Factor structure and measurement invariance of the psychosocial risk factors inventory of NOM-035-STPS-2018.

The primary objective of this study was to analyze the psychometric properties of the Inventory for the Identification and Analysis of Psychosocial Risk Factors (IIA-PRF) of Reference Guide III proposed in NOM-035-STPS-2018. A total of 2,149 workers in Baja California, Mexico's industrial and education-government sectors, were administered an online inventory version. Preliminary analyses were performed, as well as a Confirmatory Factor Analysis (CFA) based on two models proposed by the standard itself: an eight-factor model (8-FM) and a four-factor model (4-FM). Likewise, based on the results and with the recommendations of the specialists, a threefactor model (3-FM) was proposed. In addition, nested model sequencing methods were subsequently applied to validate the invariance between the origin of the activity. The dimensionality of 3-FM was found to have adequate fit values according to a-priori established criteria. It is concluded that the IIAPRF does not have the reliability and validity parameters necessary to support interpretations, uses and consequences based on the theoretical structure established by NOM-035-STPS-2018 and that, although the 3-FM presents better reliability and validity indices, it is not invariant in terms of the origin of the activity. Finally, we discuss the implications and recommend reviewing and adjusting the design of the IIAPRF items to extend the measurement of invariance to other groups of relevance for decision making in the improvement of the work environment.

Criteria for Teaching Performance in Psychology: Invariance According to Age, Sex, and Academic Stage of Peruvian Students.

The use of scales to assess the performance of professors from the students' standpoint is a generalized practice in higher education systems worldwide. The purpose of this study is to analyze the factorial structure and measure the invariance of the Scale of Teaching Performance of the Psychology Professor (EDDPsic) among groups according to gender, age, and academic stage. The sample of participants was composed of 316 Psychology students from the fourth and sixth semesters (basic cycles), and from the eighth and tenth semesters (disciplinary-professional cycles) of two renowned public universities in Lima, Peru. Two hundred and thirty-one participants were women (73%), and the mean age of students was 21.5 years old (SD = 2.37). The measurement invariance of the scale in the three study variables was underpinned by a multigroup confirmatory factor analysis (MGCFA) conducted using a five-factor model that showed the best fitness indices. It is concluded that significant differences in measuring teaching performance areas of the professor depend on the students' age difference and on their academic stage (to attend the disciplinary-professional cycles).