ABSTRACT
Background: Currently, information about the psychometric properties of the Resilience Measurement Scale (RESI-M) in family caregivers of children with cancer according to item response theory (IRT) is not available; this information could complement and confirm the findings available from classical test theory (CTT). The objective of this study was to test the five-factor structure of the RESI-M using a full information confirmatory multidimensional IRT graded response model and to estimate the multidimensional item-level parameters of discrimination (MDISC) and difficulty (MDIFF) from the RESI-M scale to investigate its construct validity and level of measurement error. Methods: An observational study was carried out, which included a sample of 633 primary caregivers of children with cancer, who were recruited through nonprobabilistic sampling. The caregivers responded to a battery of tests that included a sociodemographic variables questionnaire, the RESI-M, and measures of depression, quality of life, anxiety, and caregiver burden to explore convergent and divergent validity. Results: The main findings confirmed a five-factor structure of the RESI-M scale, with RMSEA = 0.078 (95% CI: 0.075, 0.080), TLI = 0.90, and CFI = 0.91. The estimation of the MDISC and MDIFF parameters indicated different values for each item, showing that all the items contribute differentially to the measurement of the dimensions of resilience. Conclusion: That regardless of the measurement approach (IRT or CTT), the five-factor model of the RESI-M is valid at the theoretical, empirical, and methodological levels.
ABSTRACT
El objetivo del presente estudio es analizar las diferencias entre adolescentes con alta y baja violencia escolar en los ámbitos individual (autoestima, soledad, satisfacción con la vida, estrés y empatía), familiar (clima familiar y comunicación con la madre y el padre), escolar (clima social en el aula, actitudes hacia la autoridad y estatus sociométrico) y comunitario (integración comunitaria, participación comunitaria, apoyo de los sistemas informales y de los formales). Además, se examinaron las diferencias entre chicos y chicas con alta violencia escolar en estas relaciones. Participaron 1723 adolescentes de ambos sexos, de entre 12 y 18 años, escolarizados en cuatro centros de educación secundaria obligatoria. Se efectuaron análisis multi-variados y univariados de la varianza (MANOVA y ANOVA). Los resultados mostraron que los adolescentes con alta violencia escolar obtuvieron mayores puntuaciones que los adolescentes con baja violencia en soledad, sintomatología depresiva, estrés, comunicación ofensiva y evitativa con la madre y el padre, conflicto familiar y actitud hacia la transgresión. Además, las chicas con alta violencia mostraron mayores puntuaciones en autoestima académica, empatía y estatus sociométrico y menores en comunicación abierta con el padre y participación comunitaria que los chicos. Finalmente, se discuten los resultados y sus implicaciones prácticas (AU)
The aim of the current study was to analyze the differences between adolescents scoring high and low on school violence in the following areas: individual (self-esteem, loneliness, satisfaction with life, and empathy); family (family climate, communication with father and mother); academic (classroom climate, attitudes toward authority, and sociometric status); and community (community involvement, community participation, social support from formal systems, and social support from informal systems). Differences in these relationships between boys and girls scoring high on school violence were also examined. Participants in the study were 1723 adolescents, aged 12 to 18 years old, in four secondary schools. Multivariate and univariate analysis of variance were performed. Results showed that adolescents with high levels of school violence scored higher on loneliness, depressive symptomatology, offensive and avoidance communication with father and mother, family conflict, and attitude towards transgression, as compared to adolescents with low levels of school violence. Furthermore, girls scoring high on school violence reported higher scores on academic self-esteem, empathy, and sociometric status, and lower scores on open communication with father and community participation, as compared to boys scoring high in school violence. Finally, these results and their practical implications are discussed (AU)
