Measuring Multicultural Training Reactance: Initial Instrument Psychometrics

Resistant behaviors in multicultural courses are a common dilemma within counselor education. On the basis of psychological reactance theory (J. W. Brehm, 1966), the authors created a multicultural training reactance scale to measure the construct. Exploratory factor analysis and initial reliability...

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Bibliographic Details
Published in:Journal of Multicultural Counseling and Development 2020-07, Vol.48 (3), p.191-205
Main Authors: Lowery, Robyn Crowell, Borders, L. DiAnne, Ackerman, Terry A.
Format: Article
Language:English
Subjects:
Behavior Patterns
competencia en consejería multicultural
Counseling
Counselor education
Counselor Training
Cultural sensitivity
Discriminant analysis
educación de consejeros
educación multicultural
Educational psychology
Educational theory
Exploratory factor analysis
Factor Analysis
Measures
Measures (Individuals)
multicultural counseling competence
Multicultural Education
multicultural resistance
Multiculturalism & pluralism
Psychological theories
Psychometrics
Quantitative analysis
Quantitative psychology
reactance
reactancia
Reliability
resistencia multicultural
Student Behavior
Training
Validity
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Summary:Resistant behaviors in multicultural courses are a common dilemma within counselor education. On the basis of psychological reactance theory (J. W. Brehm, 1966), the authors created a multicultural training reactance scale to measure the construct. Exploratory factor analysis and initial reliability and validity data are presented, followed by suggestions that address course reactions. Los comportamientos resistentes en los cursos multiculturales son un dilema frecuente en la educación de consejeros. Basándose en la teoría de reactancia psicológica (J. W. Brehm, 1966), los autores crearon una escala de reactancia en la capacitación multicultural para medir el constructo. Se presenta un análisis factorial exploratorio, así como datos iniciales de fiabilidad y validez, seguidos por sugerencias que abordan las reacciones al curso.
ISSN:0883-8534
2161-1912
DOI:10.1002/jmcd.12177