Description

The Student Behavior Self-Assessment Scale (SBSAS-18) is a psychometric instrument developed by H. Kelly (2011) to assess students’ perceptions of their own behaviour, particularly within the context of Physical Education classes and multicultural education environments.

The development of the scale was based on the need for a specialized tool capable of evaluating student behaviour during physical education activities. The instrument focuses on students’ self-perceptions regarding interpersonal relationships, responsibility, cooperation, support, and goal-oriented behaviour.

Preliminary studies were conducted to examine the suitability of the scale. These studies included the recording of students’ views through practical implementation and the systematic observation of specific behaviours by teacher-observers using the SASB framework. In addition, the PATEM II questionnaire was used to evaluate the effects of intervention programs on students’ self-perception and self-esteem.

Objective

The main objective of the Student Behavior Self-Assessment Scale is to assess how students perceive and evaluate their own behaviour during Physical Education classes within a multicultural educational framework.

The scale aims to examine students’ social behaviour, cooperation, responsibility, willingness to support others, and orientation toward personal and group goals.

The instrument provides information that can support the evaluation of educational interventions designed to improve student behaviour, social interaction, self-esteem, and participation in school activities.

Structure and Content

The SBSAS-18 consists of 18 items divided into five main dimensions of student behaviour.

The Relationships dimension evaluates students’ interpersonal interactions, communication, and ability to develop positive relationships with classmates.

The Irresponsibility dimension assesses behaviours related to lack of responsibility, reduced participation, or inappropriate responses within the educational environment.

The Reinforcement dimension examines students’ willingness to encourage, support, and positively influence others.

The Help dimension evaluates cooperation, assistance, and willingness to contribute to classmates’ efforts.

The Goals dimension assesses students’ orientation toward achieving personal and collective objectives.

Scoring Method

Participants are asked to indicate the extent to which each statement describes their own behaviour.

The questionnaire uses a five-point Likert scale ranging from:

1 = Never

to

5 = Always

The total score is calculated by summing responses across the 18 items.

The total score ranges from 18 to 90.

Higher scores indicate higher levels of positive social behaviour, cooperation, and willingness to participate constructively in the educational environment.

Data Analysis and Use

The SBSAS-18 provides quantitative information regarding students’ self-perceived behaviour and social functioning during Physical Education classes.

The data can be used to examine behavioural patterns, evaluate educational interventions, and investigate relationships between student behaviour, self-esteem, social interaction, and participation.

Statistical analysis may include descriptive statistics for the evaluation of behavioural profiles, reliability analysis using Cronbach’s alpha coefficient, factor analysis for examining the structure of the five dimensions, and comparative analyses between groups of students according to demographic or educational characteristics.

Validity

The scale was adapted into Greek through an independent reverse translation process to ensure linguistic and conceptual equivalence.

The preliminary evaluation included systematic observation by teacher-observers and comparison with students’ self-perceptions in order to examine the suitability of the instrument within the educational context.

Reliability

The internal consistency of the SBSAS-18 was examined using Cronbach’s alpha coefficient.

The reported reliability values were:

Initial assessment: α = 0.75

Retest assessment: α = 0.73

Assessment two months later: α = 0.74

These values indicate satisfactory internal consistency and stability of the instrument.

Applications

The Student Behavior Self-Assessment Scale can be applied in Physical Education research, multicultural education studies, assessment of student social behaviour, evaluation of educational interventions, and studies examining cooperation, responsibility, self-esteem, and classroom relationships.

References

Kelly, H. (2011). The Approach to Cultural Heterogeneity for Primary School Students through Physical Education.