Psychometric properties of the Inventory of School Difficulties in Adolescents (ISDA) within the Chilean population

  1. Martínez-González, Agustín Ernesto 1
  2. Rodríguez-Jiménez, Tíscar 2
  3. Vera-Villarroel, Pablo 3
  4. Piqueras, José Antonio 4
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad Católica San Antonio
    info

    Universidad Católica San Antonio

    Murcia, España

    ROR https://ror.org/05b1rsv17

  3. 3 Universidad de Santiago de Chile
    info

    Universidad de Santiago de Chile

    Santiago de Chile, Chile

    ROR https://ror.org/02ma57s91

  4. 4 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

Zugehörigkeit anzeigen +
Zeitschrift:
EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144,  2254-9625

Datum der Publikation: 2018

Ausgabe: 8

Nummer: 2

Seiten: 103-117

Art: Artikel

DOI: 10.30552/EJIHPE.V8I2.249 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Ziele für nachhaltige Entwicklung

Zusammenfassung

Recent studies have indicated that health-risk behaviors and behavioral problems are appearing increasingly at a younger age within the Latin-American population. The Inventory of School Difficulties in Adolescents (ISDA. Martinez-Gonzalez & Vera-Villarroel, 2013) is a new screening scale of 13 items that assesses behavioral problems and common risky behaviors highly relevant within educational settings, especially related to school failure. The aim of this study is to examine the psychometric properties and factor structure of the ISDA. The ISDA, a social-demographic questionnaire and a measure of anxiety and depression symptoms were applied to a sample of 719 Chilean adolescents. The results indicate that the ISDA contains a bi-factor structure: behavioral problems and risky behaviors for health. Estimations of internal consistency and test-retest reliability, as well as evidences of convergent-discriminant validity were adequate. Therefore, the ISDA is an adequate screening tool for assessing risky behaviors and behavioral problems for Chilean adolescents within school settings.

€ Finanzierung ansehen

Informationen zur Finanzierung

We are very grateful to SCHOLARSHIPS IBEROAMERICA for Young Teachers and Researchers (Santander Universities. 2013) and to Jorge Torres-Ortega (University of Santiago, Usach, Chile).

Geldgeber

Bibliographische Referenzen

  • Citas American Psychiatric Association, APA (2013). Diagnostic and statistical manual of mental disorders.5 ed. Washington DC.
  • Arnocky, S., &; Vaillancourt, T. (2012). A multi-informant longitudinal study on the relationship between aggression, peer victimization, and dating status in adolescence. Evolutionary Psychology, 10(2), 253-270. doi:147470491201000207.
  • Barajas-González, R.G., & Brooks-Gunn, J. (2014). Substance Use Differences Among US-Versus Foreign-Born Adolescents Testing Pathways Through Family and Peer Influences. Hispanic Journal of Behavioral Sciences, 36(4), 506-521.
  • Becker, S.P., & Langberg, J.M. (2014). Attention-deficit/hyperactivity disorder and sluggish cognitive tempo dimensions in relation to executive functioning in adolescents with ADHD. Child Psychiatry & Human Development, 45(1), 1-11.
  • Bentler, P.M. (2005). EQS 6.1: Structural equations program manual. Encino, CA: Multivariate Software Inc.
  • Blain-Arcaro, C., & Vaillancourt, T. (2016). Longitudinal associations between depression and aggression in children and adolescents. Journal of Abnormal Child Psychology, 1-12.
  • Blum, R. (1997). Estudio longitudinal sobre salud adolescente. Reducing the risk: connections that make a difference in the life of youth. Adolescence Health Program. En JAMA. University of Minnesota.
  • Blum, R.W., & Nelson-Mmari K. (2004). The health of young people in a global context. Journal of Adolescent Health, 35(5), 402-418.
  • Byrne, B.M. (2006). Structural equation modeling with EQS: Basic concepts, applications, and programming. New Jersey: Lawrence Erlbaum Associates.
  • Choi de Mendizábal, Á., & Calero Martínez, J. (2013). Determinantes del riesgo de fracaso escolar en España en PISA-2009 y propuestas de reforma. Revista de Educación, 362, 1-20.
  • Chorpita, B.F., Yim, L., Moffitt, C., Umemoto, L.A., & Francis, S.E. (2000). Assessment of symptoms of DSM-IV anxiety and depression in children: A revised child anxiety and depression scale. Behaviour Research and Therapy, 38(8), 835-855.
  • Cohen, J. (1988). Statistical power analysis for the behavioral science (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Crimmins, D.M., & Seigfried-Spellar, K.C. (2014). Peer attachment, sexual experiences, and risky online behaviors as predictors of sexting behaviors among undergraduate students. Computers in Human Behavior, 32, 268-275.
  • Curran, P.J., West, S.G., & Finch, J.F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1, 16-29.
  • Danzo, S., Connell, A.M., & Stormshak, E.A. (2017). Associations between alcohol-use and depression symptoms in adolescence: Examining gender differences and pathways over time. Journal of Adolescence, 56, 64-74.
  • Dimitrov, D. (2006). Comparing groups on latent variables: A structural equation modeling approach. Work, 26, 429-436.
  • Dirks, M.A., Treat, T.A., & Weersing, V.R. (2014). Youth’s Responses to Peer Provocation: Links to Symptoms of Anxiety and Depression. Journal of Psychopathology and Behavioral Assessment, 1-11.
  • Dorfman, H.M., Meyer-Lindenberg, A., & Buckholtz, J.W. (2014). Neurobiological Mechanisms for Impulsive-Aggression: The Role of MAOA. Current Topics in Behavioral Neurosciences, 17, 297-313.
  • Epstein, M., Bailey, J.A., Manhart, L.E., Hill, K.G., & Hawkins, J.D. (2014). Sexual Risk Behavior in Young Adulthood: Broadening the Scope Beyond Early Sexual Initiation. The Journal of Sex Research, (ahead-of-print), 1-10.
  • Fernández, M.V., Moreno, M.M., Urturi, A.F., González, M.A., Rodríguez, L.M., & Marcos, P.B. (2013). Estado de ánimo de los adolescentes y su relación con conductas de riesgo y otras variables. Revista Pediatría de Atención Primaria, 15(59), 219.
  • Fernández-Ballesteros, R. (2004). Los autoinformes. En R. Fernández-Ballesteros (Dir.), Evaluación psicológica: Conceptos, métodos y estudios de casos (pp. 231-268). Madrid: Pirámide.
  • Florenzano, R. (2005). Conductas de riesgo adolescentes y factores protectores, en el adolescente y sus conductas de riesgo. Ediciones Universidad Católica de Chile.
  • Fromme, K., Katz, E.C., & Rivet, K. (1997). Outcome expectancies and risk-taking behavior. Cognitive Therapy and Research, 21(4), 421-442.
  • Galicia-Moyeda, I.X., Sánchez-Velasco, A., & Robles-Ojeda, F.J. (2013). Autoeficacia en escolares adolescentes: su relación con la depresión, el rendimiento académico y las relaciones familiares. Anales de Psicología, 29(2), 491-500.
  • Halaby, S.G. (2009). Psychometric validation of the Cognitive Appraisal of Risky EventsAntisocial/Prosocial (CARE-A/P) scale. University of South Dakota.
  • Hu, L., & Bentler, P.M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 51-55.
  • Huitrón-Bravo, G., Denova-Gutiérrez, E., Halley-Castillo, E., Santander-Rigollet, S., Bórquez-Puga, M., Zapata-Pérez, L.; Villarroel-del-Pino, L. (2011). Conductas de riesgo en una muestra de adolescentes chilenos y mexicanos: un estudio comparativo. Papeles de Población, 17(70), 33-47.
  • Hummer, T. A., Wang, Y., Kronenberger, W. G., Dunn, D. W., & Mathews, V. P. (2015).The relationship of brain structure to age and executive functioning in adolescent disruptive behavior disorder. Psychiatry Research: Neuroimaging, 231(3), 210-217.
  • Inglés, C.J., Martínez-González, A.E., & García-Fernández, J.M. (2013). Conducta prosocial y estrategias de aprendizaje en una muestra de estudiantes españoles de Educación Secundaria Obligatoria. European Journal of Education and Psychology, 6(1). 33-53. doi: 10.1989/ejep.v6i1.101
  • Inglés, C.J., Martínez-González, A.E., Torregrosa, M.S., García-Fernández, J.M., & Ruíz-Esteban, C.M. (2011a). Prosocial Behavior and Self-Concept of Spanish Students of Compulsory Secondary Education//Conducta prosocial y autoconcepto en una muestra de estudiantes españoles de Educación Secundaria Obligatoria. Journal of Psychodidactics, 17(1).
  • Inglés, C.J., Martínez-González, A.E., Valle, A., García-Fernández, J.M.; Ruíz-Esteban, C. (2011b). Conducta prosocial y motivación académica en estudiantes españoles de Educación Secundaria Obligatoria. Universitas Psychologica, 10(2), 451-461.
  • Inney, S.J.; Di Stefano, C. (2006) Non-normal and categorical data in structural equation modelling. In G.R. Hancock and R.O. Mueller (Eds), Structural Equation Modelling: A second course. 269-314. Greenwich: Information Age Publishing.
  • Katz, E., Fromme, K.; D'Amico, E. (2000). Effects of outcome expectancies and personality on young adults' illicit drug use, heavy drinking, and risky sexual behavior. Cognitive Therapy and Research, 24(1), 1-22.
  • Kelly, L. (1967). Assessment if human Characteristic. Beltmont, CA: Brooks Bol Col.
  • Kendler, K.S., Ohlsson, H., Sundquist, K.; Sundquist, J. (2014). Peer Deviance, Parental Divorce, and Genetic Risk in the Prediction of Drug Abuse in a Nationwide Swedish Sample: Evidence of Environment-Environment and Gene-Environment Interaction. JAMA Psychiatry, 71(4), 439- 445.
  • Kimbrel, N.A., Morissette, S.B., Gulliver, S.B., Langdon, K.J.; Zvolensky, M.J. (2014). The effect of social anxiety on urge and craving among, smokers with and without anxiety disorders. Drug and Alcohol Dependence, 135, 59-64.
  • Kim-Spoon, J., Kahn, R., Deater-Deckard, K., Chiu, P., Steinberg, L.; King-Casas, B. (2015). Risky decision making in a laboratory driving task is associated with health risk behaviors during late adolescence but not adulthood. International Journal of Behavioral Development. doi: 10.1177/0165025415577825.
  • Lipsey, M.; Wilson, D. (2001). Practical Meta-analysis. Thousand Oaks, CA: Sage.
  • Lorenzo-Seva, U., & Ferrando, P.J. (2006). FACTOR: A computer program to fit the exploratory factor analysis model. Behavioral Research Methods, Instruments and Computers, 38(1), 88-91.
  • Lowry, R., Crosby, A.E., Brener, N.D.; Kann, L. (2014). Suicidal Thoughts and Attempts Among US High School Students: Trends and Associated Health-Risk Behaviors, 1991–2011. Journal of Adolescent Health, 54(1), 100-108.
  • Martínez-González, A.E., & Vera, P. (2013). Inventory of School Difficulties in Adolescents (ISDA). Unpublished manuscript. Universidad de Alicante. España.
  • Martínez-González, A.E., Ingles, J.C., Piqueras, J.A., & Ramos, V. (2010). Importancia de los amigos y los padres en la salud y el rendimiento académico. Electronic Journal of Research in Educational Psychology, 8(20), 111-138.
  • Martínez-González, A.E., Piqueras, J.A., & Ingles, C.J. (2011). Relaciones entre Inteligencia Emocional y Estrategias de Afrontamiento ante el Estrés. Revista Electrónica de Motivación y Emoción, 37,1-24.
  • Martínez-González, A.E., Rodríguez-Jiménez, T., Piqueras, J.A., Vera-Villarroel, P., & Godoy, A. (2015). Psychometric properties of the Obsessive-Compulsive Inventory-Child Version (OCI-CV) in Chilean children and adolescents. PloS one, 10(8), e0136842. doi:10.1371/journal.pone.0136842.
  • McDonald, R.P. (1999). Test theory: A unified treatment.Mahwah, NJ: Lawrence Erlbaum Publishers.
  • Modecki, K.L., Zimmer-Gembeck, M.J., & Guerra, N. (2017). Emotion regulation, coping, and decision making: three linked skills for preventing externalizing problems in adolescence. Child Development, 88(2), 417-426.
  • Nelemans, S.A., Hale, W.W., Raaijmakers, Q.A., Branje, S.J., Lier, P.A., & Meeus, W.H. (2016). Longitudinal associations between social anxiety symptoms and cannabis use throughout adolescence: the role of peer involvement. European Child & Adolescent Psychiatry, 25(5), 483-492.
  • Nunally, J.C., & Bernstein, I.J. (1995). Teoría psicométrica. Madrid: McGraw-Hill.
  • Platas Acevedo, R.S., Gómez-Peresmitré, G., León Hernández, R., Pineda García, G., & Guzmán Saldaña, R. (2013). Capacidad Discriminante y Clasificación Correcta de la Escala de Factores de riesgo Asociados con Trastornos de la alimentación (EFRATA-II). Revista Mexicana de Trastornos Alimentarios, 4(2), 124-132.
  • Popovici, I., French, M.T., Pacula, R.L., Maclean, J.C., & Antonaccio, O. (2014). Cannabis Use and Antisocial Behavior among Youth. Sociological Inquiry, 84(1), 131-162.
  • Quiroga, C.V., Janosz, M., Bisset, S., & Morin, A.J. (2013). Early adolescent depression symptoms and school dropout: Mediating processes involving self-reported academic competence and achievement. Journal of Educational Psychology, 105(2), 552- 560.
  • Ramiro, M.T., Falomir, L.L., & Bermúdez, M.P. (2011).Variables de Riesgo para la Infección por VIH: Análisis comparativo, en función del género, entre adolescentes indígenas y mestizos mexicanos. Revista Argentina de Clínica Psicológica, 20(2), 143-150.
  • Rodríguez Góngora, J., Pérez-Fuentes, M.D.C., & Gázquez, J.J. (2014). Relación entre el Estilo Educativo parental y el nivel de adaptación de menores en riesgo social. European Journal of Investigation in Health, Psychology and Education, 3(3), 301-318.
  • Román, M. (2013). Factores Asociados al Abandono y la Deserción Escolar en América Latina una Mirada de Conjunto. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 11(2), 33-59.
  • Saad, L.O., do Rosario, M.C., Cesar, R.C., Batistuzzo, M.C., Hoexter, M.Q., Manfro, G.G., & Alvarenga, P.G. (2017). The Child Behavior Checklist—Obsessive-Compulsive Subscale Detects Severe Psychopathology and Behavioral Problems Among School-Aged Children. Journal of Child and Adolescent Psychopharmacology, 27(4), 342-348.
  • Sánchez, J.L.R., Hernández, M.R.V., Pando, M.M.A., & Sánchez, F.J.M. (2013). El consumo de alcohol, tabaco, drogas y comportamiento sexual en estudiantes de secundaria. Psicología Integrativa, BUAP, 1, 1-13.
  • Sandín, B., Valiente, R.M., & Chorot, P. (2009). RCADS: Evaluación de los síntomas de los trastornos de ansiedad y depresión en niños y adolescentes. Revista de Psicopatología y Psicología Clínica, 14, 193-206.
  • Satorra, A., & Bentler, P.M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66, 507-514.
  • Sawyer, S.M., Afifi, R.A., Bearinger, L.H., Blakemore, S.J., Dick, B., Ezeh, A.C., & Patton, G.C. (2012). Adolescence: a foundation for future health. The Lancet, 379(9826), 1630-1640.
  • Schweizer, K. (2011). On the changing role of Cronbach’s α in the evaluation of the quality of a measure. European Journal of Psychological Assessment, 27, 143–144.
  • Sjoerds, Z., Luigjes, J., Van Den Brink, W., Denys, D., & Yücel, M. (2014). The role of habits and motivation in human drug addiction: A reflection. Frontiers in Psychiatry, 5(8). doi: 10.3389/fpsyt.2014.00008 SPSS 22.0. (2013). Statistical Package for Social Sciences for Windows, Version 22. Chicago, IL: SPSS Inc.
  • Thompson, E.A., Connelly, C.D., Thomas‐ Jones, D., & Eggert, L.L. (2013). School Difficulties and Co‐ Occurring Health Risk Factors: Substance Use, Aggression, Depression, and Suicidal Behaviors. Journal of Child and Adolescent Psychiatric Nursing, 26(1), 74-84.
  • Velicer, W.F., Eaton, C.A., & Fava, J.L. (2000). Construct explication through factor or component analysis. A review and evaluation of alternative procedures for determining the number of factors or components. In Goffin, R.O. & Helmes, E. (Eds.), Problems and solutions in human assessment: honouring Douglas N. Jackson at seventy (pp. 41-71). Boston: Kluwer.
  • Viner, R.M., Haines, M.M., Head, J.A., Bhui, K., Taylor, S., Stansfeld, S.A., & Booy, R. (2006). Variations in associations of health risk behaviors among ethnic minority early adolescents. Journal of Adolescent Health, 38(1), 55-e15.
  • Volk, A.A., Dane, A.V., Marini, Z.A., & Vaillancourt, T. (2015). Adolescent bullying, dating, and mating: Testing an evolutionary hypothesis. Evolutionary Psychology, 13(4), doi: 1474704915613909.
  • Zhao, S., Chen, X., & Wang, L. (2015). Maternal parenting and social, school, and psychological adjustment of migrant children in urban China. International Journal of Behavioral Development, doi: 10.1177/0165025415576815.
Fuente de los datos: Dialnet