Adaptacja polskiej wersji kwestionariusza postaw wobec podobieństw i różnic kulturowych
Adaptation of the Polish version of the universal – diverse questionnaire

Summary/Abstract: Increasing interest in issues related to intercultural education and othersocial processes that involve people’s attitudes towards different cultures requirestools to diagnose it. The aim of the research was to adapt the questionnaire formeasuring attitudes towards cultural similarities and differences (SUR) (Miville-Guzman Universality-Diversity Scale – Short Form, MGUDS-S) in a group ofadolescents. The questionnaire measures the SUR attitude characterized by rec-ognizing both similarities (universality) and openness and acceptance towardsdifferences (diversity), which consists of three components: (1) behavioral – con-tact with diversity, (2) cognitive – acceptance/recognition of diversity, (3) affec-tive – comfort in the presence of others. The study was conducted on a sampleof 3421 students aged 14–16 years. The theoretical validity of the questionnairewas checked using exploratory and confirmatory factor analysis, while reliability(internal consistency) was assessed using Cronbach’s alpha. Factor analysis didnot confirm the theoretical assumptions. This led to separate analyses for indi-vidual theoretical subscales. Two subscales proved to be consistent (contact withdiversity, acceptance of diversity), and their reliability was satisfactory (Cronbach’salpha 0.75 and 0.77, respectively). The third subscale, comfort in the presence ofothers, obtained a two-factor solution in the factor analysis. After excluding thetest item constituting the second factor, the subscale is consistent, and the reli-ability coefficient (Cronbach’s alpha) is 0.76. Despite the indicated limitations,the Polish version of the Miville-Guzman Universality-Diversity Scale – ShortForm can be used to measure adolescents’ attitudes towards cultural similaritiesand differences. In the study, girls scored higher on all scales, indicating a higherlevel of acceptance of cultural differences compared to boys. A very weak negativerelationship was observed between contact with diversity and the family’s mate-rial status, and a weak positive relationship between students’ age and the level ofacceptance of diversity.

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