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Critical-Thinking Dispositions Psychometric Properties Assessment: Applying the Rasch Model

Mcbride, Ron ; Nasiruddin, Nasnoor ; Xiang, Ping ; Lee, Jihye

Research Quarterly for Exercise and Sport, 2016, Vol.87(S2), pp.A16-A17 [Peer Reviewed Journal]

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  • Title:
    Critical-Thinking Dispositions Psychometric Properties Assessment: Applying the Rasch Model
  • Author: Mcbride, Ron ; Nasiruddin, Nasnoor ; Xiang, Ping ; Lee, Jihye
  • Description:   Critical thinking-physical education (CT-PE) is reflective thinking that is used to make reasonable and defensible decisions (McBride, 1992). To facilitate thoughtful decision making, the affective or dispositional dimension is equally as important as the cognitive dimension (McBride, Xiang, & Wittenburg, 2002). The California Critical Thinking Disposition Inventory (CCTDI; Facione & Facione, 1992) is a wellvalidated instrument consisting of 75 items assessing college students' CT dispositions. However, this instrument has drawbacks: It is lengthy, time consuming to administer, and often difficult for younger school populations. Traditional psychometric approaches have been extensively used when validating this instrument. An emergent approach in psychometric testing, the Rasch model, however, is based on the estimation-ofprobability model that separates reliability of person and item responses (Wilson, 2005). One of the strengths of this approach is it allows a small sample size to be used for exploratory study (Chen et al., 2014). To date, no study has attempted to examine the CCTDI's psychometric properties using this model. Our exploratory study examines the psychometric properties of the CCTDI using the Rasch model in a summer sports-camp setting. The study took place at a 3-week summer sports camp located in the Southwestern United States. Participants were 48 adolescent at-risk boys aged 10 to 14 years old (Mage ¼ 11.91 years, SD ¼ 1.21) with ethnicity of 50.6% Hispanic American, 25.3% Caucasian American, 20.3% African American, and 3.8% Other. A member of the research team read the questionnaire aloud. Boys completed the 75-item CCTDI in approximately 25 min after the lunch break during their 1st week. Data were analyzed using the unidimensional Rasch model based on the CCTDI's7 subscales. Analyses revealed that only 5 subscales in participants' separation reliability were acceptable (. 0.90; Linacre, 2003): truth seeking (1.09), selfconfidence (1.33), analyticity (0.99), inquisitiveness (1.62), and maturity (0.96). In contrast, all 7 subscales showed good item separation reliability. Model fit indexes based on the item infit and outfit statistics (. 0.6 and , 1.3; Linacre, 2003) confirmed that only these five subscales had a fair to good fit ranging from 0.67 to 1.15. Rasch analyses revealed that the item reliability estimations were acceptable, but participants' ability reliability estimates varied from poor to good fit. This exploratory study provides additional validation of the CCTDI but also reveals the need for follow-up examination of the instrument's psychometric properties in physical activity settings. Future research that expands the sample size and includes both genders and enhanced age ranges is recommended for continued validation and reduction of instrument items.
  • Is Part Of: Research Quarterly for Exercise and Sport, 2016, Vol.87(S2), pp.A16-A17 [Peer Reviewed Journal]
  • Identifier: ISSN: 02701367
  • Subjects: Critical Thinking ; Physical Education ; Quantitative Psychology
  • Language: English

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