Psychometric evaluation of DASS versions among Spanish and Chinese teachers using exploratory structural equation modeling (ESEM)

Background Teachers in demanding work environments are prone to anxiety, depression, and stress. Validated measures across different cultural contexts are required. The present study evaluated the psychometric properties of the 21-item Depression, Anxiety and Stress Scale (DASS-21) and DASS-12 and D...

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Autores: Zhou, Xue-heng, Shen, Zi-Zheng, Cao, Cui-Hong, Liao, Xiao-Ling, Jiang, Xing-Yong, Griffiths, Mark D., Chen, I-Hua, Lin, Chung-Ying, Malas, Olga
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10459.1/467237
Acceso en línea:https://doi.org/10.1016/j.actpsy.2024.104626
https://hdl.handle.net/10459.1/467237
Access Level:acceso abierto
Palabra clave:DASS-21
DASS-12
DASS-8
Exploratory structural equation modeling
Cut-off scores
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spelling Psychometric evaluation of DASS versions among Spanish and Chinese teachers using exploratory structural equation modeling (ESEM)Zhou, Xue-hengShen, Zi-ZhengCao, Cui-HongLiao, Xiao-LingJiang, Xing-YongGriffiths, Mark D.Chen, I-HuaLin, Chung-YingMalas, OlgaDASS-21DASS-12DASS-8Exploratory structural equation modelingCut-off scoresBackground Teachers in demanding work environments are prone to anxiety, depression, and stress. Validated measures across different cultural contexts are required. The present study evaluated the psychometric properties of the 21-item Depression, Anxiety and Stress Scale (DASS-21) and DASS-12 and DASS-8 among Spanish and Chinese primary school teachers. Methods A total of 3930 primary school teachers were recruited, comprising samples from Spain (n = 1350) and China (n = 2580). Scale structure was analyzed using confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM). Model comparisons were conducted to identify the best-fitting factor structure. Convergent and discriminant validity were examined, and concurrent validity was assessed using emotional exhaustion as a criterion variable. Optimal diagnostic thresholds were established through latent profile analysis (LPA) and receiver operating characteristic (ROC) analysis. Results Among the tested factor structures (unidimensional, oblique three-factor, ESEM, bifactor, and bifactor ESEM models), the ESEM model demonstrated superior fit indices, supporting acceptable factorial validity among both Spanish and Chinese samples. The DASS versions in the ESEM structure exhibited strong convergent, discriminant, and concurrent validity in the Spanish sample, while showing relatively weaker validity indices among the Chinese sample. Notably, the empirically derived cutoff scores for DASS-21 sub-dimensions among teachers were substantially higher than the originally recommended thresholds. Conclusion The three DASS versions effectively assessed three types of psychological distress among Spanish teachers, while among the Chinese teachers, the DASS instruments appeared useful for assessing distress, though caution is recommended when using individual subscale scores.This research was funded by “Taishan Scholars Program Special Fund, China” (Project No.: tsqn202211130) and Shanghai Open Uni versity Academic Team Cultivation Project “Research Team on the Continuous Development of TPACK for Open University Teachers” (Project No.: 2024TD004).Elsevier2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.1016/j.actpsy.2024.104626https://hdl.handle.net/10459.1/467237reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a https://doi.org/10.1016/j.actpsy.2024.104626Acta Psychologica, 2024, vol. 251, 104626cc-by-nc-nd (c) Xue-heng Zhou et al., 2024Attribution-NonCommercial-NoDerivatives 4.0 Internationalinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:recercat.cat:10459.1/4672372026-05-29T05:05:01Z
dc.title.none.fl_str_mv Psychometric evaluation of DASS versions among Spanish and Chinese teachers using exploratory structural equation modeling (ESEM)
title Psychometric evaluation of DASS versions among Spanish and Chinese teachers using exploratory structural equation modeling (ESEM)
spellingShingle Psychometric evaluation of DASS versions among Spanish and Chinese teachers using exploratory structural equation modeling (ESEM)
Zhou, Xue-heng
DASS-21
DASS-12
DASS-8
Exploratory structural equation modeling
Cut-off scores
title_short Psychometric evaluation of DASS versions among Spanish and Chinese teachers using exploratory structural equation modeling (ESEM)
title_full Psychometric evaluation of DASS versions among Spanish and Chinese teachers using exploratory structural equation modeling (ESEM)
title_fullStr Psychometric evaluation of DASS versions among Spanish and Chinese teachers using exploratory structural equation modeling (ESEM)
title_full_unstemmed Psychometric evaluation of DASS versions among Spanish and Chinese teachers using exploratory structural equation modeling (ESEM)
title_sort Psychometric evaluation of DASS versions among Spanish and Chinese teachers using exploratory structural equation modeling (ESEM)
dc.creator.none.fl_str_mv Zhou, Xue-heng
Shen, Zi-Zheng
Cao, Cui-Hong
Liao, Xiao-Ling
Jiang, Xing-Yong
Griffiths, Mark D.
Chen, I-Hua
Lin, Chung-Ying
Malas, Olga
author Zhou, Xue-heng
author_facet Zhou, Xue-heng
Shen, Zi-Zheng
Cao, Cui-Hong
Liao, Xiao-Ling
Jiang, Xing-Yong
Griffiths, Mark D.
Chen, I-Hua
Lin, Chung-Ying
Malas, Olga
author_role author
author2 Shen, Zi-Zheng
Cao, Cui-Hong
Liao, Xiao-Ling
Jiang, Xing-Yong
Griffiths, Mark D.
Chen, I-Hua
Lin, Chung-Ying
Malas, Olga
author2_role author
author
author
author
author
author
author
author
dc.subject.none.fl_str_mv DASS-21
DASS-12
DASS-8
Exploratory structural equation modeling
Cut-off scores
topic DASS-21
DASS-12
DASS-8
Exploratory structural equation modeling
Cut-off scores
description Background Teachers in demanding work environments are prone to anxiety, depression, and stress. Validated measures across different cultural contexts are required. The present study evaluated the psychometric properties of the 21-item Depression, Anxiety and Stress Scale (DASS-21) and DASS-12 and DASS-8 among Spanish and Chinese primary school teachers. Methods A total of 3930 primary school teachers were recruited, comprising samples from Spain (n = 1350) and China (n = 2580). Scale structure was analyzed using confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM). Model comparisons were conducted to identify the best-fitting factor structure. Convergent and discriminant validity were examined, and concurrent validity was assessed using emotional exhaustion as a criterion variable. Optimal diagnostic thresholds were established through latent profile analysis (LPA) and receiver operating characteristic (ROC) analysis. Results Among the tested factor structures (unidimensional, oblique three-factor, ESEM, bifactor, and bifactor ESEM models), the ESEM model demonstrated superior fit indices, supporting acceptable factorial validity among both Spanish and Chinese samples. The DASS versions in the ESEM structure exhibited strong convergent, discriminant, and concurrent validity in the Spanish sample, while showing relatively weaker validity indices among the Chinese sample. Notably, the empirically derived cutoff scores for DASS-21 sub-dimensions among teachers were substantially higher than the originally recommended thresholds. Conclusion The three DASS versions effectively assessed three types of psychological distress among Spanish teachers, while among the Chinese teachers, the DASS instruments appeared useful for assessing distress, though caution is recommended when using individual subscale scores.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1016/j.actpsy.2024.104626
https://hdl.handle.net/10459.1/467237
url https://doi.org/10.1016/j.actpsy.2024.104626
https://hdl.handle.net/10459.1/467237
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a https://doi.org/10.1016/j.actpsy.2024.104626
Acta Psychologica, 2024, vol. 251, 104626
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Xue-heng Zhou et al., 2024
Attribution-NonCommercial-NoDerivatives 4.0 International
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
rights_invalid_str_mv cc-by-nc-nd (c) Xue-heng Zhou et al., 2024
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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