Student altruism as a transversal educational value: a Rasch model analysis across cultural regions in Bali
DOI:
https://doi.org/10.47197/retos.v77.118535Keywords:
Student altruism , prosocial behavior, transversal value, Rasch model, cultural context, Physical EducationAbstract
Introduction: Altruism represents a core prosocial value that supports students’ social and moral development and contributes to harmonious educational environments. Within contemporary educational discourse, altruism can be conceptually understood as a transversal value that is transferable across learning domains, including value-oriented learning in Physical Education.
Objective: This study aimed to examine patterns and levels of student altruism across cultural regions in Bali and to explore how cultural contexts influence the measurement of altruistic behavior, while positioning altruism as a transversal value relevant to Physical Education.
Methodology: A quantitative exploratory cross-sectional design was employed involving 525 students from eight cultural regions in Bali. Participants were selected using stratified random sampling to ensure proportional regional representation. Data were analyzed using the Rasch Model to evaluate item fit, reliability, scale unidimensionality, and differential item functioning across cultural groups.
Results: The findings indicated that students’ altruism levels were generally moderate to high, with meaningful variations across cultural regions. The measurement model demonstrated strong reliability and supported a unidimensional structure. Several items exhibited differential item functioning, suggesting that cultural context influenced students’ responses to specific expressions of altruism.
Conclusions: The study concludes that student altruism is a relatively stable yet culturally contextualized construct. Conceptualizing altruism as a transversal educational value provides practical implications for character and value education, particularly for the integration of prosocial learning objectives within Physical Education curricula and pedagogical practices.
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