Psychometric Properties of the Affective Dimension of the Generic Macro-Competence Assessment Scale: Analysis Using Rasch Model

Sustainability

Manuel Martí-Vilar¹  Juan Pedro Martínez-Ramón²  José Miguel Giménez Lozano³  Francisco Manuel Morales-Rodríguez³  Alfonso Caracuel³  Manuel Alejandro Narváez Peláez⁴ 

[1] Department of Basic Psychology, Faculty of Psychology, Universitat de València, Av. de Blasco Ibáñez, 21, 46010 Valencia, Spain;Department of Developmental and Educational Psychology, Campus of Espinardo, University of Murcia, 30100 Murcia, Spain;Department of Developmental and Educational Psychology, Faculty of Psychology, University Campus of Cartuja, University of Granada, 18071 Granada, Spain;Facultad de Medicina, Campus de Teatinos 12 s/n, Instituto de Investigación de Málaga, Universidad de Málaga, 29071 Málaga, Spain;

关键词: generic competencies;    common good;    socio-affective factors;    sustainability education;    Rasch model;    university students;   

DOI  :  10.3390/su13126904

来源: DOAJ

【 摘 要 】

The study of the affective dimension of transversal competences is essential for the development of responsible behaviors and maintaining attitudes committed to sustainable development. The importance attributed to each of these factors can predict behavior implementation and awareness of values for sustainable development that reflect the acquisition and internalization of sustainability-related generic competences. This study aimed to determine the psychometric properties of the affective dimension of the Generic Macro-Competence Assessment (AGMA) scale by applying Rasch measurement model to a sample of Spanish university students, comprising 387 Spanish university students (74.9% women; mean age = 21.24; WD = 3.54; range: 17–34). Results demonstrated a lack of adjustment to the Rasch model due to item 1, and all items showed disordered response category thresholds. The remaining nine-item scale achieved all requirements of the model (χ2 = 61.46; p = 0.052), including unidimensionality. Thus, the scale’s psychometric properties indicate an easy-to-apply instrument for screening these factors for coping strategies in undergraduate and graduate Spanish students. The results can help in justifying the design of interdisciplinary intervention programs, in which affective factors are essential for sustainable development education.

【 授权许可】

Unknown