Active Empathic Listening Scale (AELS): Reliability and Validity in a Nationwide Sample of Greek Educators

Ntina Kourmousi,Kalliopi Kounenou,Anastasia Barbouni,George Tsitsas,Kyriakoula Merakou,Vasilios Koutras,Vasiliki Yotsidi

doi:10.3390/socsci6040113

Abstract

The presented study examined the Active Empathic Listening Scale’s (AELS) validity and reliability in a sample of 3955 Greek educators of all teaching levels and specialties. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale’s construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (χ2) of the model was significant (p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI), and the goodness of fit index (GFI) values were 0.080, 0.971, and 0.962, respectively, further supporting the fit of the three-factor model. Cronbach’s alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.76 for AELS’ subscales. The intercorrelations of the three subscales were all positive and significant (p < 0.001), ranging from 0.46 to 0.54. Student’s t-tests and the computation of effect sizes showed that women, principals, and those who had received training in mental health promotion scored higher on all three subscales. Age and years of teaching experience were also positively correlated with most of the AELS’ subscales, but the correlations were very low. The analyses confirmed the three-factor model of AELS and demonstrated its validity and reliability in measuring Greek teachers’ active listening attitudes.

Highlights

Listening is an essential and indispensable condition for good communication among individuals (Adams and Cox 2010; Bodie et al 2008)
We aim to investigate possible correlations hypothesizing that factors like sex, age, job position and mental health promotion training might affect Greek educators’ active empathic listening skills
The model was confirmed by the confirmatory factor analysis (CFA)

Summary

Introduction

Listening is an essential and indispensable condition for good communication among individuals (Adams and Cox 2010; Bodie et al 2008). Carl Roger’s humanistic theory (Rogers 1957) and has since been described as the development of a clear understanding of the speaker’s concern followed by the clear communication of the listener’s interest in the speaker’s message (McNaughton et al 2008). Active listening was originally researched in studies investigating counselors’ techniques (Rogers and Farson 1979; Meier and Davis 1993; Egan 1998; Levitt 2002)

Results

Discussion

Conclusion