Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings
Bibliographic Data
| ID | 3445874 |
|---|---|
| Authors | Margarita Knickenberg (0000-0001-5521-0417, Bielefeld University, corresponding author), Carmen L A Zurbriggen (0000-0002-0906-2000, University of Luxembourg), Susanne Schwab (0000-0002-3989-4473, University of Vienna) |
| Year | 2022 |
| Volume | 12 |
| Issue | 1 |
| Publication date | 2022-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440221079896 |
| OpenAlex | W4220978497 |
| Language | EN |
| Citations received | 13 |
| References cited | 42 |
Considering students' voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in general high psychometric properties. This study aimed to evaluate the construct validity of the three scales of the PIQ's student version using different approaches in two samples from primary (grade 4, N = 721) and secondary (grade 7, N = 393) schools. The results of confirmatory factorial analyses confirmed the PIQ's three factors in both samples which are also measurement equivalent across grades. Plausible correlations with additional divergent and convergent scales reveal that the PIQ measures the theoretically assumed constructs-emotional and social inclusion as well as academic self-concept-validly
Confirmatory factor analysis · Construct validity · Convergent validity · Developmental psychology · Internal consistency · Perception · Psychometrics · Statistics · Structural equation modeling · Test validity · Disability Education and Employment · Inclusion and Disability in Education and Sport · Mathematics · Motivation and Self-Concept in Sports · Psychology · Social Psychology
Differences in perceived inclusion
The Perceptions of Inclusion Questionnaire (PIQ) in 11- to 14-Year-Old French Students
A Measurement Scale for School Leadership Professional Development Needs for the Fourth Industrial Revolution
Mexican school students’ perceptions of inclusion
The impact of primary schools’ inclusiveness on the inclusion of students with autism spectrum disorder
Investigating the Self-Perception of Social, Emotional, and Academic Inclusion of Students with and without Special Educational Needs through Photovoice
How effective are the differentiated instructional practices of my teacher? A study into the effects of differentiated instruction on students' socio‐emotional variables
Inclusive Education From Children's Perspective
I Feel Well, Accepted and Competent in School’—Determinants of Self-Perceived Inclusion and Academic Self-Concept in Students with Diagnosed Behavioral, Emotional and Social Difficulties (Besd)
Friendship networks in inclusive elementary classrooms
The effect of students’ class placement and support needs on students’ social inclusion in Finland
Teachers' judgment accuracy of students’ subjective well-being in school
The influence of school placement on students' emotional school well‐being, social inclusion and academic self‐concept of students with and without learning disability
Promoting Social Inclusion in Educational Settings
Tracking, grading, and student motivation
The Argument-Based Approach to Validation
Multiple Sources of Data on Social Behavior and Social Status in the School
The structure of academic self-concept
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction
Development of Motivational Variables and Self-Esteem During the School Career
Loneliness in Children
Psychometric Properties of the Strengths and Difficulties Questionnaire
Cutoff criteria for fit indexes in covariance structure analysis
The Strengths and Difficulties Questionnaire
An Empirical Evaluation of Alternative Methods of Estimation for Confirmatory Factor Analysis With Ordinal Data.
Readings in reference group theory and research
Agreement among student, parent and teacher ratings of school inclusion
Secondary schools included
Self-assessment as a process for inclusion
When Does Measurement Invariance Matter
What happens if we compare chopsticks with forks? The impact of making inappropriate comparisons in cross-cultural research
Convergent and discriminant validation by the multitrait-multimethod matrix
Construct validity in psychological tests
Toward a consensual structure of mood
| Unique citing works | 13 |
|---|---|
| Citations per year | 4,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |