Elaboración de Versiones Reducidas de Instrumentos de Medida: Una Perspectiva Práctica

AbstractThe aim of the present study is to show, from a practical perspective, the guidelines that may be followed to create a reduced version of a measurement tool. Therefore, it describes in detail the process of creating the reduced Basque version of the CDS scale (Children's Depression Scale; Lang & Tisher, 1978), which measures depression in children and adolescents. In a first study, the items that make up the reduced version of the CDS (CDS-R) are selected from a set of analysis conducted on a sample of 886 children and adolescents who were administered the extensive version of the CDS adapted to the Basque language (Balluerka, Gorostiaga, & Haranburu, 2012). Subsequently, the CDS-R is validated on a sample of 2,165 participants. This second study examines the factorial structure, the internal consistency and the temporal stability of the instrument, as well as the relationship between its dimensions and gender, academic performance, emotional intelligence and attachment. Thus, evidence is obtained on the reliability and validity of the reduced version of the instrument, which guarantees suitable evaluation of the construct the instrument is intended to measure

Primary and Secondary Caregivers of People with Dementia (PwD): Differential Patterns and Implications for Psychological Support

Very little attention has been paid to identifying the differential characteristics of primary and secondary dementia caregivers. The aims of this study were: to determine whether differences exist between primary and secondary caregivers of people with dementia (PwD) and to explore the profile of primary and secondary caregivers reporting symptoms of anxiety and/or depression. The participants were 146 caregivers of PwD, 73 primary caregivers and 73 secondary caregivers. The results revealed different patterns for each type of caregiver. Primary caregivers showed a more negative profile in terms of poorer self-rated health and higher levels of anxiety and depression: 61.6% of primary and 42.5% of secondary caregivers reported symptoms of anxiety, and 24.7% and 11% reported depression, respectively. The frequency of problem behavior, subjective burden, health, and the comorbidity between anxiety and depression were associated with depression and anxiety among primary caregivers, whereas gender (being a woman), subjective burden, health, and the comorbidity between anxiety and depression were associated among secondary caregivers. These findings may help to guide professionals in targeting psychological support programs and customizing the strategies and skills that need to be provided in accordance with the type of caregiver in question: primary or secondary. The practical implications of the findings are discussed

The Psychological Consequences of COVID-19 and Lockdown in the Spanish Population: An Exploratory Sequential Design

The objectives of this study were to analyze the psychological impact of the COVID-19 pandemic and the lockdown in the Spanish population and to identify what population profiles were most affected. The study used a sequential exploratory design. In the qualitative phase, 40 participants were recruited based on theoretically relevant criteria and the saturation of the information provided by the interviews. In the quantitative phase, a large representative sample was applied. The universe considered was the adult population of Spain. A total of 6789 surveys were conducted. Both the analysis of the narratives of the interviews and the responses to the panel survey showed relevant changes in attitudes and mood swings compared to the period prior to lockdown. These changes include dysphoric moods (i.e., experiences of distress such as sadness/depression, anxiety, rage, feeling of unreality, worry, etc.) and also some euphoric moods (i.e., feelings of well-being, happiness, etc.). A higher number of women were affected than men and a greater increase was observed in younger people. The findings of the study may serve as a basis for detecting needs and providing psychological support, as the symptoms detected as the most common are key for the processes of screening at-risk individuals.Spanish Ministry of Universitie

Asociación entre el bullying, la ansiedad y la depresión en la infancia y la adolescencia: el efecto mediador de la autoestima

[EN] Bullying is a serious psychosocial problem that impacts negatively on victims, and it is one of the main risk factors for the development of psychological problems and psychopathological symptoms in childhood, adolescence, and adulthood. This study analyzes the mediating effect of self-esteem on the relationship between bullying victimization and the development of anxiety and depressive symptoms. The sample comprised 550 children and adolescents (56.5% women) aged between 10 and 17 years (M = 12.20, SD = 1.75) from the Basque Country, each of whom completed a battery of instruments consisting of a sociodemographic variables data sheet, a questionnaire for evaluating peer victimization, the Rosenberg Self-Esteem Scale, and the Educational-Clinical Questionnaire: Anxiety and Depression. Results from structural equation modeling indicated that bullying victimization is a risk factor for developing anxiety and depression in childhood and adolescence, and also that the relationship between bullying victimization and these two emotional problems is mediated by self-esteem. This mediating effect of self-esteem is especially important in the case of depression, insofar as the effect of bullying victimization on depression is greater when mediated by self-esteem. The implications of the results are discussed, both for the field of educational psychology and in relation to the psychological wellbeing of children and adolescents.[ES] El bullying constituye un problema psicosocial muy grave que conlleva consecuencias negativas, siendo uno de los principales factores de riesgo para el desarrollo de problemas psicológicos y sintomatología psicopatológica tanto en la niñez y la adolescencia como en la edad adulta. En el presente estudio se pretende analizar el efecto mediador de la autoestima en la relación entre padecer acoso y desarrollar síntomas ansiosos y depresivos. Han participado 550 niños y niñas y adolescentes (56.5% mujeres) de entre 10 y 17 años (M = 12.20, DT = 1.75) de la Comunidad Autónoma del País Vasco, que han cumplimentado una batería de instrumentos compuesta por un cuestionario de variables sociodemográficas, un cuestionario para la evaluación de la victimización escolar, la escala para la medición de la autoestima de Rosenberg y el cuestionario Educativo-Clínico: Ansiedad y Depresión. Los resultados de los modelos de ecuaciones estructurales reflejan, por un lado, que sufrir bullying es un factor de riesgo para desarrollar ansiedad y depresión en la niñez y en la adolescencia. Por otro lado, confirman que la autoestima es una variable que media la relación entre el bullying y ambos problemas emocionales. Esta acción mediadora de la autoestima resulta de gran relevancia en el caso de la depresión, dado que el efecto que tiene el bullying sobre la depresión aumenta cuando está mediatizado por la autoestima. Se discuten las implicaciones de los resultados, tanto en el ámbito de la psicología educativa, como en el ámbito del bienestar psicológico de niños y niñas y adolescentes

Emozioak erregulatzea

The emotions sometimes help us to achieve the well-being and sometimes prevent us from achieving our goals; therefore, we constantly strive to regulate the emotions that bring us unhappiness. Several strategies to regulate emotions are used; some of these strategies are applied before the emotion appears, and others are applied after the emotion has arisen; some of these strategies are more effective than others, but there is no strategy that is effective in all situations. Some strategies are more appropriate in certain situations and other strategies are more appropriate in other situations; therefore, we have to choose flexibly strategies to regulate emotions. In this article we will analyze the following aspects of emotional regulation: men and women have different abilities to regulate emotions;children learn throughout their evolutionary development to regulate emotions in an increasingly autonomous manner; this development is linked to the security of attachment and characteristics of personality; affect regulation is related to the functioning of the brain (cortex and amygdale); inability to regulate emotions is related to psychopathology; the level of awareness and reflective capacity are related to resilience; people can regulate emotions consciously or automatically; ideals and obligations of persons play an important role in regulating emotions properly; sharing emotions with others is good to regulate them properly; emotions are not regulated in the same way in different cultures

Adorea, Filosofiatik Psikologiara

The philosophical representations of courage and its components have varied throughout history, depending on the authors, the historical epoch and the cultural context. In this article, we will first make a historical tour through different representations of courage from Greek Antiquity to the Contemporary Age. We will point out the features of courage according to representative authors of the different periods: the exposure to the public of the Homeric hero; the intellectualization of the Socratic and Platonic courage; the return to the military vision of courage by Aristotle; the work and humility ethics of the first Christians; the courage in the solitary confrontation to death in the Middle Ages; the disappearance of the construct of courage and the predominance of the combination of mercantile interests in the Modern Age; the rejection of the theory of the middle term by Machiavelli; the vitalist conception of the courage in Spinoza; the courage for the free use of intelligence in Kant; the courage to overcome mediocrity in Nietzsche; the courage to overcome anxiety in the face of non-being and change in Tillich; the courage to act freely and overcome the excessive attachment to life in Arendt; and the courage to speak the truth despite the opposition of influential people in Foucault. Next, we will carry out a brief review of some psychological definitions of courage and establish its fundamental components. Finally, based on the revision of the philosophical theories, we will suggest the incorporation of new components to the psychological definition of courage.; Adorearen eta haren osagaien errepresentazioek aldaketak izan dituzte historian zehar, egileen, aro historikoaren eta kultur testuinguruaren arabera. Artikulu honetan, lehenik, adorearen errepresentazioen ibilbide historikoa egingo dugu, Greziako Antzinatetik hasi eta Aro Garaikidera arte. Garai ezberdinetako pentsalariek adoreaz emandako deskribapenak agertuko ditugu: heroia jendaurrean bere adorea erakusten, Homeroren arabera; adorearen intelektualizazioa, Sokrates eta Platonen arabera; eremu militarrerako itzulera, Aristotelesen arabera; lanaren eta apaltasunaren etika lehenengo kristauengan; heriotzari bakardadean aurre egiten dion Erdi Aroko adorea; adorearen konstruktuaren desagerpena eta merkataritza-interesen konbinazioaren nagusitasuna, Aro Modernoan; Aristotelesen erdibidearen teoriaren baztertzea, Makiavelorengan; adorearen ikuspegi bitalista, Spinozarengan; adimena askeki erabiltzeko adorea, Kantengan; kaskarkeria gainditzeko adorea, Nietzscherengan; ez-izatearen eta aldaketaren aurrean sortzen den barne-herstura gainditzeko adorea, Tillichengan; modu askean jokatzeko eta bizitzarekiko atxikimendu handiegia gainditzeko adorea, Arendtengan; eta ezberdin pentsatzen duten pertsona boteretsuen aurrean egia esateko adorea, Foucaultengan. Ondoren, adorearen definizio psikologiko batzuk berrikusiko ditugu eta haien osagai nagusiak zein diren ikusiko dugu. Azkenik, teoria filosofikoetan oinarrituta, adorearen definizio psikologikoan beste osagai batzuk sartzea iradokiko dugu

Assessment of entrepreneurial orientation and its relationship with gender and academic performance

La orientación emprendedora es un concepto clave en el contexto organizacional que está adquiriendo una relevancia cada vez mayor en el ámbito educativo, ya que la promoción del emprendimiento se ha convertido en una de las líneas de acción más importantes de la Unión Europea en materia de educación. Dado que la Escala de Orientación Emprendedora (EOE) es uno de los pocos instrumentos que permiten evaluar la orientación emprendedora en estudiantes, el primer objetivo del presente estudio consistió en la adaptación al euskera y la validación de la EOE (EOE-E). El segundo objetivo fue examinar la relación de la orientación emprendedora con el género y con el rendimiento académico. La muestra estuvo compuesta por 735 estudiantes de Formación Profesional. En cuanto al primer objetivo, el Análisis Factorial Confirmatorio corroboró la estructura de seis factores del cuestionario original, presentando índices aceptables de consistencia interna y estabilidad temporal. Se recabaron evidencias de validez convergente y de relación con otras variables, tales como la autoeficacia y la iniciativa personal. Por lo tanto, cabe afirmar que se obtuvieron evidencias de validez y fiabilidad de la EOE-E para la evaluación de la orientación emprendedora en estudiantes de Formación Profesional. En lo que respecta al segundo objetivo, los varones presentaron puntuaciones medias superiores a las de las mujeres en orientación competitiva, mientras que las mujeres superaron a los varones en orientación al aprendizaje. Además, en comparación con el estudiantado de menor rendimiento académico, los y las estudiantes con mejores calificaciones académicas mostraron una mayor orientación a la innovación, orientación proactiva, orientación al logro y orientación al aprendizaje.Gobierno Vasco (Códigos GVCV17/01 e IT892-16

Versión reducida del cuestionario CaMir (CaMir-R) para la evaluación del apego

El CaMir es un cuestionario que mide las representaciones de apego. Se fundamenta en las evaluaciones que realiza el sujeto sobre las experiencias de apego pasadas y presentes y sobre el funcionamiento familiar. Es un instrumento ampliamente utilizado tanto en el ámbito de la investigación como en el ámbito clínico. El objetivo del presente estudio consistió en desarrollar una versión reducida del CaMir en lengua castellana (CaMir-R) y en obtener evidencias acerca de su validez y de su fiabilidad en una muestra de 676 adolescentes (364 mujeres y 312 varones) pertenecientes a distintos colectivos (muestra clínica, muestra de maltratados y muestra comunitaria) con un rango de edad que oscilaba entre 13 y 19 años (M= 15,62; SD= 1,49). Se examinó su estructura interna, su validez convergente y de decisión, la relación entre sus dimensiones y los síntomas psicopatológicos, así como su consistencia interna y su estabilidad temporal. Se obtuvieron 7 dimensiones, cuyos índices de consistencia interna oscilaron entre 0,60 y 0,85. Exceptuando la dimensión de «Permisividad parental», que no mostró una buena fiabilidad, los resultados sugieren que el CaMir-R permite evaluar las representaciones de apego y la concepción acerca del funcionamiento familiar de forma válida y fiable