Active Empathic Listening Scale (AELS): Reliability and Validity in a Nationwide Sample of Greek Educators

Social Sciences

George Tsitsas¹  Kalliopi Kounenou²  Kyriakoula Merakou³  Anastasia Barbouni³  Vasilios Koutras⁴  Ntina Kourmousi⁵  Vasiliki Yotsidi⁶ 

[1] Counseling Centre, Department of Dietetics, Harokopio University, Athens 17676, Greece;Department of Education, School of Pedagogical & Technological Education, Attica 14121, Greece;Department of Public Health, National School of Public Health, Athina 11521,Greece;Early Childhood Education, University of Ioannina, Ioannina 45110, Greece;Primary Education Directorate of Eastern Attica, Attica 15454, Greece;Special Account for Research Grants, School of Pedagogical & Technological Education, Attica 14121, Greece;

关键词: active listening;    Active Empathic Listening Scale (AELS);    teachers/educators;    reliability;    validity;    Greek sample;   

DOI  :  10.3390/socsci6040113

来源: DOAJ

【 摘 要 】

The presented study examined the Active Empathic Listening Scale’s (AELS) validity and reliability in a sample of 3955 Greek educators of all teaching levels and specialties. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale’s construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (χ2) of the model was significant (p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI), and the goodness of fit index (GFI) values were 0.080, 0.971, and 0.962, respectively, further supporting the fit of the three-factor model. Cronbach’s alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.76 for AELS’ subscales. The intercorrelations of the three subscales were all positive and significant (p < 0.001), ranging from 0.46 to 0.54. Student’s t-tests and the computation of effect sizes showed that women, principals, and those who had received training in mental health promotion scored higher on all three subscales. Age and years of teaching experience were also positively correlated with most of the AELS’ subscales, but the correlations were very low. The analyses confirmed the three-factor model of AELS and demonstrated its validity and reliability in measuring Greek teachers’ active listening attitudes.

【 授权许可】

Unknown