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|Other Titles:||Assessing the Structural Invariance of Self-Concept and Self-Advocacy Models between the Self-Reports of Students with Moderate Intellectual Disabilities and Teachers’ Ratings Samples|
National Taiwan Normal University Department of Special Education
Purpose: Based on relevant theories and earlier studies, this study proposed a “selfconcept and self-advocacy model” of high school vocational students with moderateintellectual disabilities (IDs). This model assumed that an individual’s self-concept and self-advocacy are correlated. This study (a) developed self-concept and self-advocacy questionnaires for high school vocational students with moderate IDs; (b) evaluated the compatibility of the collected data and the theoretical model proposed in this study through confirmatory factor analysis and structural equation modeling; and (c) examined the structural invariance across groups. Methods: The initial item pool was developed based on a review of relevant literature and tools. The self-concept and self-advocacy questionnaires comprised 2 scales: the student rating scale (SRS) and teacher rating scale (TRS). Item analyses were used to delete inadequate items and establish reliabilities and validities. Both the SRS and TRS comprised 38 items from the self-concept and selfadvocacy scales. The format scale response of the self-concept and self-advocacy were adapted for students with moderate IDs. Two versions of the SRS were used, and two alternative response scale formats were developed: double binary and graphical. The TRS used a 4-point Likert-type scale. Samples were collected using stratified sampling. A total of 347 high school vocational students with moderate IDs who attended special schools and 116 of their teachers were involved in the study. Results /Findings: The study yielded the following results: (a) the content validity was established by consulting experts and exploring documents; (b) regarding internal consistency, both the SRS and TRS yielded extremely high coefficients (composite reliability); (c) a structural equation model was adopted to examine the factor structure of the “SRS and TRS for high school vocational students with moderate IDs, and the results indicated that this scale performed effe
|Appears in Collections:||特殊教育研究學刊|
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