Data underlying of the Article Psychometric Properties of the Forms of Self-Criticizing/Attacking and Self-Reassuring Scale (FSCRS) in Brazilian Teachers

This study aims to present validity evidence based on the internal structure of the FSCRS in a sample of Basic Education teachers working in inclusive settings and to assess the measure’s convergent validity with mental health outcomes. The study included 348 Basic Education teachers from public schools in a medium-sized city in Brazil, all working in inclusive education contexts. The following instruments were administered: a sociodemographic questionnaire and the Brazilian validated versions of the Forms of Self-Criticizing/Attacking and Self-Reassuring Scale (FSCRS), the Depression Anxiety and Stress Scale (DASS-21), and the Burnout Clinical Subtype Questionnaire (BCSQ-12). An exploratory factor analysis was conducted using the software <em>Factor</em>, which identified a two-factor solution—Inadequate Self and Reassured Self—where most of the <em>Hated Self</em> items loaded inversely on the <em>Reassured Self</em> factor. The model found for the measure, as well as the most discriminative items, is unprecedented and partially diverges—particularly regarding the <em>Reassured Self</em>—from previous validation evidence obtained in other countries, including Brazil. The identified model and most discriminative items are novel, diverging partially—particularly regarding. Self-Reassuring—from previous literature on FSCRS validation in other countries, including Brazil. The correlational analyses to assess convergent validity expand the literature on the positive association between <em>Inadequate Self</em> and various negative mental health outcomes, such as burnout, stress, anxiety, and depression, and the inverse pattern found for <em>Reassured Self</em>. The solution may be replicable in other studies. Latin American researchers are encouraged to evaluate the FSCRS to understand how cultural differences influence scale structure.

本研究旨在针对巴西一所中等城市公立学校的348名融合教育背景基础教育教师样本，基于内部结构维度提供自我批判/攻击与自我安抚量表（Forms of Self-Criticizing/Attacking and Self-Reassuring Scale, FSCRS）的效度证据，并评估该量表与心理健康结局的聚合效度。本研究纳入的受试均为在融合教育情境中履职的基础教育教师。本次研究施测的工具包括：社会人口学问卷、经巴西本土化验证的FSCRS、抑郁焦虑压力量表（Depression Anxiety and Stress Scale, DASS-21）以及倦怠临床亚型问卷（Burnout Clinical Subtype Questionnaire, BCSQ-12）。采用Factor软件开展探索性因素分析，结果析出两因子结构——“不充足自我（Inadequate Self）”与“自我安抚（Reassured Self）”，其中多数“憎恨自我（Hated Self）”条目在“自我安抚”因子上呈反向负荷。本研究得到的量表模型及最具区分度的条目为创新性成果，且与包括巴西在内的其他国家既往FSCRS验证研究的结论存在部分分歧，尤以“自我安抚”维度为甚。聚合效度验证的相关分析进一步拓展了相关研究视野：“不充足自我”维度与倦怠、压力、焦虑及抑郁等各类负面心理健康结局呈正相关，而“自我安抚”维度则呈现相反的关联模式。该因子结构可在后续研究中复现，本研究亦呼吁拉丁美洲研究者对FSCRS开展验证工作，以探究文化差异对量表结构的影响。