Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context
For the teaching profession, prosociality is a relevant skill. From this perspective, the present study aimed to examine the psychometric properties of the Adult Prosocialness Behavior Scale (APBS) in a professional setting of primary school Chilean teachers (<i>n</i> = 1404; mean age =...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-09-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/13/9/761 |
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| author | Manuel Mieres-Chacaltana Sonia Salvo-Garrido Sergio Dominguez-Lara José Luis Gálvez-Nieto Paula Alarcón-Bañares |
| author_facet | Manuel Mieres-Chacaltana Sonia Salvo-Garrido Sergio Dominguez-Lara José Luis Gálvez-Nieto Paula Alarcón-Bañares |
| author_sort | Manuel Mieres-Chacaltana |
| collection | DOAJ |
| description | For the teaching profession, prosociality is a relevant skill. From this perspective, the present study aimed to examine the psychometric properties of the Adult Prosocialness Behavior Scale (APBS) in a professional setting of primary school Chilean teachers (<i>n</i> = 1404; mean age = 41.4; SD = 10.8; 77.4% women). ESEM and CFA were applied to evaluate its factor structure, internal consistency, factorial reliability, and invariance. The results supported a bifactor ESEM model in which prosociality was represented by a general latent factor and four specific factors (helping, sharing, caring, and empathy). A predominance of the unidimensional component of the APBS was observed (general factor, ECV = 0.938; ωh = 0.945), with adequate reliability (α = 0.932; ω of the factor general = 0.968) and invariance of the measurement in terms of gender. Its adequacy was confirmed by a good level of fit (RMSEA = 0.042 90%CI [0.036–0.049]; SRMR = 0.012; CFI = 0.995; TLI = 0.988). It is concluded that the APBS is a suitable instrument to measure prosociality in the professional setting studied. Its general and specific dimensions are relevant to the prosocial behaviors currently required of teachers. Future studies could contribute evidence of the transcultural validation of the APBS in other educational contexts in order to undertake comparative studies. |
| first_indexed | 2024-03-10T23:02:11Z |
| format | Article |
| id | doaj.art-2ba2ec66381d45388d86413ae4b706ce |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-10T23:02:11Z |
| publishDate | 2023-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-2ba2ec66381d45388d86413ae4b706ce2023-11-19T09:35:24ZengMDPI AGBehavioral Sciences2076-328X2023-09-0113976110.3390/bs13090761Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching ContextManuel Mieres-Chacaltana0Sonia Salvo-Garrido1Sergio Dominguez-Lara2José Luis Gálvez-Nieto3Paula Alarcón-Bañares4Departamento de Diversidad y Educación Intercultural, Universidad Católica de Temuco, Temuco 4780000, ChileDepartamento de Matemática y Estadística, Universidad de La Frontera, Temuco 4780000, ChileSouth American Center for Education and Research in Public Health, Universidad Privada Norbert Wiener, Lima 15108, PeruDepartamento de Trabajo Social, Universidad de La Frontera, Temuco 4780000, ChileDepartamento de Psicología, Universidad de La Frontera, Temuco 4780000, ChileFor the teaching profession, prosociality is a relevant skill. From this perspective, the present study aimed to examine the psychometric properties of the Adult Prosocialness Behavior Scale (APBS) in a professional setting of primary school Chilean teachers (<i>n</i> = 1404; mean age = 41.4; SD = 10.8; 77.4% women). ESEM and CFA were applied to evaluate its factor structure, internal consistency, factorial reliability, and invariance. The results supported a bifactor ESEM model in which prosociality was represented by a general latent factor and four specific factors (helping, sharing, caring, and empathy). A predominance of the unidimensional component of the APBS was observed (general factor, ECV = 0.938; ωh = 0.945), with adequate reliability (α = 0.932; ω of the factor general = 0.968) and invariance of the measurement in terms of gender. Its adequacy was confirmed by a good level of fit (RMSEA = 0.042 90%CI [0.036–0.049]; SRMR = 0.012; CFI = 0.995; TLI = 0.988). It is concluded that the APBS is a suitable instrument to measure prosociality in the professional setting studied. Its general and specific dimensions are relevant to the prosocial behaviors currently required of teachers. Future studies could contribute evidence of the transcultural validation of the APBS in other educational contexts in order to undertake comparative studies.https://www.mdpi.com/2076-328X/13/9/761prosocialityteachingteacherseducationadulthoodpsychometric validation |
| spellingShingle | Manuel Mieres-Chacaltana Sonia Salvo-Garrido Sergio Dominguez-Lara José Luis Gálvez-Nieto Paula Alarcón-Bañares Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context Behavioral Sciences prosociality teaching teachers education adulthood psychometric validation |
| title | Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context |
| title_full | Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context |
| title_fullStr | Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context |
| title_full_unstemmed | Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context |
| title_short | Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context |
| title_sort | psychometric validation of the adult prosocialness behavior scale in a professional teaching context |
| topic | prosociality teaching teachers education adulthood psychometric validation |
| url | https://www.mdpi.com/2076-328X/13/9/761 |
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