Zhou Xue-Heng, Shen Zi-Zheng, Cao Cui-Hong, Liao Xiao-Ling, Jiang Xing-Yong, Griffiths Mark D, Chen I-Hua, Lin Chung-Ying, Malas Olga
School of Foreign Languages, Yancheng Institute of Technology, Yancheng, Jiangsu Province 224051, China.
School of Foreign Languages, Soochow University, Suzhou 215006, China.
Acta Psychol (Amst). 2024 Nov;251:104626. doi: 10.1016/j.actpsy.2024.104626. Epub 2024 Dec 3.
Teachers in demanding work environments are prone to anxiety, depression, and stress. Validated measures across different cultural contexts are required. The present study evaluated the psychometric properties of the 21-item Depression, Anxiety and Stress Scale (DASS-21) and DASS-12 and DASS-8 among Spanish and Chinese primary school teachers.
A total of 3930 primary school teachers were recruited, comprising samples from Spain (n = 1350) and China (n = 2580). Scale structure was analyzed using confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM). Model comparisons were conducted to identify the best-fitting factor structure. Convergent and discriminant validity were examined, and concurrent validity was assessed using emotional exhaustion as a criterion variable. Optimal diagnostic thresholds were established through latent profile analysis (LPA) and receiver operating characteristic (ROC) analysis.
Among the tested factor structures (unidimensional, oblique three-factor, ESEM, bifactor, and bifactor ESEM models), the ESEM model demonstrated superior fit indices, supporting acceptable factorial validity among both Spanish and Chinese samples. The DASS versions in the ESEM structure exhibited strong convergent, discriminant, and concurrent validity in the Spanish sample, while showing relatively weaker validity indices among the Chinese sample. Notably, the empirically derived cutoff scores for DASS-21 sub-dimensions among teachers were substantially higher than the originally recommended thresholds.
The three DASS versions effectively assessed three types of psychological distress among Spanish teachers, while among the Chinese teachers, the DASS instruments appeared useful for assessing distress, though caution is recommended when using individual subscale scores.
处于高要求工作环境中的教师容易出现焦虑、抑郁和压力。需要有适用于不同文化背景的有效测量工具。本研究评估了21项抑郁、焦虑和压力量表（DASS - 21）以及DASS - 12和DASS - 8在西班牙和中国小学教师中的心理测量特性。
共招募了3930名小学教师，包括来自西班牙的样本（n = 1350）和中国的样本（n = 2580）。使用验证性因素分析（CFA）和探索性结构方程模型（ESEM）分析量表结构。进行模型比较以确定最佳拟合因素结构。检验收敛效度和区分效度，并以情绪耗竭作为标准变量评估同时效度。通过潜在剖面分析（LPA）和接受者操作特征（ROC）分析确定最佳诊断阈值。
在测试的因素结构（单维、斜交三因素、ESEM、双因素和双因素ESEM模型）中，ESEM模型显示出更好的拟合指数，支持西班牙和中国样本中均可接受的因素效度。ESEM结构中的DASS版本在西班牙样本中表现出很强的收敛效度、区分效度和同时效度，而在中国样本中的效度指标相对较弱。值得注意的是，教师中DASS - 21子维度的经验性得出的临界分数远高于最初推荐的阈值。
三个DASS版本有效地评估了西班牙教师中的三种心理困扰类型，而在中国教师中，DASS工具似乎有助于评估困扰，不过在使用单个分量表分数时建议谨慎。
