Design and evaluation of physical activity interventions depends upon valid instruments to assess mediating processes. The Physical Activity Self-Efficacy Scale (PASES) has been used in a variety of forms within samples of African American and Caucasian children.
This study was designed to extend the statistical validity of the scores from the PASES by comparing 1 and 3-factor models and testing measurement invariance between Hispanic and Caucasian children. 883 fourth and fifth graders were recruited (mean age, 9.71 y; 48% female, 52% male; 67% Hispanic, 33% Caucasian). The factor structure was tested with confirmatory factor analysis, using two-group analyses to model ethnic differences.
The 17-item, 3-factor version of the PASES evidenced poor fit with the data. In contrast, an 8-item, 1-factor solution provided adequate fit for both samples.
The 8-item, 1-factor version of the PASES provides statistically valid scores for Hispanic and Caucasian children.