Validation of a Spanish-Language Scale on Data-Driven Decision-Making in Pre-Service Teachers
This study validates a Spanish-language instrument designed to assess self-efficacy, digital competence, and anxiety in data-driven decision-making (DDDM) among pre-service teachers. Based on the 3D-MEA and the Beliefs about Basic ICT Competencies scale, the instrument was culturally adapted for Chi...
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MDPI AG
2025-06-01
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author | Fabián Sandoval-Ríos Carola Cabezas-Orellana Juan Antonio López-Núñez |
author_facet | Fabián Sandoval-Ríos Carola Cabezas-Orellana Juan Antonio López-Núñez |
author_sort | Fabián Sandoval-Ríos |
collection | DOAJ |
description | This study validates a Spanish-language instrument designed to assess self-efficacy, digital competence, and anxiety in data-driven decision-making (DDDM) among pre-service teachers. Based on the 3D-MEA and the Beliefs about Basic ICT Competencies scale, the instrument was culturally adapted for Chile and Spain. A sample of 512 participants underwent exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Given the ordinal nature of the data and the assumption of non-normality, appropriate estimation methods were utilized. Results supported a well-defined four-factor structure: Interpretation and Application, Technology, Identification, and Anxiety. Factor loadings ranged from 0.678 to 0.869, and internal consistency was strong (α = 0.802–0.888). The CFA confirmed good model fit (χ<sup>2</sup> (129) = 189.25, <i>p</i> < 0.001; CFI = 0.985; TLI = 0.981; RMSEA = 0.041; SRMR = 0.061). Measurement invariance was established across gender and nationality, reinforcing the validity of cross-group comparisons. The study is framed within an educational context aligned with socioformative principles and sustainable education goals, which support reflective and ethical data use. This validated tool addresses the lack of culturally adapted and psychometrically validated instruments for assessing DDDM competencies in Spanish-speaking contexts, offering a culturally and linguistically relevant instrument with strong internal consistency and a well-supported factor structure. It supports the design of formative strategies in teacher education, enabling the identification of training needs and promoting evidence-based pedagogical decision-making in diverse Hispanic contexts. Future studies should test factorial invariance across additional contexts and explore longitudinal applications. |
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language | English |
publishDate | 2025-06-01 |
publisher | MDPI AG |
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series | Education Sciences |
spelling | doaj-art-b3420c7613c94e5ab6a2d19cd8d8bcfb2025-07-25T13:20:33ZengMDPI AGEducation Sciences2227-71022025-06-0115778910.3390/educsci15070789Validation of a Spanish-Language Scale on Data-Driven Decision-Making in Pre-Service TeachersFabián Sandoval-Ríos0Carola Cabezas-Orellana1Juan Antonio López-Núñez2Exercise and Rehabilitation Sciences Institute, School of Speech Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, ChileExercise and Rehabilitation Sciences Institute, School of Speech Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, ChileDepartment of Didactics and School Organization, Faculty of Education Sciences, Universidad de Granada, Campus Universitario de Cartuja, 18071 Granada, SpainThis study validates a Spanish-language instrument designed to assess self-efficacy, digital competence, and anxiety in data-driven decision-making (DDDM) among pre-service teachers. Based on the 3D-MEA and the Beliefs about Basic ICT Competencies scale, the instrument was culturally adapted for Chile and Spain. A sample of 512 participants underwent exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Given the ordinal nature of the data and the assumption of non-normality, appropriate estimation methods were utilized. Results supported a well-defined four-factor structure: Interpretation and Application, Technology, Identification, and Anxiety. Factor loadings ranged from 0.678 to 0.869, and internal consistency was strong (α = 0.802–0.888). The CFA confirmed good model fit (χ<sup>2</sup> (129) = 189.25, <i>p</i> < 0.001; CFI = 0.985; TLI = 0.981; RMSEA = 0.041; SRMR = 0.061). Measurement invariance was established across gender and nationality, reinforcing the validity of cross-group comparisons. The study is framed within an educational context aligned with socioformative principles and sustainable education goals, which support reflective and ethical data use. This validated tool addresses the lack of culturally adapted and psychometrically validated instruments for assessing DDDM competencies in Spanish-speaking contexts, offering a culturally and linguistically relevant instrument with strong internal consistency and a well-supported factor structure. It supports the design of formative strategies in teacher education, enabling the identification of training needs and promoting evidence-based pedagogical decision-making in diverse Hispanic contexts. Future studies should test factorial invariance across additional contexts and explore longitudinal applications.https://www.mdpi.com/2227-7102/15/7/789test validityinstrument validationself-efficacydigital competencedata usedata-driven decision-making |
spellingShingle | Fabián Sandoval-Ríos Carola Cabezas-Orellana Juan Antonio López-Núñez Validation of a Spanish-Language Scale on Data-Driven Decision-Making in Pre-Service Teachers Education Sciences test validity instrument validation self-efficacy digital competence data use data-driven decision-making |
title | Validation of a Spanish-Language Scale on Data-Driven Decision-Making in Pre-Service Teachers |
title_full | Validation of a Spanish-Language Scale on Data-Driven Decision-Making in Pre-Service Teachers |
title_fullStr | Validation of a Spanish-Language Scale on Data-Driven Decision-Making in Pre-Service Teachers |
title_full_unstemmed | Validation of a Spanish-Language Scale on Data-Driven Decision-Making in Pre-Service Teachers |
title_short | Validation of a Spanish-Language Scale on Data-Driven Decision-Making in Pre-Service Teachers |
title_sort | validation of a spanish language scale on data driven decision making in pre service teachers |
topic | test validity instrument validation self-efficacy digital competence data use data-driven decision-making |
url | https://www.mdpi.com/2227-7102/15/7/789 |
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