School Refusal Assessment Scale–Revised Chilean Version: Factorial Invariance and Latent Means Differences Across Gender and Age

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Title: School Refusal Assessment Scale–Revised Chilean Version: Factorial Invariance and Latent Means Differences Across Gender and Age
Authors: Gonzálvez, Carolina | Kearney, Christopher A. | Lagos San Martín, Nelly | Sanmartín, Ricardo | Vicent, María | Inglés, Cándido J. | García-Fernández, José Manuel
Research Group/s: Investigación en Inteligencias, Competencia Social y Educación (SOCEDU)
Center, Department or Service: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Keywords: School refusal | Validity | Factorial invariance | Latent means
Knowledge Area: Didáctica y Organización Escolar | Psicología Evolutiva y de la Educación
Issue Date: 2018
Publisher: SAGE Publications
Citation: Journal of Psychoeducational Assessment. 2018, 36(8): 835-843. doi:10.1177/0734282917712173
Abstract: The School Refusal Assessment Scale–Revised (SRAS-R) is a self-report measure designed to assess four functional factors of school refusal behavior: avoidance of stimuli that provoke negative affectivity (Factor I), escape from aversive social and/or evaluative situations (Factor II), pursuit of attention from significant others (Factor III), and pursuit of tangible reinforcement outside of school (Factor IV). The aim was to analyze the scale’s factorial invariance and latent means differences across gender and age in a sample of 2,678 Chilean adolescents aged 13 to 17 years (M = 15.23; SD = 1.26). The hypothesized model revealed the best-fit model and remained invariant across gender and age. Good internal consistency was obtained for the four factors (.75, .72, .77, and .71). Latent means differences were found across gender and age.
Sponsor: This work was supported by the FONDECYT PROJECT [11160040] and the GIDECAP GROUP [GI 1608320/EF].
ISSN: 0734-2829 (Print) | 1557-5144 (Online)
DOI: 10.1177/0734282917712173
Language: eng
Type: info:eu-repo/semantics/article
Rights: © The Author(s) 2017
Peer Review: si
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Appears in Collections:INV - SOCEDU - Artículos de Revistas

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