Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance
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| Formato: | Artículo científico |
| Lenguaje: | en |
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Colegio Oficial de Psicólogos de Madrid
2021
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| _version_ | 1876486825081569280 |
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| author | José N. Peraza-Balderrama |
| author_facet | José N. Peraza-Balderrama |
| contents | Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance José N. Peraza-Balderrama Angel A. Valdés-Cuervo Belén Martínez-Ferrer Ana C. Reyes-Rodríguez Lizeth G. Parra-Pérez Psicología Bullying External validity Internal structure Measurement invariance School collective efficacy 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. 2021 artículo científico 1132-0559 https://www.redalyc.org/articulo.oa?id=179866477005 https://www.redalyc.org/journal/1798/179866477005/ https://www.redalyc.org/journal/1798/179866477005/html/ https://www.redalyc.org/journal/1798/179866477005/179866477005.epub https://www.redalyc.org/journal/1798/179866477005/movil 10.5093/pi2021a2 en http://www.redalyc.org/revista.oa?id=1798 Psychosocial Intervention application/pdf Colegio Oficial de Psicólogos de Madrid Psychosocial Intervention (España) Num.2 Vol.30 |
| format | Artículo científico |
| id | redalyc_179866477005 |
| institution | Redalyc |
| language | en |
| publishDate | 2021 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| spellingShingle | Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance José N. Peraza-Balderrama Psicología Bullying External validity Internal structure Measurement invariance School collective efficacy Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance José N. Peraza-Balderrama Angel A. Valdés-Cuervo Belén Martínez-Ferrer Ana C. Reyes-Rodríguez Lizeth G. Parra-Pérez Psicología Bullying External validity Internal structure Measurement invariance School collective efficacy 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. 2021 artículo científico 1132-0559 https://www.redalyc.org/articulo.oa?id=179866477005 https://www.redalyc.org/journal/1798/179866477005/ https://www.redalyc.org/journal/1798/179866477005/html/ https://www.redalyc.org/journal/1798/179866477005/179866477005.epub https://www.redalyc.org/journal/1798/179866477005/movil 10.5093/pi2021a2 en http://www.redalyc.org/revista.oa?id=1798 Psychosocial Intervention application/pdf Colegio Oficial de Psicólogos de Madrid Psychosocial Intervention (España) Num.2 Vol.30 |
| title | Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance |
| topic | Psicología Bullying External validity Internal structure Measurement invariance School collective efficacy |
| url | https://www.redalyc.org/articulo.oa?id=179866477005 https://www.redalyc.org/journal/1798/179866477005/ https://www.redalyc.org/journal/1798/179866477005/html/ https://www.redalyc.org/journal/1798/179866477005/179866477005.epub https://www.redalyc.org/journal/1798/179866477005/movil |