Prevalence of Problematic Internet Use among Spanish Adolescents / Prevalencia del uso problemático de Internet en adolescentes españoles

Background: The present study aims to analyze the prevalence of the problematic Internet use (PIU) among Spanish adolescents using the Compulsive Internet Use Scale (CIUS) and provide normative data. Method: The final sample consisted of a total of 1,977 (M age = 15.70, SD = 1.26, 53.7% female). Results: PIU were relatively common with many items seeing endorsement for between 6.5% and 33.1%. There were statistically significant differences both by gender. Females scored significantly more highly on four CIUS dimensions as well as total scores. With regards to age, we found statistically significant differences in preoccupation. No differences were found for the total score by age. Conclusions: Early detection strategies should be implemented in order to prevent PIU during adolescence, a critical developmental stage. (AU)

Antecedentes: El presente estudio tiene por objeto analizar la prevalencia del uso problemático de Internet (UPI) entre adolescentes españoles mediante la Escala de Uso Compulsivo de Internet (CIUS) y estudiar las puntuaciones típicas de la escala. Método: La muestra final estuvo compuesta por un total de 1,977 adolescentes (edad, M = 15.7, DT = 1.26, 53.7% chicas). Resultados: El UPI fue relativamente frecuente, con muchos ítems en los cuales la prevalencia se situó entre el 6.5% y el 22.1%. Se encontraron diferencias estadísticamente significativas para el género y la edad. Atendiendo al género, se obtuvieron diferencias estadísticamente significativas en 4 dimensiones de la CIUS y en la puntuación total. Con respecto a la edad, se observaron diferencias estadísticamente en la dimensión preocupación. No se encontraron diferencias para la puntuación total con respecto a la edad. Conclusiones: Se deberían utilizar estrategias de detección temprana con el objetivo de prevenir el UPI durante la adolescencia, una etapa crítica del desarrollo. (AU)

Problematic Internet Use in adolescents: New psychometric evidence for the Spanish short form of the Compulsive Internet Use Scale.

OBJECTIVES: Problematic Internet Use (PIU) has become a worldwide problem in recent years. Among screening instruments for PIU, the Compulsive Internet Use Scale (CIUS) is perhaps the most widely used. Psychometric properties of the full CIUS are not convincing, however, and the short form (CIUS-S) has shown promising results, albeit limited to the English version, with little evidence in Spanish. Therefore, the aim of the present work was to study the psychometric properties of the CIUS-S scores in a large sample of Spanish adolescents. METHOD: The sample consisted of 1790 participants, 816 male (45.6%), 961 female (53.7%), and 13 other (0.7%) . Mean age was 15.70 years (SD = 1.26). RESULTS: The five-items one-dimensional model displayed appropriate goodness-of-fit indices. Strong measurement invariance model across age and partial across gender was found. Furthermore, the CIUS-S was positively associated with several indicators of poor well-being and mental health, and negatively associated with prosocial behavior, self-esteem, and feeling of belonging. CONCLUSION: Overall, the CIUS-S scores appear reliable and valid in its Spanish version for adolescent populations, supporting its aim to detect and prevent a problem that has become a major worldwide issue in the last years.

PSICE Project Protocol: Evaluation of the Unified Protocol for Transdiagnostic Treatment for Adolescents with Emotional Symptoms in School Settings / El protocolo del Proyecto PSICE: evaluación del protocolo unificado transdiagnóstico para adolescentes con síntomas emocionales en contextos educativos

Background: The aim of the PSICE (Evidence-based Psychology in Educational Contexts) Project is to examine the effectiveness of the Unified Protocol for Transdiagnostic Treatment of Adolescents (UP-A) with symptoms of anxiety and depression in school settings. The goal is to prevent emotional problems and to improve adolescents’ socioemotional adjustment, learning processes, and academic performance. Method: A randomized controlled trial with two groups will be performed: active control (progressive relaxation training) and experimental (UP-A). After screening, participants with subclinical emotional symptomatology will be selected for pre- and post-test evaluation and follow-up at 6, 12, and 18 months. Results: The impact of different indicators at behavioral, cognitive, affective, social and academic functioning levels will be analyzed, as well as their effects in the short, medium and long term. Conclusions: Examining the effectiveness of the UP-A in the Spanish educational context will, among other things, provide data for informed decision-making in the field of educational psychology. In addition, it will ensure that such interventions, using standardized protocols, are accessible to a large population at such an important stage of human development as adolescence. The PSICE project will provide leadership and guidance on the importance of psychology in schools. (AU)

Antecedentes: El objetivo del Proyecto PSICE (Psicología basada en la evidencia en contextos educativos) es examinar la efectividad del protocolo unificado para el tratamiento transdiagnóstico de síntomas de ansiedad y depresión en adolescentes (UP-A) en contextos educativos. El objetivo es prevenir los problemas emocionales, así como mejorar el ajuste socioemocional, los procesos de aprendizaje y el rendimiento académico de los adolescentes. Método: Se implementa mediante un ensayo controlado aleatorizado con dos grupos: control activo (entrenamiento en relajación progresiva) y experimental (UP-A). Tras un cribado, se seleccionarán participantes con síntomas emocionales subclínicos a los que se realizará evaluación pretest, postest y seguimiento a los 6, 12 y 18 meses. Resultados: Se analizará el impacto de diferentes indicadores a nivel comportamental, cognitivo, afectivo y de funcionamiento social y académico, así como sus efectos a corto, medio y largo plazo. Conclusiones: Examinar la efectividad del UP-A en el contexto educativo español permitirá, entre otras cuestiones, disponer de datos en el campo de la psicología educativa de cara a la toma de decisiones informadas, además de garantizar que dichas intervenciones sean accesibles, empleando protocolos estandarizados, para un gran conjunto de la población y en una etapa del desarrollo humano tan relevante como es la adolescencia. El proyecto PSICE proporcionará liderazgo y orientación sobre la importancia de la Psicología en el contexto educativo. (AU)

Measuring Violence Behaviours in the Context of Romantic Relationships during Adolescence: New Evidence about the Modified Conflict Tactics Scale.

The main purpose of the present study was to analyze the psychometric properties of the Spanish version of the Modified Conflict Tactics Scale (M-CTS) in adolescents. The M-CTS is a questionnaire that screens for intimate partner violence. Additionally, we studied the association between the M-CTS and attitudes towards violence. The study included a sample of 1248 students in a cross-sectional survey. The M-CTS and the Attitudes Towards Violence (EAV) scale were used. The analysis of the internal structure of the M-CTS revealed that a four-factor structure was the best fitting solution. The M-CTS scores revealed evidence of structural equivalence by gender and age. The McDonald's Omega indices were adequate for both victims and perpetrators models. Moreover, attitudes towards violence were positively correlated with measures of violence manifestations. Results found in the present study confirm the psychometric adequacy of the M-CTS scores and gather new evidence about its internal structure and measurement equivalence for its use in samples of adolescent and young students. The assessment of intimate partner violence may contribute to detect adolescents at risk for different forms of violence in the future.

Problematic Internet Use among adolescents: Spanish validation of the Compulsive Internet Use Scale (CIUS). / Uso Problemático de Internet en adolescentes: Validación en español de la Escala de Uso Compulsivo de Internet (CIUS).

Problematic use of the Internet among adolescents has risen in the last decade. The Compulsive Internet Use Scale (CIUS) is one of the most frequently internationally-used tools developed to assess Problematic Internet Use (PIU). However, evidence concerning its validity and reliability in its Spanish version for the adolescent population is currently lacking. Thus, the main goal of the present study was to analyse the psychometric properties of CIUS scores in a large sample of Spanish adolescents. The sample consisted of 1,790 participants (53.7% female, mean age = 15.70 years old, SD = 1.26). The one-dimensional model displayed appropriate goodness of fit indices after error covariance of five items were allowed to correlate. Strong measurement invariance was found for the one-dimensional model across age and gender. The McDonald's Omega coefficient for the total score was 0.91. Furthermore, PIU was positively associated with different indicators of poor wellbeing and psychological difficulties and negatively associated with prosocial behaviour, self-esteem and sense of belonging to the educational centre. The study provided evidence of validity for the CIUS, confirming its utility for screening PIU in non-clinical adolescents.

La Escala de Uso Compulsivo de Internet (Compulsive Internet Use Scale, CIUS) es uno de los instrumentos más empleados a nivel internacional para evaluar el Uso Problemático de Internet (UPI). Sin embargo, no existen evidencias de validez y fiabilidad de las puntuaciones de la versión española en población adolescente. Por ello, el principal objetivo de este estudio fue analizar las propiedades psicométricas de las puntuaciones de la CIUS en una muestra representativa de adolescentes españoles. La muestra contó con 1.790 participantes (53,7% mujeres, edad media = 15,70 años, DT = 1,26). El análisis de la estructura interna del instrumento mostró unos índices de bondad de ajuste apropiados para el modelo unidimensional después de que se permitiera correlacionar la covarianza de errores de cinco ítems. Se encontró invarianza de medición fuerte para el modelo unidimensional en las variables de edad y género. El coeficiente Omega de McDonald para la puntuación total fue 0,91. Además, el UPI se asoció positivamente con diferentes indicadores de malestar y dificultades psicológicas y negativamente con el comportamiento prosocial, la autoestima y el sentido de pertenencia al centro educativo. Este estudio arroja evidencias de validez de la CIUS, y sugiere que puede ser una herramienta apropiada para medir el UPI en adolescentes de la población general.

Spanish normative data of the Strengths and Difficulties Questionnaire in a community-based sample of adolescents: Datos normativos españoles del Cuestionario de capacidades y dificultades (SDQ) en una muestra comunitaria de adolescentes.

Background/Objective: The Strengths and Difficulties Questionnaire self-report (SDQ-S) has been extensively used to assess mental health problems among children and adolescents. However, previous research has identified substantial age and country variation on its psychometric properties. The aim of this study was three-fold: i) to evaluate internal structure and measurement invariance of the Spanish version of the SDQ; ii) to analyze age and gender-specific effects on the SDQ subscales; and iii) to provide Spanish normative data for the entire age range of adolescence. Method: Data were derived from two representative samples of adolescents aged 14 to 19 years old, selected by stratified random cluster sampling years (N = 3378). Results: The reliability of the Total difficulties score was satisfactory, but some subscales showed lower levels of internal consistency. Confirmatory factor analysis supported the original five-factor model. Finally, results revealed that SDQ scores were influenced by the gender and the age of participants; thus, the normative banding scores and cut-off values were provided accordingly. Conclusions: This study validates the Spanish SDQ-S for the entire age range of adolescence. However, more cross-country and cross-age research is needed to better understand the inconsistent findings on SDQ reliability.

Spanish normative data of the Strengths and Difficulties Questionnaire in a community-based sample of adolescents

Background/Objective: The Strengths and Difficulties Questionnaire self-report (SDQ-S) has been extensively used to assess mental health problems among children and adolescents. However, previous research has identified substantial age and country variation on its psychometric properties. The aim of this study was three-fold: i) to evaluate internal structure and measurement invariance of the Spanish version of the SDQ; ii) to analyze age and gender-specific effects on the SDQ subscales; and iii) to provide Spanish normative data for the entire age range of adolescence. Method: Data were derived from two representative samples of adolescents aged 14 to 19 years old, selected by stratified random cluster sampling years (N = 3378). Results: The reliability of the Total difficulties score was satisfactory, but some subscales showed lower levels of internal consistency. Confirmatory factor analysis supported the original five-factor model. Finally, results revealed that SDQ scores were influenced by the gender and the age of participants; thus, the normative banding scores and cut-off values were provided accordingly. Conclusions: This study validates the Spanish SDQ-S for the entire age range of adolescence. However, more cross-country and cross-age research is needed to better understand the inconsistent findings on SDQ reliability. (AU)

Neurocognitive Functioning in Adolescents at Risk for Mental Health Problems.

BACKGROUND: The main goal of the study was to assess the neurocognitive performance in adolescents at high psychometric risk for mental health problems. METHOD: A sample of 48 participants at high risk for mental disorders and an age-gender matched healthy comparison group of 48 adolescents were identified from a community-derived sample of 1,509 adolescents. The Strengths and Difficulties Questionnaire problems and the University of Pennsylvania Computerized Neuropsychological Test Battery for children (included 14 tasks assessing five neurobehavioral domains: executive functions, episodic memory, complex cognition, social cognition, and sensorimotor speed) were used. RESULTS: Relative to healthy comparison participants, individuals at high risk showed significant impairments across almost all neurocognitive domains (executive functions, episodic memory, complex cognition, social cognition, and sensorimotor speed). CONCLUSIONS: These findings demonstrate that neurocognitive impairments can be shown in adolescents at high psychometric risk for mental health problems before the onset of more severe psychological problems.

Study of Positive and Negative Affect and Neurocognitive Functioning in Adolescents.

The main purpose of the present work was to study neurocognitive performance of adolescents at risk for emotional difficulties. The sample included a total of 1,509 adolescents from stratified random cluster sampling. Derived from this sample, a group of high-risk (n = 92) and a comparison group (n = 92) were selected based on the short version of the Positive and Negative Affect Schedule (PANAS) for comparison on the University of Pennsylvania computerized neuropsychological test battery for children (PENN). A Multivariate analysis of covariance (MANCOVA) was performed taking the scores on the PENN as dependent variables and the two groups derived from the scores of the PANAS (at risk vs. comparison) as a fixed factor. Adolescents at high risk of presenting affectivity problems showed statistically significant differences in several different neurocognitive domains, in accuracy, λ = .820, F(9, 160,000) = 3.913, p < .01, partial η² = .180; speed, λ = .502, F(5, 88,000)= 17.493, p < .01, partial η² = .498; and efficiency, λ = .485, F(4, 89,000) = 23.599, p <.01, partial η² = .515. The high risk group showed lower neurocognitive performance than the comparison group. In addition, a positive statistically significant correlation was found between all the neurocognitive competences (p < .05). Results found in this study reveal that neurocognitive impairments can be shown in adolescents at psychometric high risk for emotional problems before transition to more severe psychological problems.

The Satisfaction with Life Scale in Adolescent Samples: Measurement Invariance across 24 Countries and Regions, Age, and Gender.

Measurement of adolescent life satisfaction across cultures has not received much attention in previous empirical research. The present study evaluated measurement invariance of the Satisfaction with Life Scale (SWLS) among adolescents in 24 countries and regions (N = 22,710; age range = 13-19 years; 53% female). A single-factor model with residual covariance between a pair of items tapping past life satisfaction fitted well in 19 countries and regions and showed a partial metric invariance. In a subset of nine countries and regions, partial scalar invariance was supported. Partial metric invariance across all 24 countries and regions was achieved when custom model modifications in five countries and regions were included. Three SWLS items showed evidence of noninvariance across cultures. The measurement model was found to operate similarly across gender and age. Our findings suggest that caution is needed when using the SWLS for measuring life satisfaction among adolescents from different cultures. Supplementary Information: The online version contains supplementary material available at 10.1007/s11482-021-10024-w.

Bullying, Cyberbullying and Mental Health: The Role of Student Connectedness as a School Protective Factor

Traditional bullying and cyberbullying are linked to adverse mental health outcomes. Student connectedness has been recently identified as a potential protective factor in these relationships. Nonetheless, the multilevel nature of these interactions has been frequently overlooked. The present study pretends to fill this gap by exploring the associations between individual levels of bullying and cyberbullying and three adjustment outcomes (i.e., suicidal behavior, symptoms of depression, and self-esteem), as well as the moderating role of the school level of student connectedness on these relationships. The participants in this work were 1,774 students aged 14-18 years (M = 15.70, SD = 1.26), of which 53.7% were female, from 31 secondary schools in Spain. We used previously validated self-reported questionnaires in this study. Traditional victimization and cybervictimization, as well as cyberbullying, were positively related to suicidal behavior and depression, and were negatively related to self-esteem. Conversely, individual levels of student connectedness were associated with lower levels of suicidal behavior and depression, and with higher levels of self-esteem. Moreover, school levels of student connectedness buffered the adjustment problems experienced by victims of cyberbullying. These findings highlight the importance of student connectedness as a possible target for school-based cyberbullying prevention. (AU)

El acoso escolar y el ciberbullying están asociados a efectos adversos para la salud mental. La cohesión entre estudiantes se ha identificado recientemente como un potencial factor protector respecto a este tipo de relaciones. No obstante, con frecuencia se ha pasado por alto la naturaleza multinivel de estas interacciones. El presente estudio pretende llenar este vacío explorando la asociación entre el nivel individual de acoso y ciberbullying y tres indicadores de ajuste (i.e., conducta suicida, síntomas de depresión y autoestima), así como el papel moderador del nivel escolar de cohesión estudiantil en estas relaciones. Los participantes fueron 1,744 estudiantes de 14-18 años (M = 15.70, DT = 1.26), de los cuales el 53.7% eran mujeres, de 31 centros de educación secundaria de España. En el estudio se utilizaron autoinformes previamente validados. La victimización tradicional y la cibervictimización, así como el ciberbullying, se relacionaron positivamente con la conducta suicida y la depresión y negativamente con la autoestima. Por el contrario, los niveles individuales de cohesión entre estudiantes se asociaron con niveles más bajos de conducta suicida y depresión y con niveles más elevados de autoestima. Además, los niveles escolares de cohesión entre estudiantes amortiguaron los problemas de adaptación experimentados por las víctimas de ciberbullying. Estos hallazgos destacan la importancia de la cohesión entre estudiantes como un posible objetivo de cara a la prevención del ciberbullying. (AU)

Study of Positive and Negative Affect and Neurocognitive Functioning in Adolescents

The main purpose of the present work was to study neurocognitive performance of adolescents at risk for emotional difficulties. The sample included a total of 1,509 adolescents from stratified random cluster sampling. Derived from this sample, a group of high-risk (n = 92) and a comparison group (n = 92) were selected based on the short version of the Positive and Negative Affect Schedule (PANAS) for comparison on the University of Pennsylvania computerized neuropsychological test battery for children (PENN). A Multivariate analysis of covariance (MANCOVA) was performed taking the scores on the PENN as dependent variables and the two groups derived from the scores of the PANAS (at risk vs. comparison) as a fixed factor. Adolescents at high risk of presenting affectivity problems showed statistically significant differences in several different neurocognitive domains, in accuracy, λ = .820, F(9, 160,000) = 3.913, p < .01, partial η² = .180; speed, λ = .502, F(5, 88,000)= 17.493, p < .01, partial η² = .498; and efficiency, λ = .485, F(4, 89,000) = 23.599, p <.01, partial η² = .515. The high risk group showed lower neurocognitive performance than the comparison group. In addition, a positive statistically significant correlation was found between all the neurocognitive competences (p < .05). Results found in this study reveal that neurocognitive impairments can be shown in adolescents at psychometric high risk for emotional problems before transition to more severe psychological problems. (AU)

Bullying, Cyberbullying and Mental Health: The Role of Student Connectedness as a School Protective Factor.

Traditional bullying and cyberbullying are linked to adverse mental health outcomes. Student connectedness has been recently identified as a potential protective factor in these relationships. Nonetheless, the multilevel nature of these interactions has been frequently overlooked. The present study pretends to fill this gap by exploring the associations between individual levels of bullying and cyberbullying and three adjustment outcomes (i.e., suicidal behavior, symptoms of depression, and self-esteem), as well as the moderating role of the school level of student connectedness on these relationships. The participants in this work were 1,774 students aged 14-18 years (M = 15.70, SD = 1.26), of which 53.7% were female, from 31 secondary schools in Spain. We used previously validated self-reported questionnaires in this study. Traditional victimization and cybervictimization, as well as cyberbullying, were positively related to suicidal behavior and depression, and were negatively related to self-esteem. Conversely, individual levels of student connectedness were associated with lower levels of suicidal behavior and depression, and with higher levels of self-esteem. Moreover, school levels of student connectedness buffered the adjustment problems experienced by victims of cyberbullying. These findings highlight the importance of student connectedness as a possible target for school-based cyberbullying prevention.

El acoso escolar y el ciberbullying están asociados a efectos adversos para la salud mental. La cohesión entre estudiantes se ha identificado recientemente como un potencial factor protector respecto a este tipo de relaciones. No obstante, con frecuencia se ha pasado por alto la naturaleza multinivel de estas interacciones. El presente estudio pretende llenar este vacío explorando la asociación entre el nivel individual de acoso y ciberbullying y tres indicadores de ajuste (i.e., conducta suicida, síntomas de depresión y autoestima), así como el papel moderador del nivel escolar de cohesión estudiantil en estas relaciones. Los participantes fueron 1,744 estudiantes de 14-18 años (M = 15.70, DT = 1.26), de los cuales el 53.7% eran mujeres, de 31 centros de educación secundaria de España. En el estudio se utilizaron autoinformes previamente validados. La victimización tradicional y la cibervictimización, así como el ciberbullying, se relacionaron positivamente con la conducta suicida y la depresión y negativamente con la autoestima. Por el contrario, los niveles individuales de cohesión entre estudiantes se asociaron con niveles más bajos de conducta suicida y depresión y con niveles más elevados de autoestima. Además, los niveles escolares de cohesión entre estudiantes amortiguaron los problemas de adaptación experimentados por las víctimas de ciberbullying. Estos hallazgos destacan la importancia de la cohesión entre estudiantes como un posible objetivo de cara a la prevención del ciberbullying.

Neurocognitive Functioning in Adolescents at Risk for Mental Health Problems / Funcionamiento Neurocognitivo en Adolescentes con Riesgo de Trastornos Mentales

Background: The main goal of the study was to assess the neurocognitive performance in adolescents at high psychometric risk for mental healthproblems. Method: A sample of 48 participants at high risk for mentaldisorders and an age-gender matched healthy comparison group of 48adolescents were identified from a community-derived sample of 1,509adolescents. The Strengths and Difficulties Questionnaire problems andthe University of Pennsylvania Computerized Neuropsychological Test Battery for children (included 14 tasks assessing five neurobehavioraldomains: executive functions, episodic memory, complex cognition, socialcognition, and sensorimotor speed) were used. Results: Relative to healthycomparison participants, individuals at high risk showed significant impairments across almost all neurocognitive domains (executive functions, episodic memory, complex cognition, social cognition, and sensorimotorspeed). Conclusions: These findings demonstrate that neurocognitive impairments can be shown in adolescents at high psychometric risk formental health problems before the onset of more severe psychological problems.

Antecedentes: el objetivo principal del estudiofue evaluar el funcionamiento neurocognitivo en adolescentes con altoriesgo psicométrico de presentar problemas de salud mental. Método: seseleccionó una muestra de 48 participantes con alto riesgo de trastornos mentales y un grupo de comparación de 48 adolescentes emparejados por edad y género a partir de la muestra total de 1.509 adolescentes. Se administró el Cuestionario de Capacidades y Dificultades y la Batería Neurocognitiva Computerizada de la Universidad de Pensilvania para población infantil y adolescente (incluidas 14 tareas que evalúan cinco dominios neurocognitivos: funciones ejecutivas, memoria episódica, cognición compleja, cognición social y velocidad sensoriomotora).Resultados: en relación con el grupo de comparación, los participantes dealto riesgo mostraron diferencias significativas en casi todos los dominiosneurocognitivos. Conclusiones: estos hallazgos demuestran que diferentesalteraciones neurocognitivas pueden manifestarse en adolescentes con altoriesgo psicométrico de presentar problemas de salud mental antes de laaparición de dificultades psicológicas más graves.

[Empirically Supported Psychological Treatments for Children and Adolescents: State of the Art].

Empirically Supported Psychological Treatments for Children and Adolescents: State of the Art. BACKGROUND: The empirical evidence accumulated on the efficacy, effectiveness, and efficiency of psychotherapeutic treatments in children and adolescents calls for an update. The main goal of this paper objective was to carry out a selective review of empirically supported psychological treatments for a variety of common psychological disorders and problems in childhood and adolescence. METHOD: A review was carried out of the psychological treatments for different psychological disorders and problems in social-emotional or behavioral adjustment in the child-adolescent population according to the Spanish National Health System (Clinical Practice Guidelines) levels of evidence and degrees of recommendation. RESULTS: The findings suggest that psychological treatments have empirical support for addressing a wide range of psychological problems in these developmental stages. The degree of empirical support ranges from low to high depending on the phenomenon analyzed. The review suggests unequal progress in the different fields of intervention. CONCLUSIONS: From this update, psychologists will be able to make informed decisions when implementing those empirically supported treatments to address the problems that occur in childhood and adolescence.

Special Issue on Mental Health and Well-Being in Adolescence: Environment and Behavior.

Psychological problems in children and adolescent populations range from 10% to 20% [...].

Measuring entrepreneurship in adolescents at school: New psychometric evidence on the BEPE-A.

The economic situation worldwide demands individuals with entrepreneurial skills and aptitudes. The adolescence stage is a critical period in which these abilities could be developed and the school is a relevant setting for this purpose. To this end, instruments that allow assessing enterprising abilities are needed. Nonetheless, there remains a lack of instruments with adequate evidence of validity. The purpose of this study was, thus, to analyze the psychometric properties of the Battery for the Assessment of the Enterprising Personality-Adaptive (BEPE-A). The sample included a total of 1105 participants (men = 528; 47.4%) with an age range from 12 to 19 years (M = 15.23 years; SD = 4.40). The BEPE-A and the Entrepreneurial Attitudes Scale for Students (EASS) were used in the study. The EFA, conducted in a subsample of 512 participants, revealed that each of the subscales of the BEPE-A were basically unidimensional. The CFA, conducted in a second subsample of 593 participants, showed that a bifactor model best fit the BEPE-A structure. In addition, measurement invariance was found both by gender and age. The BEPE-A was positively associated with other measures of entrepreneurship. Results found in the study contribute valuable information about new evidences of a battery that allows screening for entrepreneurship in a critical developmental period such as adolescence, and in a relevant setting like school.

Schizotypy: the way ahead / Esquizotipia: el Camino a Seguir

BACKGROUND: Empirical evidence suggests that schizotypy is a useful construct for analyzing and understanding psychotic disorders. However, several issues remain to be resolved. METHOD: This selective, critical review, addresses some questions and limitations, and discusses future directions of work. RESULTS: First, we present a conceptual outline and discuss the evidence from translational and interdisciplinary studies on schizotypy. Next, we examine and discuss newer analytical and methodological approaches, including network and machine learning approaches. We also discuss newer psychometric identification approaches, such as those using biobehavioral and ambulatory assessment. Next, we review recent cross-cultural studies in schizotypy research. Finally, we identify new challenges and directions and draw conclusions. CONCLUSIONS: This selective, critical review suggests that new methods can contribute to the construction of a solid scientific model of schizotypy as a risk construct

ANTECEDENTES: la evidencia empírica ha demostrado que la esquizotipia es un constructo útil para analizar y comprender los trastornos psicóticos. Sin embargo, todavía quedan por resolver varias cuestiones. MÉTODO: en esta revisión selectiva y crítica se abordan algunas limitaciones, se discuten interrogantes y se comentan direcciones futuras de trabajo. RESULTADOS: en primer lugar, se presenta una delimitación conceptual y se comenta la evidencia acumulada en diferentes estudios y niveles de análisis en el campo de la esquizotipia. A continuación, se examinan nuevos modelos psicopatológicos, como el modelo de red, y se presentan las diferentes herramientas desarrolladas y validadas para su evaluación. Seguidamente, se abordan algunas inquietudes metodológicas de fondo y se presentan nuevas técnicas y procedimientos psicométricos, como la evaluación ambulatoria y bioconductual. También se analizan algunos de los problemas inherentes en la investigación entre países y culturas. Finalmente, se establecen las conclusiones y se abordan nuevos desafíos y direcciones futuras de investigación. CONCLUSIONES: esta revisión selectiva y crítica plantea que es necesario continuar trabajando en la construcción de un modelo científico sólido y refutable e incorporar nuevas pruebas científicas en el campo de la esquizotipia

Attitudes towards Violence in Adolescents and Youth Intimate Partner Relationships: Validation of the Spanish Version of the EAV.

The main purpose of the present study was to analyze the psychometric properties of the Attitudes Scale Towards Violence (Escala de Actitudes hacia la Violencia, EAV) in adolescents. The EAV is a questionnaire devoted to assess attitudes towards violence. Additionally, the relationship between EAV and violence manifestations and depressive symptoms was analyzed. The final sample comprised a total of 1248 students in a cross-sectional survey. The EAV, the Modified Conflict Tactics Scale (M-CTS), and the Reynolds Adolescent Depression Scale (RADS) were used. The analysis of the internal structure of the EAV yielded a two-factor structure as the most adequate. The EAV scores showed measurement invariance across gender and age. The McDonald's Omega was 0.862 and 0.872 for the two hypothesized factors. Furthermore, self-reported attitudes towards violence were associated with violence manifestations both as a victim and as a perpetrator and depressive symptoms. These results support that the EAV is a brief and easy tool to assess self-reported violence attitudes in intimate partner relationships in adolescents from the general population. The assessment of these attitudes, and its associations with violence and depressive manifestations, may help us to enhance the possibility of an early identification of adolescents potentially at risk for suffering violence as a victim or as a perpetrator.

Schizotypy: The Way Ahead.

BACKGROUND: Empirical evidence suggests that schizotypy is a useful construct for analyzing and understanding psychotic disorders. However, several issues remain to be resolved. METHOD: This selective, critical review, addresses some questions and limitations, and discusses future directions of work. RESULTS: First, we present a conceptual outline and discuss the evidence from translational and interdisciplinary studies on schizotypy. Next, we examine and discuss newer analytical and methodological approaches, including network and machine learning approaches. We also discuss newer psychometric identification approaches, such as those using biobehavioral and ambulatory assessment. Next, we review recent cross-cultural studies in schizotypy research. Finally, we identify new challenges and directions and draw conclusions. CONCLUSIONS: This selective, critical review suggests that new methods can contribute to the construction of a solid scientific model of schizotypy as a risk construct.