School refusal profiles maintained by negative reinforcement and their relationship with self-perceived health.

Health alterations and school refusal behavior may significantly affect student evolution in all areas of student lives. The objective of this study was to use latent profile analysis to identify school refusal profiles sustained by negative reinforcement and to determine their relationship with distinct self-perceived health variables (Satisfaction, Well-being, Resilience, Performance, and Risk-Taking). The School Refusal Assessment Scale-Revised (SRAS-R) and the Child Health and Illness Profile (CHIP-CE/CRF) were administered to 737 students (60.9% male) aged between 8 and 10 (M = 8.76, SD = 0.74). Three profiles of school refusal maintained by negative reinforcement were obtained: no risk, moderate risk, and high risk. It was confirmed that school refusal through negative reinforcement correlates negatively with health dimensions, also finding that a higher risk profile for school refusal is associated with lower levels of self-perceived health. Similarly, it was determined that the high-risk profile is the most maladaptive, with significantly lower data in four of the five self-perceived health dimensions that were evaluated. In conclusion, remaining in situations with no or moderate risk of school refusal due to negative reinforcement encourages higher levels of self-perceived health, while being at high risk of school refusal due to negative reinforcement is associated with worse self-perceived health.

School refusal: mapping the literature by bibliometric analysis.

School refusal is considered a risk factor for academic, social, and personal situations, such as school dropouts. Studies have been carried out on school refusal for almost 50 years. However, general research trends have not been mapped yet. This study summarizes the bibliometric analysis of scientific collaborations and prevalence across locations by country and institution, leading researchers, journals, and trends (keywords) in school refusal research. The United States, Japan, Spain, and England are the countries that stand out in terms of school refusal. It can be said that the Journal of American Academy of Child and Adolescent Psychiatry, Cognitive and Behavioral Practice, and Frontiers in Psychology are important journals that publish on school refusal. Researchers named Christopher A. Kearney, Carolina Gonzálvez, Jose Manuel Garcia-Fernandez, David A. Heyne, and Brigit M. Van Widenfelt have been found to have more intensive studies and collaborations on school refusal. The authors keywords common use for school refusal; are truancy, school absenteeism, adolescence, school attendance, school phobia, autism spectrum disorder, and bullying. The findings show that school refusal is a current research area, and scientific collaborations continue to be established. The findings reveal all the details of the school refusal research.

Emotional Profiles of Anxiety, Depression, and Stress: Differences in School Anxiety.

INTRODUCTION: This study aims to confirm the existence of profiles according to the combinations of anxiety, depression, and stress, and looks to examine the differences between profiles according to the mean scores obtained in school anxiety. METHODS: A total of 1,234 Spanish students at the secondary education level with an age range of 13-16 years old (M = 14.52; SD = 1.24) participated in the study by completing the abbreviated version of the Depression, Anxiety, and Stress Scale (DASS-21) and the School Anxiety Inventory. RESULTS: The results showed positive, statistically significant, and moderate-sized correlations between all the variables analyzed. The Latent Profile Analysis identified four distinct profiles of depression, anxiety, and stress: Low DAS, Moderate DAS, High DAS, and Very High DAS. The results of the MANOVA showed statistically significant differences between these profiles regarding the school anxiety dimensions, with the profiles Very High DAS and Low DAS being the ones that reported, respectively, the highest and lowest levels in all the school anxiety components. Post hoc analyses revealed significant differences for the large part of profile comparisons, with there being large and moderate differences observed in the majority of cases (d = .30 and 1.66). CONCLUSIONS: The results show the importance of considering social anxiety as a construct that is strongly associated with emotional problems such as depression, anxiety, and stress when developing effective actions to detect them and intervene with adolescents.

Perfectionism and binge eating association: a systematic review and meta-analysis.

BACKGROUND: Perfectionism is considered a vulnerability factor for eating disorders. However, the role of perfectionism in binge eating needs clarification due to notably inconsistencies between studies. The purpose to this study was to conduct a systematic review and meta-analysis to estimate the perfectionism-binge eating association. METHOD: Systematic review was performed according to the PRISMA 2020 statement. Four databases (Web of Science, Scopus, PsycINFO and Psicodoc) were searched to identify studies published until September 2022. The literature search yielded 30 published articles (N = 9392) that provided 33 independent estimations of the correlation between the two variables. RESULTS: Random-effects meta-analysis revealed a small-to-moderate positive average effect size between general perfectionism and binge eating (r+ = .17) with a large heterogeneity. Perfectionistic Concerns showed a significant small-to-moderate relationship with binge eating (r+ = .27), whereas Perfectionistic Strivings presented a negligible relationship with binge eating (r+ = .07). Moderator analyses showed that the age, the type of the sample, the study design, and the tools for assessing both variables were statistically associated with the perfectionism-binge eating effect sizes. CONCLUSIONS: Our findings suggest that Perfectionism Concerns are closely associated with binge eating symptomatology. This relationship might be moderated by certain variables, especially by the clinical or non-clinical nature of the sample and the instrument employed to assess binge eating.

Perfectionism is a trait of personality comprising two facets, Perfectionistic Strivings (entails the desire to reach perfection and to pursue unrealistically high standards) and Perfectionistic Concerns (involves self-criticism, concerns over making mistakes, fears about social negative evaluation and lack of satisfaction with achievements). Perfectionist individuals have an increased risk for developing eating disorders. However, whether perfectionism or any of its facets is associated with binge eating (an episode of overeating together with a feeling of loss of control) is an unanswered question. The purpose of this systematic review and meta-analysis was to clarify this question. Our results evidenced that overall perfectionism is associated with binge eating. It means that perfectionist people are more vulnerable to developing binge eating symptomatology, although Perfectionistic Concerns entails a higher risk in comparison with Perfectionistic Strivings. Our study also provides valuable information on the aspects that might explain the variations in the results of previous studies that have analyzed the perfectionism-binge eating association.

Profiles of Perfectionistic Automatic Thoughts and Aggression.

In recent years, the study of perfectionistic automatic thoughts (PAT) has increased given its maladaptive nature since it is link to numerous psychological disorders. From our knowledge, no previous research has addressed the relationship between PAT and the four components of aggressive behavior (anger, hostility, verbal aggression, and physical aggression). This study had a double goal. The first aim was to identify distinct profiles of PAT in a sample of 3060 Ecuadorian undergraduates (Mage = 22.7, SD = 2.46). The second aim of this study was to determine whether or not statistically significant differences exist between these profiles, based on the four components of aggressive behavior. The Perfectionism Cognitions Inventory (PCI) and the Aggression Questionnaire (AQ) were used. Five profiles with different intensities in the dimensions of perfectionistic automatic thoughts were identified by Latent Class Analysis ((1) No-Perfectionistic Automatic Thoughts, (2) Low Perfectionistic Automatic Thoughts, (3) High Perfectionistic Demands, (4) Moderate Perfectionistic Automatic Thoughts, and (5) High Perfectionistic Automatic Thoughts). The moderate and high perfectionistic automatic thoughts profiles obtained the highest mean scores for all components of aggressive behavior (i.e., the four factors that make up AQ: Physical Aggression, Verbal Aggression, Anger, and Hostility), while the No-perfectionistic automatic thoughts and Low perfectionistic automatic thoughts profiles had the lowest mean scores. These results provide new knowledge about the prevalence of PAT in the context of Ecuador. Also, they suggest further research on the topic given the positive relationship of PAT and aggressive behavior.

School anxiety profiles in Spanish adolescents and their differences in psychopathological symptoms.

School anxiety and psychopathological symptoms tend to co-occur across development and persist in adulthood. The present study aimed to determine school anxiety profiles based on Lang's model of the triple response system (cognitive anxiety, psychophysiological anxiety, and behavioral anxiety) and to identify possible differences between these profiles in psychopathological symptoms (depression, hostility, interpersonal sensitivity, somatization, anxiety, psychoticism, obsessive-compulsive, phobic anxiety, and paranoid ideation). The School Anxiety Inventory (SAI) and the Symptom Assessment-45 Questionnaire (SA-45) were administered to 1525 Spanish students (49% girls) between 15 and 18 years old (M = 16.36, SD = 1.04). Latent Profile Analysis identified four school anxiety profiles: Low School Anxiety, Average School Anxiety, High School Anxiety, and Excessive School Anxiety. A multivariate analysis of variance revealed statistically significant differences among the school anxiety profiles in all the psychopathological symptoms examined. Specifically, adolescents with Excessive School Anxiety showed significantly higher levels of the nine psychopathological symptoms than their peers with Average School Anxiety and Low School Anxiety. In addition, the Excessive School Anxiety profile scored significantly higher in phobic anxiety than the High School Anxiety group. These findings allow to conclude that it is necessary enhance well-being and reduce psychopathology of those adolescents who manifest high and very high reactivity in cognitive, psychophysiological, and behavioral anxiety.

Perfectionism, Motives, and Barriers to Exercise from a Person-Oriented Approach.

Perfectionism is considered to be a significant personality factor within the sport and exercise field. However, very little is known about the reasons why individuals with different perfectionistic tendencies engage or not in physical activity. This study aims, from a person-oriented approach, to analyze if participation motives and barriers may differ among four perfectionistic profiles: Non-Perfectionists (low perfectionistic strivings, PS, and perfectionistic concerns, PC), Adaptive Perfectionists (high PS and low PC), Maladaptive Perfectionists (high PS and PC), and Moderate Perfectionists (moderate PS and PC). A sample composed of 597 (Mage = 22.08, SD = 3.33) undergraduates enrolled in a sport science degree from Ecuador participated in this study. Non-Perfectionists reported lower levels of motives, whereas Adaptive and Maladaptive Perfectionists reported higher scores on all participation motives. Significant and positive correlations were found between PS and both autonomous and controlled motives, whereas PC was positively correlated with controlled reasons and only significantly correlated with some autonomous reasons by the effect of PS. In terms of barriers, Maladaptive Perfectionists reported significantly higher scores on all barriers analyzed in comparison with the other three profiles, with moderate and large effect sizes. The results of the bivariate and partial correlations suggest that these inter-profile differences were explained by PC. Considering the results, it is advised to develop strategies to identify Maladaptive Perfectionists in order to increase their intrinsic reasons for practicing physical exercise, and to minimize their perceived barriers.

Exploring different types of school refusers through latent profile analysis and school-related stress associations.

Children experience significant number of stressful situations at school during their academic years. The aims of this study were to identify school refusers groups of children through latent profile analysis and to test their associations with school-related sources and manifestation of stress. Data were obtained from 755 schoolchildren (8-11 years) from public and private schools of Alicante and Murcia (Spain), using the School Refusal Assessment Scale-Revised (SRAS-R) and the School Situation Survey (SSS). In general, positive and statistically significant correlations were identified between school refusal behavior and school-related sources and manifestations of stress. School refusers groups were derived from the combination of high and low scores in the four functional conditions assessed by the SRAS-R. "Low School Refusal Behavior Profile,""School Refusal Behavior by Positive Reinforcement Profile" and "Mixed School Refusal Behavior Profile" were identified. The percentages of children within these profiles were 47.7%, 46.6%, and 5.7%, respectively. The Mixed School Refusal Behavior Profile was the group with the highest average scores in the school-related stress factors. In contrast, the group with the lowest mean scores was the Low School Refusal Behavior Profile. By comparing the Low School Refusal Behavior Profile with the Mixed School Refusal Behavior Profile, the largest effect sizes were found. Findings are discussed from a socio-ecological perspective considering the school context conditions as key elements in the development of school refusal behaviors.

School Refusal Behavior and Aggression in Spanish Adolescents.

In order to reduce school attendance problems and aggressive behavior, it is essential to determine the relationship between both variables. The aim of this study was twofold: (1) to examine the mean differences in scores on aggression, based on school refusal behavior, and (2) to analyze the predictive capacity of high scores on aggression, based on school refusal behavior factors. The sample consisted of 1455 Spanish secondary school students, aged 13-17 (M = 14.85; SD = 1.56). The School Refusal Assessment Scale-Revised (I. Avoidance of negative affectivity, II. Escape from aversive social and/or evaluative situations, III. Pursuit of attention from significant others, and IV. Pursuit of tangible reinforcement outside of school) and the Aggression Questionnaire (I. Physical Aggression, II. Verbal Aggression, III. Anger, and IV. Hostility) were used. Results indicated that students having high levels of Physical Aggression, Verbal Aggression, Anger, and Hostility received significantly higher scores on school refusal behavior. In most cases, school refusal behavior was found to be a positive and statistically significant predictor of aggression. Students that base their school refusal on the pursuit of tangible reinforcements outside of school earned higher scores, and other functional conditions underlying school refusal behavior were found to be associated with aggression issues. The role of aggression as a risk factor for school refusal behavior is discussed.

Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents.

Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15-18 years (M = 16.39; SD = 1.05). The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems.

Dispositional Empathy and Emotional Intelligence in terms of Perfectionistic Automatic Thoughts.

The maladaptive nature of Perfectionistic Automatic Thoughts (PAT) increases the importance of evaluating the construct. This study aims to identify different clusters of PAT in undergraduates, and to check possible inter-cluster differences in the dimensions of dispositional empathy and emotional intelligence in a sample of 691 Spanish undergraduates (Mage = 23.1; SD = 5.26). The Perfectionism Cognitions Inventory, the Interpersonal Reactivity Index and the Trait Meta-Mood Scale were used. Three clusters with low (LPAT), moderate (MPAT) and high (HPAT) levels of PAT were identified. Statistically significant differences were observed between these clusters in terms of dispositional empathy and emotional intelligence dimensions. HPAT significantly scored higher than LPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception, as well as in comparison with MPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception. Moreover, MPAT obtained significantly higher scores on Comprehension and Repair than LPAT. Effect sizes for these differences were of a small magnitude, except for the HPAT and LPAT contrasts, whose differences were of a moderate magnitude.

Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress.

Failure in dealing with anxiety-provoking situations and stressors in the school setting may have negative consequences not only on children's performance, but also on their well-being in the future. This research aimed to examine the relationship of forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) with sources (teacher interactions, academic stress, peer interactions, and academic self-concept) and manifestations (emotional, behavioral, and physiological) of school-based distress. Specifically, our objectives were to examine the correlations between anxiety and school-based distress and, using a person-centered approach, to verify whether different anxiety profiles differed in their levels of distress. The Visual Analogue Scale for Anxiety-Revised (VAA-R) and the School Situation Survey (SSS) were administered to 756 Spanish students (Mage = 9.6, SD = 1.12); 50.3% were girls. Pearson's correlation coefficients revealed a positive and significant association between each form of anxiety and each source and manifestation of distress. The latent profile analysis identified three anxiety profiles: High Anxiety, High School-based performance Anxiety, and Low Anxiety. The High Anxiety profile scored significantly higher in all sources and manifestations of distress than the Low Anxiety profile. The High Anxiety profile showed significantly higher scores in peer interactions and emotional and behavioral manifestations of distress than the group High School-based performance Anxiety. Suggestions for intervention strategies according to the risk profile are discussed.

Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety.

Students with school attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of school anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15-18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five school refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on school anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in school anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed school refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent school attendance problems in adolescents and younger ages.

The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory Factor Analysis and Invariance Across Demographic Groups.

School climate is a multidimensional construct of the quality of a student's academic environment, often subsuming dimensions such as safety, instructional practices, social relationships, school facilities, and school connectedness. Positive school climate has beneficial effects on a wide range of adjustment variables in youth, including academic achievement, mental health, school attendance and graduation, and school-based behavior. Studies regarding school climate assessment have burgeoned in recent years but remain marked by limited sample sizes, narrow developmental levels, restricted items, unclear psychometric strength across multiple demographic groups, and lack of integration with key student education contextual factors such as academic mindset and social emotional learning. The present study evaluated a comprehensive measure of aspects of school climate, academic mindset, and social emotional learning in a sample of 105,379 diverse students (M age = 13.47 years; SD = 2.47). The 9-factor structure of the School Climate and Academic Mindset Inventory was supported via confirmatory factor analysis. A trimmed model displayed adequate goodness-of-fit for males and females, younger age groups, and European American, biracial/multiracial, Hispanic, Native American, and Native Hawaiian/Pacific Islander students. The trimmed model was slightly less strong for older age groups as well as for African American and Asian American students. The scale may be useful for assessing school climate interventions, longitudinal climate patterns, and school-based algorithms of future performance, though additional validation of the scale remains necessary.

Psychometric Properties of the Perfectionism Cognitions Inventory in Ecuador.

Perfectionistic Automatic Thoughts (PATs) are currently being studied due to their association with maladaptive variables. This study aims to validate the Spanish version of the Perfectionism Cognitions Inventory (PCI) in a sample of Ecuadorian undergraduates as well as to analyze latent mean differences across sex. The sample was composed by 3060 undergraduates (Mage = 22.7, SD = 2.46). The Spanish model of the PCI composed by 17 items divided into three first-order dimensions (perfectionistic concerns, strivings, and demands) and a second-order factor was supported by confirmatory factor analysis. Acceptable levels of reliability and factorial invariance across sex were observed. Higher latent mean scores for males in comparison with females in the second-order factor of the PCI were found. The three dimensions of the PCI significantly and positively correlated with interpersonal difficulties. Overall, results demonstrate that the Spanish version of the PCI is a valid and reliable measure to evaluate PATs in Ecuadorian undergraduates.

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.

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.

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.