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Validation of the Attitude Scale on Prospective Teachers’ Perceptions of the Consequences on Their Psychological State: Well-Being and Cognition

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  • Carlos Hervás-Gómez

    (Departamento de Didáctica y Organización Educativa, Universidad de Sevilla (US), 41013 Seville, Spain)

  • María Dolores Díaz-Noguera

    (Departamento de Didáctica y Organización Educativa, Universidad de Sevilla (US), 41013 Seville, Spain)

  • Ángela Martín-Gutiérrez

    (Departamento de Teoría e Historia de la Educación, Universidad Internacional de La Rioja (UNIR), 26006 Logroño, Spain
    Departamento de Teoría e Historia de la Educación y Pedagogía Social, Universidad de Sevilla (US), 41013 Seville, Spain)

  • Gloria Luisa Morales-Pérez

    (Centro Adscrito de la Universidad de Sevilla (US), Escuela Universitaria de Osuna, 41640 Osuna, Spain)

Abstract

The aim of this study was to analyse the validated psychometric characteristics of the “Scale of Attitudes towards New Post-Pandemic Scenarios” (SANPS) tool using a short version on Perceptions of Future Teachers towards the New Post-Pandemic Educational Scenarios; describe the attitudes of future teachers towards motivation, collaboration, and emerging active pedagogies; and determine the internal consistency and reliability of the tool. The design structure of the instrument consists of the following three latent factors, which were obtained through an exploratory factor analysis (EFA): empowerment/motivation, autonomy/situated learning and emerging digital pedagogies. The questionnaire was administered to a sample of 966 participants. In the confirmatory factor analysis (CFA), a previous hypothesis was established regarding the relationship of the factors and their number and nature, specifying the number of factors and the way in which the variables are related to each other. The 66.53% of total variance was explained. The reliability, calculated with Cronbach’s alpha, reached a global value of over 0.90 (α = 0.94). This valid and reliable questionnaire, which incorporates a dimension that measures the transfer of learning in hybrid and multimodal models of digital ecosystems in Higher Education, can be applied in the evaluation of online education processes.

Suggested Citation

  • Carlos Hervás-Gómez & María Dolores Díaz-Noguera & Ángela Martín-Gutiérrez & Gloria Luisa Morales-Pérez, 2023. "Validation of the Attitude Scale on Prospective Teachers’ Perceptions of the Consequences on Their Psychological State: Well-Being and Cognition," IJERPH, MDPI, vol. 20(8), pages 1-14, April.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:8:p:5439-:d:1118388
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    References listed on IDEAS

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    1. Ana Zdravkovic & Abby L. Goldstein, 2023. "Optimists and Realists: A Latent Class Analysis of Students Graduating from High School during COVID-19 and Impacts on Affect and Well-Being," IJERPH, MDPI, vol. 20(3), pages 1-13, January.
    2. María Dolores Díaz-Noguera & Carlos Hervás-Gómez & Ana María De la Calle-Cabrera & Eloy López-Meneses, 2022. "Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(2), pages 1-14, January.
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