Mieres-Chacaltana Manuel, Salvo-Garrido Sonia, Dominguez-Lara Sergio, Gálvez-Nieto José Luis, Alarcón-Bañares Paula
Departamento de Diversidad y Educación Intercultural, Universidad Católica de Temuco, Temuco 4780000, Chile.
Departamento de Matemática y Estadística, Universidad de La Frontera, Temuco 4780000, Chile.
Behav Sci (Basel). 2023 Sep 13;13(9):761. doi: 10.3390/bs13090761.
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 ( = 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.
对于教师职业而言，亲社会行为是一项重要技能。从这个角度来看，本研究旨在检验成人亲社会行为量表（APBS）在智利小学教师这一职业背景下的心理测量特性（样本量n = 1404；平均年龄 = 41.4岁；标准差 = 10.8；女性占77.4%）。应用探索性结构方程模型（ESEM）和验证性因素分析（CFA）来评估其因素结构、内部一致性、因素可靠性和不变性。结果支持了一个双因素ESEM模型，其中亲社会行为由一个一般潜在因素和四个特定因素（帮助、分享、关心和同理心）来表示。观察到APBS的单维成分占主导（一般因素，解释共同方差比例ECV = 0.938；ωh = 0.945），具有足够的可靠性（α = 0.932；一般因素的ω = 0.968），并且在性别方面测量具有不变性。其良好的拟合水平（RMSEA = 0.042，90%置信区间[0.036 - 0.049]；SRMR = 0.012；CFI = 0.995；TLI = 0.988）证实了其适用性。研究得出结论，APBS是在所研究的职业背景下测量亲社会行为的合适工具。其一般维度和特定维度与当前对教师要求的亲社会行为相关。未来的研究可以为APBS在其他教育背景下的跨文化验证提供证据，以便进行比较研究。
