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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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Developing and validating a new multi-dimensional scale for anti-social behavior in a higher education setting.

Ali B Mahmoud1, Dieu Hack-Polay2, Leonora Fuxman3

  • 1University of Wales Trinity Saint David, London, UK.

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Summary

This study developed a new scale to measure anti-social behavior (ASB) in US universities. The validated two-factor scale identifies Interpersonal Antagonistic Behavior and Indirect Distractive Behavior.

Keywords:
Antisocial behaviorhigher educationscale developmentsocial psychologyvalidation

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Area of Science:

  • Psychology
  • Higher Education Studies

Background:

  • Anti-social behavior (ASB) presents challenges in higher education settings.
  • Existing measures may not fully capture the nuances of ASB in university contexts.

Purpose of the Study:

  • To construct and validate a multi-dimensional scale for measuring anti-social behavior (ASB).
  • To establish the psychometric properties of the ASB scale within a Western higher education context (USA).

Main Methods:

  • Four studies were conducted with varying sample sizes (n=150 to n=654).
  • Methods included exploratory factor analysis (EFA), structural equation modeling (SEM), and measurement invariance testing.
  • Exploratory design generated items, followed by factor analysis and validation.

Main Results:

  • The ASB measurement model was confirmed as a two-factor, multi-dimensional structure.
  • The two factors identified were Interpersonal Antagonistic Behavior (six items) and Indirect Distractive Behavior (four items).
  • The scale demonstrated predictive validity, linking ASB to narcissism and Machiavellianism.

Conclusions:

  • The developed ASB scale is a reliable and valid instrument for use in US higher education.
  • Findings provide implications for understanding and addressing ASB in university environments.
  • The scale differentiates between interpersonal antagonistic and indirect distractive forms of ASB.