Psychometric Properties of the Affective Dimension of the Generic Macro-Competence Assessment Scale: Analysis Using Rasch Model
| Autor: | José Miguel Giménez Lozano, Manuel Alejandro Narváez Peláez, Alfonso Caracuel, Manuel Martí-Vilar, Francisco Manuel Morales-Rodríguez, Juan Pedro Martínez-Ramón |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Knowledge management
Computer science Geography Planning and Development TJ807-830 050801 communication & media studies Management Monitoring Policy and Law TD194-195 Renewable energy sources 0508 media and communications Socio-affective factors Scale analysis (mathematics) common good Generic competencies Rasch Model Competence assessment GE1-350 Macro Affective dimension university students Common good Rasch model sustainability education Environmental effects of industries and plants Renewable Energy Sustainability and the Environment business.industry 05 social sciences 050301 education University students Environmental sciences Sustainability education Information and Communications Technology Transversal (combinatorics) business 0503 education generic competencies socio-affective factors |
| Zdroj: | Digibug. Repositorio Institucional de la Universidad de Granada instname Digibug: Repositorio Institucional de la Universidad de Granada Universidad de Granada (UGR) Sustainability Volume 13 Issue 12 Sustainability, Vol 13, Iss 6904, p 6904 (2021) |
| DOI: | 10.3390/su13126904 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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