Validación de una escala de conductas éticas en la Educación Secundaria y Superior: La Escala de Ética en Escenarios Educativos (EEEE)

• Miguel Aurelio Alonso ^[1] ; Inge Schweiger Gallo ^[1]
  1. [1] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: Revista iberoamericana de diagnóstico y evaluación psicológica, ISSN 1135-3848, ISSN-e 2183-6051, Vol. 2, Nº 63, 2022, págs. 119-132
• Idioma: español
• DOI: 10.21865/ridep63.2.09
• Títulos paralelos:
  • Validation of a scale of ethical behavior in Secondary and Higher Education: The Ethics Scale in Educational Scenarios (EEEE)
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La evaluación de conductas éticas se ha realizado habitualmente a través de escalas y cuestionarios, utilizando en ocasiones escenarios o situaciones concretas que cuentan con una serie de limitaciones. El objetivo del presente estudio es validar una escala para evaluar la predisposición de actuación ética por parte de estudiantes de distintos niveles educativos. Partiendo de la escala de Akaah y Lund (1994) se crearon 36 escenarios que reflejaban dilemas éticos en el entorno educativo. El instrumento resultante se aplicó a 662 estudiantes de enseñanzas medias y superiores. El Análisis Factorial Exploratorio permitió obtener 4 factores con 18 elementos y una fiabilidad de .90, mientras que el Análisis Factorial Confirmatorio replicó la estructura de factores. Se discuten las implicaciones y los retos a los que hacer frente en la investigación y en intervenciones futuras.

  • English

    Ethical behavior has often been assessed using scales and questionnaires, that are sometimes based on specific scenarios or situations with a number of limitations. In the present research, we aimed at validating a scale to measure students' ethical behavioral predispositions at different educational stages. Based on the scale by Akaah and Lund (1994), we created 36 scenarios depicting ethical dilemmas in educational settings.

    The instrument was applied to 662 students of both secondary and higher education. Exploratory factorial analysis identified 4 factors with 18 elements and a reliability of .90, while confirmatory factorial analysis replicated the structure of the factors. The implications and challenges in research, as well as in future interventions, are discussed.

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