Assessing Emotional Distress in Adolescents: Psychometrics of the Spanish Version of the Social Emotional Distress Scale-Secondary

Background The Social Emotional Distress Scale-Secondary (SEDS-S) is a short measure designed for comprehensive school-based mental health screening, particularly for using very brief self-reported measures of well-being and distress. Whereas prior studies have shown validity and reliability evidence for the English version, there is a lack of literature about its psychometric properties for Spanish-speaking youths. Objective To examine the psychometric properties of the SEDS-S in a large sample of Spanish adolescents, providing evidence of its reliability, structure, convergent and discriminant validity, longitudinal and gender measurement invariance, and normative data. Methods Participants were 5550 adolescents aged 12–18 years old. Test–retest reliability was examined using Cronbach’s alpha and McDonald’s omega coefficients, and evidence for convergent and discriminant validity was measured using Pearson’s correlation. Confirmatory factor analysis (CFA) was used to examine structure validity, while multigroup and longitudinal measurement invariance analysis was conducted for longitudinal and gender latent structure stability. Results The CFA supported a unidimensional latent structure, which was also observed to be invariant between gender groups and over time. The scale showed evidence of reliability, with coefficients above .85. In addition, the SEDS-S score was positively related to measures assessing distress and negatively related to measures assessing well-being, thereby providing convergent/discriminant validity of the total scores. Conclusion This study provides the first evidence of the reliability and validity of the Spanish version of the SEDS-S for assessing emotional distress among adolescents, cross-sectionally and longitudinally. Furthermore, findings indicated that SEDS-S could be a suitable assessment tool for screening and program evaluation purposes at different contexts beyond the school setting

Ajuste psicosocial en cibervíctimas y ciberagresores en educación secundaria

The rise of cyberbullying among high school students and the importance of certain variables of psychological adjustment for the comprehension of this type of violent behavior both in bullies and in victims. This work aims to analyze the psychological profile of individuals involved in situations of cyberbullying, both victims and bullies. The adjustment variables analyzed were self-concept, perceived stress, loneliness, depressive symptomatology, social anxiety, life satisfaction, and emotional intelligence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 18 years (M = 13.8, SD = 1.32), three contrast groups were established for cybervictims (severe cybervictims, moderate cybervictims, and non-cybervictims) and three groups for cyberbullies (severe cyberbullies, moderate cyberbullies, and non-cyberbullies). The results obtained through analysis of variance showed that both cybervictims and cyberbullies show deterioration in most of the studied dimensions, albeit with a different profile. Severe cybervictims showed higher scores in perceived stress, loneliness, depression, and social anxiety, and lower scores in self-concept, life satisfaction, and emotional intelligence, in comparison with non-cybervictims. Severe cyberbullies obtained higher scores in perceived stress, loneliness, and depression, and lower scores in self-concept and life satisfaction, compared to non-cyberbullies. These results allow deepening our comprehension of cyberbullying among students to improve preventive and intervention programs in schools.El auge de las agresiones cibernéticas entre estudiantes de secundaria y la importancia de ciertas variables de ajuste psicosocial para la comprensión de este tipo de conducta violenta, tanto en agresores como en víctimas, plantean como objetivo en el presente trabajo analizar el perfil psicosocial de ambos implicados en situaciones de ciberagresión. Las variables de ajuste analizadas fueron autoconcepto, estrés percibido, soledad, sintomatología depresiva, ansiedad social, satisfacción con la vida e inteligencia emocional. A partir de una muestra de 1318 adolescentes (47% chicos), de entre 11 y 18 años, se establecieron tres grupos de contraste para cibervíctimas (víctimas severas, moderadas y no cibervíctimas) y tres grupos para ciberagresores (ciberagresores severos, moderados y no ciberagresores). El análisis de varianza mostró que los implicados presentan perfiles psicosociales diferentes y deteriorados. Las cibervíctimas severas mostraron mayor estrés percibido, soledad, depresión y ansiedad social, y menor autoconcepto, satisfacción con la vida e IE, en comparación con las no cibervíctimas. Los ciberagresores severos mostraron mayor estrés percibido, soledad y depresión, y menor autoconcepto y satisfacción con la vida, comparativamente con los no ciberagresores. Estos resultados permiten profundizar en la comprensión del ciberacoso entre estudiantes y mejorar los programas preventivos y de intervención en escuelas

Social Emotional Health Survey-Secondary (SEHS-S): A Universal Screening Measure of Social-Emotional Strengths for Spanish-Speaking Adolescents

The Social Emotional Health Survey-Secondary (SEHS-S), which is a measure of core psychological assets based on a higher-order model of Covitality, is comprised of 36 items and four latent traits (with three measured subscales): belief in self (self-efficacy, self-awareness, and persistence), belief in others (school support, family coherence, and peer support), emotional competence (emotional regulation, behavioral self-control, and empathy), and engaged living (gratitude, zest, and optimism). Previous international studies have supported the psychometric properties of the SEHS-S. The present study extended this research by examining the psychometric properties of a Spanish-language adaptation with a sample of 1042 Spanish adolescents (Mage = 14.49, SD = 1.65.). Confirmatory factor analyses replicated the original factorial structure, with hierarchical omega between 0.66–0.93, with 0.94 for the total score. Factorial invariance across genders revealed small latent mean differences. A path model evaluated concurrent validity, which revealed a significant association between Covitality and bidimensional mental health (psychological distress and well-being). Specifically, correlational analyses showed a negative association with internalizing/externalizing symptoms, and positive associations with subjective well-being, health-related quality of life, and prosocial behaviors. This study provides an example of a culturally relevant adaptation of an international tool to measure student strengths, which is critical to planning school programming and policy.The Ministry of Economy, Industry, and Competitiveness of the Government of Spain (I+D+i Projects, 2017, reference number: PSI2017-88280-R, and Research Networks PSI2015-70943-REDT and PSI2017-90650-REDT) and the Department of Education, Research, Culture, and Sport from Valencian Community of Spain through two grants for the hiring of PhD research assistant awarded to M.R-R. [ACIF/2015/155; VALi+d Program) and R.F. (ACIF/2019/052; VALi+d Program) funded this research

Validação da Escala de Resiliência de Wagnild & Young para a população portuguesa

O presente estudo visa a validação da escala psicométrica de resiliência desenvolvida por Wagnild & Young para a população portuguesa a partir da validação preliminar desenvolvida por Vara e Sani (2006). A escala a validar é composta por 25 afirmações que requerem o posicionamento do inquirido entre 7 pontos da escala de Likert. A validação psicométrica do questionário de resiliência de Wagnild & Young desenvolveu-se a partir da Análise Fatorial Exploratória onde foram identificadas as dimensões mais significativas que a escala apresenta através do estudo da confiabilidade e da Análise Fatorial Confirmatória. Utilizando uma amostra de 313 inquiridos, analisou-se a confiabilidade da escala e a validação do construto obteve-se a partir da análise fatorial, utilizando o coeficiente Alpha de Cronbach para avaliação da consistência interna da escala. Determinaram-se como fatores: satisfação com a vida (F1), planificação-disciplina (F2) e independência (F3) e verificou-se uma correlação média positiva entre os 3 fatores. A análise fatorial confirmatória apresentou valores ótimos de índice de ajuste Comparativo (.988) e da Raíz da Média dos Quadrados dos Erros de Aproximação (.025), pelo que concluímos que estamos perante um ótimo ajuste ao modelo. Globalmente, os valores dos principais indicadores globais de ajustamento do modelo resultantes da análise fatorial confirmatória expressam a sua qualidade. Como valores de consistência interna dos três fatores recorreu-se ao coeficiente de Alpha de Cronbach obtendo-se os valores ótimos de .798 (escala geral), .747 no fator 1 «satisfação com a vida», .712 no fator 2 «planificação – disciplina» e .632 no fator 3 «independência».The present study aims to validate the psychometric scale resilience developed by Wagnild & Young for the Portuguese population from the preliminary validation developed by Vara and Sani (2006). The scale consists of 25 validate assertions that require the placement of respondent between 7 points Likert scale. Psychometric validation of the resiliency Wagnild & Young questionnaire was developed from the exploratory factor analysis where the most significant dimensions that scale features through the study of reliability and confirmatory factor analysis were identified. Using a sample of 313 respondents, we analyzed the scale reliability and construct validation was obtained from the factor analysis, using Cronbach’s alpha coefficient for internal consistency of the scale. Were determined as factors: satisfaction with life (F1),planning discipline (F2) and independence (F3) and there was a positive correlation between the average three factors. Confirmatory factor analysis showed excellent index values Comparative (.988) adjustment and the Root Mean Squares of Errors of Approximation (.025), so we conclude that this is an optimal fit to the model. Overall, the values of the key indicators of overall fit of the model resulting from the confirmatory factor analysis to express its quality. As internal consistency of the three factors we used the coefficient of Cronbach Alpha obtaining the optimal values of .798 (overall scale), .747 on Factor 1 “satisfaction with life”,.712 on factor 2 “planning - discipline “and .632 in factor 3 ‘independence’.info:eu-repo/semantics/publishedVersio

Atitudes e coping proactivo no consumo de substâncias na adolescência

O presente estudo foca-se sobre o papel da atitude proactiva, assim como das atitudes de predisposição, índice de desagrado e percepção de satisfação no consumo de substâncias. Para isso, os autores recorreram a uma amostra de 418 alunos do ensino secundário, utilizando a Escala de Atitude Proactiva (Schwarzer,1999), que permite avaliar a percepção de recursos, com implicações para a motivação e acção, a Escala de Coping Proactivo (Greenglass, Schwarzer, & Taubert, 1999), e as Escalas de Atitudes em Relação ao Tabaco, Álcool e Drogas (García del Castillo & López, 2003), que permitem avaliar a atitude de predisposição, índice de desagrado e percepção de satisfação pelos consumos. Os resultados permitem perceber algumas diferenças de género nas atitudes e nos cursos frequentados, excepto na atitude e coping proactivo, e uma relação negativa entre a idade e atitudes em relação às drogas. Verificaram-se também diferenças na atitude de predisposição, índice de desagrado e percepção de satisfação sobre o consumo das substâncias de tabaco, álcool e drogas (marijuana, cocaína, crack e outros tipos de drogas). As atitudes e coping proactivas não se revelaram significativas na experiência, idade da primeira experiência ou intensidade do consumo. Apesar da relação entre atitude e coping proactivo com as atitudes em relação ao consumo de substâncias, não se verificou esta relação com o consumo. As implicações dos resultados são discutidas criticamente.This study aims to explore the role of proactive attitudes, as well as the predisposition attitudes, displeasure index and perceived satisfaction in substance use. To do that, the authors relied on a sample of 418 secondary school students using the Proactive Attitude Scale (Schwarzer, 1999), which evaluates the perception of resources, with implications for motivation and action, the Proactive Coping Scale (Greenglass, Schwarzer,& Taubert, 1999), and the Attitudes Toward Tobacco, Alcohol and Drugs Scales (García del Castillo &López, 2003), which measure the attitude of willingness, displeasure index and perceived satisfaction with substance use. The results allow us to understand some gender differences in attitudes and courses taken, except in the proactive attitude and coping, and a negative relationship between age and attitudes towards drugs. There were also differences in attitude predisposition, displeasure index and perceived satisfaction with the substances as tobacco, alcohol and drugs (marijuana, cocaine, crack and other drugs). Proactive attitudes and coping did not revealed significant role in experience, onset age or intensity of consumption. Although the relationship between attitude and proactive coping with attitudes toward substance use, this relationship did not exist with consumption. The implications of the results are critically discussed.info:eu-repo/semantics/publishedVersio

Assessing College Students’ Social and Emotional Strengths: A Cross-Cultural Comparison from Mexico, United States, and Spain

Endeavors supporting college students’ positive psychosocial development are gaining attention and investment in various countries and social contexts. Higher education experiences provide new academic, social, and vocational advancement opportunities at a critical developmental stage. However, higher education can also cause distress due to the challenges and stressors present during this new stage of increased independence. The Social Emotional Health Survey-Higher Education (SEHS-HE) assesses the core psychosocial strengths of individuals transitioning from secondary schools into institutions of higher education (IHE) to aid campus student support services. The present study sought to extend the SEHS-HE research by examining its application with college student samples from Mexico (n = 4,207), United States (n = 1,638), and Spain (n = 1,734). Confirmatory factor analyses investigated the hypothesized SEHS-HE higher-order factor model. The Mexico sample returned an acceptable model fit, but the USA and Spain samples had a suboptimal fit; hence, we explored alternative models. A two-level structure had full invariance for all three samples. This study extends the current scholarship on the conceptual model and psychometric properties of SEHS-HE. The discussion focuses on implications for future research to enhance SEHS-HE in national and cross-national research and practice.Funding for this project was proved by a grant from University of California Institute for Mexico and the United States (UC MEXUS) and El Consejo Nacional de Ciencia y Tecnología (CONACYT) to the University of California Santa Barbara and the Universidad de la Salle (Guanajuato) and from the Ministry of Economy, Industry, and Competitiveness of the Government of Spain (I+D+i Projects, 2017, reference number: PSI2017-88280-R)

Metas académicas y estrategias de aprendizaje en estudiantes españoles de Educación Secundaria Obligatoria con ansiedad social

The purpose of this study was to analyse the relationship between high social anxiety, academic goals and learning strategies in a sample of 2,022 (51.1% male) Spanish adolescents aged 12–16. The Social Phobia and Anxiety Inventory (SPAI), Achievement Goal Tendencies Questionnaire (AGTQ) and Learning and Studies Skills Strategies Inventory — High School Version (LASSI-HS) were used to assess the variables. The results showed no statistically significant differences in goal orientations between students with and without high social anxiety. However, students with high social anxiety used learning strategies significantly less. In addition, the logistic regression results indicated that high social anxiety acts as a significant predictor for setting social reinforcement goals and learning and study strategies.El objetivo de este estudio fue analizar la relación entre la alta ansiedad social, las metas académicas y las estrategias de aprendizaje en una muestra de 2,022 (51.1% varones) adolescentes españoles de 12 a 16 años. Las variables fueron evaluadas mediante los cuestionarios Social Phobia and Anxiety Inventory (SPAI), Achievement Goal Tendencies Questionnaire (AGTQ) y Learning And Studies Skills Inventory — High school (LASSI-HS). Los resultados no mostraron ninguna diferencia estadísticamente significativa en las orientaciones de meta entre estudiantes con y sin alta ansiedad social. No obstante, los estudiantes con alta ansiedad social utilizaron significativamente menos estrategias de aprendizaje. Asimismo, los resultados obtenidos de la regresión logística señalaron que la alta ansiedad social actúa como predictor significativo de las metas de reconocimiento social y de las estrategias de aprendizaje y estudio.This work has been funded by the SEJ 2004-07311/EDUC Project, under the Plan Nacional de Investigación Científica, Desarrollo de Innovación Tecnológica del MEC (MEC National Plan for Scientific Research and Technological Innovation Development). / Este artículo de investigación ha sido financiado a través del Proyecto SEJ 2004-07311/EDUC perteneciente al Plan Nacional de Investigación Científica, Desarrollo e Innovación Tecnológica del MEC

Social Anxiety Scale for Adolescents and School Anxiety Inventory: Psychometric properties in French adolescents

School and social anxiety are common problems and have a significant impact on youths’ development. Nevertheless, the questionnaires to assess these anxious symptoms in French adolescents have limitations. The aim of this study is to provide a French version of the Social Anxiety Scale for Adolescents (SAS-A) and the School Anxiety Inventory (SAI), analysing their psychometric properties by the factor structure, internal consistency, and convergent validity. The SAS-A and the SAI were collectively administered in a sample of 1011 French adolescents (48.5% boys) ranging in age from 11 to 18 years. Confirmatory factor analyses replicated the previously identified correlated three-factor structure of the SAS-A and the correlated four-factor structure of the SAI. Acceptable internal consistency indexes were found for SAS-A and SAI scores. Correlations supported the convergent validity of the questionnaires’ subscales. Overall, results supported the internal consistency and validity of the French versions of the SAS-A and SAI

Socio-emotional strengths against psychopathology and suicidal ideation in fear of COVID-19

Coronavirus disease (COVID-19) has caused a global health crisis. It also leads to different types of psychosocial problems in society as a result of preventive health measures and the disease itself. Among others, psychopathological symptoms and suicide behaviors have increased. The PsicorecurSOS COVID-19 online protocol was designed. At baseline, 1020 Spanish adults were assessed, during confinement, for sociodemographics, fear of COVID-19, anxious-depressive symptoms, covitality, and suicidal ideation. Reliability, descriptive, and frequency analyses were carried out, and the computer tool SPSS PROCESS was used to carry out a conditional process analysis (model 59). A total of 595 participants were included (58.30% response rate from baseline; mean age = 37.18 [SD = 13.30]; 72.44% female). Regarding suicidal ideation, 12% responded differently to “never,” 19.3% exceeded the cutoff point on the anxiety scale, and 24% on the depression scale. Moderate mediation analysis explained 27% of the variance in suicidal ideation. In addition, the indirect effect of moderate mediation was significant (b = −.004, SE = .002 with the presence of covitality; and b = .01, SE = .003 absence of covitality). Sex and age did not influence the overall outcome of the model. The data from this study can serve as a starting point for generating social and health treatment initiatives based on self-examination of anxiety-depressive symptoms and increasing socio-emotional skills in order to prevent and alleviate the psychosocial effects of the pandemic.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature

Use of interactive response devices for the improvement of teaching in the degrees of the Faculty of Sciences

La implantación de los nuevos Grados dentro del EEES supone un nuevo enfoque metodológico, pero sobre todo evaluador. El profesor debe esforzarse en ser capaz de valorar no sólo el nivel de conocimientos del alumnado sobre los contenidos, ya que la sociedad actual demanda un perfil de los egresados más completo basado en la formación por competencias. La adquisición de ambas facetas por parte del alumnado se basa principalmente en actividades presenciales y metodologías docentes aplicadas en el desarrollo de las asignaturas, tanto en grupo reducido como en grupo completo. Por tanto, cualquier herramienta adicional que ayude al docente a facilitar esta doble tarea es bien recibida, pues permitirá evaluar el rendimiento académico global del alumnado. Recientemente la Facultad de Ciencias ha puesto en marcha una experiencia piloto mediante la cual un nutrido grupo de profesores ha incorporado en su docencia un sistema de mandos inalámbricos de respuesta. Actualmente, la Facultad de Ciencias dispone de un total de 82 mandos inalámbricos de respuesta y tres antenas receptoras. Esta nueva tecnología ha permitido al docente realizar, de forma interactiva, preguntas colectivas al alumnado y recoger las respuestas individuales de forma inmediata. Los resultados obtenidos en este proyecto nos permiten ser muy optimistas con el uso de esta herramienta y nos animan a continuar en la misma línea. El profesorado participante se ha mostrado dispuesto a continuar empleando esta TIC en su docencia, tratando de abarcar más asignaturas, diversificar el tipo de pruebas, y emplear los mandos de respuesta en grupo completo, cuando el número de alumnos lo permita. La puesta en común de los resultados revela que, de forma general, este tipo de sistemas de respuesta incrementa el nivel de atención del alumnado, ya que se les demanda de forma continuada su participación activa durante la sesión. Se potencia la retención de conceptos, al suministrar en el acto la respuesta correcta a cada pregunta realizada. Permite también al profesorado conocer el nivel previo de conocimientos sobre la materia a impartir, ya que se puede realizar este tipo de preguntas al comienzo de la sesión y enfocar entonces su atención en las debilidades manifestadas. Asimismo se puede testar el grado de adquisición de dichos conocimientos, realizando este tipo de cuestionarios después de la sesión. Además, el tratamiento posterior de los resultados, de forma individualizada, permite gestionar de forma ágil el nivel de conocimientos y adquisición de competencias en lo que es un sistema de evaluación continua, tan necesario en los nuevos enfoques metodológicos nacidos de la implantación del EEES. Por último destacar que el profesorado participante ha considerado que se trata de una herramienta de gran utilidad para la consecución del objetivo de excelencia en la docencia, que además es eficaz y de fácil manejo, y entiende que no debe ser una actividad puntual, sino un proceso transformador en la actividad docente e interacción alumno-profesor, configurándose como una herramienta habitual en los sistemas de enseñanza-aprendizaje.Implementation of the new degrees in the EHEA involve a new methodological approach, but above all evaluation. The teacher should strive to be able to assess not only the level of knowledge of the students on the content, as the current society demands a profile of the most complete graduates based on training by competencies. The acquisition of both facets by students is based mainly on face-to-face activities and teaching methodologies applied in the development of the subjects, both in small group and in whole group. Therefore, any additional tool that helps the teacher to facilitate this double task is well received, since it will allow to evaluate the overall academic performance of the students. Recently the Faculty of Sciences has launched a pilot experience through which a large group of teachers has incorporated into their teaching a system of interactive response devices. Currently, the Faculty of Sciences has a total of 82 wireless response controllers and three receiving antennas. This new technology has enabled the teacher to interact interactively with the students and collect the individual answers immediately. The results obtained in this project allow us to be very optimistic with the use of this tool and encourage us to continue in the same line. The participating teachers have been willing to continue using this ICT in their teaching, trying to cover more subjects, diversify the type of tests, and use the full group response commands, when the number of students allows. The sharing of results reveals that, in a general way, this type of response systems increases the level of attention of the students, since they are continuously demanded their active participation during the session. The retention of concepts is strengthened by providing the correct answer to every question asked. It also allows the faculty to know the previous level of knowledge about the subject to be taught, since this type of questions can be asked at the beginning of the session and then focus their attention on the weaknesses manifested. It is also possible to test the degree of acquisition of this knowledge, performing this type of questionnaire after the session. In addition, the subsequent treatment of the results, in an individualized way, allows to manage in an agile way the level of knowledge and acquisition of competences in what is a system of continuous evaluation, so necessary in the new methodological approaches born from the implantation of the EHEA. Finally, it should be pointed out that the participating teachers have considered that this is a very useful tool for achieving the objective of excellence in teaching, which is also efficient and easy to use and understands that it should not be a specific activity, but a transforming process in the teaching activity and student-teacher interaction, being configured as a habitual tool in the teaching-learning systems