Constructive patriotism questionnaire (adolescent version): Psychometric characteristics
DOI:
https://doi.org/10.33910/2686-9527-2023-5-3-458-472Keywords:
patriotism, adolescents, constructive patriotism, blind patriotism, questionnaire, psychometric characteristicsAbstract
Introduction. The article presents an adolescent version of the constructive patriotism questionnaire. The theoretical and methodological basis of the study was the approach by R. Schatz et al. developed based on the provisions of the social identity theory by G. Tajfel and J. Turner.
Materials and Methods. The tested adolescent version of the constructive patriotism questionnaire included 12 items. The content validity and obvious validity of the items were assessed using focus group methods and cognitive interviews. We also tested the construct validity, internal consistency of the scales, competitive validity, criterion validity and retest reliability. The study involved 17 expert teachers with higher pedagogical education and experience of working with adolescents, and 510 adolescents aged 14–18 years, of which 28 participated in a cognitive interview, and 482 were involved in a written survey to test the psychometric characteristics of the questionnaire.
Results. We developed the adolescent version of the constructive patriotism questionnaire which includes 12 items making up two scales: “constructive patriotism” and “blind patriotism”. The content validity and obvious validity of the items were substantiated using the methods of focus groups and cognitive interviews. The items showed satisfactory indicators of construct validity (confirmatory factor analysis: χ²/df = 1.41, p < 0.01, CFI = 0.951, RMSEA = 0.046), competitive validity (correlation analysis: r ≥ 0.53 for both scales of the questionnaire and the indicator “civic identity”, 0.34 ≤ r ≤ 0.48 for the constructive patriotism scale and assessments of various forms of prosocial behavior as elements of patriotism), internal consistency of the scales (α = 0.794 for the constructive patriotism scale and α = 0.816 for the blind patriotism scale) and their retest reliability (r = 0.47 for the constructive patriotism scale and r = 0.51 for the blind patriotism scale).
Conclusion. The possibilities of using the questionnaire in psychological and pedagogical work, as well as the prospects for further research of its characteristics are now discussed.
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