Academic Resilience in Mathematics and Science: Europe TIMSS-2019 Data.

BACKGROUND: Academically resilient students are those who exhibit high performance starting from a disadvantaged socioeconomic situation. This study aims to identify the personal, school, and national factors that are associated with that resilience in the European Union (EU). METHOD: The sample comprised 96556 fourth grade students from 21 EU countries participating in TIMSS-2019. Two three-level logistic regression models were specified for the overall sample. RESULTS: The EU has an average of 25.67% resilient students in mathematics and 24.16% in science. Student confidence and having done prior linguistic tasks at school were the variables with the most predictive power after accounting for gender and students' immigrant background. The European countries analyzed largely compensated for the doubly-disadvantaged situation of immigrant students. Those countries with higher proportions of low-performing students had fewer resilient students. CONCLUSIONS: The educational policies in the EU member states are able to largely compensate for unfavorable starting positions; fundamentally, policies of a social nature such as support for immigrant students, families, or schools.

El uso de las nuevas tecnologías en las evaluaciones educativas: la lectura en un mundo digital / The use of new technologies in educational assessments: reading in a digital world

Ser un lector competente en un mundo digital requiere una base sólida de Lectura, pero también la capacidad para pensar críticamente; una tarea pendiente para muchos estudiantes españoles. Las pruebas adaptativas informatizadas y los datos de proceso (información sobre las acciones que realizan los estudiantes al responder a la prueba) son especialmente importantes cuando se evalúan competencias como la Lectura. El objetivo de este trabajo es analizar cómo el uso de la tecnología está cambiando el concepto de Lectura y las formas para evaluarlo. Esto tiene implicaciones tanto para el alumnado español como para cualquier profesional encargado de interpretar y diseñar evaluaciones educativas. El investigador debe asegurar que el uso de los datos y la tecnología sea el adecuado para los objetivos de la evaluación y sirva de forma fiable, válida y justa a las personas involucradas, pero también del usuario saber cuándo, cómo y para qué utilizar los datos.(AU)

Being a proficient reader in a digital world requires a strong reading foundation, but also the ability to think critically, which is a challenge for many students in Spain. Computerized adaptive tests and process data (information about students’ actions when responding to the test) are especially important when assessing skills such as reading. This work aims to analyze how the use of technology is changing the concept of reading and the ways to evaluate it. This has implications for Spanish students and any professional in charge of interpreting and designing educational evaluations. The researcher must ensure that the use of data and technology is adequate for the objectives of the evaluation and that it works in a reliable, valid, and fair way for the people involved, but also the user must know when, how, and for what purposes to use the data.(AU)

Academic Resilience in Mathematics and Science: Europe TIMSS-2019 Data / Resiliencia Académica en Matemáticas y Ciencias: Datos de Europa TIMSS-2019

Background: Academically resilient students are those who exhibit highperformance starting from a disadvantaged socioeconomic situation. Thisstudy aims to identify the personal, school, and national factors that areassociated with that resilience in the European Union (EU). Method:The sample comprised 96556 fourth grade students from 21 EU countriesparticipating in TIMSS-2019. Two three-level logistic regression modelswere specified for the overall sample. Results: The EU has an average of25.67% resilient students in mathematics and 24.16% in science. Studentconfidence and having done prior linguistic tasks at school were thevariables with the most predictive power after accounting for gender andstudents’ immigrant background. The European countries analyzed largelycompensated for the doubly-disadvantaged situation of immigrant students.Those countries with higher proportions of low-performing students hadfewer resilient students. Conclusions: The educational policies in the EUmember states are able to largely compensate for unfavorable startingpositions; fundamentally, policies of a social nature such as support forimmigrant students, families, or schools.

Antecedentes: el alumnado académicamente resilientees aquel que obtiene un alto rendimiento partiendo de una situaciónsocioeconómica desaventajada. Esta investigación pretende identificarlos factores personales, escolares y nacionales que están asociados a laresiliencia académica en la Unión Europea (UE). Método: la muestra fuede 96.556 estudiantes de 4º grado de 21 países de la UE participantes enTIMSS-2019. Para el conjunto de la muestra se ajustaron dos modelos deregresión logística multinivel de tres niveles. Resultados:la UE tiene unpromedio de 25,67% de alumnado resiliente en matemáticas y 24,16% enciencias. La confianza de los estudiantes y haber realizado tareas lingüísticasprevias a la escuela son las variables con mayor poder predictivo después detener en cuenta el género y los antecedentes inmigrantes de los estudiantes.Los países europeos analizados compensan en buena medida la situacióndoblemente desaventajada del alumnado inmigrante. Aquellos países queposeen un mayor porcentaje de alumnado con bajo rendimiento tienenmenos estudiantes resilientes. Conclusiones: las políticas educativas delos estados miembros de la UE son capaces de compensar en gran medidalas situaciones desfavorecidas de partida. Fundamentalmente aquellas decarácter social como el apoyo al alumnado inmigrante, a la familia o lasinstituciones educativas.

Corrigendum: Assessment of Eight Entrepreneurial Personality Dimensions: Validity Evidence of the BEPE Battery.

[This corrects the article DOI: 10.3389/fpsyg.2018.02352.].

Assessment of Eight Entrepreneurial Personality Dimensions: Validity Evidence of the BEPE Battery.

Background: The study of entrepreneurial activity has undergone intense development in recent decades. Traditionally this topic has been addressed from three approaches: economic, sociological and psychological. In the study of enterprising personality, two fundamental perspectives stand out: the use of general personality traits, like the Big Five, and the use of more specific traits related to entrepreneurial spirit, such as self-efficacy, autonomy, innovation, optimism, and others. The objective of this study is to provide validity evidence for a new instrument for measuring eight specific dimensions of entrepreneurial personality (BEPE). Methods: The sample was composed of 1,170 adults from the general population (59.9% women). The average age was 42.34 years with a standard deviation of 12.96. Of the sample, 13% were self-employed. Internal factorial structure and reliability of BEPE were examined. The relationships with other variables and the discriminative capacity of the BEPE between different groups of workers were analyzed. Results: First order exploratory factor analyses show the essential unidimensionality of each of the eight proposed sub-scales, with factorial weights ranging between 0.341 and 0.825. In the Confirmatory Factor Analysis, the best fit was achieved with a Bifactor model. With regards to reliability, the eight BEPE sub-scales gave high alpha coefficient values, between 0.81 and 0.89, as did the total battery (0.97). BEPE sub-scales show a high canonical correlation with the Big Five personality factors (0.796) and with the sub-scales of the Measure of Entrepreneurial Talents and Abilities questionnaire (0.779). Conclusion: The BEPE questionnaire for the evaluation of the eight fundamental specific dimensions of the entrepreneurial personality presents adequate psychometric properties. Its relationships with other measures of personality traits are in line with what is expected. Therefore, the BEPE is a new measurement instrument that can be used with confidence both in the applied field and in research.

Using reversed items in Likert scales: A questionable practice / El uso de ítems inversos en las escalas tipo Likert: una práctica cuestionable

BACKGROUND: The use of positively worded items and reversed forms aims to reduce response bias and is a commonly used practice nowadays. The main goal of this research is to analyze the psychometric implications of the use of positive and reversed items in measurement instruments. METHOD: A sample of 374 participants was tested aged between 18 and 73 (M=33.98; SD=14.12), 62.60% were women. A repeated measures design was used, evaluating the participants with positive, reversed, and combined forms of a self-efficacy test. RESULTS: When combinations of positive and reversed items are used in the same test the reliability of the test is flawed and the unidimensionality of the test is jeopardized by secondary sources of variance. In addition, the variance of the scores is reduced, and the means differ significantly from those in tests in which all items are either positive or reversed, but not combined. CONCLUSIONS: The results of this study present a trade-off between a potential acquiescence bias when items are positively worded and a potential different understanding when combining regular and reversed items in the same test. The specialized literature recommends combining regular and reversed items for controlling for response style bias, but these results caution researchers in using them as well after accounting for the potential effect of linguistic skills and the findings presented in this study

ANTECEDENTES: el uso de ítems formulados positivamente junto con otros inversos es una práctica habitual para tratar de evitar sesgos de respuesta. El objetivo del presente trabajo es analizar las implicaciones psicométricas de utilizar ítems directos e inversos en la misma prueba. MÉTODO: se utilizó una muestra de 374 participantes con edades comprendidas entre 18 y 73 años (M=33.98; DT=14.12), con un 62,60% de mujeres. Mediante un diseño de medidas repetidas se evaluó a los participantes en una prueba de autoeficacia con tres condiciones: todos los ítems positivos, todos negativos y un combinado de ambos. RESULTADOS: cuando se utilizan en la misma prueba tanto ítems positivos como negativos su fiabilidad se deteriora, y la unidimensionalidad de la prueba se ve comprometida por fuentes secundarias de varianza. La varianza de las puntuaciones disminuye, y las medias difieren significativamente respecto de las pruebas en las que todos los ítems están formulados positiva o negativamente. CONCLUSIONES: los resultados de este estudio presentan una disyuntiva entre un posible sesgo de aquiescencia cuando los ítems tienen una redacción positiva y una comprensión potencialmente diferente cuando se combinan ítems regulares e invertidos en la misma prueba. La literatura especializada recomienda combinar ítems regulares e invertidos para poder controlar el sesgo del estilo de respuesta, pero estos resultados advierten a los investigadores que los usen también después de tener en cuenta el potencial efecto de las habilidades lingüísticas y de los hallazgos presentados en este estudio

Using reversed items in Likert scales: A questionable practice.

BACKGROUND: The use of positively worded items and reversed forms aims to reduce response bias and is a commonly used practice nowadays. The main goal of this research is to analyze the psychometric implications of the use of positive and reversed items in measurement instruments. METHOD: A sample of 374 participants was tested aged between 18 and 73 (M=33.98; SD=14.12), 62.60% were women. A repeated measures design was used, evaluating the participants with positive, reversed, and combined forms of a self-efficacy test. RESULTS: When combinations of positive and reversed items are used in the same test the reliability of the test is flawed and the unidimensionality of the test is jeopardized by secondary sources of variance. In addition, the variance of the scores is reduced, and the means differ significantly from those in tests in which all items are either positive or reversed, but not combined. CONCLUSIONS: The results of this study present a trade-off between a potential acquiescence bias when items are positively worded and a potential different understanding when combining regular and reversed items in the same test. The specialized literature recommends combining regular and reversed items for controlling for response style bias, but these results caution researchers in using them as well after accounting for the potential effect of linguistic skills and the findings presented in this study.

Development and validation of a questionnaire for assessing the characteristics of diet and physical activity in patients with type 2 diabetes / Desarrollo y validación de un cuestionario para medir las características de la dieta y la actividad física en pacientes con diabetes tipo 2 diabetes

Background: The aim of this study was to explore the psychometric properties of the Motiva.Diaf-DM2 questionnaire, which assesses adherence to a healthy diet and physical activity in patients with Type 2 Diabetes (T2D). Method: Participants were 206 patients who attended primary care services, with a mean age of 69.63 years (SD = 11.05), with 39.3% of the participants being women. To assess the test-retest reliability of the measure, a random subsample (n = 40) of patients who had another appointment scheduled was selected to fill in the questionnaire once again two weeks after the initial administration. Results: The reliability of the scores was found to be appropriate both in terms of internal consistency (alfafirst factor = .756; alfasecond factor = .821) and temporal stability (r first factor = .604; r second factor = .638). The structure of the test is two-dimensional. The scores for the second dimension (adherence to physical activity) are in agreement with the scores for basic psychological needs (r physical activity = .281), resilience (r = .216), and glycated haemoglobin (r = -.182). Conclusions: The Motiva.Diaf-DM2 test was shown to have the appropriate relia-bility and validity to assess adherence to a healthy diet and physical activity in patients diagnosed with T2D (AU)

Antecedentes: el objetivo de este estudio fue evaluar las propiedades psicométricas del cuestionario Motiv.Diaf-DM2, diseñado para medir la adherencia a las recomendaciones dietéticas y de actividad física en pacientes con diabetes tipo 2. Método: participaron 206 pacientes que asistieron a consultas en atención primaria, cuya media de edad era de 69,63 años (DE = 11,05). El 39,3% fueron mujeres. Para evaluar la fiabilidad test-retest se seleccionaron 40 pacientes de la muestra inicial de entre los que tenían otra cita en el centro de salud, a los que se les ad-ministró nuevamente el cuestionario dos semanas tras la primera entrega. Resultados: se observó que la fiabilidad de las puntuaciones era adecuada en cuanto a consistencia interna (alfaprimer factor = .756; alfasegundo factor = .821) y estabilidad temporal (r primer factor = .604; r segundo factor = .638). La estructura del test es bidimensional. Las puntuaciones de la segunda dimensión (actividad física) convergen con las puntuaciones de las necesidades psicológicas básicas (r actividad física = .281), resiliencia (r = .216) y hemoglobina glicosilada (r = -.182). Conclusiones: Motiva.Diaf-DM2 ha demostrado tener una adecuada fiabilidad y validez para evaluar la adherencia a las recomendaciones relacionadas con la dieta y la actividad física en pacientes con diabetes tipo 2 (AU)

Development and validation of a questionnaire for assessing the characteristics of diet and physical activity in patients with type 2 diabetes.

BACKGROUND: The aim ofthis study was to explore the psychometric properties of the Motiva.Diaf-DM2 questionnaire, which assesses adherence to a healthy diet and physical activity in patients with Type 2 Diabetes (T2D). METHOD: Participants were 206 patients who attended primary care services, with a mean age of 69.63 years (SD = 11.05), with 39.3% of the participants being women. To assess the test-retest reliability of the measure, a random subsample (n = 40) of patients who had another appointment scheduled was selected to fill in the questionnaire once again two weeks after the initial administration. RESULTS: The reliability of the scores was found to be appropriate both in terms of internal consistency (α first factor = .756; α second factor = .821) and temporal stability (r first factor = .604; r second factor = .638). The structure of the test is two-dimensional. The scores for the second dimension (adherence to physical activity) are in agreement with the scores for basic psychological needs (r physical activity = .281), resilience (r = .216), and glycated haemoglobin (r = -.182). CONCLUSIONS: The Motiva.Diaf-DM2 test was shown to have the appropriate relia-bility and validity to assess adherence to a healthy diet and physical activity in patients diagnosed with T2D.

Parental involvement and academic performance: Less control and more communication / Implicación familiar y rendimiento académico: menos control y más comunicación

Background: Parental involvement in the educational process is desirable, although more involvement does not guarantee better results. The aim of this research is to explore the relationship between styles of parental involvement at home and academic performance. Method: A random sample of 26,543 Spanish students was used, with a mean age of 14.4 (SD = 0.75). Two thirds (66.2%) attended a publicly funded school; 49.7% were girls; 87.8% had Spanish nationality; and 73.5% were in the school year corresponding to their age. Different three-level hierarchical-linear models were fitted: student, school, and region (autonomous community). Results: Students whose parents exhibited a more distal or indirect profile of family involvement tended to demonstrate better results than those from homes with a more controlling style. Parental involvement styles have an effect on achievement at an individual and school level, even after accounting for the effect of context or background variables. Conclusions: Given the importance of parental involvement in academic performance, schools should consider it in their family information and training policies. Schools which have more communicative family profiles tend to demonstrate lower levels of intra-school differences in students’ academic performance (AU)

Antecedentes: la implicación familiar en el proceso educativo es un hecho deseable, aunque una mayor implicación no garantiza mejores resultados. El objetivo de esta investigación es explorar la relación entre los estilos de implicación familiar en el hogar y los resultados escolares. Método: se utilizó una muestra de 26.543 estudiantes españoles con una medida de edad de 14,4 años (DT = 0,75). El 66,2% asiste a un centro público; el 49,7% son mujeres; el 87,8% es español; y el 73,5% está escolarizado en el curso correspondiente a su edad. Se ajustaron diferentes modelos jerárquico-lineales de tres niveles: alumnado, centro y región. Resultados: los estudiantes cuyos progenitores presentan un perfil de implicación familiar más distal o indirecto tienden a presentar mejores resultados que los que provienen de hogares con un estilo más controlador. Los estilos familiares tienen efecto sobre los resultados individuales y de centro, incluso después de descontar el impacto de las variables de contexto. Conclusiones: dada la importancia de la implicación familiar en el rendimiento, los centros deben de tenerla muy en cuenta en su política de información y formación familiar. Los centros que tienen perfiles familiares más comunicativos tienden a presentar menores diferencias intra-centro en los resultados individuales (AU)

Parental involvement and academic performance: Less control and more communication.

BACKGROUND: Parental involvement in the educational process is desirable, although more involvement does not guarantee better results. The aim of this research is to explore the relationship between styles of parental involvement at home and academic performance. METHOD: A random sample of 26,543 Spanish students was used, with a mean age of 14.4 (SD = 0.75). Two thirds (66.2%) attended a publicly funded school; 49.7% were girls; 87.8% had Spanish nationality; and 73.5% were in the school year corresponding to their age. Different three-level hierarchical-linear models were fitted: student, school, and region (autonomous community). RESULTS: Students whose parents exhibited a more distal or indirect profile of family involvement tended to demonstrate better results than those from homes with a more controlling style. Parental involvement styles have an effect on achievement at an individual and school level, even after accounting for the effect of context or background variables. CONCLUSIONS: Given the importance of parental involvement in academic performance, schools should consider it in their family information and training policies. Schools which have more communicative family profiles tend to demonstrate lower levels of intra-school differences in students’ academic performance.

Estimating the effect of emotional intelligence in wellbeing among priests / Estimación del efecto de la inteligencia emocional sobre el bienestar en sacerdotes

Background/Objective: Emotional intelligence is a variable which has been the subject of significantly increased research in recent years. Relationships have been shown with both physical and psychological problems. The aim of this study is to analyse the direct and indirect effect that emotional intelligence exerts over the manifestation of physical and psychological clinical symptomatology and to severe disorders such as burnout syndrome in a professional group in which social function is fundamental. Method: So that, 881 Latin-American catholic priests (M age = 45.89; SD age = 11.58) were evaluated using the Trait Meta-Mood Scale-24, the Maslach Burnout Inventory-22 and the General Health Questionnaire-28. Results: Using path analysis, emotional intelligence, especially Attention and Emotional Clarity, shows a high effect on psychological and somatic issues. Conclusions: Thus, both specific disorders and general wellbeing are related to emotional intelligence. Providing effective emotional intelligence training sessions seems to be able to reduce possible physical and emotional disorders (AU)

Antecedentes/Objetivo: La inteligencia emocional es una variable que ha sido objeto de un incremento notable de investigación a lo largo de los últimos años. La inteligencia emocional ha mostrado numerosas relaciones con múltiples variables psicológicas, destacando su conexión con diversos trastornos físicos y psicológicos. El objetivo del presente estudio es analizar los efectos directos e indirectos que la inteligencia emocional ejerce sobre la manifestación de sintomatología somática y psicológica, así como sobre el desarrollo de trastornos como el síndrome de burnout en un grupo de profesionales cuya labor social resulta esencial. Método: Se aplicaron las escalas Trait Meta-Mood Scale-24, Maslach Burnout Inventory-22 y General Health Questionnaire-28 a un total de 881 sacerdotes católicos latinoamericanos (M edad = 45,89; DT edad = 11,58). Resultados: Mediante path analysis se muestra el efecto que la inteligencia emocional, especialmente la atención y claridad emocional, ejerce sobre las alteraciones somáticas y psicológicas. Conclusiones: Tanto los trastornos específicos como el bienestar general presentan una relación clara con la inteligencia emocional. Proporcionar programas formativos efectivos que desarrollen la inteligencia emocional podría reducir la aparición de trastornos físicos y emocionales (AU)

Students' Achievement and Homework Assignment Strategies.

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents (N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.

Estimating the effect of emotional intelligence in wellbeing among priests.

Background/Objective: Emotional intelligence is a variable which has been the subject of significantly increased research in recent years. Relationships have been shown with both physical and psychological problems. The aim of this study is to analyse the direct and indirect effect that emotional intelligence exerts over the manifestation of physical and psychological clinical symptomatology and to severe disorders such as burnout syndrome in a professional group in which social function is fundamental. Method: So that, 881 Latin-American catholic priests (M age = 45.89; SD age = 11.58) were evaluated using the Trait Meta-Mood Scale-24, the Maslach Burnout Inventory-22 and the General Health Questionnaire-28. Results: Using path analysis, emotional intelligence, especially Attention and Emotional Clarity, shows a high effect on psychological and somatic issues. Conclusions: Thus, both specific disorders and general well-being are related to emotional intelligence. Providing effective emotional intelligence training sessions seems to be able to reduce possible physical and emotional disorders.

Antecedentes/Objetivo: La inteligencia emocional es una variable que ha sido objeto de un incremento notable de investigación a lo largo de los últimos años. La inteligencia emocional ha mostrado numerosas relaciones con múltiples variables psicológicas, destacando su conexión con diversos trastornos físicos y psicológicos. El objetivo del presente estudio es analizar los efectos directos e indirectos que la inteligencia emocional ejerce sobre la manifestación de sintomatología somática y psicológica, así como sobre el desarrollo de trastornos como el síndrome de burnout en un grupo de profesionales cuya labor social resulta esencial. Método: Se aplicaron las escalas Trait Meta-Mood Scale-24, Maslach Burnout Inventory-22 y General Health Questionnaire-28 a un total de 881 sacerdotes católicos latinoamericanos (M edad = 45,89; DT edad = 11,58). Resultados: Mediante path analysis se muestra el efecto que la inteligencia emocional, especialmente la atención y claridad emocional, ejerce sobre las alteraciones somáticas y psicológicas. Conclusiones: Tanto los trastornos específicos como el bienestar general presentan una relación clara con la inteligencia emocional. Proporcionar programas formativos efectivos que desarrollen la inteligencia emocional podría reducir la aparición de trastornos físicos y emocionales.

Adherence to healthy diet and physical activity in clinical patients / Adherencia a la dieta saludable y a la realización de actividad física en pacientes

BACKGROUND: The aim of this study is to explore the psychometric properties of the Motiva.Diaf questionnaire, which assesses the adherence to healthy diet and physical activity in clinical patients. METHOD: Participants were 230 patients, who attended hospital services, with a mean age of 49.28 years (SD = 12.34). Women constituted 55.7% of the patients. Two weeks after initial administration, 40 participants, from those who had another hospital appointment scheduled, were selected at random to complete again the questionnaire in order to assess test-retest reliability. RESULTS: the accuracy of the scores is adequate both in terms of internal consistency (α = .802; Ω = .776) and temporal stability (r =.786). The test's structure is essentially one-dimensional, and the scores in this dimension converge with other necessary basic psychological measurements (r Diet = .294; r Physical Activity= .359) and perceived health (r = .266). In addition, a relatively moderate relationship was found with the Body Mass Index (r = - .129). CONCLUSIONS: The test has shown adequate reliability and validity for evaluating adherence to healthy habits. The availability of an instrument with these characteristics has significant implications for evaluating behaviour, designing and implementing behavioural interventions

ANTECEDENTES: el objetivo de este estudio ha sido explorar las propiedades psicométricas del cuestionario Motiva.Diaf, diseñado para medir la adherencia a las características de la dieta saludable y realización de actividad física en personas enfermas. MÉTODO: participaron 230 pacientes, que asistieron a consultas hospitalarias, con una edad media de 49,28 años (SD = 12,34), siendo un 55,7 % mujeres. Dos semanas tras la administración inicial, se seleccionaron al azar 40 participantes, de los que tenían otra cita hospitalaria, para completar nuevamente el cuestionario con el fin de evaluar la fiabilidad test-retest. RESULTADOS: la precisión de las puntuaciones es adecuada en términos de consistencia interna (α = .802; Ω = .776) y de estabilidad temporal (r =.786). La estructura del test es esencialmente unidimensional y las puntuaciones en esta dimensión convergen con las medidas de necesidades psicológicas básicas (r Diet = .294; r Physical Activity= .359) y salud percibida (r = .266). También se encontró una relación moderada con IMC (r = - .129). CONCLUSIONES: Motiva.Diaf ha demostrado una fiabilidad y validez. La disponibilidad de un instrumento de estas características tiene implicaciones significativas en la evaluación de las conductas, diseño e implementación de intervenciones conductuales

A computerized adaptive test for enterprising personality assessment in youth / Un Test Adaptativo Informatizado para la evaluación de la personalidad emprendedora en jóvenes

BACKGROUND: Assessing specific personality traits has shown better predictive power of enterprising personality than have broad personality traits. Hitherto, there have been no instruments that evaluate the combination of specific personality traits of enterprising personality in an adaptive format. So, the aim was to develop a Computerized Adaptive Test (CAT) to assess enterprising personality in young people. METHODS: A pool of 161 items was developed and applied to two sets of participants (n1 = 357 students, Mage = 17.89; SDage = 3.26; n2 = 2,693 students; Mage = 16.52, SDage = 1.38) using a stratified sampling method. RESULTS: 107 items that assess achievement motivation, risk-taking, innovativeness, autonomy, self-efficacy, stress tolerance, internal locus of control, and optimism were selected. The assumption of unidimensionality was tested. The CAT demonstrated high precision for a wide range of q, using a mean of 10 items and demonstrating a relatively low Standard Error (0.378). CONCLUSIONS: A brief, valid, and precise instrument was obtained with relevant implications for educational and entrepreneurial contexts

ANTECEDENTES: la evaluación de rasgos específicos de personalidad, respecto a rasgos generales, ha demostrado un mayor poder predictivo de la personalidad emprendedora. Actualmente, no existe ningún instrumento que evalúe el conjunto de rasgos específicos de la personalidad emprendedora que se consideran relevantes en un formato adaptativo. El objetivo fue desarrollar un Test Adaptativo Informatizado (TAI) que permita evaluar la personalidad emprendedora en jóvenes. MÉTODO: se desarrolló un banco inicial de 161 ítems, el cual se aplicó a dos conjuntos de participantes (n1 = 357 estudiantes, Medad = 17,89; DTedad = 3,26; n2 = 2.693 estudiantes; Medad = 16,52, DTedad = 1,38) mediante un muestreo estratificado. RESULTADOS: se seleccionaron 107 ítems que evalúan motivación de logro, toma de riesgos, innovación, autonomía, autoeficacia, tolerancia al estrés, locus de control interno y optimismo, sobre los que se comprobó el supuesto de unidimensionalidad. El TAI desarrollado muestra una elevada precisión para un amplio rango de q, empleando una media de 10 ítems y presentando un error típico de las estimaciones relativamente bajo (0,378). CONCLUSIONES: se cuenta con un instrumento breve, válido y preciso con múltiples implicaciones en el contexto educativo y emprendedor

Adherence to healthy diet and physical activity in clinical patients.

BACKGROUND: The aim of this study is to explore the psychometric properties of the Motiva.Diaf questionnaire, which assesses the adherence to healthy diet and physical activity in clinical patients. METHOD: Participants were 230 patients, who attended hospital services, with a mean age of 49.28 years (SD = 12.34). Women constituted 55.7% of the patients. Two weeks after initial administration, 40 participants, from those who had another hospital appointment scheduled, were selected at random to complete again the questionnaire in order to assess test–retest reliability.   Results:  the accuracy of the scores is adequate both in terms of internal consistency (α = .802; Ω = .776) and temporal stability ( r = .786).  The test’s structure is essentially one-dimensional, and the scores in this dimension converge with other necessary basic psychological measurements ( r Diet = .294; r Physical Activity = .359) and perceived health ( r = .266). In addition, a relatively moderate relationship was found with the Body Mass Index ( r = - .129). CONCLUSIONS: The test has shown adequate reliability and validity for evaluating adherence to healthy habits. The availability of an instrument with these characteristics has significant implications for evaluating behaviour, designing and implementing behavioural interventions.

A computerized adaptive test for enterprising personality assessment in youth.

Backgound : Assessing specific personality traits has shown better predictive power of enterprising personality than have broad personality traits. Hitherto, there have been no instruments that evaluate the combination of specific personality traits of enterprising personality in an adaptive format. So, the aim was to develop a Computerized Adaptive Test (CAT) to assess enterprising personality in young people. METHODS: A pool of 161 items was developed and applied to two sets of participants (n 1 = 357 students, M age = 17.89; SD age = 3.26; n 2 = 2,693 students; M age = 16.52, SD age = 1.38) using a stratified sampling method. RESULTS: 107 items that assess achievement motivation, risk-taking, innovativeness, autonomy, self-efficacy, stress tolerance, internal locus of control, and optimism were selected. The assumption of unidimensionality was tested. The CAT demonstrated high precision for a wide range of q, using a mean of 10 items and demonstrating a relatively low Standard Error (0.378). CONCLUSIONS: A brief, valid, and precise instrument was obtained with relevant implications for educational and entrepreneurial contexts.

Information sources used by high school students in the college degree choice / Fuentes de información que utilizan los estudiantes de Bachillerato en la elección de carrera universitaria

INTRODUCTION: Searching for information is a necessary step for young people to decide what to study and prevent school drop-out. The aim of this study is to identify the main sources of information used by students in choosing a university career and to assess the degree of usefulness of these sources.METHOD: A new measuring instrument to assess the use and usefulness of the information sources used in choosing university studies was developed. 2,005 high school students aged 17 to 24 (M = 17.56, SD = .77) participated in the study, representing 44.95 % of the total of school centers of the Principality of Asturias (Spain). RESULTS: The new instrument has adequate psychometric properties and shows that the information from parents and web pages by universities are the most used and most useful information sources for pre-university students. CONCLUSIONS: Obtaining this type of information is very important, as it encourages investing in those activities or resources that are important for pre-university students

INTRODUCCIÓN: la búsqueda de información constituye una condición necesaria para que los jóvenes decidan qué carrera estudiar y prevenir la deserción educativa. El objetivo de este trabajo es identificar las principales fuentes de información utilizadas por los estudiantes en la elección de la carrera universitaria y valorar su grado de utilidad. MÉTODO: se desarrolló un nuevo instrumento de medida para evaluar el uso y la utilidad de las fuentes de información utilizadas en la elección de estudios universitarios. Participaron 2.005 estudiantes de segundo curso de bachillerato con edades comprendidas entre los 17 y los 24 años (M = 17.56; DT = .77) que suponen el 44,95% del total de los centros educativos asturianos que imparten bachillerato. RESULTADOS: el nuevo instrumento presenta unas propiedades psicométricas adecuadas y ha permitido comprobar que la información procedente de los padres y las páginas web de las universidades son las fuentes más utilizadas y valoradas por los estudiantes preuniversitarios. CONCLUSIONES: la obtención de este tipo de información es muy relevante, ya que favorece la inversión en aquellas actividades o recursos que realmente son importantes para el alumnado preuniversitario