School Climate and Teachers’ Motivational Variables: Effects on Teacher Satisfaction and Classroom Motivational Climate Perceived by Middle School Students. A Cross-cultural Study / Clima escolar y variables motivacionales del profesorado: efectos sobre la satisfacción de los docentes y el clima motivacional del aula percibido por los estudiantes de secundaria. Un estudio transcultural

This paper seeks two objectives. First, to study the potential effect of teachers’ perception of school climate and teachers’ motivational variables related to students on teachers’ satisfaction with school, and classroom motivational climate (CMC). Second, to validate a battery of questionnaires for assessing different teachers’ motivational variables related to students: motivational knowledge, teachers’ focus on students’ grades and emotional needs, and expectancies. In total, 441 teachers and 5,380 students from Spain and Costa Rica participated in the study. Confirmatory factor analyses showed the adequacy of each questionnaire structure. Besides, results on correlation and regression analyses showed, first, that school climate perception, together with teachers’ expectancies are the main factors potentially influencing teachers’ satisfaction with school. Second, that CMC does not depend on teachers’ satisfaction, but only on two components of school climate – teacher’s mutual support and students’ attitudes –, and on self-efficacy expectancies. In both regression analyses – satisfaction and CMC –, cross-cultural differences were found.

Este trabajo persigue dos objetivos. En primer lugar, estudiar el efecto potencial de la percepción del clima escolar por parte de los profesores y de las variables motivacionales de estos relacionadas con los estudiantes en la satisfacción de los profesores con la escuela y el clima motivacional del aula (CMC). En segundo lugar, validar una batería de cuestionarios para evaluar las diferentes variables motivacionales de los docentes relacionadas con los estudiantes: conocimiento motivacional, enfoque de los docentes en las calificaciones y necesidades emocionales de los estudiantes y expectativas. En total, 441 profesores y 5,380 estudiantes de España y Costa Rica participaron en el estudio. Los análisis factoriales confirmatorios mostraron la adecuación de la estructura de cada cuestionario. Además, los resultados de los análisis de correlación y regresión mostraron, en primer lugar, que la percepción del clima escolar, junto con las expectativas de los profesores, son los principales factores que pueden influir en la satisfacción de los profesores con la escuela. En segundo lugar, que el CMC no depende de la satisfacción de los profesores, sino solo de dos componentes del clima escolar, el apoyo mutuo de los profesores y las actitudes de los estudiantes, y de las expectativas de autoeficacia. En ambos análisis de regresión, satisfacción y CMC, se encontraron diferencias transculturales.

Assessment of Goal Orientations from the “Person-Situation Interaction” Perspective / Evaluación de las orientaciones a metas desde la perspectiva de la “interacción persona-situación”

The objective of this study is twofold: to analyze the role of different task situations in the activation of goals and goal orientations and, to make it possible to achieve such an objective to support theoretically, develop, and previously validate the Situated Goals Questionnaire for secondary and high school students (SGQ-SHS). A total of 1,010 Secondary and High School Students from Madrid (Spain) participated in the study. Data analysis using confirmatory techniques, as well as ANOVA and regression techniques, showed the effect of the type of task on the degree to which students declare to pursue different goals – as suggested by the person-situation interaction model –, the relationship between goals, expectancies, and self-regulation styles, as well as the validity of the measures developed for predicting achievement (self-estimated mean grade).

El objetivo de este estudio es doble: estudiar el papel de las situaciones definidas por las diferentes tareas en la activación de metas y de orientaciones a metas por objetivos y, para hacer posible la consecución de dicho objetivo, apoyar teóricamente, desarrollar y validar previamente el Cuestionario de Metas Situadas para Estudiantes de Secundaria y Bachillerato (MESI-SB). Un total de 1,010 estudiantes de Secundaria de Madrid (España) participaron en el estudio. Los datos analizados mediante técnicas confirmatorias, así como técnicas de ANOVA y regresión, pusieron de manifiesto que el efecto del tipo de tarea influye en el grado en que los estudiantes declaran perseguir diferentes objetivos –como sugiere el modelo de interacción persona-situación–, la relación entre los objetivos, las expectativas y los estilos de autorregulación, así como la validez de las medidas desarrolladas para predecir el logro (calificación media autoestimada).

Implicación parental y clima motivacional de la familia desde la percepción de los padres: validación transcultural del cuestionario CMF-P / Parental involvement and family motivational climate from the parents' perception: cross-cultural validation of the CMF-P questionnaire

Este estudio tiene dos objetivos. Primero, estudiar la validez del modelo de clima motivacional de la familia como indicador de implicación parental, cuando se evalúa con el cuestionario de Clima Motivacional de la Familia para padres (CMF/P). Y, segundo, hacerlo en población española y cubana con el fin de determinar las diferencias en la percepción del CMF de los padres de ambos países. Participaron 892 padres, 400 españoles y 492 cubanos. Se realizaron análisis factoriales confirmatorios, de validez cruzada y multigrupo, y análisis de fiabilidad. Los resultados muestran, tanto en España como en Cuba, la validez del Modelo teórico que subyace al cuestionario. Las ayudas que ofrecen los padres sirviendo como ejemplo a sus hijos y la estructuración del trabajo escolar en casa por parte de los padres son los factores de mayor peso en la definición del CMF. Sin embargo, la cultura moderó la configuración del CMF en varios indicadores del Modelo, mostrando diferentes maneras de actuar entre padres españoles y cubanos en la configuración de un clima familiar motivador

This study has two objectives. First, to study the validity of the family motivational climate model as an indicator of parental involvement, when it is evaluated with the Family Motivational Climate questionnaire for Parents (CMF / P). Second, to do it in the Spanish and Cuban population in order to determine the differences in the CMF perception of the parents of both countries. A total of 892 parents participated in the study, 400 from Spain and 492 from Cuba. Confirmatory factor analyses, cross-validation and multi-group analyses performed, as well as reliability analysis. The results show, both in Spain and in Cuba, the validity of the theoretical model that underlies the questionnaire. The help offered by parents serving as an example to their children, and the way in which parents structure the schoolwork at home are the most important factors in the definition of the CMF. However, culture moderated the configuration of the CMF in several indicators of the Model, showing different ways of acting between Spanish and Cuban parents in the configuration of a family motivating climate

A Cross-cultural Study of the Validity of a Battery of Questionnaires for Assessing School Climate Quality / El perfil de clima escolar: estudio transcultural de la validez de una batería de cuestionarios para evaluar el clima escolar

This paper studies the validity of the School Climate Battery of Questionnaires for Secondary and High School Teachers (SCBQ-SHST). The battery includes five questionnaires: Quality of Leadership, Quality of Teachers' Support, School Motivational Orientation, Quality of Students' Attitude, and Quality of Parental Support. A total of 178 teachers from Costa Rica were compared with 343 Spanish teachers. Confirmatory factor analyses showed that the questionnaires allow assessing teachers' perceptions of the different dimensions of school climate in a valid and reliable way in both Spain and Costa Rica. Differences in the perception of Spanish and Costa Rican teachers about school climate shown by multigroup confirmatory factor analyses are discussed as well as theoretical and practical implications

Este artículo estudia la validez de la Batería de cuestionarios sobre clima escolar para profesores de Secundaria y Bachillerato (BQCE-SB). La batería incluye cinco cuestionarios: calidad de liderazgo, calidad de apoyo docente, orientación motivacional del centro, calidad de las actitudes de los estudiantes y calidad del apoyo de los padres. Un total de 178 docentes de Costa Rica se compararon con 343 docentes españoles. Los análisis factoriales confirmatorios mostraron que los cuestionarios permiten evaluar de manera válida y confiable las percepciones de los docentes sobre las diferentes dimensiones del clima escolar, tanto en España como en Costa Rica. Se discuten las diferencias en la percepción de los docentes españoles y costarricenses sobre el clima escolar que muestran los análisis factoriales confirmatorios multigrupo, así como sus implicaciones teóricas y práctica

Parental Involvement and Family Motivational Climate as Perceived by Children: A Cross-cultural Study / La implicación parental y el clima de motivación en la familia tal y como lo perciben los niños: estudio transcultural

The culture of a country may influence parental involvement in a student's learning, making it more or less adequate. To test this possibility, this study analyzes the cross-cultural validity of the learning-oriented Family Motivational Climate model (FMC) as an index of parental involvement in students' academic job and the FMC questionnaire (FMC-Q), as a way of operationalizing it. A total of 583 Spanish and 448 Cuban students filled in the FMC-Q and the questionnaire of perceived motivational changes resulting from parental practices. Confirmatory, cross-validation, and multi-group factor analyses revealed that the model showed a good fit to the data, both in the Spanish and in the Cuban samples. Besides, FMC predicted the 74% of the variance of students' motivational change. However, the results also revealed differences between the two samples in the FMC model set up, as Spanish and Cuban students did not put down the same significance to several indicators of the model. These facts imply the need to take cultural differences into account when designing interventions aimed at changing parental involvement practices

La cultura de un país puede influir en la participación de los padres en el aprendizaje de los estudiantes, consiguiendo que sea más o menos adecuada. Para poner a prueba esta posibilidad, este estudio analiza la validez transcultural del modelo de clima motivacional familiar (FMC), orientado al aprendizaje como índice de participación de los padres en el trabajo académico de los estudiantes, y del cuestionario FMC (FMC-Q), como modo de operacionalizarlo. Un total de 583 estudiantes españoles y 448 cubanos cumplimentaron el FMC-Q y el cuestionario de cambios motivacionales percibidos atribuidos a las prácticas de los padres. Los análisis factoriales confirmatorios de validación cruzada y multigrupo revelaron que el modelo mostró un buen ajuste en los datos, tanto en las muestras españolas como en las cubanas. Además, el FMC predijo el 74% de la variación en el cambio motivacional de los estudiantes. Sin embargo, los resultados también mostraron diferencias en la configuración del modelo FMC en las dos muestras, ya que los estudiantes españoles y cubanos no atribuyeron la misma importancia a varios indicadores del modelo. Estos hechos implican que hay que tener en cuenta las diferencias culturales al diseñar intervenciones dirigidas a cambiar las prácticas de participación de los padres

Predictors of anxiety and depression among newly diagnosed people living with HIV: A longitudinal study.

This longitudinal study examined whether past resilience and internalized stigma predicted anxiety and depression among newly diagnosed Spanish-speaking people living with HIV (PLWH). We also analyzed whether coping strategies mediated this relationship. Data were collected at two time points from 119 PLWH. Approximately a third of participants had scores indicative of anxiety symptoms, the same result was found for depressive symptoms. Structural equations modeling revealed that 61% of the variance of anxiety and 48% of the variance of depression 8 months after diagnosis was explained by the proposed model, which yielded a good fit to data. Anxiety and depressive symptoms were significantly and negatively predicted by positive thinking, thinking avoidance, and past resilience, and positively predicted by self-blame. Additionally, anxiety was positively predicted by internalized stigma. Past resilience negatively predicted internalized stigma, self-blame, and thinking avoidance and it positively predicted positive thinking. Internalized stigma positively predicted self-blame. Moreover, internalized stigma had a significant indirect effect on anxiety symptoms through self-blame, and past resilience had significant indirect effects on anxiety symptoms and depressive symptoms through internalized stigma and coping. The results point to the need for clinicians and policy makers to conduct systematic assessments and implement interventions to reduce internalized stigma and train people living with HIV to identify and use certain coping behaviors.

Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study / Diferencias en el clima motivacional en el aula: causas, efectos e implicaciones para la formación docente. Un estudio multinivel

Research on classroom motivational climate (CMC) has shown significant differences between classrooms in CMC. However, it is not known whether teachers' motivational knowledge, and goals and expectancies related to their students contribute to such differences, and consequently, on the effects of CMC on students. For answering this question, a multilevel model of the relationships among a) teachers' knowledge and motivational characteristics, b) students' goals and expectancies (SGE), c) perceived CMC, and d) students' attribution of perceived motivational improvement to teachers (APMIT) was tested using structural equation methods. A total of 2.223 Secondary and High-School students and their 95 teachers participated in the study. Results showed that teachers' motivational quality (TMQ) has a significant indirect effect on differences between classrooms in CMC, and on the students' attribution of perceived improvement in motivational variables to teachers, but also that teachers' characteristics differ in their contribution to TMQ, and so, to CMC

La investigación sobre el clima motivacional en el aula (CMC) ha mostrado diferencias significativas entre las aulas en CMC. Sin embargo, no se sabe si el conocimiento motivacional de los docentes y las metas y expectativas relacionadas con sus alumnos contribuyen a tales diferencias y, en consecuencia, a los efectos de la CMC en los alumnos. Para responder a esta pregunta, un modelo multinivel de las relaciones entre a) el conocimiento y las características motivacionales de los profesores, b) las metas y expectativas de los estudiantes (SGE), c) la percepción de CMC, y d) la atribución de los estudiantes de la mejora motivacional percibida a los maestros (APMIT) se probó utilizando métodos de ecuaciones estructurales. Un total de 2.223 estudiantes de secundaria y preparatoria y sus 95 profesores participaron en el estudio

Development and validation of the Teaching Styles Inventory for Higher Education (TSIH) / Desarrollo y validación del Inventario de Estilos de Enseñanza para la Educación Superior (IEE)

Teaching style is conceptualized as the teacher's specific instructional approach that influences students' motivation, learning, and performance. The main aim of this study is to explore the sources of structural validity of the of the Teaching Styles Inventory for Higher Education (TSIHE) using confirmatory techniques. A total of 3312 university students participated in the study. Data were analyzed using confirmatory techniques to find the adjustment of their structure to four alternative models. For the analyses, data were randomly divided into eight sub-groups. The first subgroup was employed to test the goodness of fit of the tested model. Subsequently, a cross-validation analysis was performed with the eight subgroups. The bifactor model showed the best fit indexes: (Χ 2 = 782.75, df = 322, p < .001, Χ 2/df = 2.44, TLI = .98, CFI = .98, RMSEA = .058). Its scales also present high reliability values. The questionnaire assesses a bipolar general factor, the teaching style, (ω = .99), and four dimensions, also bipolar: teacher-student interaction (ω = .97), decision-making negotiation (ω = .96), teaching structuring (ω = .96) and behavioral control (ω = .96). It was concluded that the questionnaire presents appropriate psychometrical properties to use for research and practical purposes

El Estilo de enseñanza se entiende como la forma particular de enseñar del docente, influyendo en la motivación, el aprendizaje y el rendimiento. El articulo presenta el estudio sobre las fuentes de validez estructural del Inventario de estilo de enseñanza para educación superior (IEE). Participaron 3312 estudiantes universitarios. Los datos se analizaron mediante técnicas confirmatorias para determinar el ajuste de su estructura de cuatro modelos alternativos. Para el análisis, la muestra fue dividida de forma aleatoria en ocho submuestras. Los análisis principales se llevaron a cabo con la primera y posteriormente se realizó un análisis de validación cruzada con los distintos subgrupos. El modelo 4, bifactor, es el que presentó los mejores índices de ajuste (Χ 2= 782.75, df= 322, p <.001, Χ 2/df= 2.44, TLI= .98, CFI= .98, RMSEA= .058). Las escalas mostraron también muy buenos índices de fiabilidad. El cuestionario evalúa un factor general bipolar - el estilo de enseñanza- (ω = .99), y cuatro dimensiones también bipolares: interacción profesor-alumno (ω = .97), negociación en la toma de decisiones (ω = .96), estructuración de la enseñanza (ω = .96) y control del comportamiento (ω = .96). Se concluye que el cuestionario, reúne los requisitos para ser utilizado con fines aplicados y de investigación

Development and validation of the School Climate Questionnaire for Secondary and High School Teachers (SCQ-SHST) / Desarrollo y validación del Cuestionario de Clima Escolar para Profesores de Secundaria y Bachillerato (CES-PSB)

The present study focuses on the development and initial validation of a measure of school climate based on teachers' perceptions. The measure was developed to integrate those aspects of the school climate highlighted in the existing literature and that proved relevant for teachers' efficacy, including the school goal structure. Exploratory and confirmatory factor analyses were conducted on a sample of 581 high school teachers. Results showed that a seven-correlated factor structure better represented the data, in comparison with a second-order model and a bifactor model. Structural equation modeling techniques provided evidence of the concurrent validity through correlations with a criterion measure of teacher job satisfaction. School goal structure proved to be an important aspect of school climate substantially related to other school climate factors such as school management quality and relationships among teachers. These findings provided some empirical support for the use of the questionnaire in schools, especially for those interested in articulating interventions aimed at improving the learning environment through the seven school climate dimensions addressed

El presente estudio se centra en el desarrollo y validación inicial de una medida del clima escolar basada en las percepciones de los profesores. La medida fue desarrollada para integrar aquellos aspectos del clima escolar destacados en la literatura existente, incluyendo la estructura de metas escolar. Se realizaron análisis factoriales exploratorios y confirmatorios con una muestra de 581 profesores de secundaria y bachillerato. El uso de modelos de ecuaciones estructurales proporcionó evidencia sobre la validez concurrente a través de correlaciones con una medida criterio sobre la satisfacción laboral de los profesores. La estructura de metas escolar demostró ser un aspecto relevante para definir el clima escolar relacionándose sustancialmente con otros aspectos del mismo tales como la calidad del liderazgo o el apoyo entre profesores. Estos resultados proporcionaron evidencias empíricas a favor del uso del cuestionario propuesto entre las escuelas, especialmente en aquellas interesadas en particular intervenciones encaminadas a mejorar el entorno de aprendizaje a través de las siete dimensiones del clima escolar abordadas

Coping, personality and resilience: prediction of subjective resilience from coping strategies and protective personality factors / Afrontamiento, personalidad y resiliencia: predicción de la resiliencia subjetiva a partir de estrategias de afrontamiento y factores protectores de la personalidad

This study explored how resilience can be predicted from coping styles (problem-focused, emotion-focused, and socially-focused) and personality characteristics (sense of mastery, sense of relatedness, and emotional reactivity). The sample consisted of 430 adults (256 general population, 77 VIH/cancer patients, and 97 parents of children with cancer or developmental problems). Several analyses were carried out: correlations to test discriminant validity; regression analyses to see whether resilience in different adverse situations is predicted by different coping and resiliency variables, and structural equations models and cross-validation analyses to compare two different predictive models (M1: from coping to resiliency, and from resiliency to resilience; M2: from resiliency to coping, and from coping to resilience). Results showed that coping factors as initial predictors and resilience factors as mediators (that is, M1), explained the greater variance in resilience scores. Besides, coping and personality factors predicted resilience differently depending on the type of adversity. Psychological interventions to boost resilience should focus on modifying the use of coping strategies, avoiding the utilization of the emotion-focused coping and social-focused coping, and promoting problem-focused coping

Este estudio explora cómo la resiliencia se predice a partir del afrontamiento (centrado en el problema, en la emoción y en lo social) y las características protectoras de personalidad (sentido del dominio, sentido de relación y reactividad emocional). Participaron 430 adultos (256 población general, 77 pacientes con VIH/cáncer y 97 padres de niños con cáncer/problemas del desarrollo). Se llevaron a cabo correlaciones para estudiar la validez discriminante análisis de regresión para estudiar si la resiliencia en diferentes situaciones puede predecirse por distintas variables, y ecuaciones estructurales y análisis de validación cruzada para comparar dos modelos predictivos (M1: de afrontamiento a factores protectores, y de estos a resiliencia; M2: de factores protectores a afrontamiento y de estos a resiliencia). El M1 mostró un mejor ajuste y el afrontamiento resultó ser el principal predictor de la resiliencia. El afrontamiento y la personalidad predicen la resiliencia de forma diferente en distintas situaciones. Las intervenciones para promover la resiliencia deberían centrarse en evitar la utilización de las estrategias de afrontamiento centradas en la emoción y sociales y promover las centradas en el problema

Are Pediatric Critical Personnel Satisfied With Their Lives? Prediction of Satisfaction With Life From Burnout, Posttraumatic Stress, and Posttraumatic Growth, and Comparison With Noncritical Pediatric Staff.

OBJECTIVES: Staff in PICUs shows high burnout, posttraumatic stress disorder symptoms, and posttraumatic growth levels. However, their levels of satisfaction with life and how positive and negative posttrauma outcomes relate to each other and contribute to predict satisfaction with life remain unknown. Thus, we attempted to explore these aspects and to compare the findings with data from pediatric professionals working in noncritical units. DESIGN: This is an observational multicentric, cross-sectional study. SETTING: The PICU of nine hospitals in Spain, and other pediatric units in the same hospitals. SUBJECTS: Two hundred ninety-eight PICU workers (57 physicians, 177 nurses, and 64 nursing assistants) and 189 professionals working in noncritical pediatric units (53 physicians, 104 nurses, and 32 nursing assistants). INTERVENTION: Participants completed the Maslach Burnout Inventory, the Trauma Screening Questionnaire, the Posttraumatic Growth Inventory, and the Satisfaction With Life Scale. MEASUREMENTS AND MAIN RESULTS: Of PICU staff, 16.4% were very satisfied with their lives, 34.2% were satisfied, 34.6% showed average satisfaction with life, and 14.8% were below average. No differences were found between PICU and non-PICU workers. Women reported lower satisfaction with life than men, and physicians reported higher satisfaction with life than other professional groups. The correlation between posttraumatic stress disorder and posttraumatic growth was low, but significant and positive. According to the path analysis with latent variables, 20% of the variance satisfaction with life could be predicted from burnout, posttraumatic stress disorder symptoms, and posttraumatic growth. Higher distress was inversely associated to satisfaction with life, whereas posttraumatic growth contributed to higher satisfaction with life. CONCLUSIONS: Posttraumatic growth can moderate the negative effect of traumatic work-related experiences in satisfaction with life. PICU and non-PICU workers were equally satisfied with their lives. Positive and negative impact of work-related potentially traumatic events can coexist in the same person. Interventions aimed at reducing distress and fostering posttraumatic growth could impact in an improvement in pediatric health professionals' satisfaction with life.

Burnout and posttraumatic stress in paediatric critical care personnel: Prediction from resilience and coping styles.

INTRODUCTION: Our aims were (1) to explore the prevalence of burnout syndrome (BOS) and posttraumatic stress disorder (PTSD) in a sample of Spanish staff working in the paediatric intensive care unit (PICU) and compare these rates with a sample of general paediatric staff and (2) to explore how resilience, coping strategies, and professional and demographic variables influence BOS and PTSD. MATERIALS AND METHODS: This is a multicentre, cross-sectional study. Data were collected in the PICU and in other paediatric wards of nine hospitals. Participants consisted of 298 PICU staff members (57 physicians, 177 nurses, and 64 nursing assistants) and 189 professionals working in non-critical paediatric units (53 physicians, 104 nurses, and 32 nursing assistants). They completed the Brief Resilience Scale, the Coping Strategies Questionnaire for healthcare providers, the Maslach Burnout Inventory, and the Trauma Screening Questionnaire. RESULTS: Fifty-six percent of PICU working staff reported burnout in at least one dimension (36.20% scored over the cut-off for emotional exhaustion, 27.20% for depersonalisation, and 20.10% for low personal accomplishment), and 20.1% reported PTSD. There were no differences in burnout and PTSD scores between PICU and non-PICU staff members, either among physicians, nurses, or nursing assistants. Higher burnout and PTSD rates emerged after the death of a child and/or conflicts with patients/families or colleagues. Around 30% of the variance in BOS and PTSD is predicted by a frequent usage of the emotion-focused coping style and an infrequent usage of the problem-focused coping style. DISCUSSION AND CONCLUSIONS: Interventions to prevent and treat distress among paediatric staff members are needed and should be focused on: (i) promoting active emotional processing of traumatic events and encouraging positive thinking; (ii) developing a sense of detached concern; (iii) improving the ability to solve interpersonal conflicts, and (iv) providing adequate training in end-of-life care.

Predicting Posttraumatic Growth in Mothers and Fathers of Critically Ill Children: A Longitudinal Study.

Research on parental psychological effects related to a child's critical illness has focused on studying negative outcomes, while the possibility of posttraumatic growth (PTG), defined as the perception of positive changes after a traumatic event, has been overlooked. This study explores the degree of parental PTG after a child's hospitalization in a pediatric intensive care unit (PICU) and the role of resilience, emotions, perceived severity of the child's condition and stress in predicting PTG. In the first 48 h after their child's discharge from a PICU, N = 196 parents were assessed for resilience, emotions, perceived stress, and the degree to which they perceived their child's condition as severe. 6 months later N = 143 parents were assessed PTG. 6 months post discharge, 37.1% of parents reported PTG at least to a medium degree. Path analyses with latent variables showed that the psychological variables assessed at discharge predicted between 20 and 21% of the total variance in PTG. Resilience affected PTG indirectly, through the bias of positive emotions. PTG is a frequent phenomenon. Psychological interventions aimed at encouraging parental PTG after a child's critical admission should focus on boosting resilience and positive emotions.

Evaluating Resilience: Development and Validation of the Situated Subjective Resilience Questionnaire for Adults (SSRQA).

Although resilience varies depending on the specific type of adverse situation faced by the individual, to date resilience questionnaires do not consider its situational character. This study aims to develop and validate the Situated Subjective Resilience Questionnaire for Adults (SSRQA), which assesses resilience in five different adverse contexts. A total of 584 Spanish adults (including general population and clinical samples individuals) completed the SSRQA and other measures of resilience, optimism, and self-efficacy. Confirmatory factor analysis showed that the SSRQA structure fitted the situational model better (χ2/df = 1.90; CFI = .96; TLI = .95; RMSEA = .07) than the non-situational version (χ2/df = 4.99; CFI = .79; TLI = .76; RMSEA = .15). The SSRQA was shown to be reliable (α = .90) and to be significantly and positively correlated with other resilience measures (p < .001) and, to a lower degree, with optimism and self-efficacy (p < .001). Degree of exposure to each adverse situation was negatively correlated with resilience in the face of that situation (p < .05), supporting a vulnerability to stress model. The SSRQA has been demonstrated to be a reliable and valid situated measure for resilience towards different adverse contexts.

Escala Breve de Resiliencia frente a los Problemas de Comportamiento de los hijos (EBR-PC) / Brief Resilience Scale in front children’s Behavior Problems (BRS-BP)

Dado que la resiliencia puede variar dependiendo del tipo de adversidad con la que las personas se enfrentan, parece adecuado desarrollar una escala específica para personas que se enfrentan a los problemas de comportamiento de sus hijos. Con este fin se ha desarrollado una nueva escala semejante a la Brief Resilience Scale (Smith et al. 2008), pero contextualizada respecto a los problemas de comportamiento de los hijos (BRS-PC). En este estudio participaron 615 padres y madres. Se realizó un análisis factorial confirmatorio y otro de validación cruzada para estudiar la validez estructural, se analizó la fiabilidad y se realizó un análisis de correlaciones para estudiar la validez convergente. Los resultados indicaron que la BRS-PC posee una adecuada validez estructural, la fiabilidad de sus puntuaciones fue buena y mostraron unas alta correlaciones con la BRS original, siendo evidencia de validez convergente. La BRS-PC ha mostrado ser una herramienta fiable y válida para evaluar la resiliencia de los padres ante los problemas de comportamiento de los hijos

Given the fact that resilience varies depending on the kind of adversity people face, it is crucial to develop a specific scale for parents dealing with their children’s behavioral problems. Therefore, we developed a new scale similar to the Brief Resilience Scale (Smith et al., 2008) focused on children’s behavioral problems (BRS-PC). 615 parents took part in our study. We studied the structural validity of the scale through a confirmatory factorial analysis and a cross-validation analysis. We analyzed the scale reliability and we performed a correlation analysis to study its convergent validity. We provide evidence that the BRS-PC structural validity was adequate, its scores reliability was good and we confirmed its convergent validity through its high correlations with the original BRS. The BRS-PC is a reliable and valid tool useful for assessing the resilience of parents with regards to their children’s behavioral problems

Prediction of parental posttraumatic stress, anxiety and depression after a child's critical hospitalization.

OBJECTIVE: To study the role of parental resilience, emotions accessed during admission and perceived stress in predicting the degree of parental posttraumatic stress disorder (PTSD), anxiety and depression symptoms after a child's treatment in intensive care. METHODS: This was prospective longitudinal cohort study. A total of 196 parents of pediatric intensive care survivors completed questionnaires assessing resilience, perceived stress, emotions experienced during admission, 48h post-discharge (T0). Sociodemographic and medical data were also collected. Main outcomes were anxiety, depression and PTSD, three (T1) and six (T2) months later. RESULTS: At T2, 23% of parents reported clinically significant levels of symptoms of PTSD, 21% reported moderate-severe anxiety, and 9% reported moderate-severe depression. These rates were not statistically different to rates at T1. Path analyses indicated that 47% of the variance in psychopathology symptoms at T2 could be predicted from the variables assessed at T0. Resilience was a strong negative predictor of psychopathology symptoms, but this effect was mostly indirect, mediated by the stress that parents perceive during their child's critical hospitalization. CONCLUSIONS: Mobilizing coping in order to maintain resilience and to decrease their perceived stress levels could improve parents' mental health outcomes following their child's intensive care treatment.

Evaluating resilience: development and validation of the Situated Subjective Resilience Questionnaire for Adults (SSRQA)

Although resilience varies depending on the specific type of adverse situation faced by the individual, to date resilience questionnaires do not consider its situational character. This study aims to develop and validate the Situated Subjective Resilience Questionnaire for Adults (SSRQA), which assesses resilience in five different adverse contexts. A total of 584 Spanish adults (including general population and clinical samples individuals) completed the SSRQA and other measures of resilience, optimism, and self-efficacy. Confirmatory factor analysis showed that the SSRQA structure fitted the situational model better (χ2/df = 1.90; CFI = .96; TLI = .95; RMSEA = .07) than the non-situational version (χ2/df = 4.99; CFI = .79; TLI = .76; RMSEA = .15). The SSRQA was shown to be reliable (α = .90) and to be significantly and positively correlated with other resilience measures (p < .001) and, to a lower degree, with optimism and self-efficacy (p < .001). Degree of exposure to each adverse situation was negatively correlated with resilience in the face of that situation (p < .05), supporting a vulnerability to stress model. The SSRQA has been demonstrated to be a reliable and valid situated measure for resilience towards different adverse contexts

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Brief questionnaire of parental response to disruptive behavior (PRDB-Q): Parental perspective / Cuestionario breve de respuesta parental ante el comportamiento disruptivo (RPCD): Perspectiva de los padres

The aim of this study is to develop and validate the questionnaire of parental response to disruptive behavior (PRDB). Parents can act proactively towards problems and their emotional repercussions, focusing on how to handle them positively, or can focus their attention on the emotional response generated by behavior problems, being overburdened by them. In order to assess the prevalent personal orientation to cope with disruption, to guide parents and to assess the effect of psychological interventions, a questionnaire such as the one proposed here is required. A total of 420 parents and their children participated in the study. The structural validity of the questionnaire was tested using confirmatory factor analysis first to compare a multifactorial model (five specific factors) with a multifactorial hierarchical model (with two second-order factors), and second, to study the cross validity of both models. The predictive validity was tested analyzing the relationship between parents' and children' perceptions of family climate. Children's perceptions were assessed with the "Questionnaire of Behavior Management Climate perceived by children". Results showed that both models had good and similar fit indices that were almost identical in the two subsamples. Besides, the correlation analysis showed that although in general the relationship between perceptions of parents and their children is in the expected direction, this does not always happen (AU)

El objetivo de este estudio es desarrollar y validar el Cuestionario de respuesta parental ante el comportamiento disruptivo (RPCD)’. Los padres pueden actuar frente a los problemas y sus repercusiones emocionales de forma proactiva, buscando cómo manejarlos positivamente, o pueden centrar su atención en la respuesta emocional que genera el comportamiento disruptivo, dejándose llevar por la misma. Para evaluar el tipo de orientación personal prevalente frente a la disrupción, orientar a los padres y valorar el efecto de la intervención se requiere un tipo de cuestionario como el que se propone. Participaron en el estudio 420 padres y sus hijos. Se estudió la validez estructural del cuestionario comparando mediante Análisis factorial confirmatorio un modelo multifactorial (cinco factores específicos) y otro multifactorial-jerárquico (5.2), la validez cruzada de ambos modelos, y la validez predictiva, analizando la relación entre la percepción de los padres y las percepciones de los hijos evaluadas mediante el "Cuestionario de clima de gestión del comportamiento percibido por los hijos". Los resultados pusieron de manifiesto que los dos modelos presentaban índices de ajuste buenos y prácticamente idénticos, y semejantes en las dos submuestras. A su vez, el análisis de correlaciones puso de manifiesto que, aunque en general la relación entre las percepciones de los padres y las de sus hijos va en la dirección esperada, esto no ocurre siempre (AU)

Relation between parental psychopathology and posttraumatic growth after a child's admission to intensive care: Two faces of the same coin?

OBJECTIVES: Confronted with the potentially traumatic experience of a child's admission to a paediatric intensive care unit, parents may experience psychopathological post-trauma symptoms as well as posttraumatic growth. The aim of this cross-sectional study was to explore the relation between psychopathology symptoms, namely, posttraumatic stress disorder), anxiety and depression, as well as post traumatic growth in parents following their child's hospitalisation in a paediatric intensive care unit. METHODS: Six months after their child's discharge, 143 parents completed the questionnaire, which assessed post traumatic growth (Posttraumatic Growth Inventory), post traumatic stress disorder (Davidson Trauma Scale), depression and anxiety (Hospital Anxiety and Depression Scale). RESULTS: Of the 143 parents, 23.1% reported symptoms of post traumatic stress disorder, 21% reported symptoms of moderate to severe anxiety, 9.1% reported symptoms of moderate to severe depression and 37.1% reported at least a medium degree of post traumatic growth. There was a moderate, direct association between post traumatic stress disorder, depression and anxiety with post traumatic growth. Higher scores in anxiety, depression and post traumatic stress disorder were associated with higher levels of post traumatic growth, contradicting the notion of an inverted U-shaped relationship between psychopathology symptoms and post traumatic growth. CONCLUSIONS: Given that positive and negative outcomes after a child's critical admission tend to co-occur, it is surmised that parents who indicate post traumatic growth do not deny the difficulties. While not negating the negative impact on the mental health of a parent with a child admitted to intensive care, including the assessment of post traumatic growth as an outcome following this event has important implications for research and clinical practice.