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

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.

Attitudes toward mathematics/statistics, anxiety, self-efficacy and academic performance: an artificial neural network

“…In this way, we would not be leaving aside the cognitive domain of mathematics so that, as proposed by De la Peña et al (2021) , we could try to introduce elements of innovation for the improvement of creativity and divergent thinking with implications for the planning of the practical teaching of mathematics that could result in more positive attitudes. Evaluations could also be applied with other more recent instruments even more specifically adapted to the Spanish context for the evaluation of attitudes toward mathematics, such as considering the importance of each item in the factorial estimation by means of a structural equation analysis ( León-Mantero et al, 2020 ) or by means of one of the methods recently considered among the most effective for analyzing the psychometric properties of an instrument, such as the Rash model ( Morales-Rodríguez et al, 2021 ). It would also be interesting to further evaluate cross-cultural variations for comparing different regions.…”

Advances in the Contributions of Mathematics in the Field of Education and Psychology

“…In this way, we would not be leaving aside the cognitive domain of mathematics so that, as proposed by De la Peña et al (2021), we could try to introduce elements of innovation for the improvement of creativity and divergent thinking with implications for the planning of the practical teaching of mathematics that could result in more positive attitudes. Evaluations could also be applied with other more recent instruments even more specifically adapted to the Spanish context for the evaluation of attitudes toward mathematics, such as considering the importance of each item in the factorial estimation by means of a structural equation analysis (León-Mantero et al, 2020) or by means of one of the methods recently considered among the most effective for analyzing the psychometric properties of an instrument, such as the Rash model (Morales-Rodríguez et al, 2021). It would also be interesting to further evaluate cross-cultural variations for comparing different regions.…”

A Comprehensive Simulation Study of Estimation Methods for the Rasch Model

“…The Rasch model (RM [1][2][3]) is one of the most popular item response theory (IRT) models [4][5][6][7][8][9]. It is important to select appropriate estimation methods because the RM is widespread in diverse applications (e.g., [10][11][12][13][14][15][16]). For the RM, a variety of estimation methods has been proposed.…”