Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators
The present study examined the Active Listening Attitude Scale (ALAS) validity and reliability in a sample of 3955 Greek educators. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale’s construct validity. A confirmatory fa...
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doaj-1e29dd7922c94a3a8239f9beb82d71ea2020-11-24T22:44:54ZengMDPI AGSocial Sciences2076-07602017-03-01612810.3390/socsci6010028socsci6010028Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek EducatorsNtina Kourmousi0Eirini Amanaki1Chara Tzavara2Vasilios Koutras3Directorate of Primary Education of Eastern Attica, Ministry of Education, Glyka Nera 15454, GreeceFaculty of Primary Education, National and Kapodistrian University of Athens, Attica 10680, GreeceDepartment of Hygiene, Epidemiology and Medical Statistics, Athens University Medical School, Attica 11527, GreeceDepartment of Early Childhood Education, University of Ioannina, Ioannina 45110, GreeceThe present study examined the Active Listening Attitude Scale (ALAS) validity and reliability in a sample of 3955 Greek educators. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale’s construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (χ2) of the model was significant (p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.079, 0.969 and 0.960, respectively, further supporting the fit of the three-factor model. Cronbach’s alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.72 for ALAS subscales. The intercorrelations of the three subscales were all positive and significant (p < 0.001), ranging from 0.20 to 0.42. Student’s t-tests and the computation of effect sizes revealed that women scored higher on Listening Skill and Conversation Opportunity, while principals and participants trained on mental health promotion scored higher on all three subscales. The analyses confirmed the three-factor model of ALAS and demonstrated its validity and reliability in measuring Greek teachers’ active listening attitudes.http://www.mdpi.com/2076-0760/6/1/28active listeningActive Listening Attitude ScaleALASteachers/educatorsreliabilityvalidityGreek sample |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Ntina Kourmousi Eirini Amanaki Chara Tzavara Vasilios Koutras |
spellingShingle |
Ntina Kourmousi Eirini Amanaki Chara Tzavara Vasilios Koutras Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators Social Sciences active listening Active Listening Attitude Scale ALAS teachers/educators reliability validity Greek sample |
author_facet |
Ntina Kourmousi Eirini Amanaki Chara Tzavara Vasilios Koutras |
author_sort |
Ntina Kourmousi |
title |
Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators |
title_short |
Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators |
title_full |
Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators |
title_fullStr |
Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators |
title_full_unstemmed |
Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators |
title_sort |
active listening attitude scale (alas): reliability and validity in a nationwide sample of greek educators |
publisher |
MDPI AG |
series |
Social Sciences |
issn |
2076-0760 |
publishDate |
2017-03-01 |
description |
The present study examined the Active Listening Attitude Scale (ALAS) validity and reliability in a sample of 3955 Greek educators. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale’s construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (χ2) of the model was significant (p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.079, 0.969 and 0.960, respectively, further supporting the fit of the three-factor model. Cronbach’s alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.72 for ALAS subscales. The intercorrelations of the three subscales were all positive and significant (p < 0.001), ranging from 0.20 to 0.42. Student’s t-tests and the computation of effect sizes revealed that women scored higher on Listening Skill and Conversation Opportunity, while principals and participants trained on mental health promotion scored higher on all three subscales. The analyses confirmed the three-factor model of ALAS and demonstrated its validity and reliability in measuring Greek teachers’ active listening attitudes. |
topic |
active listening Active Listening Attitude Scale ALAS teachers/educators reliability validity Greek sample |
url |
http://www.mdpi.com/2076-0760/6/1/28 |
work_keys_str_mv |
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