Psychometric Properties of the Affective Dimension of the Generic Macro-Competence Assessment Scale: Analysis Using Rasch Model
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AuthorMorales Rodríguez, Francisco Manuel; Martí Vilar, Manuel; Narváez Peláez, Manuel Alejandro; Giménez Lozano, José Miguel; Martínez Ramón, Juan Pedro; Caracuel Romero, Alfonso
Generic competenciesCommon goodSocio-affective factorsSustainability educationRasch ModelUniversity students
Morales-Rodríguez, F.M.; Martí-Vilar, M.; Peláez, M.A.N.; Lozano, J.M.G.; Martínez-Ramón, J.P.; Caracuel, A. Psychometric Properties of the Affective Dimension of the Generic Macro-Competence Assessment Scale: Analysis Using Rasch Model. Sustainability 2021, 13, 6904. https://doi.org/10.3390/ su13126904
SponsorshipEducational Innovation Project titled “New proposals for the integration of competences through transversal training evaluation and ICT” (PIE19-159, Call 2019–2021, UMA)
The study of the affective dimension of transversal competences is essential for the development of responsible behaviors and maintaining attitudes committed to sustainable development. The importance attributed to each of these factors can predict behavior implementation and awareness of values for sustainable development that reflect the acquisition and internalization of sustainabilityrelated generic competences. This study aimed to determine the psychometric properties of the affective dimension of the Generic Macro-Competence Assessment (AGMA) scale by applying Rasch measurement model to a sample of Spanish university students, comprising 387 Spanish university students (74.9% women; mean age = 21.24; WD = 3.54; range: 17–34). Results demonstrated a lack of adjustment to the Rasch model due to item 1, and all items showed disordered response category thresholds. The remaining nine-item scale achieved all requirements of the model (χ2 = 61.46; p = 0.052), including unidimensionality. Thus, the scale’s psychometric properties indicate an easyto-apply instrument for screening these factors for coping strategies in undergraduate and graduate Spanish students. The results can help in justifying the design of interdisciplinary intervention programs, in which affective factors are essential for sustainable development education.