Validation of the Visual Analogue Scale for Anxiety-Revised and school refusal across anxiety profiles

  1. Aitana Fernández-Sogorb 1
  2. Cándido J. Inglés 2
  3. Ricardo Sanmartín 1
  4. Carolina Gonzálvez 1
  5. María Vicent 1
  6. José Manuel García-Fernández 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

Aldizkaria:
International journal of clinical and health psychology

ISSN: 1697-2600

Argitalpen urtea: 2018

Alea: 18

Zenbakia: 3

Orrialdeak: 264-272

Mota: Artikulua

DOI: 10.1016/J.IJCHP.2018.07.002 DIALNET GOOGLE SCHOLAR

Beste argitalpen batzuk: International journal of clinical and health psychology

Garapen Iraunkorreko Helburuak

Laburpena

Background/Objectives This paper aimed to validate the Spanish version of scores of the Visual Analogue Scale for Anxiety-Revised (VAA-R) in child population, and to verify the existence of anxiety profiles and to relate them to school refusal. Method The sample was made up of 911 Spanish students between 8 and 12 years old (M = 9.61, SD = 1.23). The measures used were the VAA-R and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C). Results Confirmatory factorial analysis supported the three-dimensional VAA-R structure: Anticipatory Anxiety (AA), School-based performance Anxiety (SA) and Generalized Anxiety (GA). The VAA-R has an adequate reliability and structural invariance across sex and age. No latent mean differences were found across sex, but did occur through age in AA and GA factors. Cluster analysis identified four child anxiety profiles: High Anxiety, High Anxiety School-type, Low Anxiety, and Moderate Anxiety, which differed significantly in all dimensions of school refusal. Conclusions These findings may be useful for the assessment and treatment of anxious symptoms originated at school.

€ Ikusi finantzaketa

Finantzaketari buruzko informazioa

This study was supported by the Spanish Ministry of Science and Innovation [EDU2012-35124], the University of Alicante [GRE16-07], and the Ministry of Education, Culture and Sport [FPU16-01386]. Appendix 1

Finantzatzaile

Erreferentzia bibliografikoak

  • Arendt, K., Hougaard, E, & Thastum, M. (2014). Psychometric properties of the child and parent versions of Spence Children’s Anxiety Scale in a Danish community and clinical sample. Journal of Anxiety Disorders, 28, 947---956. http://dx.doi.org/10.1016/j.janxdis.2014.09.021
  • Bentler, P. M. (2005). EQS Structural equations program manual. Encino, CA: Multivariate Software.
  • Bernstein, G. A., & Garfinkel, B. D. (1992). The Visual Analogue Scale for Anxiety-Revised: Psychometric Properties. Journal of Anxiety Disorders, 6, 223---239.
  • Bornas, X., de la Torre-Luque, A., Fiol-Veny, A., & Balle, M. (2017). Trajectories of anxiety symptoms in adolescents: Testing the model of emotional inertia. International Journal of Clinical and Health Psychology, 17, 192---196. http://dx.doi.org/10.1016/j.ijchp.2017.01.002
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press.
  • Buela-Casal, G., & Guillén-Riquelme, A. (2017). Short form of the Spanish adaptation of the State-Trait Anxiety Inventory. International Journal of Clinical and Health Psychology, 17, 261---268. http://dx.doi.org/10.1016/j.ijchp.2017.07.003
  • Cho, E., & Kim, S. (2015). Cronbach’s coefficient alpha: Well known but poorly understood. Organizational Research Methods, 18, 207---230. http://dx.doi.org/10.1177/1094428114555994
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
  • Essau, C. A., Lewinsohn, P. M., Olaya, B., & Seeley, J. R. (2014). Anxiety disorders in adolescents and psychosocial outcomes at age 30. Journal of Affective Disorders, 163, 125---132. http://dx.doi.org/10.1016/j.jad.2013.12.033
  • García-Fernández, J. M., Inglés, C. J., Gonzálvez, C., Vicent, M., Delgado, B., & Gómez-Núñez, M. I. (2016). pp. 71. Revisión bibliométrica del rechazo escolar: perspectivas de investigación y su análisis (34) 92: Educatio Siglo XXI. http://dx.doi.org/10.6018/j/252541
  • Gómez-Núñez, M. I., García-Fernández, J. M., Vicent, M., Sanmartín, R., Gonzálvez, C., Aparisi-Sierra, D., et al. (2017). Influencia del rechazo escolar sobre la alta ansiedad ante el castigo escolar en educación primaria. European Journal of Education and Psychology, 10, 68---74. http://dx.doi.org/10.1016/j.ejeps.2017.08.001
  • Gonzálvez, C., Inglés, C. J., Kearney, C. A., Vicent, M., Sanmartín, R., & García-Fernández, J. M. (2016). School Refusal Assessment Scale-Revised: factorial invariance and latent means differences across gender and age in Spanish children. Frontiers in Psychology, 7, 1---10. http://dx.doi.org/10.3389/fpsyg.2016.02011
  • Gormez, V., Kılınçaslan, A., Orengul, A. C., Ebesutani, C., Kaya, I., Ceri, V., et al. (2017). Psychometric properties of the Turkish version of the Revised Child Anxiety and Depression Scale---Child Version in a clinical sample. Psychiatry and Clinical Psychopharmacology, 27, 84---92. http://dx.doi.org/10.1080/24750573.2017.1297494
  • Hendron, M. C. http://digitalscholarship.unlv.edu/, 2011 Higa, C. K., Daleiden, E. L., & Chorpita, B. F. (2002).
  • Psychometric properties and clinical utility of the School Refusal Assessment Scale in a multiethnic sample. Journal of Psychopathology and Behavioral Assessment, 24, 247---258. http://dx.doi.org/10.1023/A:1020727016113
  • Inglés, C. J., Gonzálvez, C., García-Fernández, J. M., Vicent, M., & Martínez-Monteagudo, M. C. (2015). Current status of research on school refusal. European Journal of Education and Psychology, 8, 39---54. http://dx.doi.org/10.1016/j.ejeps.2015.10.005
  • Kearney, C. A. (2002). Identifying the function of school refusal behavior: A revision of the School Refusal Assessment Scale. Journal of Psychopathology and Behavioral Assessment, (24), 235---245. http://dx.doi.org/10.1023/A:1020774932043
  • Kearney, C. A., & Albano, A. (2004). The functional profiles of school refusal behaviour: Diagnostic aspects. Behavior Modification, 28, 147---161. http://dx.doi.org/10.1177/01454455033259263
  • Kozina, A. (2014). Developmental and time-related trends of anxiety from childhood to early adolescence: Two-wave cohort study. European Journal of Developmental Psychology, (11), 546---559. http://dx.doi.org/10.1080/17405629.2014.881284
  • Martínez-Monteagudo, M. C., Inglés, C. J., Trianes, M. V., & García-Fernández, J. M. (2011). Perfiles de ansiedad escolar: Diferencias en clima social y violencia entre iguales. Electronic Journal of Research in Educational Psychology, 9, 1023---1042.
  • Méndez, F. X., Llavona, L. M., Espada, J. P., & Orgilés, M. (2012). Programa FORTIUS. Fortaleza psicológica y prevención de las dificultades emocionales. Madrid: Pirámide.
  • Montero, I., & León, O. G. (2007). A guide for naming research studies in Psychology. International Journal of Clinical and Health Psychology, 7, 847---862.
  • Orgilés, M., Espada, J. P., García-Fernández, J. M., & Méndez, X. (2009). Relación entre miedos escolares y síntomas de ansiedad por separación infantil. Revista Mexicana de Psicología, 26, 17---25.
  • Orgilés, M., Méndez, X., Espada, J. P., Carballo, J. L., & Piqueras, J. A. (2012). Síntomas de trastornos de ansiedad en niños y adolescentes: diferencias en función de la edad y el sexo en una muestra comunitaria. Revista de Psiquiatría y Salud Mental, 5, 115---120. http://dx.doi.org/10.1016/j.rpsm.2012.01.005
  • Rodríguez-Testal, J. F., Senín-Calderón, C., & Perona-Garcelán, S. (2014). From DSM-IV-TR to DSM-5: Analysis of some changes. International Journal of Clinical and Health Psychology, 14, 221---231. http://dx.doi.org/10.1016/j.ijchp.2014.05.002
  • Samuel, D. B., South, S. C., & Griffin, S. A. (2015). Factorial invariance of the Five-Factor Model Rating Form across gender. Assessment, 22, 65---75. http://dx.doi.org/10.1177/1073191114536772
  • Sanmartín, R., Inglés, C. J., Gonzálvez, C., Vicent, M., RuizEsteban, C., & García-Fernández, J. M. (2018). Impact of Affective Profiles on School Refusal in a Spanish Sample of Primary Education. Journal of Child and Family Studies, 27, 1349---1357. http://dx.doi.org/10.1007/s10826-017-0962-7
  • Schönfeld, P., Brailovskaia, J., & Margraf, J. (2017). Positive and negative mental health across the lifespan: A cross-cultural comparison. International Journal of Clinical and Health Psychology, 17, 197---206. http://dx.doi.org/10.1016/j.ijchp.2017.06.003
  • Taboas, W., Ojserkis, R., & McKay, D. (2015). Change in disgust reactions following cognitive-behavioral therapy for childhood anxiety disorders. International Journal of Clinical and Health Psychology, 15, 1---7. http://dx.doi.org/10.1016/j.ijchp.2014.06.002
  • Yoo, Y. G., Lee, D. J., Lee, I. S., Shin, N., Park, J. Y., Yoon, M. R., et al. (2016). The effects of mind subtraction meditation on depression, social anxiety, aggression, and salivary cortisol levels of elementary school children in South Korea. Journal of Pediatric Nursing, 31, e185---e197. http://dx.doi.org/10.1016/j.pedn.2015.12.001
Datuen iturria: Dialnet