ABSTRACT
This study searched for sociodemographic influences on visual memory and visuoconstructive ability in healthy and clinical samples evaluated with Benton Visual Retention Test (BVRT) in two studies. In Study 1, we searched for changes related to age in children, adolescents, adults and elderly on the performance of the BVRT. In Study 2, we investigated the relations among age, years of education and intellectual quotient (IQ) on the performance of the BVRT using Structural Equation Modeling (SEM). Participants were 624 individuals aged between six and 89 years old (M = 25.40; SD = 22.34) from the normatization and evidence validity studies at Brazil. We used a sociodemographic questionnaire, BVRT and IQ measure was estimated. Study 1 has shown a performance similar to the developmental graphics with a U-inverted pattern in relation to age: An increase of the visual memory ability in the children and adolescent groups as age increases, a tendency of a decrease in the performance in the adult group that intensifies in the elderly group. Study 2 found that the model for the BVRT performance tested by SEM denoted satisfactory goodness-of-fit indexes, χ2/gl = 2.67, p < .001; CFI = .92; TLI = .93; RMSEA = .004, 90% CI = [.03, .05];WLSMV = 1.79, and corroborated the theoretical assumption. The SEM model confirmed in this study highlight the strong role of years of education in the prediction of BVRT scores.
Subject(s)
Educational Status , Human Development/physiology , Intelligence/physiology , Pattern Recognition, Visual/physiology , Psychomotor Performance/physiology , Retention, Psychology/physiology , Adolescent , Adult , Age Factors , Aged , Aged, 80 and over , Child , Female , Humans , Latent Class Analysis , Male , Memory and Learning Tests , Middle Aged , Young AdultABSTRACT
This study searched for sociodemographic influences on visual memory and visuoconstructive ability in healthy and clinical samples evaluated with Benton Visual Retention Test (BVRT) in two studies. In Study 1, we searched for changes related to age in children, adolescents, adults and elderly on the performance of the BVRT. In Study 2, we investigated the relations among age, years of education and intellectual quotient (IQ) on the performance of the BVRT using Structural Equation Modeling (SEM). Participants were 624 individuals aged between six and 89 years old (M = 25.40; SD = 22.34) from the normatization and evidence validity studies at Brazil. We used a sociodemographic questionnaire, BVRT and IQ measure was estimated. Study 1 has shown a performance similar to the developmental graphics with a U-inverted pattern in relation to age: An increase of the visual memory ability in the children and adolescent groups as age increases, a tendency of a decrease in the performance in the adult group that intensifies in the elderly group. Study 2 found that the model for the BVRT performance tested by SEM denoted satisfactory goodness-of-fit indexes, χ2/gl = 2.67, p < .001; CFI = .92; TLI = .93; RMSEA = .004, 90% CI = [.03, .05];WLSMV = 1.79, and corroborated the theoretical assumption. The SEM model confirmed in this study highlight the strong role of years of education in the prediction of BVRT scores
No disponible
Subject(s)
Humans , Male , Female , Child , Adolescent , Young Adult , Adult , Middle Aged , Aged , Psychometrics/instrumentation , Pattern Recognition, Visual/classification , Visual Perception , Retention, Psychology/classification , Memory, Short-Term/classification , Age Distribution , Educational Status , Memory and Learning Tests/statistics & numerical dataABSTRACT
A juventude é caracterizada por importantes mudanças biológicas, psicológicas e sociais em que o indivíduo vivencia a conquista gradual da sua autonomia. Reconhecendo a juventude como uma importante etapa do ciclo vital, o presente estudo investigou indicadores de saúde mental e fatores de risco e de proteção, individuais e contextuais, em jovens universitários. Participaram do estudo 270 universitários (75,6% mulheres), com idades entre 18 e 24 anos (M = 20,3; DP = 1,87), provenientes de três diferentes estados brasileiros, os quais responderam a um protocolo composto por questionários padronizados. Os resultados indicaram que indivíduos com diagnóstico de depressão reportaram maiores níveis de afetos negativos, ansiedade e depressão. Além disso, os sintomas de depressão se correlacionaram negativamente com as variáveis individuais e contextuais que podem atuar como fatores de proteção para a saúde mental. Esses e outros resultados do presente estudo são discutidos com base na literatura.
Youth is characterized by important biological, psychological and social changes in which the individual experiences a gradual conquest of autonomy. Acknowledging youth as an important step of the vital cycle, the present study investigated indicatives of mental health and risk and protective factors, both individual and contextual, in Brazilian university youngsters. Participants were 270 undergrad students (75.6% women), with ages between 18 and 24 years old (M = 20.3; SD = 1.87), from three different Brazilian states, whom responded to a protocol composed by standardized questionnaires. Results indicated that individuals with a depression diagnostic reposted higher levels of negative affect, anxiety and depression. Furthermore, depression symptoms were negatively correlated with individual and contextual variables that may act as protective factors to mental health. These and other results of the present study are discussed according to the literature.
La juventud se caracteriza por importantes cambios biológicos, psicológicos, sociales en los que el individuo vive la conquista gradual de su autonomía. Reconociendo la juventud como una importante etapa del ciclo vital, el presente estudio investigó indicadores de salud mental y factores de riesgo y de protección individuales y contextuales en jóvenes universitarios brasileños. Participaron 270 individuos (75,6% mujeres), con edades entre 18 y 24 años (M = 20,3, DP = 1,87), desde tres diferentes estados brasileños, los cuales respondieron a un protocolo compuesto por el cuestionarios estandarizados. Los resultados indicaron que los individuos con diagnóstico de depresión reportaron mayores niveles de afectos negativos, ansiedad y depresión. Además, los síntomas de depresión se correlacionaron negativamente con las variables individuales y contextuales que pueden actuar como factores de protección para la salud mental. Estos y otros resultados del presente estudio se discuten sobre la base de la literatura.
Subject(s)
Humans , Male , Female , Adolescent , Adult , Depression/psychology , Mental Health , AdolescentABSTRACT
Introduction: Catastrophizing is the tendency to magnify the threat value of pain and has been associated with measures of physical and psychological disability among individuals with several pain conditions. The aim of this study was to investigate whether pain catastrophizing is differentially associated with distinct pain syndromes. Methods: This is a cross-sectional study including 158 patients (40 with fibromyalgia, 25 with myofascial pain syndrome, 33 with chronic tensional type headache, 33 with endometriosis, and 27 with knee osteoarthritis) and 93 healthy subjects. The recruitment procedure occurred in concurrence with randomized controlled trials. Participants answered the following instruments: Brazilian Portuguese Pain-Catastrophizing Scale, Beck Depression Inventory II, State-Trait Anxiety Inventory, Pittsburgh Sleep Quality Index, visual analogue scale for pain, as well as a sociodemographic questionnaire. Results: For the total pain catastrophizing score, patients with endometriosis had significantly more catastrophizing thoughts than knee osteoarthritis (p < 0.05). Healthy participants had lower scores than any clinical group. More interestingly were the dimensions of pain catastrophizing, which showed significant differences in more than two groups, especially magnification scores, since these scores were able to discriminate, in a particular way, the majority of clinical samples from each other. We also observed differences between rumination, magnification and helplessness scores in all groups, suggesting that the characteristics of pain catastrophizing are distinct according to the pain disorder. Conclusions: The results suggest that dimensions of pain catastrophizing differ between pain syndromes. Therefore, it is important that researchers and clinicians focus on cognitive and emotional aspects of pain perception to have more successful interventions.
Subject(s)
Humans , Chronic Pain , Cross-Sectional Studies , CatastrophizationABSTRACT
The aim of this study was to develop a short version of the Metamemory in Adulthood Questionnaire (MIA) in Brazilian Portuguese. The original MIA is an instrument in english composed by 108 items, divided into seven dimensions of metamemory (Strategy, Task, Capacity, Change, Anxiety, Achievement and Locus). Despite of being widely used, the extension of the instrument makes its application impractical in many contexts, reinforcing the need for a short version. A total of 472 participants answered the original full version of the MIA. First, Item Response Theory (IRT) analyses revealed that nine items of the instrument could be excluded due to poor infit and outfit values. After exploratory factor analyses, the 99 items left were judged by five experts that chose the most appropriate items following previously established criteria (factor loading, repetitiveness, bad writing, and temporal/cultural inadequacy). A 39-items version (MIAr) was obtained, with the same factorial structure of the original MIA. The MIAr demonstrated satisfactory internal consistency indexes, as well as evidences of convergent validity and validity based on the response process. The results revealed that the MIAr achieved good psychometric properties, serving as a more parsimonious and practical option for metamemory assessment. (AU)
Subject(s)
Humans , Male , Female , Metacognition , Psychometrics , Reproducibility of Results , Surveys and QuestionnairesABSTRACT
We investigated differences in IQ and visual-constructive skills in school-age children evaluated as developmentally delayed or typically developed in early childhood. Sixty-four participants from a Brazilian cohort were evaluated in IQ (Wechsler Abbreviated Scale of Intelligence) and tasks of visual-spatial memory and visual-constructive skills through the Benton Visual Retention Test (BVRT) at school age. Neuropsychomotor development at 4 years of age was measured by Denver II. Developmentally delayed children showed lower IQs, lower scores, and more errors in copy and memory BVRT tasks when compared to typically developed children. Delay in neuropsychomotor development in early childhood may affect the subsequent cognitive development of children. (AU)
Subject(s)
Humans , Male , Female , Child , Child Development , Cognition , Psychomotor PerformanceABSTRACT
A avaliação psicológica é a prática do psicólogo por excelência, sendo fundamental que a formação contemple as necessidades e complexidades da atuação na área. Esta pesquisa identificou o perfil de professores e disciplinas de avaliação em cursos de graduação no país. Participaram 93 docentes (68% mulheres), de 13 estados, com idade média de 39,6 anos e experiência docente média de 16 semestres. Entre os resultados, observa-se que a maior parte dos professores tem mestrado (44,9% ) ou doutorado (37% ), atua em apenas uma instituição (68,5% ) e exerce atividades profissionais além da docência que utilizam avaliação psicológica (68,5% ). Houve queixas quanto à adequação das salas, material e horas para supervisão. Os resultados indicaram que uma boa parte dos docentes de avaliação psicológica tem experiências profissionais na área. As dificuldades no ensino da avaliação psicológica que já haviam sido apontadas em estudos anteriores foram encontradas, dado que reforça a importância de melhorias urgentes...
Psychological assessment and evaluation is the core practice of psychologists, so it is essential that training fulfills the needs and complexities of working in the area. Congruent to previous studies that mapped its teaching, this study identified the profile of teachers and disciplines of psychological evaluation in Brazilian undergraduate courses. In total, 93 teachers participated (68% women) from 13 states, with an average age of 39.6 years and with average teaching experience of 16 semesters. Among the results, it was observed that most of the teachers have a masters (44.9% ) or doctoral (37.0% ) degree, work in only one institution (68.5% ), and have professional activities aside from teaching that use psychological assessment (68.5% ). The participants complained about inappropriate classroom spaces, materials and supervision hours. Results indicated that a majority of psychological evaluation teachers have professional experience in the area. Difficulties in evaluation teaching already noted in previous studies were observed, which reinforces the importance of urgent improvements...
Evaluación psicológica es la práctica fundamental de psicólogos, por lo que es esencial que la formación cumple con las necesidades y complejidades del trabajo en el área. En continuidad con los estudios previos que asignan la enseñanza de la evaluación psicológica, este estudio identificó el perfil de los docentes y disciplinas de evaluación psicológica en los cursos de pregrado brasileños. Participaron 93 docentes (68% mujeres) de 13 estados, con una edad media de 39,6 años y la experiencia promedio de enseñanza de 16 semestres. Entre los resultados, se observó que la mayoría de los maestros tienen maestría (44,9% ) o doctorado (37,0% ), trabajan en una sola institución (68,5% ) y tienen actividades profesionales además de enseñar con uso de la evaluación psicológica (68,5% ). Hubo quejas sobre espacios de aulas, materiales y horas de supervisión inadecuados. Estos resultados indicaron que una buena parte de los profesores de evaluación psicológica tienen experiencias profesionales en el área. Las dificultades observadas por otros estudios fueran nuevamente encontradas, resultado que refuerza la importancia de mejoras urgentes...
Subject(s)
Humans , Female , Young Adult , Middle Aged , Faculty , Psychology , Psychology/educationABSTRACT
A avaliação psicológica é a prática do psicólogo por excelência, sendo fundamental que a formação contemple as necessidades e complexidades da atuação na área. Esta pesquisa identificou o perfil de professores e disciplinas de avaliação em cursos de graduação no país. Participaram 93 docentes (68% mulheres), de 13 estados, com idade média de 39,6 anos e experiência docente média de 16 semestres. Entre os resultados, observa-se que a maior parte dos professores tem mestrado (44,9% ) ou doutorado (37% ), atua em apenas uma instituição (68,5% ) e exerce atividades profissionais além da docência que utilizam avaliação psicológica (68,5% ). Houve queixas quanto à adequação das salas, material e horas para supervisão. Os resultados indicaram que uma boa parte dos docentes de avaliação psicológica tem experiências profissionais na área. As dificuldades no ensino da avaliação psicológica que já haviam sido apontadas em estudos anteriores foram encontradas, dado que reforça a importância de melhorias urgentes.(AU)
Psychological assessment and evaluation is the core practice of psychologists, so it is essential that training fulfills the needs and complexities of working in the area. Congruent to previous studies that mapped its teaching, this study identified the profile of teachers and disciplines of psychological evaluation in Brazilian undergraduate courses. In total, 93 teachers participated (68% women) from 13 states, with an average age of 39.6 years and with average teaching experience of 16 semesters. Among the results, it was observed that most of the teachers have a masters (44.9% ) or doctoral (37.0% ) degree, work in only one institution (68.5% ), and have professional activities aside from teaching that use psychological assessment (68.5% ). The participants complained about inappropriate classroom spaces, materials and supervision hours. Results indicated that a majority of psychological evaluation teachers have professional experience in the area. Difficulties in evaluation teaching already noted in previous studies were observed, which reinforces the importance of urgent improvements.(AU)
Evaluación psicológica es la práctica fundamental de psicólogos, por lo que es esencial que la formación cumple con las necesidades y complejidades del trabajo en el área. En continuidad con los estudios previos que asignan la enseñanza de la evaluación psicológica, este estudio identificó el perfil de los docentes y disciplinas de evaluación psicológica en los cursos de pregrado brasileños. Participaron 93 docentes (68% mujeres) de 13 estados, con una edad media de 39,6 años y la experiencia promedio de enseñanza de 16 semestres. Entre los resultados, se observó que la mayoría de los maestros tienen maestría (44,9% ) o doctorado (37,0% ), trabajan en una sola institución (68,5% ) y tienen actividades profesionales además de enseñar con uso de la evaluación psicológica (68,5% ). Hubo quejas sobre espacios de aulas, materiales y horas de supervisión inadecuados. Estos resultados indicaron que una buena parte de los profesores de evaluación psicológica tienen experiencias profesionales en el área. Las dificultades observadas por otros estudios fueran nuevamente encontradas, resultado que refuerza la importancia de mejoras urgentes.(AU)
Subject(s)
Humans , Female , Young Adult , Adult , Middle Aged , Psychology/education , Psychology , FacultyABSTRACT
Os objetivos deste estudo foram: verificar a existência de avanços em habilidades de consciência fonológica e escrita em uma criança com síndrome de Down, falante do português brasileiro, em um intervalo de tempo de quatro anos e oito meses; identificar quais habilidades de consciência fonológica desenvolveram-se e quais continuaram sendo de difícil resolução; verificar o desempenho do participante em testes de memória de trabalho fonológica e de inteligência verbal e de execução. A criança frequenta escola regular e tinha 7 anos de idade cronológica no início do estudo. A consciência fonológica e a escrita foram avaliadas em três momentos (T1, T2, T3) em um período de 4 anos e 8 meses. Para a avaliação da consciência fonológica foi utilizado o teste Consciência fonológica: instrumento de avaliação sequencial (CONFIAS). No T1 e T2, a escrita foi avaliada de acordo com critérios do mesmo instrumento; no T3, foi utilizado o subteste de escrita do Instrumento de Avaliação Neuropsicológica Breve Infantil (NEUPSILIN-INF). No T1, a memória de trabalho fonológica foi avaliada por meio do span de palavras e, no T3, foi utilizado o subteste de pseudopalavras do NEUPSILIN-INF. Para avaliação da inteligência verbal e de execução (T3), utilizou-se a Escala de Inteligência Wechsler Abreviada (WASI). Foram verificados progressos em habilidades de escrita e consciência fonológica ao longo do estudo. Algumas habilidades de consciência silábica aprimoraram-se, já tarefas que exigem manipulação de constituintes fonêmicos e consciência de rima continuaram de difícil acesso. O participante apresentou um bom desempenho no teste de repetição de palavras reais. O span de palavras reais foi superior ao span de pseudopalavras. O quociente de inteligência geral foi considerado limítrofe. Acredita-se que, neste caso, habilidades linguísticas e cognitivas, como o vocabulário verbal, a memória de trabalho fonológica e a capacidade intelectual, influenciaram o desempenho no teste de consciência fonológica e capacitaram a criança para o aprendizado da língua escrita.
The aims of this study were to: verify performance advances in phonological awareness and writing skills in a child with Down syndrome speaking Brazilian Portuguese; identify which phonological awareness skills developed; analyze the influence of working memory skills on performance in phonological awareness tasks; verify the participant’s performance in phonological working memory tasks and verbal and execution intelligence. The child was seven years old at the onset of the study and was receiving mainstream schooling. Phonological awareness and writing skills were assessed at three time points (T1, T2, T3) during a period of 4 years and 8 months. The Phonological Awareness: Sequential Evaluation Instrument (CONFIAS) was used to assess phonological awareness. In T1 and T2, writing skills were also evaluated using the same instrument. At T3 we used the writing subtest of the Child Brief Neuropsychological Assessment Battery (NEUPSILIN-INF). At T1 phonological working memory was evaluated using the word span task and at T3 we used the non-words subtest of the NEUPSILIN-INF. To evaluate verbal and performance intelligence quotient (T3) we used the Wechsler Abbreviated Scale of Intelligence (WASI). Progress in writing skills and phonological awareness were identified throughout the study. Some skills in syllabic awareness also improved, but tasks that required handling of the phonemic constituents and rhyming awareness remained difficult for the patient. The participant demonstrated good performance in repeating real words. Word span of real words was superior to pseudowords span. The ability to memorize real words seemed to have improved the patient’s performance on phonological awareness tasks. The general intelligence quotient was considered borderline. It is believed that in this case, linguistic and cognitive abilities, such as verbal vocabulary, phonological working memory and intellectual capacity, influenced the performance on phonological awareness tests and enabled the child to learn written language.
ABSTRACT
This study presents a systematic review of validity evidence for neuropsychological batteries. Studies published in international databases between 2005 and 2012 were examined. Considering the specificity of neuropsychological batteries, the aim of the study was to review the statistical analyses and procedures that have been used to validate these instruments. A total of 1,218 abstracts were read, of which 147 involved studies of neuropsychological batteries or tests that evaluated at least three cognitive processes. The full text of each article was analyzed according to publication year, focal instrument of the study, sample type, sample age range, characterization of the participants, and procedures and analyses used to provide evidence of validity. The results showed that the studies primarily analyzed patterns of convergence and divergence by correlating the instruments with other tests. Measures of reliability, such as internal consistency and test-retest reliability, were also frequently employed. To provide evidence of relationships between test scores and external criteria, the most common procedures were evaluations of sensitivity and specificity, and comparisons were made between contrasting groups. The statistical analyses frequently used were Receiver Operating Characteristic analysis, Pearson correlation, and Cronbach's alpha. We discuss the necessity of incorporating both classic and modern psychometric procedures and presenting a broader scope of validity evidence, which would represent progress in this field. Finally, we hope our findings will help researchers better plan the validation process for new neuropsychological instruments and batteries...
Subject(s)
Humans , Neuropsychological Tests , Reproducibility of ResultsABSTRACT
O objetivo do presente estudo foi caracterizar a clientela infanto-juvenil que buscou atendimento em uma clínicaescolade avaliação psicológica entre os anos de 2009 e 2011. Participaram da pesquisa 59 crianças e adolescentes deidades entre 6 e 18 anos. Utilizou-se, para coleta de dados, uma ficha de triagem e o Child Behavior Checklist (CBCL6/18). As informações foram analisadas a partir de estatística descritiva e as diferenças entre meninos e meninasnas escalas do CBCL foram avaliadas mediante o Teste Qui-quadrado. Os resultados indicaram que a maioria dosencaminhamentos foi realizada por médicos, houve uma alta prevalência de crianças e adolescentes do sexo masculinoe predominaram os problemas de comportamentos internalizantes sobre externalizantes. Observou-se, também, umelevado percentual de queixas referentes a problemas de aprendizagem e de atenção.(AU)
The aim of this paper was to characterize youth clients from a university school-clinic of psychological assessmentbetween the years 2009 and 2011. Participants were fifty-five children and adolescents aged between 6 and 18 yearsold. The instruments were a screening questionnaire and the Child Behavior Checklist (CBCL 6/18). Data wereanalyzed using descriptive statistics and differences between boys and girls on the CBCL scale were evaluated usingChi-square Test. The results indicated that the majority of referrals were made by doctors, there was a prevalence ofchild and adolescent males, and internalizing problems predominated over externalizing behaviors. There was a highpercentage of complaints related to learning and attentional problems.(AU)
El objetivo de este estudio ha sido caracterizar a pacientes infanto-juveniles que procuraron atención en una clínicaescuelade evaluación sicológica entre los años 2009 y 2011. Participaron en esta investigación 59 niños y adolescentesentre 6 y 18 años de edad. Se ha usado para la recolección de datos, una ficha inicial de identificación y el ChildBehavior Checklist (CBCL 6/18). Las informaciones han sido analizadas a partir de estadística descriptiva y lasdiferencias entre niños y niñas en las escalas del CBCL han sido evaluadas por medio de la prueba Chi-cuadrado. Losresultados han mostrado que la mayoría de los pacientes llegaron por indicación médica. Hubo una alta prevalenciade niños y adolescentes del sexo masculino y predominaron los problemas de comportamiento internalizantes sobrelos externalizantes. También se observó un elevado porcentaje de quejas relacionadas a problemas de aprendizaje yfalta de atención.(AU)
Subject(s)
Humans , Child , Adolescent , Psychology , Child , BehaviorABSTRACT
This study presents a systematic review of validity evidence for neuropsychological batteries. Studies published in international databases between 2005 and 2012 were examined. Considering the specificity of neuropsychological batteries, the aim of the study was to review the statistical analyses and procedures that have been used to validate these instruments. A total of 1,218 abstracts were read, of which 147 involved studies of neuropsychological batteries or tests that evaluated at least three cognitive processes. The full text of each article was analyzed according to publication year, focal instrument of the study, sample type, sample age range, characterization of the participants, and procedures and analyses used to provide evidence of validity. The results showed that the studies primarily analyzed patterns of convergence and divergence by correlating the instruments with other tests. Measures of reliability, such as internal consistency and test-retest reliability, were also frequently employed. To provide evidence of relationships between test scores and external criteria, the most common procedures were evaluations of sensitivity and specificity, and comparisons were made between contrasting groups. The statistical analyses frequently used were Receiver Operating Characteristic analysis, Pearson correlation, and Cronbach's alpha. We discuss the necessity of incorporating both classic and modern psychometric procedures and presenting a broader scope of validity evidence, which would represent progress in this field. Finally, we hope our findings will help researchers better plan the validation process for new neuropsychological instruments and batteries.(AU)
Subject(s)
Neuropsychological Tests , Reproducibility of Results , Reproducibility of ResultsABSTRACT
O objetivo deste estudo foi adaptar uma escala de afetos positivos e negativos para adolescentes. Participaram 425 estudantes com idades entre 14 e 19 anos. As escalas foram respondidas pelos estudantes em sala de aula. A análise de componentes principais revelou uma solução bifatorial satisfatória. O primeiro componente referente a afetos positivos apresentou eigenvalue de 8,1 e explicou 29 por cento da variância total. O segundo fator, referente a afetos negativos, apresentou eigenvalue de 3,6 e explicou 12,4 por cento da variância total. A consistência interna medida pelo alfa de Cronbach foi de 0,88 para as ambas as subescalas. Foram verificadas correlações positivas de afeto positivo com autoestima e satisfação de vida, e negativas de afeto negativo com essas variáveis. Ademais, verificaram-se escores de afetos positivos mais elevados em meninos e escores de afetos negativos mais elevados em meninas. Normas regionais para interpretação desses escores são fornecidas.
This study aimed to adapt a positive and negative affect scale for adolescents. Participants were 425 students, aged between 14 and 19 years. Students were tested in their classrooms. Principal component analysis revealed a bifactorial solution. The first factor, positive affect, had an eigenvalue of 8.1 and explained 29 percent of the total variance. The second factor, negative affect, had an eigenvalue of 3.6 and explained 12.4 percent of the total variance. Internal consistency, Cronbachs alpha, was .88 for both positive and negative affect scales. Positive correlations were found between positive affect and self-esteem and life satisfaction. Negative correlations were found between negative affect and these two variables. In addition, males presented higher scores of positive affect, while females showed higher scores of negative affect. Local norms for interpreting scores are presented.
El objetivo de este estudio fue adaptar una escala de afectos positivos y negativos para adolescentes. Participaron 425 estudiantes con edades entre 14 y 19 anos. Las escalas fueron respondidas por los estudiantes en sala de clase. El análisis de componentes principales reveló una solución bifactorial satisfactoria. El primer componente referente a afectos positivos presentó eigenvalue de 8,1 y explicó 29 por ciento de la varianza total. El segundo factor, referente a afectos negativos, presentó eigenvalue de 3,6 y explicó 12,4 por ciento de la varianza total. La consistencia interna medida por el alfa de Cronbach fue de 0,88 para ambas subescalas. Fueron verificadas correlaciones positivas de afecto positivo con autoestima y satisfacción de vida, y negativas de afecto negativo con esas variables. Además, se verificaron escores de afectos positivos más elevados en niños y escores de afectos negativos más elevados en niñas. Normas regionales para interpretación de eses escores son fornecidas.
Subject(s)
Humans , Male , Female , Adolescent , Young Adult , Affect , Personal Satisfaction , Self ConceptABSTRACT
O objetivo deste estudo foi adaptar uma escala de afetos positivos e negativos para adolescentes. Participaram 425 estudantes com idades entre 14 e 19 anos. As escalas foram respondidas pelos estudantes em sala de aula. A análise de componentes principais revelou uma solução bifatorial satisfatória. O primeiro componente referente a afetos positivos apresentou eigenvalue de 8,1 e explicou 29 por cento da variância total. O segundo fator, referente a afetos negativos, apresentou eigenvalue de 3,6 e explicou 12,4 por cento da variância total. A consistência interna medida pelo alfa de Cronbach foi de 0,88 para as ambas as subescalas. Foram verificadas correlações positivas de afeto positivo com autoestima e satisfação de vida, e negativas de afeto negativo com essas variáveis. Ademais, verificaram-se escores de afetos positivos mais elevados em meninos e escores de afetos negativos mais elevados em meninas. Normas regionais para interpretação desses escores são fornecidas.(AU)
This study aimed to adapt a positive and negative affect scale for adolescents. Participants were 425 students, aged between 14 and 19 years. Students were tested in their classrooms. Principal component analysis revealed a bifactorial solution. The first factor, positive affect, had an eigenvalue of 8.1 and explained 29 percent of the total variance. The second factor, negative affect, had an eigenvalue of 3.6 and explained 12.4 percent of the total variance. Internal consistency, Cronbachs alpha, was .88 for both positive and negative affect scales. Positive correlations were found between positive affect and self-esteem and life satisfaction. Negative correlations were found between negative affect and these two variables. In addition, males presented higher scores of positive affect, while females showed higher scores of negative affect. Local norms for interpreting scores are presented.(AU)
El objetivo de este estudio fue adaptar una escala de afectos positivos y negativos para adolescentes. Participaron 425 estudiantes con edades entre 14 y 19 anos. Las escalas fueron respondidas por los estudiantes en sala de clase. El análisis de componentes principales reveló una solución bifactorial satisfactoria. El primer componente referente a afectos positivos presentó eigenvalue de 8,1 y explicó 29 por ciento de la varianza total. El segundo factor, referente a afectos negativos, presentó eigenvalue de 3,6 y explicó 12,4 por ciento de la varianza total. La consistencia interna medida por el alfa de Cronbach fue de 0,88 para ambas subescalas. Fueron verificadas correlaciones positivas de afecto positivo con autoestima y satisfacción de vida, y negativas de afecto negativo con esas variables. Además, se verificaron escores de afectos positivos más elevados en niños y escores de afectos negativos más elevados en niñas. Normas regionales para interpretación de eses escores son fornecidas.(AU)
Subject(s)
Humans , Male , Female , Adolescent , Young Adult , Affect , Self Concept , Personal Satisfaction , Reproducibility of ResultsABSTRACT
O objetivo deste estudo foi desenvolver uma Escala Multidimensional de Satisfação de Vida para Adolescentes (ESMVA). Participaram 425 adolescentes (224 meninos e 201 meninas), com idade média de 16,1 anos (DP=1,2). Os itens foram selecionados por meio de procedimentos de análise de componentes principais, e a versão final da ESMVA contou com 52 itens, distribuídos em sete componentes: Família, Self, Escola, Self Comparado, Não-violência, Auto-eficácia e Amizade. O resultado mostrou uma estrutura que explicou 54 por cento da variância. A análise da consistência interna, medida pelos valores de alfa de Cronbach, foram adequadas para cada uma das subescalas, assim como para a escala total (α = 0,93). Evidências de validade foram obtidas também por meio de correlações com uma medida de auto-estima.
The purpose of this study was to develop a Multidimensional Life Satisfaction Scale for Adolescents (MLSSA). Participants were 425 adolescents (224 boys and 201 girls) with a mean age of 16,1 years (SD=1,2) attending schools in the city of Santa Maria/RS. Items selection occurred on basis of the results from principal components analysis, and the final form of the MLSSA included 52 items, distributed over 7 factors: Family, Self, Compared Self, School, Non-violence, Self-efficacy and Friendship. The seven components explained 54 percent of the total variance. The coefficients of internal consistency were satisfactory for each subscale, as well as for the total scale (α=0,93). Evidences of validity were also obtained through a correlational analysis with a measure of Self-esteem.
Subject(s)
Humans , Male , Female , Adolescent , Quality of Life/psychology , Friends/psychology , Psychology, AdolescentABSTRACT
O objetivo deste estudo foi desenvolver uma Escala Multidimensional de Satisfação de Vida para Adolescentes (ESMVA). Participaram 425 adolescentes (224 meninos e 201 meninas), com idade média de 16,1 anos (DP=1,2). Os itens foram selecionados por meio de procedimentos de análise de componentes principais, e a versão final da ESMVA contou com 52 itens, distribuídos em sete componentes: Família, Self, Escola, Self Comparado, Não-violência, Auto-eficácia e Amizade. O resultado mostrou uma estrutura que explicou 54 por cento da variância. A análise da consistência interna, medida pelos valores de alfa de Cronbach, foram adequadas para cada uma das subescalas, assim como para a escala total (α = 0,93). Evidências de validade foram obtidas também por meio de correlações com uma medida de auto-estima.(AU)
The purpose of this study was to develop a Multidimensional Life Satisfaction Scale for Adolescents (MLSSA). Participants were 425 adolescents (224 boys and 201 girls) with a mean age of 16,1 years (SD=1,2) attending schools in the city of Santa Maria/RS. Items selection occurred on basis of the results from principal components analysis, and the final form of the MLSSA included 52 items, distributed over 7 factors: Family, Self, Compared Self, School, Non-violence, Self-efficacy and Friendship. The seven components explained 54 percent of the total variance. The coefficients of internal consistency were satisfactory for each subscale, as well as for the total scale (α=0,93). Evidences of validity were also obtained through a correlational analysis with a measure of Self-esteem.(AU)
