Development and Psychometric Evaluation of an Instrument Measuring Subjective Definitions of Inclusion (FEDI)

Autor/inn/en	Scheer, David; Egener, Lea; Laubenstein, Désirée; Melzer, Conny
Titel	Development and Psychometric Evaluation of an Instrument Measuring Subjective Definitions of Inclusion (FEDI)
Quelle	In: International Journal of Inclusive Education, 27 (2023) 4, S.472-492 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scheer, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1853256
Schlagwörter	Test Construction; Psychometrics; Definitions; Inclusion; Questionnaires; Factor Analysis; Factor Structure; Goodness of Fit; Test Reliability; Test Validity; Self Efficacy; Self Concept Measures; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Testaufbau; Psychometry; Psychometrie; Begriffsbestimmung; Inklusion; Fragebogen; Faktorenanalyse; Faktorenstruktur; Testreliabilität; Testvalidität; Self-efficacy; Selbstwirksamkeit
Abstract	Within educational and social discourses, the term 'inclusion' has various meanings. In both research and practice, there is no official definition of inclusion. Nevertheless, subjective definitions affect pedagogical acts. We developed the Definitions of Inclusion Questionnaire ["Fragebogen zur Erfassung subjektiver Definitionen von Inklusion"] (FEDI) as an economic instrument that takes subjective definitions of inclusion into account. This paper describes the construction and first psychometric evaluation of the questionnaire instrument that 513 participants with various professional backgrounds completed. We used exploratory and confirmatory factor analyses of two different subsamples to identify the measuring model. We found a three-factor structure with acceptable-to-good fit measures and an acceptable reliability ("CR" from 0.81 to 0.87). Small to medium correlations of the FEDI scales with attitudes towards inclusion and teachers' sense of efficacy suggest that discriminant validity is given. Perspectives for further research and implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01