sustainability
可持续性
Article
文章
CASD-14: A Questionnaire on Civic Attitudes and
Sustainable Development Values for
CASD-14:公民态度和可持续发展价值观调查问卷
Service-Learning in Early Adolescents
青少年早期的服务性学习
Yolanda Ruiz-Ordóñez 1, Amparo Salcedo-Mateu 2, Ángel Manuel Turbi-Pinazo 1,
Carlos Novella-García 2 and Carmen Moret-Tatay 1,*
约兰达·鲁伊斯-Ord1，Amparo Salcedo-Mateu2Á·安赫尔·曼努埃尔·图尔比-皮纳佐1
卡洛斯·诺维拉-加西亚2卡门·莫雷·塔泰1,*
1
Faculty of Psychology, Universidad Católica de Valencia San Vicente Mártir, Avenida de la Ilustración nº2,
46100 Burjassot, Valencia, Spain; yolanda.ruiz@ucv.es (Y.R.-O.); angelmanuel.turbi@ucv.es (Á.M.T.-P.)
西班牙巴伦西亚布尔雅索特路2号巴伦西亚圣维森特马蒂尔天主教大学心理学系，邮编:46100；Yolanda .
Ruiz @ ucv . es(y . r .-o .)；angelmanuel.turbi@ucv.es (Á)
2
Faculty of Education, Universidad Católica de Valencia San Vicente Mártir, C/Sagrado Corazón,
巴伦西亚圣维森特马蒂尔天主教大学教育系，
5. 11 Godella, Valencia, Sapin; amparo.salcedo@ucv.es (A.S.-M.); carlos.novella@ucv.es (C.N.-G.)
5.11戈德拉，瓦伦西亚，萨潘；amparo . sal cedo @ ucv . es(a . s .-m .)；carlos.novella@ucv.es(加拿大)
* Correspondence: mariacarmen.moret@ucv.es
*通信:mariacarmen.moret@ucv.es
Received: 17 April 2020; Accepted: 12 May 2020; Published: 15 May 2020
收到日期:2020年4月17日；接受日期:2020年5月12日；发布日期:2020年5月
15日
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Abstract: The service-learning disciplines can offer a unique opportunity for the civic development
of sustainable values, as there is a large body of research that links them to values and civic attitudes.
Given the need to develop instruments to measure the impact of service-learning methodology in
early adolescence, a questionnaire was developed. For this purpose, a group of experts in the field of
service-learning proposed a battery of items measuring three different constructs, named as follows:
solidarity, compromise–responsibility and respect–dialog. The factor structure was examined, as well
as its invariance across sex. The questionnaire confirmed good psychometric properties. Furthermore,
the results have shown optimal goodness-of-fit indices. Sex was a variable to consider, as the analysis
of invariance did not reach the scalar level. Lastly, the CASD-14 showed optimal test–retest reliability
for both subsamples after eight months. The greatest contribution of this study is that it provides
a direction for the application and sustainable development of the current scale, which might be
considered a valuable assessment tool for early adolescent students’ service-learning. More research
is needed with regard to sex-related differences in early adolescence.
摘要:服务学习学科可以为可持续价值观的公民发展提供一个独特的机会，因为有大量的研究将它们
与价值观和公民态度联系起来。鉴于需要开发工具来衡量服务学习方法在青少年早期的影响，制定
了一份调查问卷。为此，服务学习领域的一组专家提出了一组测量三种不同结构的项目，命名如下:
团结、妥协——责任和尊重——对话。该因素的结构进行了审查，以及其不变性跨越性别。问卷证
实了良好的心理测量属性。此外，结果显示了最佳拟合优度指数。性别是一个需要考虑的变量，因
为对不变性的分析没有达到标量水平。最后，八个月后，CASD-14显示了两个子样本的最佳重测信
度。本研究的最大贡献在于它为当前量表的应用和可持续发展提供了一个方向，该量表可能被认为
是早期青少年学生服务学习的一个有价值的评估工具。关于青春期早期与性别相关的差异，还需要
更多的研究。
Keywords: civic values; sustainable development values; service-learning; psychometrics;
pre-adolescence
关键词:公民价值观；可持续发展价值观；服务学习；心理测量学；青春期前
1. Introduction
介绍
Today’s society faces constant challenges, where certain forms of knowledge can become
obsolete [1]. In this sense, more flexible forms of teaching have emerged that give relevance to
knowledge related to praxis, such as service-learning (SL). This is a teaching innovation method,
combining learning objectives and social service with the aim of improving the educational quality
and future employability of its students [2], while allowing for the development of civil competences
related to citizenship and social transformation. In liquid societies, this methodology contributes to
the training of citizens who actively participate and take on rights and responsibilities [3,4]. Liquid
society is a metaphorical term, which is commonly used by sociologists [3,5] to define a reality focused
on transitory issues rather than permanent ones. More specifically, SL provides an implementation
of multiple aspects of traditional teaching through real context [6], and it integrates theories
of intelligence by developing cognitive, instrumental and attitudinal or motivational aspects [7].
Thus, these programs must have a design that guarantees equal benefits for all agents in the
process [8]. The scientific literature has shown the positive effects of SL on participation in
community service,
当今社会面临着不断的挑战，某些形式的知识可能会过时[1].从这个意义上来说，更灵活的教学形式已
经出现，这些教学形式赋予了与实践相关的知识以相关性，如服务学习(SL)。这是一种教学创新方法
，将学习目标和社会服务结合起来，旨在提高教育质量和学生未来的就业能力2]，同时允许发展与公
民身份和社会变革相关的民事能力。在流动的社会中，这种方法有助于培养积极参与并承担权利和责
任的公民[3,4].流动社会是一个隐喻性的术语，通常被社会学家使用3,5]定义一种侧重于暂时问题而非
永久问题的现实。更具体地说，SL通过真实的环境提供了传统教学的多个方面的实现[6]，它通过发展
认知、工具和态度或动机方面来整合智力理论7].因此，这些计划必须有一个设计来保证在这个过程中
所有代理人的平等利益[8].科学文献表明SL对参与社区服务有积极作用，
Sustainability 2020, 12, 4056; doi:10.3390/su12104056
可持续性2020,12, 4056;www.mdpi.com/journal/sustainability
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as well as civic values [9,10], pro-social behavior [11,12], motivation [13,14] and both personal and
social orientations [15].
以及公民价值观[9,10]，亲社会行为[11,12]，动机[13,14]以及个人和社会取向[15].
Another point of interest is how real-world learning opportunities are offered to students. In other
words, how to link knowledge to activities that promote social and environmental responsibility by
bringing teachers into novel pedagogic practices. These real-world learning opportunities seem to be a
suitable way for students to develop not only key competencies, but also civic values responding to
the construction of a citizenship in which solidarity and justice predominate [4]. Furthermore, these
values are directly linked to the social and solidarity economy, and more precisely, to sustainability
actions [16]. Of note, sustainability change agents are presumed to be, by nature, active learning agents,
which is also expected in the SL methodology. The added value of this educational methodology lies
in community service as a meeting place for active citizenship, for both professionals and students at
any stage of development. However, most of the research on the contribution of the curriculum to
education for sustainability is focused on university or high school students. To our knowledge, the
literature on previous stages is rather scarce.
另一个兴趣点是如何向学生提供真实世界的学习机会。换句话说，如何通过让教师参与新颖的教学实践
，将知识与促进社会和环境责任的活动联系起来。这些现实世界的学习机会似乎是一种合适的方式，让
学生不仅培养关键能力，而且培养公民价值观，以响应团结和正义占主导地位的公民建设[4].此外，这
些价值观与社会和团结经济直接相关，更确切地说，与可持续性行动直接相关[16].值得注意的是，可
持续发展变革代理人被认为本质上是积极的学习代理人，这也是SL方法中所期望的。这种教育方法的
附加价值在于社区服务作为活跃公民的聚会场所，对处于任何发展阶段的专业人员和学生都是如此。
然而，大多数关于课程对可持续发展教育的贡献的研究都集中在大学生或高中生身上。据我们所知，
关于前几个阶段的文献相当稀少。
As mentioned before, SL methodology is of great interest for certain stages of development, such
as pre-adolescence. In this case, secondary school students face unique problems of early adolescence
that characterize them, such as biological and social changes, as well as cognitive transformations that
allow them to tackle intellectual tasks typical of an adult [17]. Let us remember that the beginning
of this period is characterized by the appearance of specific operations, while what characterizes the
end is the appearance of formal thought [18]. In this regard, some studies [19–21] found greater social
responsibility (described as students’ concern for the well-being of others, and the need to help others)
in high school students belonging to interactive or service-learning programs, as well as the supportive
participation of their parents or other significant adults. Furthermore, longitudinal studies suggest that
pre-adolescents who engage in high levels of pro-social behavior are less prone to committing crime
as well as exhibiting antisocial behavior [22,23]. In addition, pre-adolescents can not only receive,
but also give back to the community what they have received. This type of methodological innovation
experience helps them build and reinforce their identity from a positive self-conception [24].
如前所述，第二语言教学法对某些发展阶段，如青春期前，有很大的意义。在这种情况下，中学生面
临着青春期早期特有的问题，如生物和社会变化，以及认知转变，使他们能够处理成人典型的智力任
务[17].让我们记住，这个时期的开始是以具体行动的出现为特征的，而结束是以正式思想的出现为特
征的18].在这方面，一些研究[19–21]发现参加互动或服务学习项目的高中生有更大的社会责任感(描述
为学生对他人福祉的关心，以及帮助他人的需要)，以及父母或其他重要成年人的支持性参与。此外，
纵向研究表明，参与高水平亲社会行为的青春期前青少年更不容易犯罪以及表现出反社会行为[22,23].
此外，青春期前的青少年不仅可以接受，还可以将他们接受的东西回馈给社区。这种方法上的创新经
历有助于他们从积极的自我概念中建立和强化自己的身份24].
It is important to understand the importance of pro-social actions in a student’s overall formation
and, therefore, within the school context. The school plays a fundamental role in the development of
social responsibility, based on reflection and participation complemented by civic ethics [25]. In this
context, we could frame social responsibility as a student’s intervention to respond to social problems
in their immediate environment. The importance of this value in school education makes the student
an agent of social change and is directly related to the concept of active citizenship [26]. Understanding
and exercising social responsibility is a fundamental quality that students must develop to become
competent citizens and actively participate in society. An educational environment that emphasizes
caring for others and fosters mutual respect and cooperation provides a space that promotes the
development of a greater awareness of social problems, and ultimately, of the society around us [21].
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it is important to remember that future generations, as citizens, will have to face changes that
will
pose urgent social and environmental problems [27]. Thus, the development of skills within this
field has been considered crucial for democratic decision-making [28]. Unsurprisingly, sustainable
development goals (SDGs) have, in many ways, been a question of debate in terms of monitorization
and assessment. More precisely, the role of human values has commonly been excluded in the literature
as it is considered a subjective variable that is difficult to measure. However, promising literature has
shed light on how human values can be conceived as measurable indicators related to sustainability [29].
In this way, SL might be of interest for developing human values underlying SDGs through a group
approach. Therefore, using teaching methodologies that contribute to promoting values and civic
attitudes might be of interest in developing cognitive and rationally defined modes for the principle
of sustainable development, which are essential to facing this liquid society, typical of modernity.
重要的是要理解亲社会行为在学生整体形成中的重要性，因此在学校环境中也是如此。学校在培养社
会责任感方面发挥着重要作用，其基础是反思和参与，并辅以公民道德规范[25].在这种情况下，我们
可以将社会责任定义为学生对其直接环境中的社会问题做出反应的干预。这种价值观在学校教育中的
重要性使学生成为社会变革的推动者，并与积极公民的概念直接相关26].理解和履行社会责任是学生成
为合格公民和积极参与社会所必须具备的基本素质。一个强调关心他人和促进相互尊重与合作的教育
环境提供了一个空间，促进对社会问题以及最终对我们周围的社会的更大认识的发展21].因此，它可以
被认为是任何学生发展的独特机会。此外，重要的是要记住，作为公民的后代将不得不面对会造成紧
迫的社会和环境问题的变化[27].因此，这一领域的技能发展被认为对民主决策至关重要[28].毫不奇怪
，可持续发展目标(SDG)在许多方面都是监控和评估方面的争论焦点。更确切地说，人类价值的作用
通常被排除在文献之外，因为它被认为是一个难以衡量的主观变量。然而，有希望的文献阐明了如何
将人类价值视为与可持续性相关的可衡量指标[29].通过这种方式，SL可能有助于通过群体方法发展
SDG的人类价值观。因此，使用有助于促进价值观和公民态度的教学方法可能有助于为可持续发展原则
发展认知和合理定义的模式，这对于面对这种具有现代性特征的流动社会至关重要。
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Moreover, the benefits of SL also transcend the conceptual elements of the curriculum, such that this
pedagogy opens awareness through interventions that guarantee sustainability and integral ecology.
此外，SL的好处还超越了课程的概念元素，这样，这种教学方法通过保证可持续性和整体生态的干预
措施打开了意识。
Given the need to develop instruments to measure the impact of the service-learning methodology
in early-stage students, the main objective of this study was to develop a tool to examine civic attitudes
and sustainable development values for service-learning in this population. The following research
questions were tested to assess the reliability and the validity of the proposed questionnaire (CASD-14):
鉴于需要开发工具来衡量服务学习方法在早期阶段学生中的影响，本研究的主要目标是开发一种工具来检
查该人群中服务学习的公民态度和可持续发展价值观。对以下研究问题进行了测试，以评估拟议问卷
(CASD-14)的可靠性和有效性:
(i)
(ii)
Research question 1: If the measures are reliable, Cronbach’s α will be greater than 0.60 for each
associated subscale.
研究问题1:如果测量是可靠的，Cronbach的α将大于0.60。
Research question 2: If the measures are valid, subscales will distinguish meaningful categories
by confirmatory factor analysis.
研究问题2:如果测量有效，分量表将通过验证性因素分析区分有意义的类别。
To do so, two phases were proposed, and after a qualitative step, consistency and internal structure
were assessed. So far, this has been a challenge in Spain, particularly for this type of pre-adolescent
population. Although it was not a specific aim of this study, possible differences according to sex were
considered through an invariance analysis, given the variability of social behaviors in men and women
according to the previous literature [30–32].
为此，提出了两个阶段，在定性步骤之后，对一致性和内部结构进行了评估。到目前为止，这在西班牙
一直是一个挑战，特别是对于这类青春期前的人口。尽管这不是本研究的具体目的，但根据以前的文献
，考虑到男性和女性社会行为的可变性，通过不变性分析考虑了性别的可能差异[30–32].
2. Method
方法
2.1. Procedure and Development of the Instrument
仪器的程序和发展
The proposed questionnaire was developed through three different stages. The first stage, called
preliminary, consisted of developing and assessing the content of the items. To do so, a group of
experts with proven experience in both formal and informal education was selected, specifically
in SL (university lecturers, the staff of organizations related to education and NGOs). In the
second stage, the most relevant pedagogical categories related to the SL axiological perspective
were analyzed. Several discussion groups were held that appropriately outlined the pedagogical
concepts or categories essential for the study. The grouping categories in SL were defined as follows:
solidarity, commitment–responsibility and respect–dialogue. Moreover, a bank of 26 items was obtained
that contained several proposals for each concept, which stipulated 9 items for the first subscales, and
8 for the last one. Subsequently, the experts were asked again to select which items best represented
each concept or category by rating them from 1 to 10. All items had a mean higher than 8. After
several cycles of analysis, the item bank was obtained for the questionnaire of interest, as described in
Appendix A. In order to analyze the structure of the factors, a sample of pre-adolescents was selected
and randomly divided into two independent samples, controlling for the variable sex. The second
sample was slightly larger, in order to make it easier to subsequently carry out multigroup analysis.
拟议的调查问卷是通过三个不同阶段制定的。第一阶段称为初步阶段，包括制定和评估项目内容。为
此，挑选了一批在正规和非正规教育方面都有经验的专家，特别是在SL(大学讲师、与教育有关的组织
的工作人员和非政府组织)。在第二阶段，分析了与二语价值论最相关的教学范畴。举行了几个讨论组
，适当地概述了对这项研究至关重要的教学概念或类别。SL中的分组类别定义如下:团结、承诺-责任和
尊重-对话。此外，获得了一个26个项目的库，其中包含每个概念的几个建议，其中为第一个子量表规
定了9个项目，为最后一个项目规定了8个项目。随后，专家再次被要求通过从1到10的评分来选择最能
代表每个概念或类别的项目。所有项目的平均值都高于8。经过几个周期的分析后，获得了感兴趣的问
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卷的题库，如附录中所述A。为了分析因素的结构，选择了一个青春期前的样本，并随机分成两个独
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立的样本，控制变量性别。第二个样本稍大，以便于随后进行多组分析。
Approval was obtained from the university’s ethics committee concerning the study, thus ensuring
that the principles of the Helsinki Declaration were followed. Students were contacted to participate in
the study with parental or a guardian’s approval, as well as with prior informed consent.
该研究获得了大学伦理委员会的批准，从而确保了《赫尔辛基宣言》的原则得到遵守。在父母或监护人同
意以及事先知情同意的情况下，联系学生参与研究。
2.2. Participants
参与者
Participants voluntarily collaborated and received no compensation.
All of them
were n
i compulsory secondary education and involved in a school network linked to the Scholas
Citizenship program in the city of Valencia. All of them were Spanish native speakers. Moreover,
most of the participants also had Spanish nationality, with a small percentage (<42
参与者自愿合作，没有任何报酬。他们都接受义务中等教育，并加入了与巴伦西亚市的Scholas公民计
划有关的学校网络。他们都以西班牙语为母语。此外，大多数参与者还拥有西班牙国籍，只有一小部
分人(< 42
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2.3. Design and Analysis
设计和分析
The first step was a qualitative approach to develop the content of the proposed questionnaire,
while the second step was a cross-sectional study under an incidental sampling. The analyses were
carried out through SPSS 22 (IBM Corp., NY, USA) and Amos 18.0 module. First, an exploratory
factor analysis (EFA) was carried out through a Promax oblique rotation. After removing the factorial
solution, the confirmatory factor analysis (CFA) was carried out, where the goodness-of-fit was assessed
through the chi-square indices and their relationship between degrees of freedom, a comparative
adjustment index, known as CFI, and the root mean square error of approximation (RMSEA). Finally,
a multigroup analysis was performed between the groups of boys and girls, belonging to the CFA
sample, to assess invariance. This is a hierarchical procedure, which consists of starting with a model
without restrictions and adding restrictions successively. The logic of this procedure is to test the factor
homogeneity structure between the groups. Thus, several authors [33,34] recommend the analysis of
invariance in developing a psychometric test. Furthermore, the literature [35] highlights its relevance
in the study of the parameters of different populations. Therefore, three participant sex invariance
models were examined, testing for scalar, metric and configuration invariance.
第一步是制定拟议问卷内容的定性方法，而第二步是在附带抽样下进行的横断面研究。通过SPSS 22(
美国纽约IBM公司)和Amos 18.0模块进行分析。首先，探索性因素分析(EFA)是通过Promax斜旋转进
行的。去除因子解后，进行验证性因子分析(CFA ),其中拟合优度通过卡方指数及其自由度、比较调整
指数(称为CFI)和近似均方根误差(RMSEA)之间的关系进行评估。最后，在属于CFA样本的男孩和女
孩组之间进行了多组分析，以评估不变性。这是一个分层次的过程，包括从一个没有限制的模型开始
，然后依次增加限制。这一程序的逻辑是检验各组之间的因素同质性结构。因此，一些作者[33,34推
荐在开发心理测验时对不变性的分析。此外，文献[35]强调了它在不同人群参数研究中的相关性。因
此，检查了三个参与者性别不变性模型，测试标量、度量和配置不变性。
3. Results
结果
3.1. Exploratory and Confirmatory Factor Analysis
探索性和验证性因素分析
Concerning the exploratory factor analysis (EFA) in the first independent sample, the Bartlett
sphericity test resulted in the value p < 0.001 with a chi-square value of 1233.03 (gl = 496) and a
Kaiser–Meyer–Olkin (KMO) sample index value of 0.656.
关于第一个独立样本中的探索性因子分析(EFA ), Bartlett球形度检验得出了值p< 0.001，卡方值为
1233.03 (gl = 496)，凯泽-迈耶-奥尔金(KMO)样本指数值为0.656。
After performing the scree test and a parallel analysis, shown in Figure 1, a three-factor solution
was selected. Table 1 characterizes the load factor after a Promax rotation. Likewise, Table 1 shows the
factor loads.
在执行scree测试和平行分析后，如图所示1，选择了三因素解决方案。桌子一表征最大旋转后的负载
系数。同样，表一显示因子载荷。
Sustainability 2, 1, 4
可持续性2,1, 4 Figure 1. Parallel analysis in the exploratory factor analysis, for a three-factor solution.
图一。探索性因子分析中的平行分析，为三因子解。
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After studying internal consistency, which reached acceptable values, as shown in Table 2 and
Figure 2, the factors were conceptualized according to the constructs of solidarity, commitment–
responsibility and dialogue–respect. The scores were slightly higher for the group of girls than the
group of boys, as shown in this table, and although factor 1 did not present statistically significant
differences, factors 2 and 3 did, through the Student’s t-test for independent samples (all p-values >
0.05). Before carrying out a multigroup analysis, the structure of the factorial solution was confirmed
through a second independent sample of 221 students, where the sex variable was also controlled.
The model presented an optimal fit, except for the CFI index which was acceptable: χ2 = 37
经过研究内部一致性，达到了可接受的数值，如表所示2和数字2根据团结、承诺-责任和对话-尊重的
概念，这些因素被概念化。如下表所示，女生组的分数略高于男生组，尽管因素1没有表现出统计学
上的显著差异，但通过学生对独立样本的t检验，因素2和3表现出了统计学上的显著差异(所有p值均>
0.05)。在进行多组分析之前，通过221名学生的第二个独立样本确认了因子解的结构，其中性别变量
也是受控的。除了CFI指数是可接受的:χ之外，该模型呈现了最佳拟合2 = 37
Sustainability 2, 1, 4
可持续性2,1, 4
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p < 0.001 (gl = 74), χ2/gl = 1.86, CFI = 0.83 and RMSEA = 0.06. Table 2 depicts the reliability through
Cronbach’s alpha.
p< 0.001 (gl = 74)，χ 2/gl = 1.86，CFI = 0.83，RMSEA = 0.06。桌子2通过克朗巴
赫的阿尔法描述可靠性。
Table 1. Component loadings for a three-factor solution and uniqueness per item.
表1。三因素解决方案的组件负载和每个项目的唯一性。
F
F2 F
F
Uniqueness 独
1 F
3 F
2代
特性
1
3
ITEM1
7
−6
−6
5
4
0.155
7
5
4
项目1
0.155
10 1
9 9
8 8
ITEM2 项目2
0
− 0.080
ITEM 03
0.407
0.185
0.762
−
项目03 0.407 0.185 0.080 0.762
ITEM 04
0.397
– 0.104
− 0.007
0.967
–−
项目04 0.397 0.104 0.007 0.967
ITEM 05
0.210
0.075
− 0.026
0.942
−
项目05 0.210 0.075 0.026 0.942
− 0.313
ITEM 06
0.259
0.140
0.844
−
项目06 0.259 0.313 0.140 0.844
ITEM 07
0.081
− 0.010
0.503
0.708
−
项目07 0.081 0.010 0.503 0.708
ITEM 08
0.495
0.090
− 0.371
0.722
−
项目08 0.495 0.090 0.371 0.722
ITEM 09
0.139
0.458
0.179
0.677
项目09 0.139 0.458 0.179 0.677
− 0.108
ITEM 10
0.052
0.750
0.496
项目10 0.108 0.052 0.750−0.496
ITEM 11
− 0.073
0.059
0.758
0.467
第11项0.073 0.059 0.758−0.467
ITEM 12
0.263
0.315
0.206
0.686
第12项0.263 0.315 0.206 0.686
ITEM 13
0.445
0.090
0.790
− 0.107
−
第13项0.445 0.090 0.107 0.790
ITEM 14
30
− 0.003
0.140
0.854
−
项目14 30 0.003 0.140 0.854
ITEM 15
0.042
0.356
0.025
0.859
第15项0.042 0.356 0.025 0.859
ITEM 16
0.148
43
− 0.173
0.724
−
第16项0.148 43 0.173 0.724
ITEM 17
36
0.892
– 0.137
− 0.026
–−
项目17 36 0.137 0.026 0.892
ITEM 18
41
0.058
0.069
0.778
项目18 41 0.058 0.069 0.778
ITEM 19
0.350
0.062
0.137
0.800
第19项0.350 0.062 0.137 0.800
ITEM 20
0.318
0.007
− 0.008
0.899
−
第20项0.318 0.007 0.008 0.899
ITEM 21
0.394
0.125
0.147
0.725
第21项0.394 0.125 0.147 0.725
ITEM 22
− 0.216
0.678
0.165
0.614
第22项0.216 0.678 0.165−0.614
ITEM 23
0.145
0.539
− 0.022
0.631
−
第23项0.145 0.539 0.022 0.631
ITEM 24
0.096
0.562
0.059
0.628
第24项0.096 0.562 0.059 0.628
ITEM 25
0.346
−0.010
0.040
0.870
项目25 0.346 0.010 0.040 0.870
ITEM 26
0.322
0.117
−0.040
0.863
项目26 0.322 0.117 0.040 0.863
Table 2. Mean of scores, standard deviation in parentheses by sex and internal consistency by factor.
表二。得分平均值，括号中的标准偏差按性别分类，内部一致性按因素分类。
Sustainability 2, 1, 4
可持续性2,1, 4
Men 男人
Women 女人
Internal
consistency 内部相
容性
FACTOR 1
N
(Solidarity)
因子1
(团结)
99
9
9
1
1
19
1
9
FACTOR 2
(Commitment–
Responsibility) (承诺-责任)
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因素2
2 (0.92) 2
(0.92)
3 (0.65) 3 (0.65)
Respect) (对话-尊
重)
4 (0.79) 4 (0.79)
3 (0.86) 3
(0.86)
0.7 0.7
4.0 (0.56) 4.0 (0.56)
34 (0.60) 34 (0.60)
0.6 0.6
0.66 0.66
Sustainability 2, 1, 4
可持续性2,1, 4
FACTOR 3
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因素3
3.2. Multigroup Analysis
多组分析
Finally, a multigroup analysis was performed to determine any significant differences in the
structural parameters between the groups in terms of metrics. As shown in Table 3, it is clear that there
are significant changes when comparing model 2 with the less restricted model or baseline.
最后，进行了多组分析，以确定组间结构参数在指标方面的任何显著差异。如表中所示3很明显，当
将模型2与限制较少的模型或基线进行比较时，存在显著的变化。
Table 3. Goodness-of-fit statistics for tests of invariance across sex: a summary.
表3。性别不变性检验的拟合优度统计:综述。
df df
χ2/df
CFI
Model
χ2 模型
χ2/
晶体
χ2
df
频率
指示
(baseline model)
器
Model 1: Configural invariance
模型1:构型不
invariance
17
变性17
(基线模型)不变
Model 2: Full metric
25
型号2:全公制25
14 14
1.472
1.4
72
15 1
5
0.046 0.
046
159 159
1.589
1.5
89
0.752
0.7
52
0.052 0.
052
173 173
1.656
1.6
56
0.699
0.6
99
0.055 0.
055
性
Model 3: Full metric and
型号3:全公制和28
scalar invariance28
标量不变性
RMSEA
RMSE
A
Sustainability 2, 1, 4
可持续性2,1, 4
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Figure 2. Factorial solution for three factors and their respective factorial loads.
图二。三个因子及其各自因子载荷的因子解。
3.3. Test–Retest after Eight Months of Follow-Up
测试——随访八个月后再次测试
Finally, in order to examine the test–retest reliability of the new instrument, it was assessed again
eight months after the first measurement. During these eight months, participants took part in a SL
methodology by the Scholas Citizenship program in the city of Valencia. As shown in Table 4, the
Pearson correlation coefficient showed high test–retest reliability for each factor in each subsample.
最后，为了检验新仪器的重测信度，在第一次测量后八个月再次评估。在这八个月中，参与者参加了
巴伦西亚市Scholas公民计划的SL方法。如表中所示4皮尔逊相关系数显示每个子样本中每个因素的重
测信度都很高。
Table 4. Test–retest after eight months of follow-up in each subsample.
表4。测试——在每个子样本中进行八个月的随访后重新测试。
Test
试
验
F1
子一
代
N=
199 N
= 199
Dialogue–Respect
(F3) (F1)
Solidarity
(F1) Solidarity
031
1 1
F2
第二
子代
0.038
13 13
Retest
重新
检测
F3
F1
子一
代
第
三
0.038
子
0.038
代 0.383 **
1
−0.061
0.078
0 31
** 31
.078
**
F2 第
二子代
F3 第
三子代
0.383 **
−0.033
0.155
* 0.155 *
0.445 **0
0.071
.071
Sustainability 2, 1, 4
可持续性2,1, 4
对话-尊重(F3)031 0.038 1 0.061 0.033 0.445 * *
* p < 0.05; ** p < 0.01.
*p< 0.05;**p< 0.01.
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4. Discussion
讨论
These results are of interest both theoretically and for application. In this sense, let us remember
that the literature shows that the theoretical and practical aspects involved in service-learning are
capable of promoting social justice, democratic values and sustainability, particularly for the constructs
under study. The literature seems to observe certain differences in relation to sex-dependent pro-social
behavior in pre-adolescents [30,31,36]. For this reason, despite not being a specific aim of the study,
this variable was controlled and included in subsequent analyses. Thus, it was not possible to achieve
a scalar level of invariance. Therefore, this could suggest that, although the factorial structure is similar
for the groups, there are differences in the overall behavior responding to the items, and it may be
slightly higher in some of the groups. Given the sex-dependent developmental differences highlighted
by the literature [37], it seems that more research is needed on the subject. Likewise, there are certain
limitations to take into account in the current study, which mainly concern the participants for various
reasons. For example, the sample is based on a self-reporting technique and the study is incidental or
for convenience, which could compromise some aspects of the generalization of the results; however,
this is a very common technique in the literature [37–41].
这些结果在理论和应用上都是有意义的。在这个意义上，让我们记住，文献表明，服务学习所涉及的
理论和实践方面能够促进社会正义、民主价值观和可持续性，特别是对正在研究的结构而言。文献似
乎观察到青春期前性别依赖亲社会行为的某些差异[30,31,36].出于这个原因，尽管这不是研究的具体
目标，但这一变量受到控制并包括在随后的分析中。因此，不可能达到标量水平的不变性。因此，这
可能表明，尽管各组的因子结构相似，但对项目的总体反应行为存在差异，并且在某些组中可能略高
。鉴于文献中强调的性别相关的发育差异[37]，看来这个课题还需要更多的研究。同样，在当前的研
究中也有一些限制需要考虑，这些限制主要是由于各种原因而与参与者有关。例如，样本是基于自我
报告技术，研究是偶然的或为了方便，这可能会损害结果一般化的某些方面；然而，这是文献中非常
常见的技术[37–41].
Future lines of research should address the developmental component of these results, from
pre-adolescence to adulthood. This would provide a complete view of the developmental component,
and ultimately, a view of all civic engagement to understand the experiences of students in
service-learning until they reach adulthood. The current literature has also recognized that
sociocognitive components, such as values, skills and knowledge, may influence our understanding of
education and civic engagement [42]. Furthermore, introducing service-learning into the classroom
can promote more positive attitudes about pressing social problems. Therefore, it is desirable that
future research should explore not only how students can tackle social problems of interest, but also
how service-learning influences attitudes [43].
从青春期前到成年期，未来的研究应该解决这些结果的发展部分。这将提供发展部分的完整视图，并
最终提供所有公民参与的视图，以了解学生在服务学习中的经历，直到他们成年。目前的文献还认识
到，社会认知成分，如价值观、技能和知识，可能会影响我们对教育和公民参与的理解[42].此外，将
服务学习引入课堂可以促进对紧迫的社会问题采取更加积极的态度。因此，未来的研究不仅应该探索
学生如何解决感兴趣的社会问题，还应该探索服务学习如何影响态度43].
5. Conclusions
结论
The aim of this paper was to develop a measurement instrument that would make it possible
to discover possible changes concerning the concept of civic value and student experiences in the
pre-adolescent stage, which, moreover, follows a service-learning methodology. The three selected
factors were confirmed as follows: factor 1, solidarity; factor 2, commitment–responsibility; factor 3,
respect–dialogue. These types of assessment tools could help shed light on the usefulness of pedagogical
methods and techniques that promote critical reflection, structured discussion and designing projects
on the value of citizenship, responsibility and social justice. In other words, it is desirable to assess
the contracts proposed through this questionnaire in order to guarantee the effectiveness
of the teaching–learning processes and to promote the long-term commitment of the students.
Moreover, the application is a type of tool which could, in turn, not only help us to discover the
perceptions of service-learning students in order to consider the effectiveness of teaching–learning
Sustainability 2, 1, 4
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processes,
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instead of civic actions that end in mere experience.
本文的目的是开发一种测量工具，使之有可能发现青春期前阶段公民价值观和学生经历方面的可能变
化，此外，它还遵循一种服务学习方法。选定的三个因素确定如下:因素1，团结；因素2，承诺——责
任；因素3，尊重——对话。这些类型的评估工具有助于揭示促进批判性思考、结构化讨论和设计关
于公民价值观、责任和社会正义的项目的教学方法和技术的有用性。换句话说，为了保证教学过程的
有效性并促进学生的长期承诺，评估通过该问卷提出的合同是可取的。此外，该应用程序是一种工具
，它不仅可以帮助我们发现服务学习型学生的看法，以考虑教学过程的有效性，还可以促进当地社区
公民习惯的发展，而不是仅仅以经验结束的公民行动。
Author Contributions: Y.R.-O., A.S.-M., and C.N.-G. contributed to the design and implementation of the research;
C.M.-T. contributed to the analysis of the results. All authors contributed to the writing of the manuscript: Y.R.-O.,
A.S.-M., Á.M.T.-P., C.N.-G. and C.M.-T. Acquisition financing was carry out by Y.R.-O. and A.S.-M. All authors
作者投稿:Y.R.-O、a . s . m .和C.N.-G .对研究的设计和实施做出了贡献；c . m . t .参与了结果分析。所有作者都对
手稿的撰写做出了贡献:Y.R.-O .、a . s . m .、Ám . t . p .、C.N.-G .和C.M.-T .收购资金由Y.R.-O .和a . s . m .所有作
者提供
have read and agreed to the published version of the manuscript.
已阅读并同意手稿的出版版本。
Funding: Research was funded by the Universidad Católica de Valencia San Vicente Mártir.
资金来源:这项研究由巴伦西亚圣维森特马蒂尔天主教大学资助。
Acknowledgments: We would like to thank the Universidad Católica de Valencia San Vicente Mártir and
the International Development Aid Projects (PI Yolanda Ruiz Ordóñez), as well as our internal grants
(PI Amparo Salcedo).
致谢:我们要感谢巴伦西亚圣维森特马蒂尔天主教大学和国际发展援助项目(PI Yolanda Ruiz Ordóez)以及我们的
内部赠款(PI Amparo Salcedo)。
Conflicts of Interest: The authors declare no conflict of interest.
利益冲突:作者声明没有利益冲突。
Sustainability 2, 1, 4
可持续性2,1, 4
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Appendix A Questionnaire Developed (in Bold Items Maintained in the Final Version)
附录A编制的调查问卷(粗体项目在最终版本中保留)
For each sentence choose a number, depending on whether you strongly agree (or it has happened
to you many times) 5, or you strongly disagree or it has never happened to you, 1. Circle your answer.
If you make a mistake, cross it out and choose the answer that you think is correct.
为每个句子选择一个数字，取决于你是完全同意(或者这种情况在你身上发生过很多次)5，还是完全不
同意或者这种情况从未在你身上发生过，1。圈出你的答案。如果你写错了，划掉它，选择你认为正确
的答案。
1. When I buy a product, I think about the social and employment rights of the workers who
make the product.
当我购买产品时，我会考虑制造产品的工人的社会和就业权利。
2. I spontaneously put myself on the side of the weakest.
我自然而然地站在了最弱者的一边。
3. I believe that the recognition and establishment of human rights is an effort to be made in
my environment.
我认为承认和确立人权是一个过程消防在我的环境中制造。
4. I do not consider it important to recycle rubbish in homes. (*)
我认为在家里回收垃圾并不重要。(*)
5. I am indifferent to the problems of the people around me. (*)
我对周围人的问题漠不关心。(*)
6. I think that solving other people’s problems depends on me.
我觉得解决别人的问题靠我。
7. I look for opportunities to ease poverty in my immediate environment.
我寻找机会来减轻我周围环境的贫困。
8. I believe that fighting inequalities and social injustices is only the responsibility of rulers. (*)
我认为反对不平等和社会不公只是统治者的责任。(*)
9. Illegal immigrants should be told to return to their country of origin. (*)
非法移民应该被告知返回他们的原籍国。(*)
10. I carry out activities aimed at improving the day-to-day lives of the people around me.
我开展旨在改善周围人日常生活的活动。
11. I carry out activities aimed at improving the day-to-day lives of people who live
further away.
我开展活动，旨在改善住在更远地方的人们的日常生活。
12. I think committing to other people who do something for others is a waste of time. (*)
我认为向那些为他人做事的人承诺是浪费时间。(*)
13. It is important to convince others of everyone’s commitment to transform society.
让别人相信每个人都致力于改造社会是很重要的。
14. There is nothing I can do about the big problems (hunger, wars...) because they are very
difficult to solve. (*)
我对大问题(饥饿、战争)无能为力...)因为它们很难解决。(*)
15. We all have the same rights and our lives have the same value, regardless of the country we
are from.
不管我们来自哪个国家，我们都有同样的权利，我们的生命也有同样的价值。
16. Multiculturalism and diversity in my classroom hurt the school environment. (*)
我课堂上的多元文化和多样性伤害了学校环境。(*)
17. I have sometimes laughed at the marks my classmates get. (*)
我有时会嘲笑我同学的分数。(*)
18. I think sharing practical joke videos doesn’t hurt anyone. (*)
我觉得分享恶作剧视频不伤害任何人。(*)
19. Things are the way I think they are, and, if someone disagrees, tough titty. (*)
事情就是我所想的那样，如果有人不同意，那就不好办了。(*)
20. I am interested in how other people see the world.
我对其他人如何看待这个世界感兴趣。
21. I learn from people who do things differently from me.
Sustainability 2, 1, 4
可持续性2,1,
4
我从做事认真的人身上学习
消防最近从我这里。
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22. It is very difficult for people of different religious beliefs to speak to each other. (*)
这是非常di致死性家族性失眠症迪人崇拜消防不同的宗教信仰互相交流。(*)
23. I don’t like talking to other people because they have little to teach me. (*)
我不喜欢和别人说话，因为他们没什么可教我的。(*)
24. Communication with people who have ideas/values different from mine is impossible. (*)
与有想法的人交流/价值观di消防和我的不同是不可能的。(*)
25. I try to be consistent in my values, even if this means looking bad in front of my friends.
我努力保持我的价值观的一致性，即使这意味着在我的朋友面前看起来很糟糕。
26. Responsibilities are for adults. (*)
(*) Inverted items
责任是成年人的。(*) (*)倒置项目
Para cada frase elige un número, según estés muy de acuerdo (o te haya pasado muchas veces) 5,
o estés muy en descuerdo o no te haya pasado ninguna vez, 1. Rodea tu respuesta con un círculo. Si te
equivocas, tacha y elige la respuesta que creas correcta.
第一天，第二天，第五天，第五天，第五天。你在一个俱乐部表演。如果是模棱两可的话，那么回答
应该是正确的。
1. Cuando compro algún producto, pienso en los derechos sociales y laborales de los trabajadores
que elaboran el producto.
包括生产、社会关系和劳动关系。
2. Me sitúo espontáneamente del lado del más débil.
我想说的是玛丽亚·德比尔。
3. Creo que el reconocimiento y la instauración de los derechos humanos, es un esfuerzo a
realizar en mi entorno.
关于人权的重新认识和建立，这是我内心的一种实现。
4. No considero importante el reciclaje de la basura en los hogares. (*)
没有考虑到在霍加雷的重要。(*)
5. Me son indiferentes los problemas de la gente que me rodea. (*)
我儿子为我解决了很多问题。(*)
6. Pienso que la resolución de los problemas ajenos depende de mí.
他提出了解决这个问题的办法。
7. Busco oportunidades para mejorar las situaciones de pobreza de mi entorno más inmediato.
米德贫困人口就业机会公司。
8. Creo que combatir las desigualdades e injusticias sociales sólo compete a los gobernantes. (*)
我们与社会的不平等和不公正作斗争。(*)
9. Ante un inmigrante ilegal, hay que decirle que vuelva a su país de origen. (*)
在一个非法移民之前，他决定离开家乡。(*)
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10. Realizo actividades destinadas a mejorar el día a día de las personas que tengo a
m
ialrededor.
我已经认识了一个人，他的命运就在眼前。
11. Realizo actividades destinadas a mejorar el día a día de las personas que viven más lejos.
实现命运的行动是一个人生活的一个重要部分。
12. Creo que comprometerse con otras personas que hacen algo por los demás es una pérdida
de tiempo. (*)
克里欧语中的其他人称代词用作主语，表示时间。(*)
13. Es importante convencer a los demás del compromiso de todos para transformar la sociedad.
这是一次重要的会议，旨在促进社会变革。
14. No puedo hacer nada ante los grandes problemas (hambre, guerras . . . ) porque son muy
difíciles de resolver. (*)
没有什么大问题。。。)porque son muy difficides de resolver。(*)
15. Todos tenemos los mismos derechos y nuestras vidas tiene el mismo valor, seamos del país
que seamos.
我们的权利和我们的勇气都被剥夺了。
16. La multiculturalidad y diversidad en mi aula perjudica el ambiente del colegio. (*)
学院的多元文化和多样性。(*)
17. Alguna vez me he reído de las notas que sacan mis compañeros. (*)
我想他是我公司最大的客户。(*)
18. Creo que compartir videos de bromas pesadas no hace daño a nadie. (*)
与布罗姆斯的视频相比，克里欧斯的视频没有任何特色。(*)
19. Las cosas son como creo que son, y si alguien no está de acuerdo que se fastidie. (*)
就像克里欧儿子一样，他也不知道该怎么做。(*)
20. Me intereso por la manera de ver el mundo de las demás personas.
我对这个人的世界很感兴趣。
21. Aprendo de la gente que hace las cosas de manera distinta a mí.
一个绅士做了一个很特别的选择。
22. Es muy complicado que personas de diferentes creencias religiosas dialoguen entre ellas. (*)
不同宗教之间的对话有很多复杂的人物。(*)
23. No me gusta hablar con otras personas porque tienen poco que enseñarme. (*)
我不喜欢和其他人在一起，因为他们都是军人。(*)
24. La comunicación con personas que tienen ideas/valores distintos a los míos es imposible. (*)
思想交流协会/这是不可能的。(*)
25. Intento ser coherente con mis valores, aunque esto suponga quedar mal delante de mis amigos.
为了与我的勇气保持一致，我希望我的朋友们能支持我。
26. Las responsabilidades son para las personas adultas. (*)
(*) Items invertidos
儿子对成年人的责任。(*) (*)项目反转
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(CC BY) license (http://creativecommons.org/licenses/by/4.0/).
作者2020。被许可方MDPI，瑞士巴塞尔。本文是一篇在知识共享署名(CC BY)许可证
(http://Creative Commons . org/licenses/BY/4.0/)的条款和条件下分发的
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Sustainability 2, 1, 4
可持续性2,1, 4
10 of 24
数字
A10 11