Reliability and validity evidence of the School Anxiety Inventory scores in a sample of Spanish children: A new self-report
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Título: | Reliability and validity evidence of the School Anxiety Inventory scores in a sample of Spanish children: A new self-report |
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Autor/es: | García-Fernández, José Manuel | Gómez Núñez, María Isabel | Mateu, Ornela | Urbán, Dori J.A. | Inglés, Cándido J. |
Grupo/s de investigación o GITE: | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica |
Palabras clave: | Childhood | Primary education | School anxiety | Self‐report | Validation |
Fecha de publicación: | 11-sep-2023 |
Editor: | Wiley Periodicals |
Cita bibliográfica: | Psychology in the Schools. 2024, 61(2): 686-705. https://doi.org/10.1002/pits.23077 |
Resumen: | Anxiety and school fears are relatively frequent in childhood. Psychology and education professionals need to have assessment instruments for screening for school anxiety in schools. This study aimed to develop, adapt, and examine the reliability and validity evidence of the School Anxiety Inventory for Primary Education (SAI-PE) scores. Using random cluster sampling, a sample of 843 Spanish students (51.7% girls), ages ranging from 8 to 12 years (M = 10.03, SD = 1.25), was selected from public and concerted schools. The content validity of the SAI-PE scores was analyzed through experts' judgment and students' assessment of their comprehension of the instrument's items. Exploratory and confirmatory factorial analyses support the validity of the SAI-PE scores. The results revealed a multifactorial structure for the scores of anxiety reactions (cognitive, psychophysiological, and behavioral) and school situations scores (school punishment, victimization, social, and academic evaluation). The study conclusions reinforce the importance of having instruments that assess the complexity of emotional responses such as school anxiety, favoring its early detection and evaluating the effectiveness of preventive and/or therapeutic programs in schools. |
Patrocinador/es: | This work was supported by Project EDU2012-35124 belonging to the Aid Plan for Research Projects of the Ministry of Economy and Competitiveness (Spain), Non-Oriented Fundamental Research Projects Subprogram: 2012 Call, awarded to Prof. José M. García-Fernández, PhD. |
URI: | http://hdl.handle.net/10045/137342 |
ISSN: | 0033-3085 (Print) | 1520-6807 (Online) |
DOI: | 10.1002/pits.23077 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2023 Wiley Periodicals LLC. |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.1002/pits.23077 |
Aparece en las colecciones: | INV - SOCEDU - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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Garcia-Fernandez_etal_2023_PsycholSchools_final.pdf | Versión final (acceso restringido) | 1,12 MB | Adobe PDF | Abrir Solicitar una copia |
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