Scale Analysis

The Student Behavior Self-Assessment Scale (SBSAS-18) was developed by H. Kellis in 2011, due to the lack of a specific instrument for evaluating behavior by students participating in Physical Education classes. To examine the suitability of this scale, it was deemed necessary to conduct two preliminary studies, including the recording of students’ opinions in practice. The scale was evaluated through systematic observation of specific student behaviors by teacher-observers using the scale (KPSM). In addition, to assess the impact of the intervention program on the self-perception and self-esteem of the participating students, the PATEM II questionnaire was used.

Purpose of the Scale

The Student Behavior Self-Assessment Scale was created so that students themselves could evaluate their behavior during Physical Education classes in the context of multicultural education. The questions are divided into five subscales: Relationships, Irresponsibility, Reward, Help, and Goals.

Question Scoring

Participants are asked to respond by considering the extent to which each statement describes them. The questionnaire consists of 18 items, rated on a 5-point Likert scale ranging from 1 (Never) to 5 (Always).

Statistical Analysis

The scale produces a total score by summing the scores of each item, ranging from 18 to 90. Higher scores indicate a greater level of willingness for sociability on the part of the students.

Validity and Reliability

The scale was adapted into the Greek language by H. Kellis and was translated based on the process of independent back-translation. The scale demonstrated good internal consistency, with Cronbach’s alpha of 0.75, test–retest reliability of 0.73, and a follow-up test two months later of 0.74.

References

Kellis, H. (2011). The approach to cultural diversity for primary school students through Physical Education classes.