TY - JOUR
T1 - Validation of the multidimensional attitudes toward preschool inclusive education scale in the bilingual context of Québec
AU - Mejia-Cardenas, Catalina
AU - Rivard, Mélina
AU - Mestari, Zakaria
AU - Mello, Catherine
N1 - Funding Information:
This work was supported by scholarships to Catalina Mejia-Cardenas from the Institut Universitaire en Déficience intellectuelle et en Trouble du spectre de l′autisme and from the Fonds de recherche Inclusion sociale. Additional financial support to Mélina Rivard was provided by the Fonds de Recherche du Québec-Santé (research scholar – junior 2) and the Fondation Sandra et Alain Bouchard, Canada. However, the funding sources have no involvement in any of the steps for the conduct of the research or the article publication.
Funding Information:
This work was supported by scholarships to Catalina Mejia-Cardenas from the Institut Universitaire en Déficience intellectuelle et en Trouble du spectre de l′autisme and from the Fonds de recherche Inclusion sociale. Additional financial support to Mélina Rivard was provided by the Fonds de Recherche du Québec-Santé (research scholar – junior 2) and the Fondation Sandra et Alain Bouchard , Canada. However, the funding sources have no involvement in any of the steps for the conduct of the research or the article publication.
Publisher Copyright:
© 2022 Elsevier Ltd
PY - 2022/8
Y1 - 2022/8
N2 - Background: The Multidimensional Attitudes Toward Preschool Inclusive Education Scale (MATPIES; Lohmann et al., 2016) seeks to assess preschool educators’ attitudes toward inclusive education. It has been used in wide range of settings and with varied populations, but there has been a lack of systematicity in translation, adaptation, and validation procedures associated with it. For instance, its use in French or in a French-English bilingual context such as Québec (Canada) has yet to be validated. Aims: The present study documented the translation and validation process for the MATPIES in bilingual early childhood education settings. Methods and procedures: The MATPIES was completed by 211 French- and English-speaking early childhood educators and administrators in the province of Québec, Canada. Outcomes and results: Confirmatory factor analyses indicated that the original factor structure for the MATPIES was not replicated within the bilingual Québec sample.Exploratory analyses suggested a four-factor structure encompassing 15 items, which had good internal consistency (α = 0.87). Conclusions and implications: The factor structure of the MATPIES may vary across populations. This study underscores the importance of evaluating instruments in contexts that differ from those in which they were originally constructed to ensure the validity of results.
AB - Background: The Multidimensional Attitudes Toward Preschool Inclusive Education Scale (MATPIES; Lohmann et al., 2016) seeks to assess preschool educators’ attitudes toward inclusive education. It has been used in wide range of settings and with varied populations, but there has been a lack of systematicity in translation, adaptation, and validation procedures associated with it. For instance, its use in French or in a French-English bilingual context such as Québec (Canada) has yet to be validated. Aims: The present study documented the translation and validation process for the MATPIES in bilingual early childhood education settings. Methods and procedures: The MATPIES was completed by 211 French- and English-speaking early childhood educators and administrators in the province of Québec, Canada. Outcomes and results: Confirmatory factor analyses indicated that the original factor structure for the MATPIES was not replicated within the bilingual Québec sample.Exploratory analyses suggested a four-factor structure encompassing 15 items, which had good internal consistency (α = 0.87). Conclusions and implications: The factor structure of the MATPIES may vary across populations. This study underscores the importance of evaluating instruments in contexts that differ from those in which they were originally constructed to ensure the validity of results.
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U2 - 10.1016/j.ridd.2022.104258
DO - 10.1016/j.ridd.2022.104258
M3 - Article
C2 - 35597046
AN - SCOPUS:85130976094
SN - 0891-4222
VL - 127
JO - Research in Developmental Disabilities
JF - Research in Developmental Disabilities
M1 - 104258
ER -
