Cross-Cultural Validation and Differential Functioning of the MBI-GS in Teachers from Three Latin-American Countries

Date
2020-03-30Author
Juárez García, ArturoMerino Soto, César
Fernández Arata, Manuel
Flores Jiménez, Cinthya Anamia
Caraballo, Miriam
Camacho Cristiá, Carmen
Métricas
Share
Citation
URI
https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.6621https://repository.urosario.edu.co/handle/10336/29306
Summary
"En América Latina, la investigación del síndrome de burnout (SB) es creciente; sin embargo, poco se ha explorado sobre las posibles diferencias culturales en sus mecanismos psicológicos y eficiencia de medición. En particular, el cuestionario MBI-GS ha sido reconocido como una medida satisfactoria del SB para su uso en distintos sectores y grupos ocupacionales, y su validez ha sido probada en múltiples países e idiomas, empero en Latinoamérica se adolece de investigaciones al respecto. El objetivo de este estudio fue realizar una traducción y adaptación cultural del MBI-GS para población latinoamericana, analizar su estructura interna, su fiabilidad y su invarianza (DIF y MGFCA) entre sexos y muestras de tres países latinoamericanos: México, Perú y Venezuela. Los resultados evidencian que la versión latina del MBI-GS propuesta presenta propiedades psicométricas satisfactorias, incluyendo la ausencia del funcionamiento diferencial entre sexos y países participantes."
Abstract
In Latin-America, burnout syndrome (BS) is a growing issue. However, very little has been explored of its cultural differences in its psychological mechanisms and its measurement efficiency. In particular, the MBI-GS questionnaire has been widely recognized as a satisfactory measure of BS in different sectors and occupational groups, and its validity has been proved in multiple languages and countries, but in Latin-America, research remains scarce. The objective of this study was to carry out a Latin-American translation and cultural adaptation of the MBI-GS, to analyze its internal structure, its reliability, and its measurement invariance (DIF and MGFCA) among genders and samples of teachers from three different Latin-American countries: México, Perú, and Venezuela. The results show that the proposed Latin version of the MBI-GS has satisfactory psychometric properties, including an equivalent item and scale functioning among genders and countries' sample participants. Semantic issues and future perspectives are discussed.