Social Anxiety Profiles and Psychopathological Symptom Differences in Spanish Adolescents.

Research on social anxiety (SA) over the years has revealed its associations with different psychopathological symptoms. This study aims to characterize SA profiles in a sample of Spanish adolescents and explore their differences in psychopathological symptoms. Data from 1,288 Spanish students in the 15 to 18 age range (M = 16.30, SD = 0.97, 47.5% female) were collected using random cluster sampling. The Social Anxiety Scale for Adolescents (SAS-A) and the Symptom Assessment-45 Questionnaire (SA-45) were employed. Four SA profiles were revealed by the Latent Profile Analysis (LPA): extreme SA, high SA, moderate SA, and low SA. Statistically significant differences in psychopathological symptoms were revealed by the MANOVA (effect sizes from d = -2.13 to d = -0.37). The extreme SA profile exhibited the most severe psychopathological symptoms, whereas the low SA profile displayed the mildest manifestations. Proposed interventions aim to support adolescents with SA risk profiles.

A bibliometric analysis on adolescent social anxiety and psychoeducational variables in Web of Science 2002-2021.

The aim of this bibliometric analysis was to analyze the scientific output on adolescent social anxiety and its relationship with 15 psychoeducational variables in peer-reviewed journals during the period 2002-2021. The goal was to provide a comprehensive overview of the state of the art on adolescent social anxiety and academic/school achievement, performance, self-concept, self-esteem, self-efficacy, self-attributions, goals, attachment, adjustment, engagement, refusal, absenteeism, anxiety, learning strategies, and self-regulated learning. A search of scientific literature was conducted using Web of Science, and 157 empirical studies were identified. Analyses were conducted using bibliometrix 3.1 to avoid the risk of bias. The results suggested progressive growth in the scientific output on this research topic mainly in the USA, China, Spain, and Canada, and revealed trending issues and scientific interest regarding the relationship between adolescent social anxiety and academic/school achievement and performance. Other variables, such as academic/school attachment and self-regulated learning did not emerge. The results provide implications for practitioners (i.e., educators, clinical and educational psychologists, and psychiatrists), supporting emerging lines of research. Limitations include a lack of a review protocol and a lack of comparison with other international databases, such as PsychInfo, Scopus, PubMed, or ERIC.

The Conventional Gait Model's sensitivity to lower-limb marker placement.

Clinical gait analysis supports treatment decisions for patients with motor disorders. Measurement reproducibility is affected by extrinsic errors such as marker misplacement-considered the main factor in gait analysis variability. However, how marker placement affects output kinematics is not completely understood. The present study aimed to evaluate the Conventional Gait Model's sensitivity to marker placement. Using a dataset of kinematics for 20 children, eight lower-limb markers were virtually displaced by 10 mm in all four planes, and all the displacement combinations were recalculated. Root-mean-square deviation angles were calculated for each simulation with respect to the original kinematics. The marker movements with the greatest impact were for the femoral and tibial wands together with the lateral femoral epicondyle marker when displaced in the anterior-posterior axis. When displaced alone, the femoral wand was responsible for a deviation of 7.3° (± 1.8°) in hip rotation. Transversal plane measurements were affected most, with around 40% of simulations resulting in an effect greater than the acceptable limit of 5°. This study also provided insight into which markers need to be placed very carefully to obtain more reliable gait data.

Measurement Invariance and Latent Mean Differences Between American, Spanish and Chinese Adolescents Using the Social Anxiety Scale for Adolescents (SAS-A).

BACKGROUND: Social anxiety is one of the most prevalent disorders among adolescents (Stein et al., 2017). The main aim of this study was to analyze the equivalence of scores on the Social Anxiety Scale for Adolescents (SAS-A) using structural equation modeling and identify differences in latent means of social anxiety in China, Spain, and the USA. METHOD: Random sampling was used to recruit participants, which included 536 Chinese (46% girls), 1,178 Spanish (55.3% girls) and 866 North American (55.1% girls) adolescents. The participants' ages ranged between 14 and 17 years old. RESULTS: The SAS-A three-factor correlated model of social anxiety remained invariant between the Spanish and North American adolescents, but results could not be replicated in the Chinese adolescents [M2 = ΔS-Bχ² (Δdf, p) = 4732.56 (36, < .01)]. Analyses of latent differences between Spain and the USA showed that Spanish adolescents had higher scores than North Americans for Fear of Negative Evaluation (TS = -9.630; d = .44) and for Social Avoidance and General Anxiety towards people (TS = -2.717; d = .12). CONCLUSIONS: The results are interpreted according to the cultural traits of individualism-collectivism and self-construal, and practical implications are discussed.

Measurement Invariance and Latent Mean Differences Between American, Spanish and Chinese Adolescents Using the Social AnxietyScale for Adolescents (SAS-A) / Análisis de Invarianza y Diferencias de Medias Latentes Entre Adolescentes Americanos, Españoles y Chinos Usando la Escala deAnsiedad Social para Adolescentes (SAS-A)

Background: Social anxiety is one of the most prevalent disorders amongadolescents (Stein et al., 2017). The main aim of this study was to analyzethe equivalence of scores on the Social Anxiety Scale for Adolescents(SAS-A) using structural equation modeling and identify differences inlatent means of social anxiety in China, Spain, and the USA. Method:Random sampling was used to recruit participants, which included 536Chinese (46% girls), 1,178 Spanish (55.3% girls) and 866 North American(55.1% girls) adolescents. The participants’ ages ranged between 14 and17 years old. Results: The SAS-A three-factor correlated model of socialanxiety remained invariant between the Spanish and North Americanadolescents, but results could not be replicated in the Chinese adolescents[M2 = ΔS-Bχ2 (Δdf, p) = 4732.56 (36, < .01)]. Analyses of latent differencesbetween Spain and the USA showed that Spanish adolescents had higherscores than North Americans for Fear of Negative Evaluation (TS = -9.630;d = .44) and for Social Avoidance and General Anxiety towards people(TS = -2.717; d = .12). Conclusions: The results are interpreted accordingto the cultural traits of individualism-collectivism and self-construal, andpractical implications are discussed.

Antecedentes: la ansiedadsocial es uno de los trastornos con mayor prevalencia en adolescentes(Stein et al., 2017). Así, el propósito principal de este estudio fue analizarla invarianza de la Escala de Ansiedad Social para Adolescentes (SAS-A) mediante un modelo de ecuaciones estructurales y examinar las diferenciasde medias latentes en ansiedad social en adolescentes de China, España y EE.UU. Método: los participantes se seleccionaron a través de muestreoaleatorio: 534 chinos (46% chicas), 1.178 españoles (55,3% chicas) y866 norteamericanos (55,1% chicas), con edades comprendidas entre los14 y 17 años. Resultados: las puntuaciones del modelo de tres factorescorrelacionados de ansiedad social de la SAS-A resultaron invariantesentre adolescentes españoles y norteamericanos, pero estos resultados nofueron replicados en adolescentes chinos [M2 = ΔS-Bχ2 (Δdf, p) = 4732.56(36, < .01)]. El análisis de medias latentes entre España y EE.UU. mostróque los adolescentes españoles manifestaban niveles más altos de Miedoante las evaluaciones negativas (TS = -9.630; d = .44) y Evitación social yansiedad general hacia las personas (TS = -2.717; d = .12).Conclusiones: estos hallazgos fueron interpretados atendiendo al de individualismo-colectivismo y las concepciones culturales de la propia persona, analizandosus implicaciones prácticas.

Perfiles de rechazo escolar: Identificación y comparación entre adolescentes ecuatorianos y chilenos / School Refusal Behavior Profiles: Identification and Comparison Between Ecuadorian and Chilean Adolescent

Resumen La relevancia psicológica, social y educativa del presente estudio reside en la escasez de trabajos previos que hayan evaluado el rechazo escolar en Latinoamérica y las elevadas tasas de deserción a las que se enfrentan en esta región. El objetivo de esta investigación consistió en examinar las diferencias en las puntuaciones medias de rechazo escolar y la formación de perfiles en adolescentes ecuatorianos y chilenos. Un total de 4266 estudiantes, entre 13 y 17 años de edad, procedentes de Ecuador (. = 14.83; SD = 1.86) y Chile (. = 15.23; SD = 1.26) fueron seleccionados mediante un muestreo aleatorio por conglomerados. El instrumento empleado para evaluar el rechazo escolar fue la School Refusal Assessment Scale-Revised. Las puntuaciones medias de rechazo escolar para Ecuador y Chile revelaron diferencias estadísticamente significativas de pequeña magnitud. Entre los estudiantes chilenos se registraron puntuaciones medias más altas de rechazo escolar, con el fin de captar la atención de sus seres queridos y obtener reforzadores tangibles externos a la escuela, en comparación con sus iguales procedentes de Ecuador. Los análisis de conglomerados confirmaron cuatro perfiles de rechazo escolar en ambos países: Rechazo Escolar Bajo, Rechazo Escolar Alto, Rechazo Escolar Ansioso y Rechazo Escolar Absentista. A pesar de que los adolescentes chilenos obtuvieron puntuaciones medias significativamente más altas que los ecuatorianos en algunas dimensiones del rechazo escolar, los resultados revelaron una pequeña variabilidad entre los perfiles de rechazo escolar encontrados en ambos países. Los resultados obtenidos se discuten atendiendo a las características culturales definitorias de cada uno de estos países.

Abstract School refusal behavior is defined as any child or youth's difficulty to attend classes or to remain in the school. This behavior could be based or not on anxiety and prevalence rates from 5 to 28 % if it is considered any type of rejection towards the school. Adolescents demonstrating school refusal behaviors are very likely to demonstrate poorer academic performance, more stress, behavior problems and family conflicts. The psychological, social and educational relevance of the present study is due to the scarce of previous studies that have evaluated the school refusal behavior in Latin America and the high dropout rates that they face in this region. This study is focused on two countries, Ecuador and Chile, in order to identify possible differences regarding school refusal behavior scores between adolescents in both countries. The aim of this investigation was to examine the mean differences scores on school refusal behavior and the formation of school refusal behavior profiles in Ecuadorian and Chilean adolescents to determine whether these results differ from one another based on the geographical origin. In this study participated a total of 4266 students aged between 13 and 17 years old from Ecuador (. = 14.83, SD = 1.86; N = 1588) and Chile (. = 15.23; SD = 1.26; N = 2678). These students were selected by cluster random sampling. The measure used to assess the school refusal behavior was the School Refusal Assessment Scale-Revised (SRAS-R). The SRAS-R is a self-report measure that assesses the relative strength of four proposed functions, or maintaining variables, of school refusal behavior: Factor I. Avoidance of school-based stimuli that provoke Negative Affectivity; Factor II. Escape from aversive Social/Evaluative situations at school; Factor III. Pursuit of Attention from Significant others; and Factor IV. Pursuit of Tangible Reinforcement outside of school. The SRAS-R was administered during the school day (a session of approximately 20 minutes) in groups who completed the scale anonymously in accordance with the ethical standards and also emphasizing the voluntary nature of the test. Regarding the results, mean differences scores on school refusal behavior revealed statistically significant differences of small magnitude with Chilean students reaching higher mean scores in school refusal behavior in order to pursuit the attention from significant others and to obtain tangible reinforces external to the school, in comparison with their equals from Ecuador. Cluster analysis confirmed four school refusal profiles in both countries: Low School Refusal Behavior (characterized by low school refusal behavior scores for the four factors of the SRAS-R), High School Refusal Behavior (characterized by high school refusal behavior scores for the four factors of the SRAS-R), Anxious School Refusal Behavior (profile that combines high scores on the first three factors of the SRAS-R and moderate scores for the fourth) and Absentee School Refusal Behavior (profile that combines moderate levels for the first three factors of the SRAS-R but high in the fourth factor). The results revealed a small variability between the school refusal behavior profiles across the countries. However, Chilean adolescents scored significantly higher than Ecuadorians in school refusal based on the search for tangible external reinforcements. The results of this research supported a low variability of the findings according to the country. The generalization of these results supports the transcultural validity of the SRAS-R and emphasizes that Ecuador and Chile share a similar situation regarding school refusal behavior. Some limitations of this work are considered, and they are proposed as future lines of research. To conclude, the results are discussed taking into account the defining cultural characteristics of each country.

Early detection of learning difficulties using the BADyG-E2r Battery during primary education.

The aim of the present study was to assess the predictive capacity of several of the most relevant cognitive skills in the academic field that were evaluated using Differential and General Skills Battery(BADyG-E2r). Particular attention was focused on the variables that need to be overcome regarding the curricular objectives related to pass/fail grading as evaluated by the teachers in the instrumental disciplines of Mathematics and Language. The psychometric battery was applied to the 3rd year students in primary education (a total of 512 students) at 4 public schools that were randomly selected in the province of Alicante (Spain). A follow-up of their academic evolution was under taken until the end of primary education. The obtained results show that high scores in Verbal Reasoning, Numerical Reasoning, and Verbal Syllogisms positively and significantly predict academic success at the end of primary education in the subjects of Language and Mathematics.

Psychometric properties of the child and adolescent perfectionism scale in ecuadorian adolescents.

BACKGROUND: This study aimed to validate the Spanish version of the Child and Adolescent Perfectionism Scale (CAPS) in Ecuadorian adolescent population. METHODS: The study involved 1,562 students aged 12 to 18 (Mage = 14.83, SD = 1.86) from Quito (Ecuador). Data analysis included Confirmatory Factor Analysis (CFA) with Satorra-Bentler scaled χ², Cronbach's alpha coefficients, Pearson's correlations, and Multigroup CFA to test factorial invariance across sex and age (configural, measurement and structural). Latent means differences were also examined across sex and age groups. RESULTS: Results confirmed the structure of Spanish version of the CAPS with 13 items divided into three factors, Socially Prescribed Perfectionism (SPP), Self-Oriented Perfectionism-Critical (SOP-C) and Self-Oriented-Striving (SOP-S). Additionally, this model remained invariant across sex and age. Significant and positive correlations were obtained between SPP, SOP-C and the three measures of psychological distress (Anxiety, Depression and Stress), whereas SOP-S showed a more adaptive pattern of association. Acceptable reliability values were obtained and latent mean differences across sex and age groups were mainly observed in the SOP-S factor. Concretely, males reported significantly higher latent mean scores than females in SOP-S as well as students aged from 14 to 18 years old in comparison with their younger peers (12- and 13-year olds). CONCLUSIONS: The Spanish version of the CAPS has satisfactory psychometric properties in terms of validity and reliability remaining invariant across sex and age in Ecuadorian adolescents.

Cyberbullying and Social Anxiety: A Latent Class Analysis among Spanish Adolescents.

Cyberbullying is a common social maladjustment that has negative repercussions on the wellbeing and development of adolescents, but numerous questions remain as to the relationship between cyberbullying and social anxiety in adolescence. This study analyzes cyberbullying profiles (screening of harassment among peers) and assesses whether these profiles vary with respect to the level of social anxiety (social anxiety scale for adolescents). The sample consisted of 1412 Spanish secondary education students aged 12 to 18 (M = 14.36, SD = 1.65). Latent class analysis and ANOVA were performed. Analyses revealed three profiles: high cyberbullying (high victimization, aggression, and aggression-victimization), low cyberbullying (moderate victimization, aggression, and aggression-victimization), and non-cyberbullying. The cyberbullying patterns varied significantly for all social anxiety subscales. Students with the high cyberbullying profile (bully-victims) presented high scores on social avoidance and distress in social situations in general with peers, whereas these students presented lower levels of fear of negative evaluation and distress and social avoidance in new situations as compared to the low cyberbullying (rarely victim/bully) and non-involved student profiles. Implications for psychologists and educational counselors and cyberbullying preventive interventions are discussed.

Factor Invariance of the Trait Meta-Mood Scale-24 in a Sample of Chilean Adolescents.

The purpose of this study is to adapt the Trait Meta-Mood Scale-24 (TMMS-24; Fernández-Berrocal, Extremera, & Ramos, 2004, Spanish short version of the TMMS, Salovey, Mayer, Goldman, Turvey, & Palfai, 1995) to the Chilean adolescent population (13-17 years), analyzing the psychometric properties of the instrument through confirmatory factor analyses, factor invariance analysis, and latent mean differences. For this purpose, a sample of 3,255 secondary and high school students, between 12 and 18 years old (M = 15.28, SD = 1.24), were recruited. The results confirm the measurement invariance and structure of TMMS-24 scores by sex and age. The results of the latent mean analysis show the existence of significant differences associated with sex and age in the TMMS-24 attention to feelings factor. The adequate psychometric properties of the TMMS-24 show that it is valid for the Chilean adolescent population, thus covering the existing gap in this context.

Testing the 2 × 2 model of perfectionism in Ecuadorian adolescent population.

This study aimed to test the 2 × 2 model of dispositional perfectionism in an Ecuadorian sample of 1562 students aged between 12 and 17 years (M = 14.83 years, standard deviation = 1.86 years). The Child and Adolescent Perfectionism Scale and the brief 21-item version of the Depression Anxiety Stress Scales were used. Cluster analysis revealed four profiles: Pure Self-Oriented Perfectionism, Pure Socially Prescribed Perfectionism, Mixed Perfectionism, and Non-perfectionism. Mixed Perfectionism and Non-perfectionism obtained, respectively, the highest and lowest scores in anxiety, depression, and stress. The results are discussed in light of cultural differences in the interpretation and consequences of perfectionism.

Early detection of learning difficulties using the BADyG-E2r Battery during primary education

Abstract The aim of the present study was to assess the predictive capacity of several of the most relevant cognitive skills in the academic field that were evaluated using Differential and General Skills Battery(BADyG-E2r). Particular attention was focused on the variables that need to be overcome regarding the curricular objectives related to pass/fail grading as evaluated by the teachers in the instrumental disciplines of Mathematics and Language. The psychometric battery was applied to the 3rd year students in primary education (a total of 512 students) at 4 public schools that were randomly selected in the province of Alicante (Spain). A follow-up of their academic evolution was under taken until the end of primary education. The obtained results show that high scores in Verbal Reasoning, Numerical Reasoning, and Verbal Syllogisms positively and significantly predict academic success at the end of primary education in the subjects of Language and Mathematics.

Spanish Validation of the Child and Adolescent Perfectionism Scale: Factorial Invariance and Latent Means Differences across Sex and Age.

The present study analyzed the psychometric properties of a Spanish translation of the child-adolescent perfectionism scale (CAPS-S), as well as its factorial invariance and latent means differences across sex and age. A sample of 1809 Spanish students of Primary Education, aged between 8 and 11 (Mage = 9.53, SD = 1.11), was used. Confirmatory factor analyses and multigroup confirmatory factor analyses were applied to examine the factor structure of the CAPS-S. The results revealed that a model made up of 13 items structured in 3 factors-Self-Oriented Perfectionism-Striving (SOP-Striving), Self-Oriented Perfectionism-Critical (SOP-Critical), and Socially Prescribed Perfectionism (SPP)-showed a better fit than any of the previously tested models, and it was invariant across sex and age. SOP-Striving did not significantly correlate with school anxiety and aggression, whereas significant and positive correlations were found in the case of SOP-Critical and SPP. The levels of reliability and stability of the scale were ω = 0.91, 0.74, 0.73, and 0.80, and rxx = 0.73, 0.62, 0.73, and 0.74, for the total CAPS-S and for the SOP-Striving, SOP-Critical, and SPP dimensions, respectively. Analysis of latent means differences revealed that boys scored significantly higher than girls in SOP-Critical. The 9-year-olds scored significantly lower in SPP than their 8-year-old peers. Conversely, 11-year-olds scored higher in SOP-Critical than 8-year-olds. In addition, 10- and 11-year-olds scored higher than their 9-year-old peers. The CAPS-S presented in this research is a reliable and valid instrument to assess perfectionism in Spanish child population.

Child and Adolescent Social Adaptive Functioning Scale: Factorial Invariance, Latent Mean Differences, and Its Impact on School Refusal Behavior in Spanish Children.

This study aims to examine the factorial invariance and latent mean differences across gender of the Spanish version of the Child and Adolescent Social Adaptive Functioning Scale (Study 1) and to value the function of social functioning as a protective ability of school refusal behavior (Study 2). Participants were Spanish students aged 8-12 years carefully chosen by simple random cluster, 345 for the first study (M = 9.17; SD = 1.03) and 1,032 students for the second study (M = 10.02; SD = 1.77). The measures used were the Child and Adolescent Social Adaptive Functioning Scale (CASAFS) and the School Refusal Assessment Scale-Revised (SRAS-R). Results about the validation of the scale supported the model proposed in this study for the CASAFS, with 15 items and a four-factor structure (school performance, peer relationships, family relationships, and home duties/self-care). Findings revealed invariance across gender for this model and good internal consistency levels were exhibited in each of the four dimensions of the CASAFS (0.76, 0.72, 0.74, and 0.71). Latent mean differences did not report differences between boys and girls. Regarding the second study, the social functioning acted as a protective factor of school refusal behavior by negatively and significantly predicting high scores in school refusal behavior due to anxiety symptoms or feelings of negative affect linked to the obligation to attend school. Opposite results were found for those students who justify their refusal to attend school in pursuing tangible reinforcements outside the school setting. These findings strengthen the reliability and validity of the CASAFS and the idea of social functioning as a person's ability which could prevent school refusal behavior is discussed.

Self-criticism, Strivings and Aggressive Behavior in Spanish Children: The Two Sides of Self-Oriented Perfectionism.

This study analyzes the relationship between the two intrapersonal perfectionism dimensions (i.e., Self-Oriented Perfectionism-Critical, SOP-C, and Self-Oriented Perfectionism-Strivings, SOP-S) and the components of aggressive behavior (cognitive, emotional and motor) in a sample of 804 (48.3% females) Spanish students between the ages of 8 and 11 (M = 9.57; DE = 1.12). The Spanish versions of the SOP-C and SOP-S subscales of the Child/Adolescent Perfectionism Scale and the Aggression Questionnaire were used. Students with high SOP-C scored significantly higher (p < .001) than their peers with low SOP-C on all components of aggressive behavior. The magnitude of these differences (Cohen's d index) ranged from .40 to .59. In contrast, non-significant statistical differences were found between students with high and low SOP-S. Moreover, logistic regression analysis revealed that SOP-C significantly and positively predicted high Hostility, Anger and Physical and Verbal Aggression, whereas none of these components were significantly predicted by SOP-S (95% CI). Results are discussed, taking into account the debate on the conceptualization and nature of intrapersonal perfectionism.

Clarifying the two facets of Self-Oriented Perfectionism: influences on affect and the Big Five traits of personality in children / Aclarando las dos facetas del perfeccionismo auto-orientado: las influencias sobre el afecto y los rasgos de la personalidad del Big Five en niños

This study analyses the relationship between the perfectionism dimensions, i.e. Self-Oriented Perfectionism-Critical (SOP-C) and Self-Oriented Perfectionism-Striving (SOP-S), and affect and the Big Five traits of personality in a sample of 804 Spanish students aged 8 to 11 (M = 9.57; DE = 1.12). Student’s t test, Cohen’s d index and logistic regression analysis were used. The high SOP-C group scored significantly higher than their peers having low SOP-C on Negative Affect and Neuroticism, and lower on Positive Affect, Agreeableness, Consciousness and Openness to Experience. To the contrary, students with high SOP-S scored significantly higher on all adaptive dimensions (i.e. Positive Affect, Extraversion, Agreeableness, Consciousness and Openness to Experience), and lower on Negative Affect and Neuroticism. Effect sizes were small for most of statistically significant differences. These findings were also supported by regression analysis. Results are discussed in light of the debate on the adaptive or maladaptive nature of Self-Oriented Perfectionism

Este estudio analiza la relación entre las dimensiones del perfeccionismo, es decir, el perfeccionismo auto-orientado-críticas (SOP-C) y el perfeccionismo auto-orientado-esfuerzo (SOP-S), y el afecto y los rasgos de personalidad del Big Five en una muestra de 804 españoles entre 8 y 11 años (M = 9.57; DT = 1.12). Se utilizaron la prueba t de Student, el índice d de Cohen y el análisis de regresión logística. El grupo con alto SOP-C obtuvo una puntuación significativamente mayor que la de sus compañeros con bajo SOP-C en Afecto Negativo y Neuroticismo, así como significativamente menor en Afecto Positivo, Amabilidad, Conciencia y Apertura a la Experiencia. Por el contrario, los estudiantes con alto SOP-S obtuvieron puntuaciones significativamente más altas en todas las dimensiones adaptativas (es decir, Afecto Positivo, Extraversión, Amabilidad, Conciencia y Apertura a la Experiencia), y más bajas en Afecto Negativo y Neuroticismo. Los tamaños del efecto fueron pequeños para la mayoría de las diferencias estadísticamente significativas. Estos hallazgos también fueron apoyados por el análisis de regresión. Los resultados se discuten a la luz del debate sobre la naturaleza adaptativa o desadaptativa del perfeccionismo auto-orientado

Social Anxiety Scale for Adolescents and School Anxiety Inventory: Psychometric properties in French adolescents.

School and social anxiety are common problems and have a significant impact on youths' development. Nevertheless, the questionnaires to assess these anxious symptoms in French adolescents have limitations. The aim of this study is to provide a French version of the Social Anxiety Scale for Adolescents (SAS-A) and the School Anxiety Inventory (SAI), analysing their psychometric properties by the factor structure, internal consistency, and convergent validity. The SAS-A and the SAI were collectively administered in a sample of 1011 French adolescents (48.5% boys) ranging in age from 11 to 18 years. Confirmatory factor analyses replicated the previously identified correlated three-factor structure of the SAS-A and the correlated four-factor structure of the SAI. Acceptable internal consistency indexes were found for SAS-A and SAI scores. Correlations supported the convergent validity of the questionnaires' subscales. Overall, results supported the internal consistency and validity of the French versions of the SAS-A and SAI.

Self-criticism, strivings and aggressive behavior in Spanish children: the two sides of self-oriented perfectionism

This study analyzes the relationship between the two intrapersonal perfectionism dimensions (i.e., Self-Oriented Perfectionism-Critical, SOP-C, and Self-Oriented Perfectionism-Strivings, SOP-S) and the components of aggressive behavior (cognitive, emotional and motor) in a sample of 804 (48.3% females) Spanish students between the ages of 8 and 11 (M = 9.57; DE = 1.12). The Spanish versions of the SOP-C and SOP-S subscales of the Child/Adolescent Perfectionism Scale and the Aggression Questionnaire were used. Students with high SOP-C scored significantly higher (p < .001) than their peers with low SOP-C on all components of aggressive behavior. The magnitude of these differences (Cohen's d index) ranged from .40 to .59. In contrast, non-significant statistical differences were found between students with high and low SOP-S. Moreover, logistic regression analysis revealed that SOP-C significantly and positively predicted high Hostility, Anger and Physical and Verbal Aggression, whereas none of these components were significantly predicted by SOP-S (95% CI). Results are discussed, taking into account the debate on the conceptualization and nature of intrapersonal perfectionism

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Validation of the Visual Analogue Scale for Anxiety-Revised and school refusal across anxiety profiles

Background/Objectives: This paper aimed to validate the Spanish version of scores of the Visual Analogue Scale for Anxiety-Revised (VAA-R) in child population, and to verify the existence of anxiety profiles and to relate them to school refusal. Method: The sample was made up of 911 Spanish students between 8 and 12 years old (M = 9.61, SD = 1.23). The measures used were the VAA-R and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C). Results: Confirmatory factorial analysis supported the three-dimensional VAA-R structure: Anticipatory Anxiety (AA), School-based performance Anxiety (SA) and Generalized Anxiety (GA). The VAA-R has an adequate reliability and structural invariance across sex and age. No latent mean differences were found across sex, but did occur through age in AA and GA factors. Cluster analysis identified four child anxiety profiles: High Anxiety, High Anxiety School-type, Low Anxiety, and Moderate Anxiety, which differed significantly in all dimensions of school refusal. Conclusions: These findings may be useful for the assessment and treatment of anxious symptoms originated at school

Antecedentes/objetivos: Este trabajo tuvo como objetivo validar la versión española de las puntuaciones de la Visual Analogue Scale for Anxiety-Revised (VAA-R) en población infantil, y comprobar la existencia de perfiles de ansiedad y relacionarlos con el rechazo escolar. Método: La muestra estuvo conformada por 911 alumnos españoles entre 8 y 12 años (M = 9,61; DT = 1,23). Las medidas usadas fueron la VAA-R y la School Refusal Assessment Scale-Revised for Children (SRAS-R-C). Resultados: El análisis factorial confirmatorio apoyó la estructura tridimensional de la VAA-R: Ansiedad Anticipatoria (AA), Ansiedad de ejecución en la Escuela (AE) y Ansiedad Generalizada (AG). La VAA-R posee una adecuada fiabilidad e invarianza estructural en función del sexo y de la edad. No se encontraron diferencias de medias latentes en función del sexo, pero sí a través de la edad en los factores AA y AG. Los análisis de conglomerados identificaron cuatro perfiles de ansiedad infantil: Alta Ansiedad, Alta Ansiedad de tipo Escolar, Baja Ansiedad y Moderada Ansiedad, que difirieron significativamente en todas las dimensiones de rechazo escolar. Conclusiones: Estos hallazgos pueden resultar útiles para la evaluación y el tratamiento de síntomas ansiosos originados en la escuela

Validation of the Visual Analogue Scale for Anxiety-Revised and school refusal across anxiety profiles.

BACKGROUND/OBJECTIVES: This paper aimed to validate the Spanish version of scores of the Visual Analogue Scale for Anxiety-Revised (VAA-R) in child population, and to verify the existence of anxiety profiles and to relate them to school refusal. METHOD: The sample was made up of 911 Spanish students between 8 and 12 years old (M = 9.61, SD = 1.23). The measures used were the VAA-R and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C). RESULTS: Confirmatory factorial analysis supported the three-dimensional VAA-R structure: Anticipatory Anxiety (AA), School-based performance Anxiety (SA) and Generalized Anxiety (GA). The VAA-R has an adequate reliability and structural invariance across sex and age. No latent mean differences were found across sex, but did occur through age in AA and GA factors. Cluster analysis identified four child anxiety profiles: High Anxiety, High Anxiety School-type, Low Anxiety, and Moderate Anxiety, which differed significantly in all dimensions of school refusal. CONCLUSIONS: These findings may be useful for the assessment and treatment of anxious symptoms originated at school.

ANTECEDENTES/OBJETIVOS: Este trabajo tuvo como objetivo validar la versión española de las puntuaciones de la Visual Analogue Scale for Anxiety-Revised (VAA-R) en población infantil, y comprobar la existencia de perfiles de ansiedad y relacionarlos con el rechazo escolar. MÉTODO: La muestra estuvo conformada por 911 alumnos españoles entre 8 y 12 años (M = 9,61; DT = 1,23). Las medidas usadas fueron la VAA-R y la School Refusal Assessment Scale-Revised for Children (SRAS-R-C). RESULTADOS: El análisis factorial confirmatorio apoyó la estructura tridimensional de la VAA-R: Ansiedad Anticipatoria (AA), Ansiedad de ejecución en la Escuela (AE) y Ansiedad Generalizada (AG). La VAA-R posee una adecuada fiabilidad e invarianza estructural en función del sexo y de la edad. No se encontraron diferencias de medias latentes en función del sexo, pero sí a través de la edad en los factores AA y AG. Los análisis de conglomerados identificaron cuatro perfiles de ansiedad infantil: Alta Ansiedad, Alta Ansiedad de tipo Escolar, Baja Ansiedad y Moderada Ansiedad, que difirieron significativamente en todas las dimensiones de rechazo escolar. CONCLUSIONES: Estos hallazgos pueden resultar útiles para la evaluación y el tratamiento de síntomas ansiosos originados en la escuela.