Öğle Arası Fiziksel Aktivite ve Oyun Hoşlanma Anketinin Doğrulayıcı Faktör Analizi

Abstract

Amaç: Bu çalışmanın amacı, ortaokul öğrencileri Öğle Arası Fiziksel Aktivite ve Oyun Hoşlanma (ÖFAOH) anketinin psikometrik özelliklerini incelemektir (n=518). Yöntem: Anket Sosyal-Ekolojik Model (SEM) temel alınarak geliştirilmiş olup, bireysel, sosyal ve çevresel değişkenlerin çeşitli seviyelerini geliştirmeyi amaçlamaktadır. Temel olarak, model bireysel, kişilerarası, kurumsal, toplumsal, fiziksel çevre ve politika düzeylerine odaklanmaktadır. Veri analizleri için, yapıları belirlemek amacıyla Doğrulayıcı Faktör Analizi (DFA) modelleri serisi kullanılmıştır. Bulgular: DFA, modelde üç faktörü doğrulamaktadır: χ2 [52] = 224.47, p < .001; CFI = .90; TLI = 0.87; RMSEA = 0.08; SRMR = 0.05. Çalışmada, kişisel içerikli bileşen 6 madde içerirken, kişilerarası bileşen sadece bir madde içermekte ve fiziksel çevre ile politika/organizasyon bileşeni 5 madde içermektedir. DFA, modelin SEM tarafından desteklendiğini göstermektedir. Sonuç: Elde edilen sonuçlara göre Öğle arası Fiziksel Aktivite ve Oyun Hoşlanma anketi sosyal ekolojik model temelinde 4.-8. sınıflar için geçerli ve güvenilir bir araç olduğu belirlenmiştir.

Keywords

• Sosyal-ekolojik model
• fiziksel aktivite
• teneffüs
• hoşlanma
• ortaokul.

Confirmatory Factor Analyses of Turkish Enjoyment of School Play and Lunchtime Questionnaire

Abstract

Purpose: The purpose of the current study was to evaluate the structure of the Lunchtime Enjoyment of Activity and Play (LEAP) Questionnaire among middle school students (grade 4-7) in the Turkish context (n=518). Method: The questionnaire based on the Social-Ecological Model (SEM) aims to improve various levels of individual, social, and environmental variables. The model focuses on intrapersonal, interpersonal, organizational, community, physical environment, and policy levels (Hyndman et al., 2014; Stokols, 1996). For data analyses series of confirmatory factor analytic (CFA) models were undertaken to delineate the constructs. Results: CFA confirms three factors in the model χ2 [52] = 224.47, p < .001; CFI =0.90; TLI =0.87; RMSEA=0.08; SRMR=0.05. In the study the intrapersonal component included 6 subcategories, the interpersonal component included only one item and the physical environment and policy/organization component included 5 subcategories with a total of 36 items. The CFA showed that the model is supported by the SEM. Conclusion: According to the results, the Turkish Lunchtime Enjoyment of School Play (LESP) questionnaire for the 4th-7th grades based on the social-ecological model has been calculated as a valid and reliable tool.

Keywords

• Social-ecological model
• Physical activity
• Recess
• Enjoyment
• Middle school

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