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

Francisco Manuel Morales-Rodríguez, Manuel Martí-Vilar, Manuel Alejandro Narváez Peláez, José Miguel Giménez Lozano, Juan Pedro Martínez-Ramón and Alfonso Caracuel
Additional contact information
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

Sustainability, 2021, vol. 13, issue 12, 1-11

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.

Keywords: generic competencies; common good; socio-affective factors; sustainability education; Rasch model; university students (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/13/12/6904/pdf (application/pdf)
https://www.mdpi.com/2071-1050/13/12/6904/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:12:p:6904-:d:577461

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().