Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance

The construct of a school collective efficacy to prevent bullying has attracted attention as a way to increase a positive, school-wide climate. The current study tested the fit of several first-order models of school collective efficacy to prevent (uni-dimensional, two-dimensional, and three-dimensi...

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Main Authors: José N. Peraza-Balderrama, Angel A. Valdés-Cuervo, Belén Martínez-Ferrer, Ana C. Reyes-Rodríguez, Lizeth G. Parra-Pérez
Format: Article
Language:English
Published: Colegio Oficial de Psicólogos de Madrid 2021-03-01
Series:Psychosocial Intervention
Subjects:
Online Access: https://journals.copmadrid.org/pi/art/pi2021a2
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spelling doaj-edd157e03c8c4b43a28d244b20847fdb2021-04-12T08:35:10ZengColegio Oficial de Psicólogos de MadridPsychosocial Intervention1132-05592173-47122021-03-0130210111110.5093/pi2021a211320559Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement InvarianceJosé N. Peraza-Balderrama0Angel A. Valdés-Cuervo1Belén Martínez-Ferrer2Ana C. Reyes-Rodríguez3Lizeth G. Parra-Pérez4Technological Institute of Sonora, Mexico, Technological Institute of Sonora, MexicoTechnological Institute of Sonora, Mexico, Technological Institute of Sonora, MexicoPablo de Olavide University, Sevilla , Spain, Pablo de Olavide University, Sevilla, SpainIrapuato Institute, Guanajuato , Mexico, Irapuato Institute, Guanajuato, MexicoColorado State University, Fort Collins Colorado , USA, Colorado State University, Fort Collins, USAThe construct of a school collective efficacy to prevent bullying has attracted attention as a way to increase a positive, school-wide climate. The current study tested the fit of several first-order models of school collective efficacy to prevent (uni-dimensional, two-dimensional, and three-dimensional) bullying using a sample of 579 male (Mage = 14.31, SD = 1.78 years old) and 589 female (Mage = 14.56, SD = 1.83 years old) Mexican adolescents. The models were validated by the extent to which the model was invariant by gender and by educational level (secondary vs. high school). Moreover, the discriminant and concurrent validity of model dimensions were examined through their relationships with other constructs. The results suggest that school collective efficacy is a three-dimensional construct, with supporting evidence for cohesion, students’ social control, and teachers’ social control dimensions. Measurement invariance was found in this three-dimensional measurement model by gender and educational level. The latent means difference analysis showed some differences by gender and educational level on factors of school collective efficacy. Finally, results support our hypotheses related to discriminant and concurrent validity in relation to external variables. Overall, findings indicate this three-dimensional model is useful to measure adolescents’ perceptions of school collective efficacy. https://journals.copmadrid.org/pi/art/pi2021a2 school collective efficacybullyinginternal structuremeasurement invarianceexternal validity
collection DOAJ
language English
format Article
sources DOAJ
author José N. Peraza-Balderrama
Angel A. Valdés-Cuervo
Belén Martínez-Ferrer
Ana C. Reyes-Rodríguez
Lizeth G. Parra-Pérez
spellingShingle José N. Peraza-Balderrama
Angel A. Valdés-Cuervo
Belén Martínez-Ferrer
Ana C. Reyes-Rodríguez
Lizeth G. Parra-Pérez
Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance
Psychosocial Intervention
school collective efficacy
bullying
internal structure
measurement invariance
external validity
author_facet José N. Peraza-Balderrama
Angel A. Valdés-Cuervo
Belén Martínez-Ferrer
Ana C. Reyes-Rodríguez
Lizeth G. Parra-Pérez
author_sort José N. Peraza-Balderrama
title Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance
title_short Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance
title_full Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance
title_fullStr Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance
title_full_unstemmed Assessment of a Multidimensional School Collective Efficacy Scale to Prevent Student Bullying: Examining Dimensionality and Measurement Invariance
title_sort assessment of a multidimensional school collective efficacy scale to prevent student bullying: examining dimensionality and measurement invariance
publisher Colegio Oficial de Psicólogos de Madrid
series Psychosocial Intervention
issn 1132-0559
2173-4712
publishDate 2021-03-01
description The construct of a school collective efficacy to prevent bullying has attracted attention as a way to increase a positive, school-wide climate. The current study tested the fit of several first-order models of school collective efficacy to prevent (uni-dimensional, two-dimensional, and three-dimensional) bullying using a sample of 579 male (Mage = 14.31, SD = 1.78 years old) and 589 female (Mage = 14.56, SD = 1.83 years old) Mexican adolescents. The models were validated by the extent to which the model was invariant by gender and by educational level (secondary vs. high school). Moreover, the discriminant and concurrent validity of model dimensions were examined through their relationships with other constructs. The results suggest that school collective efficacy is a three-dimensional construct, with supporting evidence for cohesion, students’ social control, and teachers’ social control dimensions. Measurement invariance was found in this three-dimensional measurement model by gender and educational level. The latent means difference analysis showed some differences by gender and educational level on factors of school collective efficacy. Finally, results support our hypotheses related to discriminant and concurrent validity in relation to external variables. Overall, findings indicate this three-dimensional model is useful to measure adolescents’ perceptions of school collective efficacy.
topic school collective efficacy
bullying
internal structure
measurement invariance
external validity
url https://journals.copmadrid.org/pi/art/pi2021a2
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