Validity and reliability of Spanish version of the EQ-i: YV[S] in Colombian children and youth.

Introduction: Validity and reliability evaluations of the Emotional Quotient Inventory: Youth Version (EQ-i: YV[S]) with children and adolescents from different countries have shown variations in the structural model proposed by Bar-On. Objective: To examine the psychometric properties of EQ-i: YV[S] with a Colombian' sample. Method: We randomly selected a sample of 1355 children and adolescents between 8 and 14 years old (Mage = 10.80; SD = 1.41). We conducted exploratory (n1 = 416) and confirmatory (n2 = 939) factor analyses (EFA, CFA), reliability, internal consistency, and predictive validity. Results: The EFA explained 27.6% of the variance. The AFC indicated a multidimensional structure with four factors and 21 items obtained the best fit (χ2 = 334.358; df = 183; RMSEA=0.030; CFI=.951; TLI=944; NFI=.899) with acceptable internal consistency (ω = .57,.75). EQ-i: YV[S] factors explain 18.5% of the observed variance in problem-centered coping scores. Conclusions: The psychometric fit of the inventory supports evidence of its usefulness for screening processes in clinical or educational assessment.

Introducción: Las evaluaciones de validez y fiabilidad del Inventario de Cociente Emocional: Versión para jóvenes (ICE:NA) con niños y adolescentes de diferentes países han mostrado variaciones en el modelo estructural propuesto por Bar-On. Objetivo: Examinar las propiedades psicométricas del (ICE:NA) con una muestra colombiana. Método: Se seleccionaron 1355 niños y adolescentes entre 8 y 14 años (Medad = 10.80; DE = 1.41) de forma aleatoria. Se realizaron análisis factoriales exploratorios (n1 = 416) y confirmatorios (n2 = 939), de fiabilidad, consistencia interna y validez predictiva. Resultados: El AFE explicó el 27.6% de la varianza. El AFC mostró mejor ajuste para nna estructura multidimensional con cuatro factores y 21 ítems (χ2 = 334.358; df = 183; RMSEA=0.030; CFI=.951; TLI=944; NFI=.899) con índices de consistencia interna aceptables (ω = .57,.75). Los factores EQ-i: YV[S] explican el 18.5% de la varianza observada en las puntuaciones de afrontamiento centrado en el problema. Conclusiones: El ajuste psicométrico del inventario apoya la evidencia de su utilidad para los procesos de cribado en la evaluación clínica o educativa.

An ecological model of dropout intention in university students during the covid-19 pandemic

Objective: To analyse the drop out intention of university students after six months of home confinement during the covid-19 pandemic using an ecological model. Method: A non-experimental cross-sectional study with an intentional sampling of 1,011 active university students during 2020. Aged between 18 and 54 years (M = 22,6; SD = 4,8; female = 438). We evaluated them with the university dropout questionnaire for students, Depression, Anxiety and Stress Scale, Fear of covid-19 Scales, covid-19 Anxiety syndrome scale, and the Satisfaction with academic changes questionnaire. We performed a descriptive and multivariate analysis of the data. Results: The model explain 28 % of drop out intention among university students during confinement by covid-19 (sensitivity = 86,8 %). Dissatisfaction with academic changes is the main predictor of the model (OR = 0,960; IC 95 % [0,950, 0,959). Other significant predictors are positive and negative interactions (i.e., in family, social, and academic environments), negative emotional symptoms, anxiety about covid-19, being older, studying at a private university, and having a family member diagnosed with covid-19. Discussions: Macrosystem changes (i.e., home confinement and online classes) during the first six months of the covid-19 pandemic modified the students' interaction with their proximal systems and new predictors of the intention to drop out emerged (e.g., anxiety about covid-19 and having a family member diagnosed with covid-19), associated with the context of confinement.

Objetivo: Analizar la intención deserción de los estudiantes universitarios tras seis meses de confinamiento en casa durante la pandemia por covid-19 a partir de un modelo ecológico. Método: Estudio transversal no experimental con un muestreo intencional de 1011 estudiantes universitarios activos durante 2020. Con edades comprendidas entre los 18 y los 54 años (M = 22,6; DE = 4,8; mujeres = 438). Los estudiantes respondieron el cuestionario de abandono universitario para estudiantes, la Escala de Depresión, Ansiedad y Estrés, la Escala de Miedo de covid-19, la Escala de Síndrome de Ansiedad de covid-19 y el cuestionario de Satisfacción con los cambios académicos. Se realizó un análisis descriptivo y multivariante de los datos. Resultados: El modelo explica el 28 % de la varianza de la intención de deserción entre los estudiantes universitarios durante el confinamiento por covid-19 (sensibilidad = 86,8 %). La insatisfacción ante los cambios académicos es el principal predictor del modelo (OR = 0,960; IC 95 % [0,950, 0,959). Otros predictores significativos son las interacciones positivas y negativas (i.e., en el entorno familiar, social y académico), los síntomas emocionales negativos, la ansiedad ante la covid-19, ser mayor, estudiar en una universidad privada y tener un familiar diagnosticado con covid-19. Conclusiones: Los cambios en el macrosistema (i.e., el confinamiento en el hogar y las clases en línea) durante los primeros seis meses de la pandemia por covid-19 modificaron la interacción de los estudiantes con sus sistemas proximales y surgieron nuevos predictores de la intención de abandono (e.g., ansiedad ante la covid-19 y tener un familiar diagnosticado con covid-19), asociados al contexto de confinamiento.

Modelo Explicativo del Desempeño Académico desde la Autoeficacia y los Problemas de Conducta / Explanatory Model of Academic Performance from Self-Efficacy and Behavior Problems / Modelo Explicativo do Desempenho Acadêmico a partir da Autoeficácia e dos Problemas de Comportamento

Resumen Se analizó un modelo explicativo del desempeño académico para conocer si los problemas de atención median la relación entre la autoeficacia académica y el desempeño académico y, si la ansiedad y la depresión moderan dicha relación. Participaron 326 estudiantes (11-18 años), quienes diligenciaron el Youth Self-Report (Achenback & Rescorla, 2001) y la escala de autoeficacia de Aguilar, Valencia y Martínez (2001). El desempeño académico se obtuvo del promedio de calificaciones de dos bimestres académicos en lenguaje, ciencias y matemáticas. El análisis de regresión mostró que los problemas de atención median la relación entre la autoeficacia, y logró explicar el 40% de la varianza. La variable ansiedad-depresión moderó esta misma relación evidenciando que a mayores niveles de ansiedad y de depresión menor autoeficacia y menor desempeño académico. En suma, la relación entre la autoeficia académica y el desempeño académico fue afectada por los problemas de conducta.

Abstract We analyzed a model about academic performance to know if attention problems, mediate the relationship between academic self-efficacy and academic performance specifically; and, if anxiety and depression moderate this relationship. In this study participated 326 students (11 - 18 ages); they filled the self-report behavioral out Youth Self-Report (Achenback & Rescorla, 2001) and the self-efficacy scale of Aguilar, Valencia y Martinez (2001). Academic performance was obtained from Grade Point Average (gpa) of two academic month periods in the language, science and mathematic areas. The multiple lineal regression model found that relation between self-efficacy and academic performance was mediated by attention problems. The model explained the 40% of the academic performance variance. The anxiety and depression moderated the relationship between variables, as a result, students with higher levels of anxiety and depression have lower self-efficacy and lower academic performance. In short, the academic self-efficacy and academic performance relationship affected by behavioral problems.

Resumo Analisou-se um modelo explicativo do desempenho acadêmico para conhecer se os problemas de atenção mediam a relação entre a autoeficácia acadêmica e o desempenho acadêmico, e se a ansiedade e a depressão moderam essa relação. Participaram 326 estudantes (11-18 anos), os quais preencheram o Youth Self- Report (Achenback & Rescorla, 2001) e a escala de autoeficácia de Aguilar, Valencia e Martínez (2001). O desempenho acadêmico se obteve da média de qualificações de dois bimestres acadêmicos em linguagem, ciências e matemática. A análise de regressão mostrou que os problemas de atenção mediam a relação entre a autoeficácia e explicam 40% da variação. A variável ansiedade-depressão moderou essa mesma relação e evidenciou que, quanto maiores os níveis de ansiedade e de depressão, menor autoeficácia acadêmica e menor desempenho acadêmico. Em resumo, a ansiedade entre a autoeficácia acadêmica e o desempenho acadêmico foi afetada pelos problemas de comportamento.