Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance

IF 3.6 1区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Psychosocial Intervention Pub Date : 2021-03-18 DOI:10.5093/PI2021A2

José N. Peraza-Balderrama, A. Valdés-Cuervo, Belén Martínez-Ferrer, A. C. Reyes-Rodríguez, L. Parra-Pérez

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引用次数: 5

Abstract

The construct of a school collective efficacy to prevent bullying has attracted attention as a way to increase a positive, school-wide climate. The current study tested the fit of several first-order models of school collective efficacy to prevent (uni-dimensional, two-dimensional, and three-dimensional) bullying using a sample of 579 male (Mage = 14.31, SD = 1.78 years old) and 589 female (Mage = 14.56, SD = 1.83 years old) Mexican adolescents. The models were validated by the extent to which the model was invariant by gender and by educational level (secondary vs. high school). Moreover, the discriminant and concurrent validity of model dimensions were examined through their relationships with other constructs. The results suggest that school collective efficacy is a three-dimensional construct, with supporting evidence for cohesion, students’ social control, and teachers’ social control dimensions. Measurement invariance was found in this three-dimensional measurement model by gender and educational level. The latent means difference analysis showed some differences by gender and educational level on factors of school collective efficacy. Finally, results support our hypotheses related to discriminant and concurrent validity in relation to external variables. Overall, findings indicate this three-dimensional model is useful to measure adolescents’ perceptions of school collective efficacy.

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防止学生霸凌的多维学校集体效能量表评估:检视维度与测量不变性

学校集体效能的构建，以防止欺凌已经引起了人们的注意，作为一种方式来增加积极的，全校范围内的气氛。本研究以579名墨西哥青少年为研究对象(年龄分别为14.31岁、1.78岁和14.56岁)和589名女性青少年(年龄分别为1.83岁)，对学校集体效能预防(一维、二维和三维)一阶模型的拟合性进行了检验。这些模型通过模型在多大程度上不受性别和教育水平(中学与高中)的影响而得到验证。此外，通过模型维度与其他构念的关系，检验了模型维度的判别效度和并发效度。结果表明，学校集体效能是一个三维结构，具有凝聚力、学生社会控制和教师社会控制三个维度的支持证据。该三维测量模型在性别和教育程度上存在测量不变性。潜均值差异分析显示，性别、文化程度对学校集体效能的影响存在一定差异。最后，结果支持我们的假设有关区分效度和并发效度与外部变量的关系。总体而言，研究结果表明，该三维模型有助于测量青少年对学校集体效能的感知。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychosocial Intervention PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

8.00

自引率

8.30%

发文量

审稿时长

14 weeks

期刊介绍： Psychosocial Intervention is a peer-reviewed journal that publishes papers in all areas relevant to psychosocial intervention at the individual, family, social networks, organization, community, and population levels. The Journal emphasizes an evidence-based perspective and welcomes papers reporting original basic and applied research, program evaluation, and intervention results. The journal will also feature integrative reviews, and specialized papers on theoretical advances and methodological issues. Psychosocial Intervention is committed to advance knowledge, and to provide scientific evidence informing psychosocial interventions tackling social and community problems, and promoting social welfare and quality of life. Psychosocial Intervention welcomes contributions from all areas of psychology and allied disciplines, such as sociology, social work, social epidemiology, and public health. Psychosocial Intervention aims to be international in scope, and will publish papers both in Spanish and English.