The presence, enjoyment, mood experience, attitude and preference towards exergames scale in children with mild intellectual disability

Purpose: The purpose of this study was to examine the factor structure and cross-cultural validity of the self-report questionnaire of Ho, Lwin, Sng & Yee (2017) in a sample of Greek primary school students with mild intellectual disability (ID) using VR exergames. The questionnaire consisted of five scales, namely self-presence, mood experience, game enjoyment, attitude toward exergames and preference for future gameplay. Methods: Participants were 103 primary school students with mild ID aged 9–12 years old (males = 52.4%, females = 47.6%). Confirmatory Factor Analysis was undertaken through structural equation modelling to determine factorial validity. Convergent validity and internal consistency were calculated by considering the average variance extracted and the composite reliability respectively, while discriminant validity was estimated by maximum shared squared variance. Results: Results indicated that the model was a good fit for the data as soon as seven items were dropped from the scale because of presenting poor consistency. Instrument was shown to have good internal consistency, appropriate convergent and discriminant validity. Conclusion: Evidence was found in support of the psychometric integrity of the Ho, Lwin, Sng & Yee (2017) questionnaire when implemented to children with mild ID. © 2021, The Author(s), under exclusive licence to Springer-Verlag Italia S.r.l., part of Springer Nature

Psychometric evaluation of the Rosenberg Self-Esteem Scale in primary school students with mild intellectual disability: First evidence

Background: Although the Rosenberg Self-Esteem Scale (RSES) is the most widely used measure of self-esteem, the evidential basis to confirm the RSES factor validity and reliability in children with intellectual disabilities (ID) has not been previously addressed. The purpose of this study was to evaluate the psychometric properties of the Greek version of the RSES into a sample consisting of primary school students with mild ID, bearing in mind the aspect of multidimensionality. In addition, gender differences were also investigated. Methods: The participants were 103 primary school students with mild ID aged 9–12 years old. Fifty-four (52.4 %) of the participants were boys and forty-nine were girls (47.6 %). Using the LISREL software, six different models of factor structure were estimated. The psychometric properties of the RSES, including internal consistency, content validity, convergent and discriminant validity as well as confirmatory factor analysis, were assessed. Results: The findings of this study provide some preliminary support to the robustness of the bifactor model, with a general self-esteem factor and two method effect factors that capture the direction of positive and negative item wording. Conclusions: Although it is inappropriate to conclude that the results will be extended to all other populations and cultures, it can be assumed that bifactor models, which specify method effects due to wording, fit better than strictly unidimensional or two factor models. © 2021 Elsevier Lt

Dimensionality of the rosenberg self-esteem scale among greek primary school students

The aim of the current study was to validate the self-report version of the Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965) structure in a sample of Greek primary school students. The study was based on the original one-factor model suggested by the scale's author, as well as on the two-factor correlated model of positive and negative items. Participants were 652 primary school students (N=652, M=10.02, SD=1.160). The psychometric properties of the RSES were assessed by conducting a Confirmatory Factor Analysis (CFA). Both average variance extracted and composite reliability were used to test the internal consistency and convergent validity. The correlated two-factor model provided a better fit to the data than the one-factor model, according to the CFA. This conclusion is based on the analysis results, which comprised as providing good fit if non-significant X2 values, X2 /df 0.90), as well as the root mean square error of approximation (RMSEA) < 0.06 (Hu & Bentler, 1999). The main contribution of this study was the adaptation and evaluation of the RSES for use of Greek students and the determination of its factor structure. Teachers and researchers could also use this interpreted scale to determine the level of self-esteem in primary school children and form strategies to increase their self-esteem. © 2021 Eskisehir Osmangazi University. All rights reserved