Development of Respect for Differences Scale for middle school students: validity and reliability study
Journal for Multicultural Education
ISSN: 2053-535X
Article publication date: 9 May 2023
Issue publication date: 4 July 2023
Abstract
Purpose
The purpose of this study is to develop a valid and reliable scale that can measure the level of respect for differences of middle school students. The validity and reliability studies of the scale draft prepared as a result of the opinions received were carried out on 964 middle school students.
Design/methodology/approach
The sequential exploratory mixed method was used. In the study, attitude items were created by examining the studies in the literature with qualitative methods, and the scale was then finalized by applying tests for the attitude scale prepared with quantitative methods.
Findings
As a result of the exploratory factor analysis made on the data obtained, a structure consisting of 20 items and four factors as “gender”, “disability status”, “physical appearance” and “cultural identity” were reached. Also, it was seen that the scale identified 56% of the total variance. Confirmatory factor analysis that was performed on another sample showed that the sample fit of the scale was at an acceptable level. The reliability coefficient of the scale was calculated as Cronbach’s α = 0.815; composite reliability was ranged between 0.766 and 0.894 and the internal consistency of the scale was quite high. It was concluded that the scale developed to determine the level of respect for differences is a valid and reliable measurement tool.
Originality/value
This study is considered significant in terms of presenting a valid and reliable scale that will reveal the attitudes of middle school students towards differences in the literature.
Keywords
Acknowledgements
This article was produced based on an unpublished doctoral thesis titled ‘The Effect of Visual Arts Education on Gaining Respect for Differences to Secondary School Students’ by first author. The first author contributed to the theoretical framework, data analysis, findings, conclusion and discussion. The second author contributed to the formation of the theoretical framework, conclusion and discussion.
Corrigendum: It has come to the attention of the publisher that the article, Gülüm, B. and Türker, İ.H. (2023), “Development of Respect for Differences Scale for middle school students: validity and reliability study”, Journal for Multicultural Education, Vol. 17 No. 3, pp. 356-366. https://doi.org/10.1108/JME-11-2022-0142 was submitted by the authors without details regarding the first author's doctoral thesis, on which this paper is based. This has now been corrected in the online version of the paper. The authors sincerely apologise for any inconvenience caused.
Citation
Gülüm, B. and Türker, İ.H. (2023), "Development of Respect for Differences Scale for middle school students: validity and reliability study", Journal for Multicultural Education, Vol. 17 No. 3, pp. 356-366. https://doi.org/10.1108/JME-11-2022-0142
Publisher
:Emerald Publishing Limited
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