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Resumen El objetivo de este estudio fue evaluar las propiedades psicométricas de la Escala de Personalidad Proactiva en una muestra de profesores de escuelas de Lima (Perú). Participaron 302 profesores de ambos sexos (72.20 % mujeres) seleccionados a través de un muestreo no probabilístico de tipo intencional, cuyas edades estaban en el rango de 24 a 65 años (M = 43.04, DE = 10.75) y que enseñaban en los niveles educativos de educación primaria y secundaria (75.83 % en educación secundaria). Además de la Escala de Personalidad Proactiva, se aplicó la Escala Sentimiento de Autoeficacia en el Profesor para evaluar la validez convergente. Los resultados indican que la Escala de Personalidad Proactiva se ajusta a una estructura unifactorial (CFI = .949, TLI = .934, RMSEA = .076 y SRMR = .044), se evidencian correlaciones estadísticamente significativas (p < .001) y un tamaño del efecto mediano (rs > .10) con la mayoría de las dimensiones de la Escala Sentimiento de Autoeficacia, y presenta una adecuada consistencia interna (ω = .89). Se concluye que la Escala de Personalidad Proactiva cuenta con evidencias de validez basada en la estructura interna, validez convergente y una fiabilidad adecuada para medir la personalidad proactiva en profesores de escuela.
Abstract The objective was to evaluate the psychometric properties of the Proactive Personality Scale in a sample of teachers from schools in Lima (Peru). Participants were 302 teachers of both sexes (72.20% women) selected through a non-probabilistic sampling of intentional type, whose ages were in the range from 24 to 65 (M = 43.04, DE = 10.75) and who taught at the educational levels of primary and secondary education (75.83% in secondary education). In addition to the Proactive Personality Scale, the Teachers Self Efficacy Scale was applied to assess convergent validity. The results indicate that the Proactive Personality Scale was adjusted to a unifactorial structure (CFI = .949, TLI = .934, RMSEA = .076 y SRMR = .044), there are statistically significant correlations (p <.001) and with a mean effect size (rs> .10) with most of the dimensions of self-efficacy feeling and adequate internal consistency (.89). The Proactive Personality Scale has evidence of validity based on internal structure, convergent validity, and adequate reliability to measure proactive personality in schoolteachers.
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Objective:To explore the influence of proactive personality on medical attitude and the mediating role of health belief and physician trust.Methods:A total of 703 adults were surveyed by proactive personality scale, Chinese adult health belief scale, Wake Forest physician trust scale and medical attitude scale from Octomber to November 2019.Descriptive statistics and correlation analysis were conducted by SPSS 23.0 software, and mediating effects were analyzed by SPSS macro program PROCESS 3.3.Results:(1)For all subjects, the score of proactive personality was(55.12±11.00), the score of health belief was(74.88±10.31), the score of doctor trust was(33.23±5.63), and the score of medical attitude was(56.55±13.07). Proactive personality was significantly positively correlated with health belief ( r=0.535), physician trust ( r=0.298) and medical attitude ( r=0.406) (all P<0.01), and health belief was significantly positively correlated with physician trust ( r=0.363) and medical attitude ( r=0.696) (both P<0.01). There was a significant positive correlation between physician trust and medical attitude ( r=0.452, P<0.01). (2) Proactive personality had an impact on medical attitude through three pathways. The single mediating effect value of health belief was 0.326, accounting for 82.74% of the total indirect effect. The single mediating effect value of physician trust was 0.040, accounting for 10.15% of the total indirect effect. The chain mediating effect value of health belief and physician trust was 0.028, accounting for 7.11% of the total indirect effect. Conclusion:Health belief and physician trust play multiple mediating roles in proactive personality and medical attitude in adults.
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Objective:To explore the relationship between proactive personality, resilience and achievement motivation of military cadets, and to explore the mediating role of resilience between proactive personality and achievement motivation, as well as the moderating effect of cadets’leading ability on this mediating role.Methods:In this study, 109 military cadets were measured with proactive personality scale, Connor-Davidson resilience scale (CD-RISC) and achievement motivation scale. SPSS 26.0 was used for descriptive statistical analysis and correlation analysis.Results:①There was a significant correlation among the total scores of proactive personality, resilience and achievement motivation ( Ps<0.01). ②Proactive personality could significantly predict the level of achievement motivation ( a=0.454, P<0.001), and resilience could significantly predict the level of achievement motivation ( b=0.231, P=0.019). ③Resilience significantly mediated the relationship between proactive personality and achievement motivation ( c′=0.3, P=0.003). ④Cadets' leading ability moderated the effect of resilience on achievement motivation (index=0.338, 95% CI: 0.057 to 0.881). The mediating effect of resilience between proactive personality and achievement motivation was significant for cadets' leaders (Effect=0.381, 95% CI: 0.085 to 1.005), but not significant for other students (Effect=0.043, 95% CI: -0.069 to 0.252). Conclusion:The proactive personality of military cadets can affect the level of achievement motivation through psychological resilience, which is also moderated by cadre identity, suggesting that military education should improve the level of achievement motivation in many ways.
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Objective:To explore the potential categories and influencing factors of online learning behavior in Junior college nursing students in post epidemic era.Methods:A total of 978 nursing students from Heilongjiang Nursing College in December 2021 were investigated by the general information questionnaire, Online Learning Behavior Scale, Online Learning Self-Efficacy Scale, Proactive Personality Scale and Online Learning Attitude Scale. The latent profile analysis and ordered multi-classification Logistic regression analyses were applied to identify the factors associated with the potential categories of online learning behavior.Results:The online learning behavior of nursing students were divided into 3 categories: outstanding(12.68%, 124/978), good(75.66%,740/978)and mediocrity(11.66%, 114/978). Gender, online learning self-efficacy, proactive personality and online learning attitude were predictors that influence the classification of potential profiles of online learning behavior in nursing students( P<0.05). Conclusions:There are 3 potential categories of online learning behavior in nursing students, and nursing educators should pay attention to the characteristics of online learning behaviors of different nursing students and take various effective measures to improve online learning behaviors of nursing students.
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Objective To explore the relationship among psychological satety climate,proactive personality and self-efficacy.Methods Psychological safety climate scale,proactive personality scale,and self-efficacy scale were used to investigate a total of 228 registered nurses from two tertiary hospitals of Tianjin City from October to December,2013.Results The average points of nurses psychological safety climate was (3.05±0.53),average points of proactive personality was (2.70±0.48),average points of self-efficacy was (2.74±0.45),all were in the medium level.Both psychological safety climate and proactive personality could positively influence nursing self-efficacy directly(r=0349～0.472,P ＜ 0.01),and psychological safety climate could also indirectly influence nursing self-efficacy through the mediation of proactive personality (3 decreased from 0.472 to 0.352,P ＜ 0.01).Conclusions Hospi-tal should make concerted efforts to improve psychological safety climate and proactive personality so as to in-crease nurses' self-efficacy.