ABSTRACT
Introduction: The COVID-19 pandemic has profoundly changed university teaching and learning formats, leading to a significant increase in online learning. Consequently, the crisis has facilitated the potential development of this educational modality. However, researchers need adapted and validated instruments to assess the online learning climate in universities. Aim: This study aimed to adapt and psychometrically validate the Online Learning Climate Scale (OLCS) for Chilean university students. Method: Quantitative research was conducted with a non-experimental and cross-sectional, design executed in two phases: the first was oriented to the cultural adaptation of the instrument, and the second was focused on analyzing its psychometric properties in a sample of 491 university students. Results: A translated and culturally adapted version was obtained, composed of 15 items distributed in a factorial structure composed of four dimensions that showed excellent adjustment to the data [χ2 (84) = 189.628; p < 0.001; CFI = 0.979; TLI = 0.973; RMSEA = 0.051 (IC90% 0.044-0.059); SRMR = 0.028]; internal consistency was estimated through Cronbach's alpha and ranged between 0.892 and 0.955, and strict invariance between men and women was achieved. Discussion: The Online Learning Climate Scale (OLCS) is a valid and reliable measure for measuring the online learning climate within the Chilean higher education context so that it can be used both in research and in monitoring management programs in educational environments.
ABSTRACT
The Teachers' Sense of Efficacy Scale (TSES) has demonstrated suitable levels of reliability and validity for its use on the teacher population in several countries, and it is the most used scale to assess teachers' beliefs in their efficacy. However, few psychometric studies exist on its applicability to elementary teachers in public schools. This study analyzed the psychometric properties of the TSES in teachers who work in elementary education. The sample comprised 1,406 Chilean teachers, mainly women (77.2%), from various Chilean public and subsidized schools. The results obtained from three confirmatory factor analyses demonstrated that the model that best fit the data was bifactor exploratory structural equation modeling (B-ESEM) for 24 items, one general factor, and three residual factors. The results of the factorial invariance analysis indicate that the TSES remains stable up to the strict level of invariance for the variable sex. These results imply that the TSES can be used on Chilean teachers. The results are discussed based on the theoretical and empirical evidence available.
ABSTRACT
For the teaching profession, prosociality is a relevant skill. From this perspective, the present study aimed to examine the psychometric properties of the Adult Prosocialness Behavior Scale (APBS) in a professional setting of primary school Chilean teachers (n = 1404; mean age = 41.4; SD = 10.8; 77.4% women). ESEM and CFA were applied to evaluate its factor structure, internal consistency, factorial reliability, and invariance. The results supported a bifactor ESEM model in which prosociality was represented by a general latent factor and four specific factors (helping, sharing, caring, and empathy). A predominance of the unidimensional component of the APBS was observed (general factor, ECV = 0.938; ωh = 0.945), with adequate reliability (α = 0.932; ω of the factor general = 0.968) and invariance of the measurement in terms of gender. Its adequacy was confirmed by a good level of fit (RMSEA = 0.042 90%CI [0.036-0.049]; SRMR = 0.012; CFI = 0.995; TLI = 0.988). It is concluded that the APBS is a suitable instrument to measure prosociality in the professional setting studied. Its general and specific dimensions are relevant to the prosocial behaviors currently required of teachers. Future studies could contribute evidence of the transcultural validation of the APBS in other educational contexts in order to undertake comparative studies.
ABSTRACT
The concept of resilience, identified as a crucial variable due to its association with several beneficial outcomes in adulthood, is of particular interest in the teaching field. Specifically, teachers work in a demanding, challenging, and stressful context that requires a remarkable ability to adapt; therefore, resilience is important in the field of teaching and training, as it plays a fundamental role in children's cognitive, social, and emotional development. This study sought to analyze the psychometric properties of the SV-RES60 Resilience Scale in a sample of Chilean elementary school teachers from first to eighth grade (N = 1406; mean age = 41.4; SD = 10.8). ESEM and bifactor ESEM analyses were performed to evaluate its factor structure, internal consistency, and reliability. The results supported a bifactor structure in which resilience was represented by one general latent factor and twelve specific factors (RMSEA = 0.032; 90%CI [0.030, 0.033]; SRMR = 0.012; CFI = 0.986; TLI = 0.977). A predominance of the unidimensional components of the SV-RES60 (general factor, ECV = 0.812; ωh = 0.975) and a high reliability (α = 0.981; ω of the general factor = 0.991) were observed. In conclusion, the SV-RES60 Resilience Scale is a suitable instrument for measuring the general factor of resilience in the investigated teaching environment. Future studies could contribute towards evidence of a reduced scale and transcultural validation to conduct comparative studies.
ABSTRACT
The aim of the study was to evaluate the relation between prosocialness and happiness in a sample of student teachers (N=224, age=21.42). Adapted versions of a prosocialness scale and another on happiness were used. A structural equations model was estimated that presented a suitable fit (CFI=0.951; TLI=0.944 and RMSEA=0.065). The results yielded a positive relation between prosocialness and happiness. Its implications for initial teacher training are discussed.
