Next Article in Journal
Identifying the Planning Priorities for Green Infrastructure within Urban Environments Using Analytic Hierarchy Process
Next Article in Special Issue
A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition
Previous Article in Journal
Mobility Acceptance Factors of an Automated Shuttle Bus Last-Mile Service
Previous Article in Special Issue
Sustaining Students’ Identities within the Context of Participatory Culture. Designing, Implementing and Evaluating an Interactive Learning Activity
Article

Validity of the “Big Data Tendency in Education” Scale as a Tool Helping to Reach Inclusive Social Development

1
Department of Methods of Researching in Education, University of Málaga, 29071 Málaga, Spain
2
Department of Didactic and Organization in School, University of Málaga, 29071 Málaga, Spain
3
Department of Theory and History of Education, University of Málaga, 29071 Málaga, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(13), 5470; https://doi.org/10.3390/su12135470
Received: 11 May 2020 / Revised: 27 June 2020 / Accepted: 1 July 2020 / Published: 7 July 2020
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
Big Data technology can be a great resource for achieving the Sustainable Development Goals in a fair and inclusive manner; however, only recently have we begun to analyse its impact on education. This research goal was to analyse the psychometric characteristics of a scale to assess opinions that educators in training have about Big Data besides their related emotions. This is important, as it will be the educators of the future who will have to manage with Big Data at school. A nonprobability sample of 337 education students from Peru and Spain was counted. Internal consistency, as well as validity, were analysed through exploratory and confirmatory factorial analysis. The results show good psychometric values, highlighting as relevant a latent structure of six factors that includes emotional and cognitive dimensions. As a result, the profile defining the participants in relation to Big Data was identified. Finally, the implications of the Big Data for Inclusive Education in a sustainable society are discussed. View Full-Text
Keywords: big data; education students; Peru; Spain; confirmatory factor analysis; insight scale big data; education students; Peru; Spain; confirmatory factor analysis; insight scale
MDPI and ACS Style

Matas-Terrón, A.; Leiva-Olivencia, J.J.; Franco-Caballero, P.D.; García-Aguilera, F.J. Validity of the “Big Data Tendency in Education” Scale as a Tool Helping to Reach Inclusive Social Development. Sustainability 2020, 12, 5470. https://doi.org/10.3390/su12135470

AMA Style

Matas-Terrón A, Leiva-Olivencia JJ, Franco-Caballero PD, García-Aguilera FJ. Validity of the “Big Data Tendency in Education” Scale as a Tool Helping to Reach Inclusive Social Development. Sustainability. 2020; 12(13):5470. https://doi.org/10.3390/su12135470

Chicago/Turabian Style

Matas-Terrón, Antonio, Juan J. Leiva-Olivencia, Pablo D. Franco-Caballero, and Francisco J. García-Aguilera 2020. "Validity of the “Big Data Tendency in Education” Scale as a Tool Helping to Reach Inclusive Social Development" Sustainability 12, no. 13: 5470. https://doi.org/10.3390/su12135470

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop