The Validation of the Interpersonal Reactivity Index for Chinese Teachers From Primary and Middle Schools

Abstract

Psychometric properties of the Chinese version of Interpersonal Reactivity Index (C-IRI) were examined in a sample of 930 teachers in China. The subscales of the C-IRI demonstrated acceptable to good internal consistency and test–retest reliability. Exploratory and confirmatory factor analyses revealed a stable four-factor structure across three independent samples. The construct validity was also demonstrated; the scores of teachers on perspective taking and empathic concern were significantly higher than those of web users and prisoners. The convergent and discriminant validity of the C-IRI subscales were evaluated using measures of social functioning in the domains of self-esteem, social anxiety, shyness, agreeableness, and forgiveness.