Assessment of an Adolescent Digital Citizenship Scale: Examining Dimensionality, Measurement Invariance and External Validity

Angel Alberto Valdés-Cuervo; Agustín Morales-Álvarez; Lizeth Guadalupe Parra-Pérez; Fernanda Inéz García-Vázquez

doi:10.30827/relieve.v30i1.25367

Autores

Angel Alberto Valdés-Cuervo Technological Institute of Sonora https://orcid.org/0000-0001-6559-4151
Agustín Morales-Álvarez Technological Institute of Sonora https://orcid.org/0000-0002-5653-4082
Lizeth Guadalupe Parra-Pérez Technological Institute of Sonora
Fernanda Inéz García-Vázquez Technological Institute of Sonora https://orcid.org/0000-0002-8668-2924

DOI:

https://doi.org/10.30827/relieve.v30i1.25367

Palavras-chave:

Cidadania digital, adolescência, medição, validade, fiabilidade

Resumo

Os efeitos da cidadania digital no comportamento online atraem a atenção de investigadores. As propriedades psicométricas da Escala de Cidadania Digital em Adolescentes (DCS-A) foram avaliadas em duas amostras independentes de estudantes mexicanos do ensino secundário (Amostra 1 M idade = 13,2 anos, DE = 1,5 e Amostra 2 M idade = 13,4 anos, SD = 1,4; N1= 750, N2= 750), encontrando evidências de validade de conteúdo, validade fatorial, validade discriminante, validade concorrente e fiabilidade. Além disso, a invariância de medida do modelo foi avaliada em ambos os sexos e foi efetuada uma validação cruzada do modelo, confirmando a estabilidade da DCS-A numa amostra independente. A análise fatorial confirmatória revelou a adequação aos dados de um modelo de segunda ordem que contém três fatores de primeira ordem (ética, compromisso cívico e aceitação da diversidade online). Os resultados demonstram a equivalência do modelo de medição em ambos os sexos (invariância configural, métrica e escalar). A comparação de médias latentes indicou que as adolescentes têm comportamentos éticos, compromisso cívico e aceitação da diversidade online mais elevados do que os adolescentes. A validade concorrente da escala DCS-A foi confirmada pela constatação de que as dimensões da DCS-A estão relacionadas positivamente com a intervenção defensiva e negativamente com a intervenção passiva e encorajadora dos espetadores nas situações de ciberbullying. Os resultados sugerem que a DCS-A é uma medida teórica e psicometricamente robusta da cidadania digital em adolescentes.

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Biografia do Autor

Angel Alberto Valdés-Cuervo, Technological Institute of Sonora

Angel Alberto Valdés-Cuervo. Ph.D. in Sciences by Center of Research of Food and Development. Full-time research professor in the Department of Education of the Technological Institute of Sonora, Mexico. Member of the Mexican Council of Educational Research. Member of the Mexican Academy of Sciences. Member of the National System of Research. Research Interest: Bullying and cyberbullying, family-school relationship, and adolescent online behaviors.

Author contribution: (AAVC) Conceptualization, statistical analysis, funding acquisition, writing original draft, writing- review & editing.

Conflict of interest statement: AAVC state that they have no conflicts of interest in writing the present article.

Agustín Morales-Álvarez, Technological Institute of Sonora

Agustín Morales-Álvarez. Master in Psychological Research by Technological Institute of Sonora, Mexico. Ph.D. student at the Department of Education, Technological Institute of Sonora. Research interest: adolescent online behaviors, parental socialization.

Author contribution: (AMA) Conceptualization, statistical analysis, methodology, project administration, writing- review & editing.

Conflict of interest statement: AMA state that they have no conflicts of interest in writing the present article.

Lizeth Guadalupe Parra-Pérez, Technological Institute of Sonora

Lizeth Guadalupe Parra-Pérez. Ph.D. in Education and Human Resources by Colorado State University. Assistant Professor in the Department of Education of the Technological Institute of Sonora. Member of the National Research System in Mexico. Member of the Mexican Council for Educational Research. Member of the American Educational Research Association. Research interest: student performance, policy education issues, bullying.

Author contribution: (LGPP) Statistical analysis, methodology, writing- review & editing.

Conflict of interest statement: LGPP state that they have no conflicts of interest in writing the present article.

Fernanda Inéz García-Vázquez, Technological Institute of Sonora

Fernanda Inéz García-Vázquez. Ph.D. in Psychology by the University of Sonora. Full-time research professor in the Department of Education of the Technological Institute of Sonora, Mexico. Member of the National Research System in Mexico. Member of Interamerican Society of Psychology. Member of Mexican Council for Educational Research. Research interest: Bullying, human strengths, happiness, and positive psychology.

Author contribution: (FIGV) Statistical analysis, methodology, writing- review & editing.

Conflict of interest statement: FIGV state that they have no conflicts of interest in writing the present article.

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