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Construct Validity of the Attitudes towards Maghrebis in Education Scale (AMES)

Author

Listed:
  • Miguel Ángel Albalá Genol

    (Department of Evolutionary Psychology and Education, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid, 28049 Madrid, Spain)

  • Edgardo Etchezahar

    (Department of Evolutionary Psychology and Education, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid, 28049 Madrid, Spain
    Faculty of Education, International University of Valencia, 46002 Valencia, Spain
    Faculty of Psychology, University of Buenos Aires, Buenos Aires C1053ABH, Argentina
    National Scientific and Technical Research Council, Buenos Aires 1428, Argentina)

  • Juan Ignacio Guido

    (Faculty of Psychology, University of Buenos Aires, Buenos Aires C1053ABH, Argentina)

  • Joaquín Ungaretti

    (Faculty of Education, International University of Valencia, 46002 Valencia, Spain
    Faculty of Psychology, University of Buenos Aires, Buenos Aires C1053ABH, Argentina
    National Scientific and Technical Research Council, Buenos Aires 1428, Argentina)

Abstract

The current article describes the validation of the Attitudes towards Maghrebis in Education (AMES) scale in the Spanish context and examines the relation with other psychosocial variables. A Spanish sample of 807 participants aged between 18 and 80 years old completed the AMES. The analyses were performed using CFA, mainly considering the statistical indices of CFI, RMSEA and Pearson’s correlation. The external validity of the scale was tested using measures, such as social dominance orientation (SDO), empathic concern, warmth, competence and contact with Maghrebis. The results indicated that the AMES showed an adequate fit to the data. The AMES was found to be negatively correlated with SDO, whereas it was correlated positively with the rest of the variables. The results demonstrate that the AMES can be used as a reliable measure to evaluate attitudes towards Maghrebi migrants in education in Spain. The implications of the psychosocial variables studied are discussed as possible factors to consider for promoting more intercultural socio-educational environments.

Suggested Citation

  • Miguel Ángel Albalá Genol & Edgardo Etchezahar & Juan Ignacio Guido & Joaquín Ungaretti, 2022. "Construct Validity of the Attitudes towards Maghrebis in Education Scale (AMES)," IJERPH, MDPI, vol. 19(12), pages 1-10, June.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:12:p:7303-:d:838770
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    References listed on IDEAS

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    1. Encarnación Soriano & Verónica C. Cala, 2019. "What Attitudes Toward Refugees Do Future European Teachers Have? A Comparative Analysis between France and Spain," Sustainability, MDPI, vol. 11(11), pages 1-13, May.
    2. Satorra, Albert, 2002. "Asymptotic Robustness In Multiple Group Linear-Latent Variable Models," Econometric Theory, Cambridge University Press, vol. 18(2), pages 297-312, April.
    3. Sidsel Boldermo & Elin Eriksen Ødegaard, 2019. "What about the Migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability," Sustainability, MDPI, vol. 11(2), pages 1-13, January.
    4. Daniel K. Pryce, 2018. "U.S. Citizens’ Current Attitudes Toward Immigrants and Immigration: A Study From the General Social Survey," Social Science Quarterly, Southwestern Social Science Association, vol. 99(4), pages 1467-1483, December.
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