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

Author

Listed:
  • Francisco Manuel Morales-Rodríguez

    (Department of Developmental and Educational Psychology, Faculty of Psychology, University Campus of Cartuja, University of Granada, 18071 Granada, Spain)

  • Manuel Martí-Vilar

    (Department of Basic Psychology, Faculty of Psychology, Universitat de València, Av. de Blasco Ibáñez, 21, 46010 Valencia, Spain)

  • Manuel Alejandro Narváez Peláez

    (Facultad de Medicina, Campus de Teatinos 12 s/n, Instituto de Investigación de Málaga, Universidad de Málaga, 29071 Málaga, Spain)

  • José Miguel Giménez Lozano

    (Department of Developmental and Educational Psychology, Faculty of Psychology, University Campus of Cartuja, University of Granada, 18071 Granada, Spain)

  • Juan Pedro Martínez-Ramón

    (Department of Developmental and Educational Psychology, Campus of Espinardo, University of Murcia, 30100 Murcia, Spain)

  • Alfonso Caracuel

    (Department of Developmental and Educational Psychology, Faculty of Psychology, University Campus of Cartuja, University of Granada, 18071 Granada, Spain)

Abstract

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.

Suggested Citation

  • Francisco Manuel Morales-Rodríguez & Manuel Martí-Vilar & Manuel Alejandro Narváez Peláez & José Miguel Giménez Lozano & Juan Pedro Martínez-Ramón & Alfonso Caracuel, 2021. "Psychometric Properties of the Affective Dimension of the Generic Macro-Competence Assessment Scale: Analysis Using Rasch Model," Sustainability, MDPI, vol. 13(12), pages 1-11, June.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:12:p:6904-:d:577461
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    References listed on IDEAS

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    1. Geoff Masters, 1982. "A rasch model for partial credit scoring," Psychometrika, Springer;The Psychometric Society, vol. 47(2), pages 149-174, June.
    2. Leyla Angélica Sandoval Hamón & Ana Paula Martinho & M. Rosário Ramos & Cecilia Elizabeth Bayas Aldaz, 2020. "Do Spanish Students Become More Sustainable after the Implementation of Sustainable Practices by Universities?," Sustainability, MDPI, vol. 12(18), pages 1-21, September.
    3. Francisco Manuel Morales Rodríguez & José Miguel Giménez Lozano & Pablo Linares Mingorance & José Manuel Pérez-Mármol, 2020. "Influence of Smartphone Use on Emotional, Cognitive and Educational Dimensions in University Students," Sustainability, MDPI, vol. 12(16), pages 1-20, August.
    4. José-Manuel Sáez-López & María-Concepción Domínguez-Garrido & María-del-Castañar Medina-Domínguez & Fuensanta Monroy & Raúl González-Fernández, 2021. "The Competences from the Perception and Practice of University Students," Social Sciences, MDPI, vol. 10(2), pages 1-12, January.
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