Validity and Reliability of Behavior and Theory-Based Psychosocial Determinants Measures, Using Audience Response System Technology in Urban Upper-Elementary Schoolchildren

Abstract Objective To examine the validity and reliability of a questionnaire administered with an audience response system (ARS). Design Cross-sectional study. Setting Two New York City public elementary schools. Participants Fourth- and fifth-grade students. Main Outcome Measures A Food, Health, a...

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Bibliographic Details
Published in:Journal of nutrition education and behavior 2016-07, Vol.48 (7), p.437-452.e1
Main Authors: Gray, Heewon Lee, PhD, RD, Koch, Pamela A., EdD, RD, Contento, Isobel R., PhD, CDN, Bandelli, Lorraine N., PhD, Ang, Ian (Yi Han), MA, Di Noia, Jennifer, PhD
Format: Article
Language:English
Subjects:
Child
childhood obesity
Correlation
Correlation coefficient
Cross-Sectional Studies
Elementary school students
Energy balance
energy balance-related behaviors
Energy Metabolism
Exercise
Fast food
Feeding Behavior
Female
Food products
Gastroenterology and Hepatology
Grade 5
Health behavior
Humans
instrument development
Interactive computer systems
Internal Medicine
Male
Pediatric Obesity
Psychometrics - methods
Psychometrics - standards
Questionnaires
reliability
Reproducibility of Results
Schools
Social psychology
Students - psychology
Students - statistics & numerical data
validation
Validity
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Summary:Abstract Objective To examine the validity and reliability of a questionnaire administered with an audience response system (ARS). Design Cross-sectional study. Setting Two New York City public elementary schools. Participants Fourth- and fifth-grade students. Main Outcome Measures A Food, Health, and Choices questionnaire (FHC-Q) assessed energy balance-related behaviors (EBRBs) including intake of fruits and vegetables, sugar-sweetened beverages, processed packaged snacks, and fast food; physical activity; recreational screen time; and associated psychosocial determinants (≥ 3 questions/outcome scale). Previously validated reference instruments were used for relative validation. The ARS format was compared with a paper-and-pencil format. All measures were administered in a classroom setting. Analysis Pearson correlation coefficients between the reference instruments and the FHC-Q were calculated. Internal consistency reliabilities were evaluated with Cronbach α. Spearman rank correlation, intra-class correlation, and percent agreement were used for test-retest reliability between paper-and-pencil and ARS, and between 2 ARS FHC-Q administrations. Results Correlations for EBRBs with reference instruments ranged from 0.38 to 0.61 ( P  
ISSN:1499-4046
1878-2620
1708-8259
DOI:10.1016/j.jneb.2016.03.018