Rasch Rating Scale Analysis of the Arabic Version of the Physical Activity Self-Efficacy Scale for Adolescents: A Social Cognitive Perspective
Author(s)
Sabry M. Abd-El-Fattah1,2
ABSTRACT
This study uses the Rasch rating scale analysis within the framework of the social cognitive theory to examine four psychometric properties of the Arabic version of the Physical Activity Self-efficacy Scale for Adolescents (PASESA-Av): 1) item technical quality to evidence content validity; 2) unidimensionality structure to evidence structural validity; 3) rating scale functioning to evidence substantive validity; and 4) person and item separation and reliability. The analyses showed that the PASESA-Av items represented the physical activity self-efficacy trait adequately. The PASESA-Av demonstrated good fit to the Rasch model and formed a unidimensional structure. The PASESA-Av response categories advanced monotonically. The PASESA-Av demonstrated satisfactory person and item separation and reliability.
This study uses the Rasch rating scale analysis within the framework of the social cognitive theory to examine four psychometric properties of the Arabic version of the Physical Activity Self-efficacy Scale for Adolescents (PASESA-Av): 1) item technical quality to evidence content validity; 2) unidimensionality structure to evidence structural validity; 3) rating scale functioning to evidence substantive validity; and 4) person and item separation and reliability. The analyses showed that the PASESA-Av items represented the physical activity self-efficacy trait adequately. The PASESA-Av demonstrated good fit to the Rasch model and formed a unidimensional structure. The PASESA-Av response categories advanced monotonically. The PASESA-Av demonstrated satisfactory person and item separation and reliability.
Cite this paper
Abd-El-Fattah, S. (2015) Rasch Rating Scale Analysis of the Arabic Version of the Physical Activity Self-Efficacy Scale for Adolescents: A Social Cognitive Perspective. Psychology, 6, 2161-2180. doi: 10.4236/psych.2015.616213.
Abd-El-Fattah, S. (2015) Rasch Rating Scale Analysis of the Arabic Version of the Physical Activity Self-Efficacy Scale for Adolescents: A Social Cognitive Perspective. Psychology, 6, 2161-2180. doi: 10.4236/psych.2015.616213.
References
[1] Abd-El-Fattah, S. M. (2007). Is the Aggression Questionnaire Bias Free? A Rasch Analysis. International Education Journal, 8, 237-248. [2] Adams, R. J., & Khoo, S. T. (1993). QUEST: The Interactive Test Analysis System. Hawthorn: Australian Council for Education Research. [3] Alagumalai, S., Curtis, D. D., & Hungi, N. (2005). Applied Rasch Measurement: A Book of Exemplars. Dordrech: Springer. [4] Andrich, D. (1978). Rating Formulation for Ordered Response Categories. Psychometrika, 43, 561-573.
http://dx.doi.org/10.1007/BF02293814 [5] Andrich, D. (1988). Rasch Models for Measurement. Beverly Hills, CA: Sage Publications. [6] Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall. [7] Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman. [8] Bandura, A. (2002). Social Cognitive Theory in Cultural Context. Applied Psychology: An International Review, 51, 269-290.
http://dx.doi.org/10.1111/1464-0597.00092 [9] Bandura, A. (2004). Health Promotion by Social Cognitive Means. Health Education and Behaviour, 31, 143-164.
http://dx.doi.org/10.1177/1090198104263660 [10] Bandura, A. (2005). The Evolution of Social Cognitive Theory. In K. G. Smith, & M. A. Hitt (Eds.), Great Minds in Management (pp. 9-35). Oxford: Oxford University Press. [11] Bandura, A. (2008). Toward an Agentic Theory of the Self. In H. W. Marsh, R. G. Craven, & D. M. McInerey (Eds.), Self-Processes, Learning, and Enabling Human Potential (pp. 15-49). Advances in Self-Research, Greenwich, CT: Information Age Publishing. [12] Bond, T. G., & Fox, C. M. (2007). Applying the Rasch Model: Fundamental Measurement in the Human Sciences (2nd ed.). Mahwah, NJ: L. Erlbaum. [13] Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model: Fundamental Measurement in the Human Sciences (3rd ed.). Mahwah, NJ: L. Erlbaum. [14] Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch Analysis in the Human Sciences. Dordrecht: Springer.
http://dx.doi.org/10.1007/978-94-007-6857-4 [15] Callingham, R., & Bond, T. (2006). Research in Mathematics Education and Rasch Measurement. Mathematics Education Research Journal, 18, 1-10.
http://dx.doi.org/10.1007/BF03217432 [16] Christensen, K. B., Kreiner, S., & Mesbah, M. (Eds.) (2013). Rasch Models in Health. Hoboken, NJ: John Wiley & Sons, Inc. [17] Curtis, D. D., & Boman, P. (2007). X-Ray Your Data with Rasch. International Education Journal: Comparative Perspectives, 8, 249-259. [18] de Ayala, R. J. (2009). The Theory and Practice of Item Response Theory. New York: Guilford Press. [19] Dimitrov, D. M. (2012). Statistical Methods for Validation of Assessment Scale Data in Counselling and Related Fields. Alexandria, VA: American Counseling Association. [20] Eaton, L., & Crcook, S. (2013). Factorial Validity and Reliability of the Physical Activity Self Efficacy Scale for Adolescents. North American Journal of Educational Studies, 1, 25-37. [21] Fox, C. M., & Jones, J. A. (1998). Uses of Rasch Modelling in Counselling Psychology Research. Journal of Counselling Psychology, 45, 30-45.
http://dx.doi.org/10.1037/0022-0167.45.1.30 [22] Gao, Z., Lee, A. M., Kosma, M., & Solmon, M. A. (2010). Understanding Students’ Motivation in Middle School Physical Education: Examining the Mediating Role of Self-Efficacy on Physical Activity. International Journal of Sport Psychology, 41, 199-215. [23] Gao, Z., Lochbaum, M., & Podlog, L. (2011). Self-Efficacy as a Mediator of Children’s Achievement Motivation and In-Class Physical Activity. Perceptual and Motor Skills, 113, 969-981.
http://dx.doi.org/10.2466/06.11.25.PMS.113.6.969-981 [24] Gao, Z., Lodewyk, K., & Zhang, T. (2009). The Role of Ability Beliefs and Incentives in Middle School Students’ Intentions, Cardiovascular Fitness, and Effort. Journal of Teaching in Physical Education, 28, 3-20. [25] Green, K., & Frantom, C. (2002). Survey Development and Validation with the Rasch Model. Presentation Manuscript, Charleston, SC.
https://portfolio.du.edu/downloadItem/115525 [26] Gui, B., & Smith, P. (2012). Validation of the Physical Activity Self-Efficacy Scale for Adolescents in a Sample of British Youth. Journal of Psychology and Gymnastics, 2, 72-85. [27] Hambleton, R. K., & Swaminathan, H. (2010). Item Response Theory: Principles and Applications. Boston, MA: Kluwer Nijhoff Publishing. [28] Hayes, A. F., & Krippendorff, K. (2007). Answering the Call for a Standard Reliability Measure for Coding Data. Communication Methods and Measures, 1, 77-89.
http://dx.doi.org/10.1080/19312450709336664 [29] Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology (2nd ed.) Thousand Oaks, CA: Sage Publications. [30] Lee, O., & Martinek, T. (2009). Navigating Two Cultures: An Investigation of Cultures of a Responsibility Based Physical Activity Program and School. Research Quarterly for Exercise and Sport, 80, 230-240.
http://dx.doi.org/10.1080/02701367.2009.10599557 [31] Linacre, J. M. (1999). Category Disordering vs. Step (Threshold) Disordering. Rasch Measurement Transactions, 13, 675. [32] Linacre, J. M. (2000). Comparing “Partial Credit Models” (PCM) and “Rating Scale Models” (RSM). Rasch Measurement Transactions, 14, 768. [33] Linacre, J. M. (2002). Optimizing Rating Scale Category Effectiveness. Journal of Applied Measurement, 3, 85-106. [34] Linacre, J. M. (2014). WINSTEPS Rasch Measurement (Version 3.81.0). Beaverton, OR: Winsteps.com. [35] Linacre, J. M. (2015). Winsteps Rasch Measurement Computer Program User’s Guide. Beaverton, OR: Winsteps.com. [36] Maneesriwongul, W., & Dixon, J. K. (2004). Instrument Translation Process: A Methods Review. Journal of Advanced Nursing Research, 48, 175-186.
http://dx.doi.org/10.1111/j.1365-2648.2004.03185.x [37] Masters, G. N. (1982). A Rasch Model for Partial Credit Scoring. Psychometrika, 47, 149-174.
http://dx.doi.org/10.1007/BF02296272 [38] Masters, G. N. (1988). The Analysis of Partial Credit Scoring. Applied Measurement in Education, 1, 279-297.
http://dx.doi.org/10.1207/s15324818ame0104_2 [39] Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational Measurement (3rd ed., pp. 13-104). New York: Macmillan. [40] Messick, S. (1995a). Standards of Validity and the Validity of Standards in Performance Assessment. Educational Measurement: Issues and Practice, 14, 5-8.
http://dx.doi.org/10.1111/j.1745-3992.1995.tb00881.x [41] Messick, S. (1995b). Validation of Inferences from Persons’ Responses and Performances as Scientific Inquiry into Score Meaning. American Psychologist, 50, 741-749.
http://dx.doi.org/10.1037/0003-066X.50.9.741 [42] Ministry of Health (2014). Annual Report on Obesity and Physical Activity in Oman.
http://www.moh.gov.om/en/nv_menu.php?o=hr/majorprojects.htm&SP=1.pdf [43] Mohammad-Hassun, A., & Ahmed-Kali, K. (2014). A Confirmatory Factor Analysis of the Urdu Version of the Physical Activity Self-Efficacy Scale for Adolescents. Journal of Education in South Asia, 4, 56-68. [44] Nakamura, Y. (2002). Beyond the Hijab: Female Muslims and Physical Activity. Women in Sport Physical Activity Journal, 11, 21-48. [45] Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric Theory. New York: McGraw-Hill, Inc. [46] Pajares, F., & Miller, D. M. (1995). Mathematics Self-Efficacy and Mathematics Performance: The Need for Specificity of Assessment. Journal of Counselling Psychology, 42, 190-198.
http://dx.doi.org/10.1037/0022-0167.42.2.190 [47] Peterson, S., & Shavelson, T. (2014). The Adaptation of the Physical Activity Self-Efficacy Scale for Adolescents within a Singaporean Context. South Pacific Psychology Bulletin, 2, 45-60. [48] Rasch, G. (1960). Probabilistic Models for Some Intelligence and Attainment Tests. Copenhagen: Danmarks Paedogogiske Insitut. [49] Simpson, S., & Rustin, F. (2012). Psychometric Properties of the Physical Activity Self Efficacy Scale for Adolescents in a Canadian Context. Canadian Journal of Psychology and Education, 3, 38-52. [50] Smith Jr., E. V. (2002). Detecting and Evaluating the Impact of Multidimensionality Using Item Fit Statistics and Principal Component Analysis of Residuals. Journal of Applied Measurement, 3, 205-231. [51] Smith, A., Rush, R., Fallowfield, L., Velikova, G., & Sharpe, M. (2008). Rasch Fit Statistics and Sample Size Considerations for Polytomous Data. BMC Medical Research Methodology, 8, 1-11.
http://dx.doi.org/10.1186/1471-2288-8-33 [52] Smith, R. M. (2003). Rasch Measurement Models: Interpret in WINSTEPS/ BIGSTEPS and FACETS Output. Maple Grove, MN: JAM Press. [53] Sousa, V., & Rojjanasrirat, W. (2011). Translation, Adaptation and Validation of Instruments or Scales for Use in Cross-Cultural Health Care Research: A Clear and User Friendly Guideline. Journal of Evaluation in Clinical Practice, 17, 268-274.
http://dx.doi.org/10.1111/j.1365-2753.2010.01434.x [54] Stajkovic, A. D., & Luthans, F. (1998). Self-Efficacy and Work-Related Performance: A Meta-Analysis. Psychological Bulletin, 124, 240-261.
http://dx.doi.org/10.1037/0033-2909.124.2.240 [55] Stout, W. (1987) A Nonparametric Approach for Assessing Latent Trait Unidimensionality. Psychometrika, 52, 589-617.
http://dx.doi.org/10.1007/BF02294821 [56] van der Linden, W. J., & Hambleton, R. K. (2010). Handbook of Modern Item Response Theory. New York: Springer. [57] Vertinsky, P., Batth, I., & Naidu, M. (1996). Racism in Motion: Sport, Physical Activity and the Indo-Canadian Female. Avante, 2, 1-23. [58] Warner, L. M., Parschau, L., Schwarzer, R., Wolff, J. K., Wurm, S., & Schuez, B. (2014). Sources of Self-Efficacy for Physical Activity. Health Psychology, 33, 1298-1308.
http://dx.doi.org/10.1037/hea0000085 [59] Wolfe, E. W., & Smith, E. V. (2007a). Instrument Development Tools and Activities for Measure Validation Using Rasch Models: Part I—Instrument Development Tools. Journal of Applied Measurement, 8, 97-123. [60] Wolfe, E. W., & Smith, E. V. (2007b). Instrument Development Tools and Activities for Measure Validation Using Rasch Models: Part II—Validation Activities. Journal of Applied Measurement, 8, 204-234. [61] World Health Organization (2014). Physical Activity.
http://www.who.int/topics/physical_activity/en/ [62] Wright, B. D., & Masters, G. N. (1982). Rating Scale Analysis. Chicago, IL: Mesa Press. [63] Wright, B. D., & Stone, M. H. (1979). Best Test Design: Rasch Measurement. Chicago, IL: Mesa Press. [64] Wu, T. Y., Robbins, L. B., & Hsieh, H. F. (2011). Instrument Development and Validation of Perceived Physical Activity Self-Efficacy Scale for Adolescents. Research and Theory for Nursing Practice, 25, 39-54.
http://dx.doi.org/10.1891/0889-7182.25.1.39 [65] Yim, H. Y. B., Abd-El-Fattah, S. M., & Lee, L. W. M. (2007). A Rasch Analysis of the Teachers Music Confidence Scale. International Education Journal, 8, 260-269.
[1] Abd-El-Fattah, S. M. (2007). Is the Aggression Questionnaire Bias Free? A Rasch Analysis. International Education Journal, 8, 237-248. [2] Adams, R. J., & Khoo, S. T. (1993). QUEST: The Interactive Test Analysis System. Hawthorn: Australian Council for Education Research. [3] Alagumalai, S., Curtis, D. D., & Hungi, N. (2005). Applied Rasch Measurement: A Book of Exemplars. Dordrech: Springer. [4] Andrich, D. (1978). Rating Formulation for Ordered Response Categories. Psychometrika, 43, 561-573.
http://dx.doi.org/10.1007/BF02293814 [5] Andrich, D. (1988). Rasch Models for Measurement. Beverly Hills, CA: Sage Publications. [6] Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall. [7] Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman. [8] Bandura, A. (2002). Social Cognitive Theory in Cultural Context. Applied Psychology: An International Review, 51, 269-290.
http://dx.doi.org/10.1111/1464-0597.00092 [9] Bandura, A. (2004). Health Promotion by Social Cognitive Means. Health Education and Behaviour, 31, 143-164.
http://dx.doi.org/10.1177/1090198104263660 [10] Bandura, A. (2005). The Evolution of Social Cognitive Theory. In K. G. Smith, & M. A. Hitt (Eds.), Great Minds in Management (pp. 9-35). Oxford: Oxford University Press. [11] Bandura, A. (2008). Toward an Agentic Theory of the Self. In H. W. Marsh, R. G. Craven, & D. M. McInerey (Eds.), Self-Processes, Learning, and Enabling Human Potential (pp. 15-49). Advances in Self-Research, Greenwich, CT: Information Age Publishing. [12] Bond, T. G., & Fox, C. M. (2007). Applying the Rasch Model: Fundamental Measurement in the Human Sciences (2nd ed.). Mahwah, NJ: L. Erlbaum. [13] Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model: Fundamental Measurement in the Human Sciences (3rd ed.). Mahwah, NJ: L. Erlbaum. [14] Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch Analysis in the Human Sciences. Dordrecht: Springer.
http://dx.doi.org/10.1007/978-94-007-6857-4 [15] Callingham, R., & Bond, T. (2006). Research in Mathematics Education and Rasch Measurement. Mathematics Education Research Journal, 18, 1-10.
http://dx.doi.org/10.1007/BF03217432 [16] Christensen, K. B., Kreiner, S., & Mesbah, M. (Eds.) (2013). Rasch Models in Health. Hoboken, NJ: John Wiley & Sons, Inc. [17] Curtis, D. D., & Boman, P. (2007). X-Ray Your Data with Rasch. International Education Journal: Comparative Perspectives, 8, 249-259. [18] de Ayala, R. J. (2009). The Theory and Practice of Item Response Theory. New York: Guilford Press. [19] Dimitrov, D. M. (2012). Statistical Methods for Validation of Assessment Scale Data in Counselling and Related Fields. Alexandria, VA: American Counseling Association. [20] Eaton, L., & Crcook, S. (2013). Factorial Validity and Reliability of the Physical Activity Self Efficacy Scale for Adolescents. North American Journal of Educational Studies, 1, 25-37. [21] Fox, C. M., & Jones, J. A. (1998). Uses of Rasch Modelling in Counselling Psychology Research. Journal of Counselling Psychology, 45, 30-45.
http://dx.doi.org/10.1037/0022-0167.45.1.30 [22] Gao, Z., Lee, A. M., Kosma, M., & Solmon, M. A. (2010). Understanding Students’ Motivation in Middle School Physical Education: Examining the Mediating Role of Self-Efficacy on Physical Activity. International Journal of Sport Psychology, 41, 199-215. [23] Gao, Z., Lochbaum, M., & Podlog, L. (2011). Self-Efficacy as a Mediator of Children’s Achievement Motivation and In-Class Physical Activity. Perceptual and Motor Skills, 113, 969-981.
http://dx.doi.org/10.2466/06.11.25.PMS.113.6.969-981 [24] Gao, Z., Lodewyk, K., & Zhang, T. (2009). The Role of Ability Beliefs and Incentives in Middle School Students’ Intentions, Cardiovascular Fitness, and Effort. Journal of Teaching in Physical Education, 28, 3-20. [25] Green, K., & Frantom, C. (2002). Survey Development and Validation with the Rasch Model. Presentation Manuscript, Charleston, SC.
https://portfolio.du.edu/downloadItem/115525 [26] Gui, B., & Smith, P. (2012). Validation of the Physical Activity Self-Efficacy Scale for Adolescents in a Sample of British Youth. Journal of Psychology and Gymnastics, 2, 72-85. [27] Hambleton, R. K., & Swaminathan, H. (2010). Item Response Theory: Principles and Applications. Boston, MA: Kluwer Nijhoff Publishing. [28] Hayes, A. F., & Krippendorff, K. (2007). Answering the Call for a Standard Reliability Measure for Coding Data. Communication Methods and Measures, 1, 77-89.
http://dx.doi.org/10.1080/19312450709336664 [29] Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology (2nd ed.) Thousand Oaks, CA: Sage Publications. [30] Lee, O., & Martinek, T. (2009). Navigating Two Cultures: An Investigation of Cultures of a Responsibility Based Physical Activity Program and School. Research Quarterly for Exercise and Sport, 80, 230-240.
http://dx.doi.org/10.1080/02701367.2009.10599557 [31] Linacre, J. M. (1999). Category Disordering vs. Step (Threshold) Disordering. Rasch Measurement Transactions, 13, 675. [32] Linacre, J. M. (2000). Comparing “Partial Credit Models” (PCM) and “Rating Scale Models” (RSM). Rasch Measurement Transactions, 14, 768. [33] Linacre, J. M. (2002). Optimizing Rating Scale Category Effectiveness. Journal of Applied Measurement, 3, 85-106. [34] Linacre, J. M. (2014). WINSTEPS Rasch Measurement (Version 3.81.0). Beaverton, OR: Winsteps.com. [35] Linacre, J. M. (2015). Winsteps Rasch Measurement Computer Program User’s Guide. Beaverton, OR: Winsteps.com. [36] Maneesriwongul, W., & Dixon, J. K. (2004). Instrument Translation Process: A Methods Review. Journal of Advanced Nursing Research, 48, 175-186.
http://dx.doi.org/10.1111/j.1365-2648.2004.03185.x [37] Masters, G. N. (1982). A Rasch Model for Partial Credit Scoring. Psychometrika, 47, 149-174.
http://dx.doi.org/10.1007/BF02296272 [38] Masters, G. N. (1988). The Analysis of Partial Credit Scoring. Applied Measurement in Education, 1, 279-297.
http://dx.doi.org/10.1207/s15324818ame0104_2 [39] Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational Measurement (3rd ed., pp. 13-104). New York: Macmillan. [40] Messick, S. (1995a). Standards of Validity and the Validity of Standards in Performance Assessment. Educational Measurement: Issues and Practice, 14, 5-8.
http://dx.doi.org/10.1111/j.1745-3992.1995.tb00881.x [41] Messick, S. (1995b). Validation of Inferences from Persons’ Responses and Performances as Scientific Inquiry into Score Meaning. American Psychologist, 50, 741-749.
http://dx.doi.org/10.1037/0003-066X.50.9.741 [42] Ministry of Health (2014). Annual Report on Obesity and Physical Activity in Oman.
http://www.moh.gov.om/en/nv_menu.php?o=hr/majorprojects.htm&SP=1.pdf [43] Mohammad-Hassun, A., & Ahmed-Kali, K. (2014). A Confirmatory Factor Analysis of the Urdu Version of the Physical Activity Self-Efficacy Scale for Adolescents. Journal of Education in South Asia, 4, 56-68. [44] Nakamura, Y. (2002). Beyond the Hijab: Female Muslims and Physical Activity. Women in Sport Physical Activity Journal, 11, 21-48. [45] Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric Theory. New York: McGraw-Hill, Inc. [46] Pajares, F., & Miller, D. M. (1995). Mathematics Self-Efficacy and Mathematics Performance: The Need for Specificity of Assessment. Journal of Counselling Psychology, 42, 190-198.
http://dx.doi.org/10.1037/0022-0167.42.2.190 [47] Peterson, S., & Shavelson, T. (2014). The Adaptation of the Physical Activity Self-Efficacy Scale for Adolescents within a Singaporean Context. South Pacific Psychology Bulletin, 2, 45-60. [48] Rasch, G. (1960). Probabilistic Models for Some Intelligence and Attainment Tests. Copenhagen: Danmarks Paedogogiske Insitut. [49] Simpson, S., & Rustin, F. (2012). Psychometric Properties of the Physical Activity Self Efficacy Scale for Adolescents in a Canadian Context. Canadian Journal of Psychology and Education, 3, 38-52. [50] Smith Jr., E. V. (2002). Detecting and Evaluating the Impact of Multidimensionality Using Item Fit Statistics and Principal Component Analysis of Residuals. Journal of Applied Measurement, 3, 205-231. [51] Smith, A., Rush, R., Fallowfield, L., Velikova, G., & Sharpe, M. (2008). Rasch Fit Statistics and Sample Size Considerations for Polytomous Data. BMC Medical Research Methodology, 8, 1-11.
http://dx.doi.org/10.1186/1471-2288-8-33 [52] Smith, R. M. (2003). Rasch Measurement Models: Interpret in WINSTEPS/ BIGSTEPS and FACETS Output. Maple Grove, MN: JAM Press. [53] Sousa, V., & Rojjanasrirat, W. (2011). Translation, Adaptation and Validation of Instruments or Scales for Use in Cross-Cultural Health Care Research: A Clear and User Friendly Guideline. Journal of Evaluation in Clinical Practice, 17, 268-274.
http://dx.doi.org/10.1111/j.1365-2753.2010.01434.x [54] Stajkovic, A. D., & Luthans, F. (1998). Self-Efficacy and Work-Related Performance: A Meta-Analysis. Psychological Bulletin, 124, 240-261.
http://dx.doi.org/10.1037/0033-2909.124.2.240 [55] Stout, W. (1987) A Nonparametric Approach for Assessing Latent Trait Unidimensionality. Psychometrika, 52, 589-617.
http://dx.doi.org/10.1007/BF02294821 [56] van der Linden, W. J., & Hambleton, R. K. (2010). Handbook of Modern Item Response Theory. New York: Springer. [57] Vertinsky, P., Batth, I., & Naidu, M. (1996). Racism in Motion: Sport, Physical Activity and the Indo-Canadian Female. Avante, 2, 1-23. [58] Warner, L. M., Parschau, L., Schwarzer, R., Wolff, J. K., Wurm, S., & Schuez, B. (2014). Sources of Self-Efficacy for Physical Activity. Health Psychology, 33, 1298-1308.
http://dx.doi.org/10.1037/hea0000085 [59] Wolfe, E. W., & Smith, E. V. (2007a). Instrument Development Tools and Activities for Measure Validation Using Rasch Models: Part I—Instrument Development Tools. Journal of Applied Measurement, 8, 97-123. [60] Wolfe, E. W., & Smith, E. V. (2007b). Instrument Development Tools and Activities for Measure Validation Using Rasch Models: Part II—Validation Activities. Journal of Applied Measurement, 8, 204-234. [61] World Health Organization (2014). Physical Activity.
http://www.who.int/topics/physical_activity/en/ [62] Wright, B. D., & Masters, G. N. (1982). Rating Scale Analysis. Chicago, IL: Mesa Press. [63] Wright, B. D., & Stone, M. H. (1979). Best Test Design: Rasch Measurement. Chicago, IL: Mesa Press. [64] Wu, T. Y., Robbins, L. B., & Hsieh, H. F. (2011). Instrument Development and Validation of Perceived Physical Activity Self-Efficacy Scale for Adolescents. Research and Theory for Nursing Practice, 25, 39-54.
http://dx.doi.org/10.1891/0889-7182.25.1.39 [65] Yim, H. Y. B., Abd-El-Fattah, S. M., & Lee, L. W. M. (2007). A Rasch Analysis of the Teachers Music Confidence Scale. International Education Journal, 8, 260-269.