000136388 001__ 136388
000136388 005__ 20240731105613.0
000136388 0247_ $$2doi$$a10.1080/02619768.2024.2372448
000136388 0248_ $$2sideral$$a139233
000136388 037__ $$aART-2024-139233
000136388 041__ $$aeng
000136388 100__ $$0(orcid)0000-0001-6708-4956$$aBautista, Pablo$$uUniversidad de Zaragoza
000136388 245__ $$aWill we be capable? Creating and validating the AVACIE scale to evaluate pre-service teachers’ self-competence in assessing cyberbullying
000136388 260__ $$c2024
000136388 5060_ $$aAccess copy available to the general public$$fUnrestricted
000136388 5203_ $$aFuture teachers need to be competent in supporting students and families to detect and cope with cyberbullying. The objectives of this study are to create and validate the AVACIE scale to evaluate future teachers’ self-competence. 332 university students from the Primary Education Teacher Training Degree were recruited. The AVACIE scale consists of four factors and a total of 14 items measured on a 10-point Likert scale. Internal consistency was confirmed by Cronbach’s alpha and McDonald’s omega. The validity of the scale was confirmed through CFA using the maximum likelihood robust method. Finally, multigroup analysis of structural equations models (SEM) was also included to ascertain the possible role of gender in the model. SEM’s goodness of fit was adequate for both genders, and significant differences were found in the correlation between factors. The AVACIE scale could provide a starting point for understanding how to approach university education to face of cyberbullying.
000136388 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000136388 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000136388 700__ $$0(orcid)0000-0003-0394-5205$$aVicente, Eva$$uUniversidad de Zaragoza
000136388 700__ $$0(orcid)0000-0001-8422-9213$$aCano, Jacobo$$uUniversidad de Zaragoza
000136388 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000136388 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000136388 773__ $$g(2024), [17 pp.]$$pEUROPEAN JOURNAL OF TEACHER EDUCATION$$tEUROPEAN JOURNAL OF TEACHER EDUCATION$$x0261-9768
000136388 8564_ $$s475252$$uhttps://zaguan.unizar.es/record/136388/files/texto_completo.pdf$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2025-12-26
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000136388 909CO $$ooai:zaguan.unizar.es:136388$$particulos$$pdriver
000136388 951__ $$a2024-07-31-09:24:14
000136388 980__ $$aARTICLE