Wang Xu, Cao Cui-Hong, Liao Xiao-Ling, Jiang Xing-Yong, Griffiths Mark D, Chen I-Hua, Lin Chung-Ying, Malas Olga
Faculty of Education, Qufu Normal University, Qufu, 273165, China.
Yellow River Delta Research Center of Green Low-carbon and High-quality Development, School of Economics Management, Humanities and Law, Shandong Institute of Petroleum and Chemical Technology, Dongying, 257061, China.
BMC Psychol. 2025 Apr 29;13(1):450. doi: 10.1186/s40359-025-02728-7.
Primary schoolteachers play a pivotal role in the education of children, highlighting the importance of addressing their psychological well-being and mental health. While the Depression, Anxiety, and Stress Scale-21 (DASS-21) is a globally recognized instrument for evaluating mental health, its systematic validation among primary schoolteachers, particularly in a cross-national context, remains understudied. The present cross-cultural study evaluated the psychometric properties of DASS-21 among primary schoolteachers in Spain and China to compare the DASS-21 between teachers across Western and Eastern cultures.
The study sample comprised 1,350 Spanish and 2,580 Chinese primary schoolteachers. The DASS-21, alongside the Emotional Exhaustion Scale for Teachers, was used to evaluate its psychometric properties. The construct and concurrent validity of the DASS-21 were examined using Rasch analysis, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). Additionally, measurement invariance was tested across two national teacher cohorts.
Rasch analysis confirmed the validity of most DASS-21 items among both the Spanish and Chinese teachers, with only the same item from the Anxiety subscale showing inadequate fit in both countries. CFA across both countries initially favored a bifactor model, which was subsequently excluded due to problematic factor loadings. Instead, a single-factor model provided the best fit for Chinese teachers, while a correlated three-factor model was optimal for Spanish teachers. SEM demonstrated the DASS-21's concurrent validity with emotional exhaustion, with consistent findings across both samples. After excluding Differential Item Functioning (DIF) items, strict measurement invariance between Spanish and Chinese teachers was achieved, as verified by multi-group CFA.
The DASS-21 exhibits commendable psychometric properties, rendering it a suitable instrument for evaluating the mental illness of primary schoolteachers in both Spain and China.
小学教师在儿童教育中发挥着关键作用,凸显了关注其心理健康和精神状态的重要性。虽然抑郁、焦虑和压力量表21项版(DASS - 21)是全球公认的评估心理健康的工具,但在小学教师中,尤其是在跨国背景下对其进行系统验证的研究仍较少。本跨文化研究评估了DASS - 21在西班牙和中国小学教师中的心理测量特性,以比较东西方文化背景下教师的DASS - 21得分情况。
研究样本包括1350名西班牙小学教师和2580名中国小学教师。使用DASS - 21以及教师情绪耗竭量表来评估其心理测量特性。通过拉施分析、验证性因素分析(CFA)和结构方程模型(SEM)检验DASS - 21的结构效度和同时效度。此外,还对两个国家的教师样本进行了测量不变性检验。
拉施分析证实了DASS - 21的大多数项目在西班牙和中国教师中均有效,只有焦虑分量表中的同一项目在两国的拟合度均不足。两国的CFA最初倾向于双因素模型,但由于因素载荷存在问题,随后将其排除。相反,单因素模型最适合中国教师,而相关三因素模型对西班牙教师最为合适。SEM表明DASS - 21与情绪耗竭具有同时效度,两个样本的结果一致。在排除差异项目功能(DIF)项目后,多组CFA验证了西班牙和中国教师之间实现了严格的测量不变性。
DASS - 21展现出了良好的心理测量特性,使其成为评估西班牙和中国小学教师心理疾病的合适工具。