This research aims to develop and validate an instrument for measuring primary student teachers’ professional identity tensions. Based on dissonance theory, we transformed existing vignettes (Pillen, Den Brok, & Beijaard, 2013) into to a quantitative Professional Identity Tensions Scale (PITS) and added tensions regarding teaching in urban contexts. We examined the psychometric quality of the PITS by administering this scale to primary student teachers from teacher education institutions in urban areas across the Netherlands. Two studies were conducted in the process of validating the PITS. First, items were tested among a sample of 211 students to explore whether they measure underlying constructs of professional identity tensions. Second, retained items were administered to a new sample of 271 students. Confirmatory factor analysis demonstrated a similar factor structure. The finalinstrument includes 34 items rated on a 5-point Likert scale measuring nine different professional identity tensions. Implications for future research and practice are discussed.
Background: Cross-cultural adaptation of health-related quality of life (HRQL) scales is useful as it allows comparisons of therapy outcomes across different countries to be drawn. Aims: To adapt the English Stroke and Aphasia Quality of Life—39 item generic stroke scale (SAQOL-39g) into Dutch. To investigate the psychometric properties (acceptability, internal consistency, test–retest reliability and construct validity) of the Dutch version (SAQOL-39NL). Methods & Procedures: Established guidelines for cross-cultural adaptation of self-report measures were followed. Individuals with chronic aphasia were recruited from six centres in The Netherlands. Participants completed the SAQOL-39NL and a visual analogue scale on HRQL in an interview format with an aphasia specialist speech and language therapist. Outcomes & Results: The cross cultural adaptation resulted in a consensus version of the SAQOL-39NL, which participants (n = 13) felt was informative and of value in assessing the impact of stroke on their lives. The SAQOL-39NL was acceptable (no missing data; no floor or ceiling effects) to people with chronic aphasia (n = 47). Internal consistency (Cronbach’s alpha = 0.89 for scale; 0.84–0.91 for domains) and test–retest reliability were excellent (ICC = 0.90 for scale, 0.70–0.93 for domains). Internal validity (moderate intercorrelations between domains) and convergent validity (r = 0.45) were good. Conclusions: The SAQOL-39NL is a psychometrically sound measure of HRQL for Dutch speaking people with aphasia. As is common with new measures, its psychometric properties need to be evaluated further; and its appropriateness as a clinical outcome measure needs to be determined. Yet, the SAQOL-39NL is a promising new measure for use in clinical practice, audit and research.
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AIM: To explore concurrent validity, convergent validity, interrater reliability, test-retest reliability, and Rasch model analysis of the School Participation Questionnaire (SPQ), a tool for teachers to assess personal and environmental determinants of school participation.METHOD: Teachers of children with additional support needs, including intellectual disability, autism, and learning difficulties completed measures. Data were collected using the SPQ and the Participation and Environment Measure for Children and Youth (PEM-CY). Test-retest and interrater reliability were assessed using intraclass correlation coefficients (ICCs). Internal consistency was assessed with Cronbach's alpha. Concurrent and convergent validity were explored via correlations with the PEM-CY. Further psychometrics were examined using a Rasch model.RESULTS: One hundred and eighty-seven children (136 [72.7%] male; mean age 9y [range 5y 6mo-12y 10mo, SD 2y]) were assessed by 67 teachers. Cronbach's alpha, test-retest, and interrater reliability were acceptable-excellent across each SPQ scale (alphas=0.89, 0.9, 0.94, 0.79; test-retest ICCs=0.64, 0.61, 0.78, 0.62; interrater ICCs=0.85, 0.71, 0.90, 0.81). Concurrent and convergent validity were confirmed with significant positive correlations between SPQ and PEM-CY. After Mokken and Rasch model analysis, person and item reliability were good, and unidimensionality was confirmed. Mean administration time was 8.2 minutes.INTERPRETATION: The results suggest that the SPQ is a rapid, reliable, and valid tool for assessment of participation-related indicators in schools.
