Adaptation and validation of a Spanish instrument for assessing multicultural competencies and empathy

Finck, Carolyn; Gómez, Yvonne; Castro, Juana; Mogollón, E.Y.; Marcelo, N.; Hinz, Andreas

doi:10.1016/j.ijintrel.2021.06.007

Cited by 3 publications

(4 citation statements)

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“… Finck et al (2021) adapted the Everyday Multicultural Competencies Scale/Revised Scale of Ethnocultural Empathy (EMC/RSEE; Mallinckrodt et al, 2014 ) to be administered to Spanish speaking university students in Colombia. This validated Spanish version has introduced some changes to the original tool: the number of items is slightly reduced, and cognitive and affective empathy are merged into one single factor.…”

Section: Methodsmentioning

confidence: 99%

“…Thus, the 5 resulting factors are: (1) “Cultural Openness and Desire to Learn” (Cultural Openness hereafter), (2) “Awareness of Contemporary Racism” (Awareness of Racism, henceforth), (3) “Empathy,” (4) “Resentment and Cultural Dominance” (from now on, Resentment) and (5) “Anxiety and Lack of Multicultural Self-Efficacy” (hereafter Anxiety). The scale is based on the notion of intercultural competence, which comprises communication as well as “effective and appropriate behavior across intercultural situations” ( Finck et al, 2021 , p 164), and aims at measuring learners’ empathy toward population from diverse linguistic and sociocultural backgrounds, as well as considering issues of racism or the lack of self-efficacy in members of the dominant cultural community. All the items can be found in Finck et al (2021 , p. 175).…”

Section: Methodsmentioning

confidence: 99%

“…The scale is based on the notion of intercultural competence, which comprises communication as well as “effective and appropriate behavior across intercultural situations” ( Finck et al, 2021 , p 164), and aims at measuring learners’ empathy toward population from diverse linguistic and sociocultural backgrounds, as well as considering issues of racism or the lack of self-efficacy in members of the dominant cultural community. All the items can be found in Finck et al (2021 , p. 175).…”

Section: Methodsmentioning

confidence: 99%

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Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants

Fernández-Corbacho,

Cores-Bilbao,

Flor-Arasil

2024

Front. Psychol.

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The increasingly digital and multicultural 21st-century society requires future teachers to be prepared for the changes and challenges they may encounter. Not only language and digital competences, but critical-thinking and problem-solving skills are needed. Moreover, well developed socio-affective abilities, empathy among them, are also key when dealing with others. This is even more relevant when teachers are to work with a non-mainstream population, such as adult migrants with low literacy levels, and to design student-centered curricula or activities. Empathy is a multifaceted process involving, among others, perception, intellection, affect and other sensory aspects of the lived experience. It has been argued that the first-person perspective-taking involved in empathic engagement must necessarily involve rational computation and cognitively mediated processing. Training future teachers in the Pedagogy of Multiliteracies is a means to integrate multimodal digital instruction and aggregate cognitive as well as socio-emotional features to the education of future language teachers.MethodA mixed-method pre-post study was conducted with 48 trainee teachers who participated in stand-alone digital multiliteracy interventions, in which they were encouraged to envisage themselves as future teachers of low-literate migrants. Policy documents such as the reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants, journal articles, audiovisual resources as well as examples of existing educational materials aimed at the target audience, were made available to them on an online platform. In two separate studies, trainees were encouraged to collaboratively produce two different multimodal outputs. The Revised Scale of Ethnocultural Empathy was administered before and after the intervention, subjecting the data obtained to quantitative analysis. Qualitative data was also collected to gain a better understanding of the affective and cognitive processes experienced by the participants.ResultsSimple statistical analysis coupled with the comparison of means was used to respond to the research questions. Statistical hypothesis testing, including correlations and non-parametric statistics were used to analyze the relationship between each of the factors within the RSEE and the participants, considering the different interventions applied. Non-parametric tests (U-Mann Whitney) were used to compare the differences between the levels of ethnocultural empathy of the participants in the two studies. Significant differences were found in Factor 3 (Empathy) and Factor 5 (Anxiety) between the groups and their post-intervention results, with a p value of 0.053 and 0.038, respectively. The effect size r was calculated, obtaining a size effect of 0.625 for Factor 3 (Empathy) and 0.674 for Factor 5 (Anxiety). These results indicate that the significant differences and the size effect between both groups are large. U-Mann Whitney non-parametric analysis also revealed gender differences in Factor 3 (Empathy), showing females higher levels than males. Effect size r analysis showed a large size effect of 0.708 for Factor 3 (Empathy). The findings pertaining to gender-related differences in empathy levels confirm the conclusions drawn by previous studies. When contrasting study 1 and 2, statistical differences were also shown after the intervention for the ‘Anxiety and Lack of Multicultural Self-efficacy’ factor. The qualitative data analysis was carried out with Atlas.ti v.8, in order to isolate and categorize the broader themes and the most significant explanatory quotes extracted from the participants’ records and interviews. The results reveal the learning strategies that each group of learners applied to successfully complete the task at hand, as well as the participants’ deployment of their critical thinking skills and the awakening of a sense of awareness of their own professional competence development process.ConclusionThis study set out to compare how effective two digital multiliteracy interventions were in developing future language teachers’ ethnocultural empathy and cognitive abilities when appraising the educational needs of low-literacy migrants. Despite the small sample size, the study certainly adds to our understanding of the impact of multimodal tasks involving critical thinking skills on trainees’ cognitive and affective abilities. Besides, it expands the growing body of research that points to the desirability of embedding digitally-based content creation tasks in training curricula for future language teachers.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants

Fernández-Corbacho,

Cores-Bilbao,

Flor-Arasil

2024

Front. Psychol.

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“…None of the statements were therefore deleted and the preliminary text was approved and pilot-tested for content comprehension using the think aloud technique (Finck et al, 2021) on four volunteers, namely a Russian speaking Baccalaureate student, a Kazakh speaking Master's student, and two Doctor of Philosophy (PhD) students whose medium of instruction was both Kazakh and Russian. They were asked to read all the items aloud, identify difficult to comprehend or ambiguous points, and provide appropriate feedback.…”

Section: Instrument Adaptation and Reviewmentioning

confidence: 99%

The adaptation and validation of the global competence scale among educational psychology students

Zheldibayeva

2023

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Global competence is supposed to possess a transformative capacity allowing for building bridges across cultural diversity to foster international cooperation. Literature searches indicate the paucity of robust tools evaluating global competence. This research strove to adapt and validate a measure for the assessment of students’ global competence in Kazakhstan. For this purpose, the Global Competence Scale was chosen. A total of 467 graduate and undergraduate educational psychology students responded to the adapted scale. Based on the scores collected, the instrument was examined using exploratory and confirmatory factor analyses. Good reliability was yielded (Cronbach’s alpha for the factors ranging from 0.722 to 0.924) and the original nine-factor structure was replicated and accounted for 61.84 % of the total variance. The model fit indices met the criteria set a priori. The Kazakh version of the Global Competence Scale was unprecedented and proved to be a reliable and valid tool for gauging the construct. In contrast to the original study, surveyees with international experience reported no superior scores relative to non-experienced counterparts. Holistically, findings suggest the respondents should work on their global competence, in particular with regard to international academic knowledge and communication. Further validation of the scale with larger sample sizes to increase its generalizability and use is encouraged.

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A Study of the Development and Validation of the Multicultural Empathy Scale for Pre-Service Early Childhood Teacher

Choi¹

2022

omnes

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Adaptation and validation of a Spanish instrument for assessing multicultural competencies and empathy

Cited by 3 publications

References 29 publications

Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants

Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants

The adaptation and validation of the global competence scale among educational psychology students

A Study of the Development and Validation of the Multicultural Empathy Scale for Pre-Service Early Childhood Teacher

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