Cross-Cultural Validation and Differential Functioning of the MBI-GS in Teachers from Three Latin-American Countries

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.6621

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Published: Mar 30, 2020
Issue: Vol. 38 No. 1 (2020): Avances en Psicología Latinoamericana
Section Artículos


Keywords: Burnout; mbigs; Teachers; Latin-América

Main Article Content

Authors

Arturo Juárez García
Universidad Autónoma del Estado de Morelos.
César Merino Soto
Universidad de San Martín de Porres.
Manuel Fernández Arata
Universidad de San Martín de Porres.
Cinthya Anamia Flores Jiménez
Universidad Autónoma del Estado de Morelos.
Miriam Caraballo
Petróleos de Vemezuela Intevep Venezuela.
Carmen Camacho Cristiá
Universidad Veracruzana.

Abstract

In Latin-America, burnout syndrome (BS) is a growing issue. However, very little has been explored of its cultural differences in its psychological mechanisms and its measurement efficiency. In particular, the MBI-GS questionnaire has been widely recognized as a satisfactory measure of BS in different sectors and occupational groups, and its validity has been proved in multiple languages and countries, but in Latin-America, research remains scarce. The objective of this study was to carry out a Latin-American translation and cultural adaptation of the MBI-GS, to analyze its internal structure, its reliability, and its measurement invariance (DIF and MGFCA) among genders and samples of teachers from three different Latin-American countries: México, Perú, and Venezuela. The results show that the proposed Latin version of the MBI-GS has satisfactory psychometric properties, including an equivalent item and scale functioning among genders and countries’ sample participants. Semantic issues and future perspectives are discussed.
How to Cite
Juárez García, A., Merino Soto, C., Fernández Arata, M., Flores Jiménez, C. A., Caraballo, M., & Camacho Cristiá, C. (2020). Cross-Cultural Validation and Differential Functioning of the MBI-GS in Teachers from Three Latin-American Countries. Avances En Psicología Latinoamericana, 38(1), 135–156. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.6621
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