University Ethical Climate Scale (UECS): Psychometric properties
DOI:
https://doi.org/10.21814/rpe.31246Keywords:
Campus climate, Coexistence, Values, Policies, UniversityAbstract
Understanding the University Ethical Climate is fundamental for the promotion of institutional policies and practices that aim at the ethical formation of the social actors inserted in this space. Thus, the objective of this study was to develop a new instrument to assess the University Ethical Climate, for the Brazilian context, and to analyze its validity evidences based on internal structure, internal consistency and criterion validity. The sample consisted of 3.484 university students, with an average age of 22.8 years (SD = 6.92). The scale is a self-report instrument with 28 items. We used exploratory and confirmatory factor analysis, finding a scale with eight first-order factors: safety, institutional embracing of diversity, institutional academic engagement, victimization indicators, well-being, anxiety and depression indicators, institutional coping with abuse or harassment, perceived social and institutional support, which together explain about 71.3% of the variance, and a second-order factor: university ethical climate. The correlations showed convergent validity between the positive factors of the scale, as safety, respect, and non-discrimination; and divergent validity between the negative factors of the scale, such as indicators of victimization, of anxiety and of depression, and the factors of safety, respect, and non-discrimination. Furthermore, the predictive validity proposed in the regression model showed that six of the eight components were predictors of respect and non-discrimination. The results point to the scale as a reliable, practical, and original alternative for evaluations of University Ethical Climate. Moreover, it can be an analysis tool to guide institutional policies and practices that promote ethical coexistence.
Downloads
References
Aizpurua, E., Caravaca-Sánchez, F., & Stephenson. A. (2018). Victimization Status of Female and Male College Students in Spain: Prevalence and Relation to Mental Distress. Journal of Interpersonal Violence, 36(11-12), 4988-5010. https://doi.org/10.1177/0886260518802848
Alrashidi, O., Phan, H. P., & Ngu, B. H. (2016). Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations. International Education Studies, 9(12), 41–52. https://doi.org/10.5539/ies.v9n12p41
Barría-González, J., Postigo, Á., Pérez-Luco, R., Cuesta, M., & García-Cueto, E. (2021). Assessing Organizational Climate: psychometric properties of the ECALS Scale. Anales de Psicología, 37(1), 168-177. https://scielo.isciii.es/scielo.php?pid=S0212-97282021000100019&script=sci_abstract&tlng=en
Basto, M., & Pereira, J. M. (2012). An SPSS R-menu for ordinal factor analysis. Journal of Statistical Software, 46(4), 1-29. https://doi.org/10.18637/jss.v046.i04
Bastos, J. L., Faerstein, E., Celeste, R. K., & Barros, A. J. (2012). Explicit discrimination and health: development and psychometric properties of an assessment instrument. Revista de Saúde Pública, 46(2), 269-278. https://doi.org/10.1590/S0034-89102012000200009
Barros, B. R. G. (2018). Um estudo sobre o clima universitário e o perfil motivacional dos estudantes de licenciatura do Câmpus do Pantanal/UFMS. [Tese de Doutorado publicada]. Pontifícia Universidade Católica do Rio de Janeiro. https://doi.org/10.17771/PUCRio.acad.39693
Belsley, D. A., Kuh, E., & Welsch, R. E. (2005). Regression diagnostics: Identifying influential data and sources of collinearity. John Wiley & Sons.
Budge, S. L., Domínguez Jr, S., & Goldberg, A. E. (2020). Minority Stress in Nonbinary Students in Higher Education: The Role of Campus Climate and Belongingness. Psychology of Sexual Orientation and Gender Diversity, 7(2), 222–229. https://doi.org/10.1037/sgd0000360
Calvete, E., Orue, I., Estévez, A., Villardón, L., & Padilla, P. (2010). Cyberbullying in adolescents: Modalities and aggressors’ profile. Computers in Human Behavior, 26(5), 1128-1135. https://psycnet.apa.org/doi/10.1016/j.chb.2010.03.017
Cantor, D., Fisher, B., Chibnall, S., Townsend, R., Lee, H., Bruce, C., & Thomas, G. (2017). Report on the AAU Campus Climate Survey on Sexual Assault and Sexual Misconduct. Westat. https://www.aau.edu/sites/default/files/AAU-Files/Key-Issues/Campus-Safety/AAU-Campus-Climate-Survey-FINAL-10-20-17.pdf
Carlson, K. D., & Herdman, A. O. (2012). Understanding the impact of convergent validity on research results. Organizational Research Methods, 15(1), 17-32. https://doi.org/10.1177%2F1094428110392383
Carvalho, S., Pimentel, P., Maia, D., & Mota-Pereira, J. (2011). Características psicométricas da versão portuguesa da Escala Multidimensional de Suporte Social Percebido (Multidimensional Scale of Perceived Social Support - MSPSS). Psychologica, (54), 331–357. https://doi.org/10.14195/1647-8606_54_13
Casassus, J. (2002). A escola e a desigualdade. Editora Plano.
Çavuş, M. F., & Develi, A. (2017). Ethical Climate and Organizational Citizenship Behaviour. International Journal of Human Resource Studies, 7(1), 38-51. https://doi.org/10.5296/ijhrs.v7i1.10561
Chicco, D, Warrens, M. J., & Jurman, G. (2021). The coefficient of determination R-squared is more informative than SMAPE, MAE, MAPE, MSE and RMSE in regression analysis evaluation. PeerJ Computer Science 7, e623. https://doi.org/10.7717/peerj-cs.623
Coulter, R. W. S., & Rankin, S. R. (2020). College Sexual Assault and Campus Climate for Sexual- and Gender-Minority Undergraduate Students. Journal of Interpersonal Violence, 35(5–6), 1351–1366. https://doi.org/10.1177/0886260517696870
Cortez, P. A. (2019). Manual de desenvolvimento de instrumentos psicológicos: Contribuições emergentes em psicometria e avaliação psicológica. Avaliaçao Psicologica: Interamerican Journal of Psychological Assessment, 18(1), 108-110. http://dx.doi.org/10.15689/ap.2019.1801.15431.12
Cortez, P. A., Souza, M. V. R. D., Salvador, A. P., & Oliveira, L. F. A. (2019). Sexismo, misoginia e LGBTQfobia: desafios para promover o trabalho inclusivo no Brasil. Physis: Revista de Saúde Coletiva, 29(4), e290414. https://doi.org/10.1590/S0103-73312019290414
Curvo, L. D., & Heinzmann, L. M. (2017). Estudo do Clima Organizacional da Secretaria de Gestão de Pessoas de uma Universidade Federal. Revista Eletrônica Científica Do CRA-PR, 4(2), 1–18. https://recc.cra-pr.org.br/index.php/recc/article/view/72
Denson, N., & Bowman, N. (2013). University diversity and preparation for a global society: The role of diversity in shaping intergroup attitudes and civic outcomes. Studies in Higher Education, 38(4), 555–570. https://doi.org/10.1080/03075079.2011.584971
Derksen, S., & Keselman, H. J. (1992). Backward, forward and stepwise automated subset selection algorithms: Frequency of obtaining authentic and noise variables. British Journal of Mathematical and Statistical Psychology, 45(2), 265-282. https://doi.org/10.1111/j.2044-8317.1992.tb00992.x
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social indicators research, 97, 143-156. https://doi.org/10.1007/s11205-009-9493-y
Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399-412. https://doi.org/10.1111/bjop.12046
Durbin, J., & Watson, G. S. (1950). Testing for serial correlation in least squares regression: I. Biometrika, 37(3/4), 409-428. https://doi.org/10.2307/2332391
Echevarría-Guanilo, M. E., Gonçalves, N., & Romanoski, P. J. (2019). Propriedades psicométricas de instrumentos de medidas: bases conceituais e métodos de avaliação-Parte II. Texto & Contexto-Enfermagem, 28, 1-14. https://doi.org/10.1590/1980-265X-tce-2017-0311
Eisenberg, D., Lipson, S. K., Ceglarek, P., Kern, A., & Phillips, M. V. (2018). College student mental health: The national landscape. In Promoting behavioral health and reducing risk among college students (pp. 75-86). Routledge.
Ferrando, P. J., Lorenzo-Seva, U., Hernández-Dorado, A., & Muñiz, J. (2022). Decalogue for the factor analysis of test items. Psicothema, 34(1), 7-17. https://doi.org/10.7334/psicothema2021.456
Garvey, J. C., Squire, D. D., Stachler, B., & Rankin, S. (2018). The impact of campus climate on queer-spectrum student academic success. Journal of LGBT Youth, 15(2), 89-105. https://doi.org/10.1080/19361653.2018.1429978
Gunuc, S., Artun, H., Yigit, E., & Keser, H. (2019). Examining the Relationship Between Student Engagement and Campus Climate: A Case in Turkey. Journal of College Student Retention: Research, Theory & Practice, 23(4), 1099-1119. https://doi.org/10.1177/1521025119894579
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise Multivariada de Dados. Bookman Editora.
Hemer, K. M., Reason, R. D., & Ryder, A. J. (2019). Factors shaping students’ perceptions of campus climate for civic learning and engagement. Journal of Student Affairs Research and Practice, 56(5), 477-491. https://doi.org/10.1080/19496591.2019.1676763
Hurtado, S., Griffin, K. A., Arellano, L., & Cuellar, M. (2008). Assessing the Value of Climate Assessments: Progress and Future Directions. Journal of Diversity in Higher Education, 1(4), 204–221. https://doi.org/10.1037/a0014009
Hutchinson, S. R., Raymond, K. J., & Black, K. R. (2008). Factorial invariance of a campus climate measure across race, gender, and student classification. Journal of Diversity in Higher Education, 1(4), 235–250. https://doi.org/10.1037/a0014419
Kohlberg, L. (1992). Psicología del desarrollo moral (A. Z. Zárate, Trad.). Editorial Desclée de Brouwer.
Krause, K. L., & Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), 493-505. https://doi.org/10.1080/02602930701698892
La Taille, Y. (2019). A deliberação moral: dimensões intelectuais e afetivas. Revista de Educação, 24(1), 5-14. https://periodicos.puc-campinas.edu.br/reveducacao/article/view/4232
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality, 46(3), 517–528. https://doi.org/10.2224/sbp.7054
Lenzi, M., Sharkey, J., Furlong, M. J., Mayworm, A., Hunnicutt, K., & Vieno, A. (2017). School sense of community, teacher support, and students’ school safety perceptions. American Journal of Community Psychology, 60(3–4), 527–537. https://doi.org/10.1002/ajcp.12174
Linhares, Y., Fontana, J., & Laurenti, C. (2021). Protocols for preventing and tackling sexual violence in the university context: An analysis of the latin american scenario. Saúde e Sociedade, 30(1), e200180. https://doi.org/10.1590/s0104-12902021200180
Lorenzo, U., & Ferrando, P. J. (2021). MSA: The Forgotten Index for Identifying Inappropriate Items Before Computing Exploratory Item Factor Analysis. Methodology, 17(4), 296-306. https://doi.org/10.5964/meth.7185
Martin, K. D., & Cullen, J. B. (2006). Continuities and extensions of ethical climate theory: A meta-analytic review. Journal of Business Ethics, 69(2), 175–194. https://doi.org/10.1007/s10551-006-9084-7
Martins, L. M. de, & Ribeiro, J. L. D. (2017). Engajamento do estudante no ensino superior como indicador de avaliação. Avaliação: Revista Da Avaliação Da Educação Superior (Campinas), 22(1), 223–247. https://doi.org/10.1590/s1414-40772017000100012
Mattos, C. A. C. (2019). Clima organizacional sob a perspectiva dos gestores de Instituições Federais de Ensino: uma investigação multivariada em Belém, Pará, Brasil. Organizações Em Contexto, 15(30), 53–81. https://doi.org/10.15603/1982-8756/roc.v15n30p53-81
Menin, M. S. de S., Trevisol, M. T. C., Zechi, J. A. M., & Bataglia, P. U. R. (2017). Projetos bem-sucedidos de educação em valores sociomorais. Revista de Educação PUC-Campinas, 22(1), 1–17. https://periodicos.puc-campinas.edu.br/reveducacao/article/view/3449
Menin, M. S. S. (2019) Adesão a valores sociomorais na contemporaneidade: um estudo com escolares de Ensino Fundamental e Médio. Schème - Revista Eletrônica de Psicologia e Epistemologia Genéticas, 11(Número Especial), 86–122. https://doi.org/10.36311/1984-1655.2019.v11esp.05.p86
Mitchell, J. J., Reason, R. D., Hemer, K. M., & Finley, A. (2016). Perceptions of Campus Climates for Civic Learning as Predictors of College Students’ Mental Health. Journal of College and Character, 17(1), 40–52. https://doi.org/10.1080/2194587x.2015.1125367
Mosley-Howard, G. S., Witte, R., & Wang, A. (2011). Development and validation of the Miami University Diversity Awareness Scale (MUDAS). Journal of Diversity in Higher Education, 4(2), 65–78. https://doi.org/10.1037/a0021505
Moro, A. B., Balsan, L. A. G., Costa, V. M. F., Lopes, L. F. D., & Schetinger, M. R. C. (2015). Validação de um instrumento para medir o clima organizacional entre alunos de programas de pós-graduação de uma IES. Revista Eletrônica de Educação, 9(1), 181–195. https://doi.org/10.14244/198271991007
Naval, C., García, R., Puig, J., Santos, M. A. (2011). La formación ético-cívica y el compromiso social de los estudiantes universitarios. Encounters on Education, 12, 77 – 91. https://doi.org/10.24908/eoe-ese-rse.v12i0.3174
Osborne, J. W. (2014). Best Practices in Exploratory Factor Analysis. CreateSpace Independent Publishing. https://www.researchgate.net/publication/209835856_Best_Practices_in_Exploratory_Factor_Analysis_Four_Recommendations_for_Getting_the_Most_From_Your_Analysis
Piaget, J. (1994). O Juízo Moral na Criança (4.ª Ed.). Grupo Editorial Summus.
Puig, J. M., Martín, X., Escardíbul, S., & Novela, A. M. (2000). Democracia e Participação Escolar: Propostas de Atividades. Editora Moderna.
Rankin, S., & Reason, R. (2008). Transformational Tapestry Model: A Comprehensive Approach to Transforming Campus Climate. Journal of Diversity in Higher Education, 1(4), 262–274. https://doi.org/10.1037/a0014018
Rey-Sáez, R. (2022). Réplica a: validación cruzada sobre una misma muestra: una práctica sin fundamento. REMA: Revista Electrónica de Metodología Aplicada, 24(1), 41-44. https://doi.org/10.17811/rema.24.1.2022.41-44
Ribeiro, C. F., Lemos, C. M. C., Alt, N. N., Marins, R. L. T., Corbiceiro, W. C. H., & Nascimento, M. I. do. (2020). Prevalence of and Factors Associated with Depression and Anxiety in Brazilian Medical Students. Revista Brasileira de Educação Médica, 44(1), e021. https://doi.org/10.1590/1981-5271v44.1-20190102.ing
Roza, S. A. (2018). O suporte social diante da discriminação e da vitimização na adultez emergente [Tese de Mestrado publicada]. Universidade Federal do Paraná. https://hdl.handle.net/1884/55659
Ryder, A. J., & Mitchell, J. J. (2013). Measuring campus climate for personal and social responsibility. New directions for higher education, 2013(164), 31-48. https://doi.org/10.1002/he.20074
Schneider, B., Ehrhart, M. G., & Macey, W. H. (2013). Organizational climate and culture. Annual Review of Psychology, 64(1), 361-388. http://dx.doi.org/10.1146/annurev-psych-113011-143809
Souza, S. B., Veiga Simão, A. M., & Ferreira, P. da C. (2019). Campus climate: The role of teacher support and cultural issues. Journal of Further and Higher Education, 43(9), 1196–1211. https://doi.org/10.1080/0309877X.2018.1467387
Veiga, H.M. S., & Cortez, P.A. (2022). Creativity Climate: An Analysis of Measurement Scales. In M. O. Macambira, H. Mendonça, & M. D. G. T. Paz (Eds), Assessing Organizational Behaviors (pp. 173-189). Springer, Cham. https://doi.org/10.1007/978-3-030-81311-6_8
Vinha, T. P., Morais, A. De, Regina, L., Tognetta, P., Azzi, R. G., Moro, A., Ramos, A. D. M., Tavares, M., Oliveira, A., Cristina, T., & Bozza, L. (2016). O clima escolar e a convivência respeitosa nas instituições educativas. Estudos Em Avaliação Educacional, 27(64), 96–127. https://doi.org/http://dx.doi.org/10.18222/eae.v27i64.3747
Vinha, T., Nunes, C. A. A. & Moro, A. (2019) Contemporaneidade e a convivência democrática na escola. Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas, 11(Número Especial), 123-158. https://doi.org/10.36311/1984-1655.2019.v11esp.06.p123
Williams, B., Onsman, A., & Brown, T. (2010). Exploratory factor analysis: A five-step guide for novices. Australasian Journal of Paramedicine, 8(3), e990399. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.475.8594&rep=rep1&type=pdf
Wood, L., Hoefer, S., Kammer-Kerwick, M., Parra-Cardona, J. R., & Busch-Armendariz, N. (2021). Sexual Harassment at Institutions of Higher Education: Prevalence, Risk, and Extent. Journal of Interpersonal Violence, 36(9–10), 4520–4544. https://doi.org/10.1177/0886260518791228
World Health Organization. (2017). Depression and other common mental disorders: Global health estimates. World Health Organization. https://hdl.handle.net/10665/254610
Yano, V. A. N., Frick, L. T., Stelko-Pereira, A. C., Zechi, J. A. M., Amaral, E. L., da Cunha, J. M., & Cortez, P. A. (2021). Validity evidence for the multidimensional scale of perceived social support at university and safety perception at campus questionnaire. International Journal of Educational Research, 107(February), e101756. https://doi.org/10.1016/j.ijer.2021.101756
Yıldırım, M., & Çelik Tanrıverdi, F. (2020). Social Support, Resilience and Subjective Well-being in College Students. Journal of Positive School Psychology, 5(2), 127-135. https://journalppw.com/index.php/jpsp/article/view/130
Zechi, J. A. M., Frick, L. T., & Menin, M. S. D. S. (2021). Educação para a convivência ética: uma emergência. Revista Espaço Pedagógico, 28(3), 1123-1148. https://doi.org/10.5335/rep.v28i3.11411
Zechi, J. A. M., & Vinha, T. P. (2022). A convivência ética em escolas públicas: Análise de um programa de intervenção a partir das perspectivas dos profissionais da escola. Revista Ibero-Americana de Estudos em Educação, 17(2), 1293-1310. https://doi.org/10.21723/riaee.v17i2.15032
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Loriane Trombini Frick, Juliana Aparecida Matias Zechi, Ana Carina Stelko Pereira, Vitor Atsushi Nozaki Yano, Josafá Moreira da Cunha, Pedro Afonso Cortez
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. The authors preserve their authorship and grant the Portuguese Journal of Education the right to the first publication. The work is licensed under Creative Commons Attribution License that allows sharing the work with the acknowledgment of initial authorship and publication in this Journal.
2. The authors have the right to take additional contracts separately, for non-exclusive distribution of the published version of their work (e.g. to deposit in an institutional repository or as a book chapter), acknowledging the initial authorship and publication in this Journal.
3. The authors have the permission and are stimulated to post their work online (e.g. in an institutional repository or on their personal website). They can do this at any phase of the editorial process, as it may generate productive changes, as well as increase impact and article citation (see The Open Citation Project).
The work is licensed under Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
