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

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Zhou, X-h, Shen, Z-Z, Cao, C-H, Liao, X-L, Jiang, X-Y, Griffiths, MD ORCID: https://orcid.org/0000-0001-8880-6524, Chen, I-H, Lin, C-Y and Malas, O, 2024. Psychometric evaluation of DASS versions among Spanish and Chinese teachers using exploratory structural equation modeling (ESEM). Acta Psychologica, 251: 104626. ISSN 0001-6918

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Official URL: https://doi.org/10.1016/j.actpsy.2024.104626

Abstract

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.

Item Type:	Journal article
Publication Title:	Acta Psychologica
Creators:	Zhou, X.-H., Shen, Z.-Z., Cao, C.-H., Liao, X.-L., Jiang, X.-Y., Griffiths, M.D., Chen, I.-H., Lin, C.-Y. and Malas, O.
Publisher:	Elsevier
Date:	November 2024
Volume:	251
ISSN:	0001-6918
Identifiers:	Number Type 10.1016/j.actpsy.2024.104626 DOI 2310088 Other
Rights:	© 2024 the authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/bync-nd/4.0/)
Divisions:	Schools > School of Social Sciences
Record created by:	Jonathan Gallacher
Date Added:	04 Dec 2024 11:49
Last Modified:	04 Dec 2024 11:49
URI:	https://irep.ntu.ac.uk/id/eprint/52696