German-language adaptation and validation of the self-perceived action competence for sustainability questionnaire (SPACS-Q)
Bibliographic Data
| ID | 12525936 |
|---|---|
| Authors | James Loparics (0000-0002-3722-6121, Institute of Continuing Education, Teacher University of Vienna, corresponding author), Cornelia S Große (0000-0001-5851-4678, Department of Educational Research, Johannes Kepler University Linz), Charles Helm (0000-0001-5854-4500, Department of Educational Research, Johannes Kepler University Linz) |
| Year | 2025 |
| Pages | 1-16 |
| Publication date | 2025-04-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2025.2489104 |
| OpenAlex | W4409372147 |
| Language | EN |
| References cited | 35 |
The urgency of addressing the climate crisis makes it clear how important educational practice and research are in relation to sustainable development. Implementing this requires the use of established and validated research instruments. Hence, in this study, the Self-Perceived Action Competence for Sustainability Questionnaire (SPACS-Q) – which was developed and validated by Olsson et al. (Citation2020) for the Swedish context – was translated into German and the original validation study was replicated with a German-speaking sample (N = 175). Action competence refers to three components: knowledge of action possibilities, confidence in one’s own influence, and willingness to act. As in Olsson et al’ .s original study, other pre-validated instruments were used: the Sustainability Consciousness Questionnaire – Short Form (SCQ-S), the German Allgemeine Selbstwirksamkeit Kurzskala (General Self-Efficacy Short Scale; ASKU), and the Self-Efficacy, Optimism, and Pessimism Scale (SWOP-K9). Confirmatory factor analysis, reliability analysis, and convergence validity analysis showed that the German version of the SPACS-Q had high validity using this sample. This research focused on education for sustainable development and educational practices, offering a German translation of a valuable research tool to support future practice and research development
Action (physics · Action research · Competence (human resources · Education for sustainable development · Environmental education · German · Linguistics · Pedagogy · Sustainability · Behavioral Health and Interventions · Environmental Education and Sustainability · Psychology · Social and Intergroup Psychology · Social Psychology · Ecology
Changing Learner Behavior Through Environmental Education
Action Competence and Environmental Education
Lost in Translation
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance
Redefining action competence
Self-efficacy
Toward fostering environmental political participation
Sustainability competences in primary school education – a systematic literature review
The impact of development education and education for sustainable development interventions
The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria
How does action competence explain young people’s sustainability action
Self-perceived action competence for sustainability
The Sustainability Consciousness Questionnaire
Developing action competence for sustainability – Do school experiences in influencing society matter
Choosing Between Cronbach’s Coefficient Alpha, McDonald’s Coefficient Omega, and Coefficient H
Social Cognitive Theory
| Highly cited | No |
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