor analysis. Items 1, 7, 13, 9 belong to the “Effort” factor, items 2, 8, 14, 20 belong to the “Self-directed” factor, items 3, 9, 21, 25 belong to “following the class rules” factor, items 4, 10, 16, 22, 15 belong to “Respect others” factor, items 5, 11, 17, 23, 26 belong to “Help others”, and items 6, 12, 18, 24 belong to “Cooperation (participation)” factor. Confirmatory factor analysis also confirmed this six-factor model. Using this tool, it is possible to check responsibility in boys and girls students.

Keywords

References

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