Personal Social Responsibility Scale for Adolescence: Develop-ment and Psychometric Properties
DOI:
https://doi.org/10.48161/qaj.v5n2a1594Abstract
Personal social responsibility is extremely crucial to promoting the quality of life and leads to sustainable social development. The promotion of personal social responsibility is particularly important during adolescence, as adolescents start to see the importance of society and prioritize the collective interest over personal ones, which helps them grow into socially responsible adults. Accurate and precise data are essential for promoting personal social responsibility, highlighting the need for reliable measurement tools. This research aims to develop and examine psychometric properties of the Adolescence’s Personal Social Responsibility Scale (APSRS). The APSRS was created in accordance with the personal social responsibility concept by Davis and colleagues. For psychometric properties, item parameters, content validity, construct validity, reliability, and measurement invariance were examined. The participants for the psychometric property’s examination are 600 secondary school students from grades 7 – 12 in Nonthaburi, a province in the metropolitan region of Thailand. The developed APSRS is a five-point Likert scale containing 19 items and is divided into five dimensions, namely economic, legal, environmental, ethical, and philanthropic. The APSRS demonstrates strong psychometric properties and measurement invariance across sexes and educational levels. The APSRS can be used to measure personal social responsibility in adolescents in an accurate and precise way. Its scores can be used to compare the differences of personal social responsibility in adolescents across sexes and educational levels in a meaningful way and with no margin of error. Moreover, the APSRS can be used in various cultural contexts, as many items are based on situations that are culturally neutral and contain general contexts that are not specific to any particular culture.
Downloads
References
Jung, Y., Park, K., & Ahn, J. (2019). Sustainability in higher education: Perceptions of social responsibility among university students. Social Sciences, 8(3), 1-14.
Low, M. P., Ong, S. F., & Tan, P. M. (2017). Positioning ethics and social responsibility as a strategic tool in employees’ affective commitment: Evidence from Malaysian small medium-sized enterprises (SMEs). Annals in Social Responsibility, 3(1), 2-22.
Olsen, L. M., Vogt, C., & Andereck, K. (2018). Sustaining the common good: Tourism professional motives to volunteer for the tourism industry. Tourism Recreation Research, 43(1), 68-81.
Păceşilă, M. (2018). The individual social responsibility: Insights from a literature review. Management Research and Practice, 10(1), 17-26.
Wit, B., & Pylak, K. (2020). Implementation of triple bottom line to a business model canvas in reverse logistics. Electronic Markets, 30(4), 679-697.
Zak, A., Sedlak, P., & Sady, M. (2023). Knowledge and values: The importance of personal social responsibility for education, management, and sustainable development. Multidisciplinary Journal of School Education, 12(1), 13-37.
Boon, J. (2011). The role of governments in CSR. In J. Sagebien, & N. M. Lindsay (Eds.), Governance ecosystems: CSR in the Latin American mining sector (pp. 64-83). Palgrave Macmillan.
Ji, Y., & Kim, S. (2019). Communication‐mediated psychological mechanisms of Chinese publics’ post‐crisis corporate associations and government associations. Journal of Contingencies and Crisis Management, 27(2), 182-194.
Agudelo, M. A. L., Jóhannsdóttir, L., & Davídsdóttir, B. (2019). A literature review of the history and evolution of corporate social responsibility. International Journal of Corporate Social Responsibility, 4(1), 1-23.
Körükcü, M., & Tangülü, Z. (2021). Individual and global social responsibility levels of social studies pre-service teachers in terms of different variables. International Journal of Evaluation and Research in Education, 10(3), 1008-1017.
Pour, B. S., Nazari, K., & Emami, M. (2014). Corporate social responsibility: A literature review. African Journal of Business Management, 8(7), 228-234.
Rodrigo-González, A., & Caballer-Tarazona, M. (2015). A model to assess students’ social responsibility behavior within a classroom experiment. International Review of Economics Education, 18(1), 62-82.
Davis, S. L., Rives, L. M., & Ruiz-de-Maya, S. (2017). Introducing personal social responsibility as a key element to upgrade CSR. Spanish Journal of Marketing, 21(2), 146-163.
Davis, S. L., Rives, L. M., & Ruiz-de-Maya, S. (2021). Personal social responsibility: Scale development and validation. Corporate Social Responsibility and Environmental Management, 28(2), 763-775.
Khanzad, Z. G., & Gooyabadi, A. A. (2021). The interplay of CSR (corporate social responsibility) and individual social responsibility (ISR) towards enhanced organizational resilience in MNCS. Open Journal of Business and Management, 10(1), 314-336.
Liu, B., Liu, Z., & Chen, L. (2020). Development of a social responsibility scale for Chinese university students. Current Psychology, 39(1), 115-120.
Filiz, B., & Demirhan, G. (2018). Development and examination of personal and social responsibility behaviors scale. Journal of Measurement and Evaluation in Education and Psychology, 9(1), 1-16.
Rolle, J. D., Javalquinto, B., Billy, I., Acevedo, R., Egbe, E., Zarbabal, K., Ford, W., Harter, E., Mon’gare, E., Kaufman, R., Kisato, J., & Williams, S. G. (2016). Exploring corporate social responsibility with global community. The Business and Management Review, 8(1), 86-97.
Berei, E. B. (2020). The social responsibility among higher education students. Education Sciences, 10(3), 1-12.
Kohlberg, L. (1984). The psychology of moral development: The nature and validity of moral stages. Harper and Row.
Erikson, E. H. (1993). Childhood and society. Norton.
Hashmi, K., & Fayyaz, H. N. (2022). Adolescence and academic well-being: Parents, teachers, and students' perceptions. Journal of Education and Educational Development, 9(1), 27-47.
Krammer, I., Schrank, B., Pollak, I., Stiehl, K. A., Nater, U. M., & Woodcock, K. A. (2023). Early adolescents' perspectives on factors that facilitate and hinder friendship development with peers at the time of school transition. Journal of School Psychology, 98(1), 113-132.
AlShamrani, M. M. (2025). Factorial Structure and Measurement Invariance of the General Atitudes Toward Artificial Intelligence Scale for University Students. Qubahan Academic Journal, 5(2), 34-48.
Chung, H. W., Kim, E. M., & Lee, J. E. (2018). Comprehensive understanding of risk and protective factors related to adolescent pregnancy in low-and middle-income countries: A systematic review. Journal of Adolescence, 69(1), 180-188.
Bugdayci, S. (2019). Examining personal and social responsibility levels of secondary school students. Universal Journal of Educational Research, 7(1), 206-210.
Hellison, D. (2011). Teaching personal and social responsibility through physical activity (3rd ed.). Human Kinetics.
Hatch, C. D., & Stephen, S. A. (2015). Gender effects on perceptions of individual and corporate social responsibility. Journal of Applied Business and Economics, 17(3), 63-71.
Watson, D. L., Newton, M., & Kim, M. S. (2003). Recognition of values-based constructs in a summer physical activity program. The Urban Review, 35(3), 217-232.
Li, W., Wright, P. M., Rukavina, P. B., & Pickering, M. (2008). Measuring students’ perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. Journal of Teaching in Physical Education, 27(2), 167-178.
Sosik, J. J., Koul, R., & Cameron, J. C. (2017). Gender and contextual differences in social responsibility in Thai schools: A multi-study person versus situation analysis. Journal of Beliefs and Values, 38(1), 45-62.
Cómez-Mármol, A., Martínez, B. J. S., Sánchez, E. D., Valero, A., & González-Víllora, S. (2017). Personal and social responsibility development through sport participation in youth scholars. Journal of Physical Education and Sport, 17(2), 775-782.
Soper, D. S. (2024). A-priori sample size calculator for structural equation models. http://www.danielsoper.com/statcalc
van Zile-Tamsen, C. (2017). Using Rasch analysis to inform rating scale development. Research in Higher Education, 58(8), 922-933.
Sözer, E., & Kahraman, N. (2021). Investigation of psychometric properties of Likert items with the same response categories using polytomous item response theory models. Journal of Measurement and Evaluation in Education and Psychology, 12(2), 129-146.
Yamashita, T. (2022). Analyzing Likert scale surveys with Rasch models. Research methods in Applied Linguistics, 1(3), 1-14.
Tseli, E., Sjöberg, V., Björk, M., Äng, B. O., & Vixner, L. (2023). Evaluation of content validity and feasibility of the eVISualisation of physical activity and pain (eVIS) intervention for patients with chronic pain participating in interdisciplinary pain rehabilitation programs. Plos One, 18(3), 1-22.
Bond, T. G., Yan, Z., & Heene, M. (2021). Applying the Rasch model: Fundamental measurement in the human sciences (3rd ed.). Routledge.
Mutiawani, V., Athaya, A. M., Saputra, K., & Subianto, M. (2022). Implementing item response theory (IRT) method in quiz assessment system. TEM Journal, 11(1), 210-218.
Kline, R. B. (2023). Principles and practice of structural equation modeling (5th ed.). Guilford.
van de Schoot, R., Lugtig, P., & Hox, J. (2012). A checklist for testing measurement invariance. European Journal of Developmental Psychology, 9(4), 486-492.
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140(1), 1-55.
Harpe, S. E. (2015). How to analyze Likert and other rating scale data. Currents in Pharmacy Teaching and Learning, 7(6), 836-850.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296.
Ishida, C. (2006). How do scores of DIT and MJT differ? A critical assessment of the use of alternative moral development scales in studies of business ethics. Journal of Business Ethics, 67(1), 63-74.
Ma, H. K. (2013). The moral development of the child: An integrated model. Frontiers in Public Health, 1(1), 1-18.
Smaliukiene, R., Kocai, E., & Tamuleviciute, A. (2020). Generation Z and consumption: How communication environment shapes youth choices. Media Studies, 11(22), 24-45.
Vladova, I., Hristova, P., Jovanova-Mitkovska, S., Popeska, B., & Dzidrov, M. (2022). Development of a training program for youths to improve the relationships of generation Z children with their parents and coaches through practicing taekwondo. Activities in Physical Education and Sport, 12(1), 3-7.
Ryndak, V. G., & Saldaeva, O. V. (2020). Students from generation Z: Trends in education and development. International Journal of Innovation, 12(3), 619-634.
Maslow, A. H. (1987). Motivation and personality (3rd ed.). Harper & Row.
Leitgöb, H., Seddig, D., Asparouhov, T., Behr, D., Davidov, E., de Roover, K., Jak, S., Meitinger, K., Menold, N., Muthen, B., Rudnev, M., Schmidt, P., & van de Schoot, R. (2022). Measurement invariance in the social sciences: Historical development, methodological challenges, state of the art, and future perspectives. Social Science Research, 110(1), 1-30.
Putnick, D. L., & Bornstein, M. H. (2016). Measurement invariance conventions and reporting: The state of the art and future directions for psychological research. Developmental Review, 41(1), 71-90.
Rudnev, M., Lytkina, E., Davidov, E., Schmidt, P., & Zick, A. (2018). Testing measurement invariance for a second-order factor: A cross-national test of the alienation scale. Methods, Data, Analyses, 12(1), 47-76.
Bilwani, S., & Anjum, G. (2022). Gender differences in making moral decisions: The ethics of care perspective in Pakistan. Ethics and Social Welfare, 16(1), 73-89.
Lyu, C. (2023). A study of the influence of cultural factors on the formation of philanthropic awareness of the American public. Innovation Humanities and Social Sciences Research, 11(1), 383-388.
Rupp, D. E., Shao, R., Skarlicki, D. P., Paddock, E. L., Kim, T. Y., & Nadisic, T. (2018). Corporate social responsibility and employee engagement: The moderating role of CSR-specific relative autonomy and individualism. Journal of Organizational Behavior, 39(5), 559-579.
Finkelstein, M. A. (2011). Correlates of individualism and collectivism: Predicting volunteer activity. Social Behavior and Personality: An International Journal, 39(5), 597-606.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Qubahan Academic Journal

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.