Will we be capable? Creating and validating the AVACIE scale to evaluate pre-service teachers’ self-competence in assessing cyberbullying
Bautista, Pablo (Universidad de Zaragoza) ; Vicente, Eva (Universidad de Zaragoza) ; Cano, Jacobo (Universidad de Zaragoza)
Resumen: Future 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.
Idioma: Inglés
DOI: 10.1080/02619768.2024.2372448
Año: 2024
Publicado en: EUROPEAN JOURNAL OF TEACHER EDUCATION (2024), [17 pp.]
ISSN: 0261-9768
Factor impacto JCR: 3.1 (2024)
Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 91 / 756 = 0.12 (2024) - Q1 - T1
Factor impacto SCIMAGO: 1.44 - Education (Q1)
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
Exportado de SIDERAL (2025-11-13-15:00:47)
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Idioma: Inglés
DOI: 10.1080/02619768.2024.2372448
Año: 2024
Publicado en: EUROPEAN JOURNAL OF TEACHER EDUCATION (2024), [17 pp.]
ISSN: 0261-9768
Factor impacto JCR: 3.1 (2024)
Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 91 / 756 = 0.12 (2024) - Q1 - T1
Factor impacto SCIMAGO: 1.44 - Education (Q1)
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2025-11-13-15:00:47)
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Este artículo se encuentra en las siguientes colecciones:
Articles > Artículos por área > Psicología Evolutiva y de la Educación
Articles > Artículos por área > Didáctica y Organización Escolar
Record created 2024-07-31, last modified 2025-12-26