Psychometric Testing of HeLD-14 in a Colombian Geriatric Population.

Introduction: The objective of this study was to test the validity and reliability of the Colombian version of the Health Literacy in Dentistry (HeLD-14) in older adults. Materials and Methods: A translation and validation study of HeLD-14 was conducted on 384 non-institutionalized older adults attending the Dental Clinic at Universidad Cooperativa from Pasto, Colombia. A cross-cultural adaptation of a multidimensional HeLD-14 was completed, and the psychometric properties of this scale were evaluated through a cross-validation method using an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). Internal consistency was measured with Cronbach's alpha (α) and Omega's McDonald (É·). The statistical significance was set at P < 0.05. Results: The EFA demonstrated that a single-factor structure with 11 items explained a cumulative 59.86% of the overall variance. The CFA confirmed that goodness of fit indices of this questionnaire had optimal adequateness (χ2S-B = 109.047; χ2S-B/(44) = 2.478, P=0.001; non-normed fit index = 0.901; comparative fit index = 0.908; root mean square error of approximation = 0.079 (90% CI (0.075, 0.083)); standardized root mean residual = 0.080). The coefficients indicated a high internal consistency for the total scale (α = 0.94; É· = 0.96). Conclusion: The developed adaptation of HeLD-14 for the Colombian population, HeLD-Col, is a unidimensional, reliable, and valid instrument to assess oral health literacy in older adults in Colombia.

Oral Health Literacy and Tooth Loss and Replacement in Older Adults at a University Dental Clinic in Colombia.

BACKGROUND: Oral health literacy (OHL) is the ability of individuals to obtain, process, and understand oral health information and services, allowing them to make appropriate oral health decisions. The association between OHL and tooth loss and replacement have not been well understood. OBJECTIVES: We aimed to determine the association between OHL and tooth loss and replacement in a Colombia population. METHODS: A cross-sectional study of 384 older adults age 65 to 89 years from Pasto, Colombia was carried out. The number of lost and replaced teeth was assessed intraorally; sociodemographic and prosthetic characteristics were collected, and the Health Literacy in Dentistry questionnaire was used to evaluate OHL. Generalized linear models were estimated to assess associations between independent variables (including OHL) and the number of lost and replaced teeth. KEY RESULTS: There were 224 (58.3%) men and 160 (41.7%) women. The mean (standard deviation [SD]) number of lost and replaced teeth was 27.78 (4.03) and 12.53 (9.89), respectively. One hundred fifty five (40.4%) individuals had full removable dental protheses, 122 (31.8%) partial removable dental protheses, 68 (17.7%) fixed prosthetics, and 36 (9.4%) dental implants. OHL was 33.29 (6.59) and significantly positively associated with the number of replaced teeth (ß = 0.65, 95% confidence interval [CI]: 0.52-0.78, p < .001), but not with lost teeth. CONCLUSIONS: OHL may foster individuals' capabilities to replace lost teeth, although we did not find it associated with reduced tooth loss, likely as tooth loss was highly common in this older population. [HLRP: Health Literacy Research and Practice. 2024;8(1):e21-e28.].

PLAIN LANGUAGE SUMMARY: The association between OHL and tooth loss and replacement has not been well understood. A study of 384 older adults was designed to evaluate the number of lost and replaced teeth and the association with OHL. We found that OHL may foster tooth replacement but was not associated with tooth loss itself.

Resiliencia y violencia en el noviazgo: un estudio explicativo-predictivo e instrumental con adolescentes colombianos

Introducción: los estudios sobre resiliencia y violencia psicológica en parejas adolescentes en Colombia son escasos, pues se ha explorado con mayor frecuencia la violencia en parejas adultas; además, la disposición de óptimos instrumentos de medida de la violencia psicológica en el cortejo adolescente es limitada. Objetivos: analizar la influencia de la resiliencia en la violencia psicológica en parejas adolescentes; para ello, inicialmente se validó el Cuestionario de Violencia Psicológica en el Cortejo (PDV-Q). Método: el estudio es explicativo-predictivo y de tipo instrumental. La muestra incidental estuvo conformada por 700 adolescentes colombianos, con edades entre 15 a 20 años (M = 18.40; DT = 1.56; 29.3 % hombres). Se reconoció la confiabilidad, la validez de contenido y de constructo con análisis factoriales; posteriormente, se analizaron los modelos de ecuaciones estructurales (SEM). Resultados: se reconocieron evidencias adecuadas de validez y valores óptimos de confiabilidad del PDV-Q. El modelo SEM sugiere influencias inversas de la competencia personal sobre el rol de agresión y victimización; así como una influencia directa de la aceptación de uno mismo y la vida sobre la victimización. Conclusiones: los bajos niveles de aceptación de sí mismo y de la vida podrían ser un factor de riesgo de victimización; mientras que un alto desarrollo de competencias personales sería un factor de protección ante la victimización y la agresión en el cortejo adolescente. El PDV-Q posee óptimas propiedades psicométricas y es adecuado para medir la violencia psicológica en parejas de adolescentes colombianos.

Introduction: Studies on resilience and psychological violence in adolescent couples in Colombia are scarce, since violence in adult couples has been explored more frequently; in addition, the availability of optimal instruments for measuring psychological violence in adolescent courtship is limited. Objectives: Analyze the influence of resilience on psychological violence in adolescent couples; for this, the Psychological Violence Questionnaire in Partners (PVD-Q) was initially validated. Method: The study is explanatory-predictive and instrumental. The incidental sample consisted of 700 Colombian adolescents, aged 15 to 20 years (M = 18.40; SD = 1.56; 29.3 % men). Reliability, content and construct validity were recognized with factor analysis; Subsequently, structural equation models (SEM) were analyzed. Results: Adequate evidence of validity and optimal reliability values of the PVD-Q were recognized. The SEM model suggests inverse influences of personal competence on the role of aggression and victimization; as well as a direct influence of the acceptance of oneself and life on victimization. Conclusions: Low levels of acceptance of oneself and of life could be a risk factor for victimization; while a high development of personal skills would be a protective factor against victimization and aggression in adolescent courtship. The PVD-Q has optimal psychometric properties and is suitable for measuring psychological violence in couples of Colombian adolescents.

Is It Possible to Measure the Role of the Bystander and the Victim of Bullying in Children? Construct Validity of Two Brief Pictorial Scales With IRT and CFA Models.

The study's objective was to develop and validate the psychometric properties of two brief pictorial scales to evaluate the roles of bystanders and victims of bullying. A sample of 910 students was considered (49.6%, boys; 50.4%, girls) between the ages of 7 and 13 (M = 10, SD = 1.4). Both instruments present nine pictorial items representing two dimensions: physical bullying (items 1 to 4) and psychological bullying (items 5 to 9). An additional measure of anxiety was used to assess convergent validity. The Confirmatory Factorial Analysis shows that the two-dimensional oblique model, physical bullying and psychological bullying, presents a better fit to the bystander scale data (RMSEA = .040; CFI = .984; SRMR = .033) and in the victim scale (RMSEA = .051; CFI = .978; SRMR = .040) in comparison to other competitor models. From the perspective of the Item Response Theory (IRT), it was found that the items adequately discriminate the levels of the latent variable; therefore, items 1 (physical bullying) and 7 (psychological bullying) are the most accurate on the bystander scale, and items 3 (physical bullying) and 7 (psychological bullying), on the victim scale. It was also found that the degree of difficulty on both scales is lower for the psychological bullying dimension than for the physical bullying dimension. Both instruments demonstrated good psychometric properties; therefore, they can detect school bullying in classrooms.

Psychometric Properties of the SOC-13 Scale in Colombian Adults.

The aim of this study was to determine the psychometric properties of the Spanish version of the SOC-13 in Colombian adults. The SOC-13 questionnaire was administered to 489 individuals aged ≥18 years who were in lockdown from March to July 2020 in Nariño County, Colombia. Psychometric properties of the scale were examined using a cross-validation method via exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Additionally, configural and metric invariance were tested. To determine the internal consistency of the questionnaire, McDonald's omega (ω), Cronbach's alpha (α), and composite reliability (CR) coefficients were estimated. The EFA determined that a three-factor structure best fit the data (comprehensibility, manageability, and meaningfulness) and CFA confirmed this three-factor model structure showing a good fit (χ2S-B = 188.530, χ2S-B/(62) = 3.615, p = 0.001; NNFI = 0.959; CFI = 0.968; RMSEA = 0.052 (90% CI [0.041-0.063]) and SRMR = 0.052).The invariance analysis indicated the same underlying theoretical structure between genders. Additionally, (ω), (α), and (CR) coefficients confirmed a high internal consistency of the instrument. The SOC-13 scale, reflecting comprehensibility, manageability, and meaningfulness, is a reliable and valid tool for assessing the sense of coherence in Colombian populations.

Propiedades psicométricas de la aversion to risk taking scale en una muestra de motociclistas colombianos / Psychometric Properties of the Aversion to Risk-Taking Scale in a Sample of Colombian Motorcyclists

Resumen Cada año cientos de motociclistas mueren en accidentes de tránsito. Una de las causas es la baja percepción del riesgo al conducir, que influye en la aparición de comportamientos riesgosos. El objetivo de este estudio fue adaptar y validar la escala Aversion to Risk Taking Scale (ARTS) en una muestra de motociclistas colombianos, para evaluar el riesgo percibido frente a distintos comportamientos considerados peligrosos en la vía. Participaron 436 motociclistas del Departamento de Nariño (Colombia), con edades entre 18 y 71 años (M= 28.27; DT= 8.68). Se actualizó la escala con dos nuevos ítems (consumo de sustancias psicoactivas y uso del casco); se realizó un ajuste lingüístico, se valoró la consistencia interna, las evidencias de validez de contenido, validez de constructo (análisis factorial exploratorio y confirmatorio) y validez comparada con la Escala de autoeficacia para la conducción. La ARTS presentó óptimas propiedades psicométricas para una estructura unifactorial. Se reconocen óptimos valores de consistencia interna (α= 0.94; ɷ= 0.95). Se evidenció una correlación inversa con la Escala de Autoeficacia para la Conducción, corroborando el constructo. Los resultados sugieren que la ARTS, adaptada y actualizada para Colombia, es una con calidad psicométrica probada; por tanto, es válida y confiable para evaluar la percepción del riesgo en motociclistas colombianos.

Abstract Every year hundreds of motorcyclists die in traffic accidents. One of the causes is the low perception of risk when driving, which influences the appearance of risky behaviors. The objective of this study was to adapt and validate the Aversion to Risk-Taking Scale (ARTS) in a sample of Colombian motorcyclists, to evaluate the perceived risk of different behaviors considered dangerous on the road. A total of 436 motorcyclists from Nariño (Colombia), aged between 18 and 71 years (M = 28.27; SD = 8.68), participated. The scale was updated with two new items (consumption of psychoactive substances and helmet use). A linguistic adjustment was performed; internal consistency and evidence of content validity, construct validity (exploratory and confirmatory factor analysis), and validity compared with the Driving Self‑Efficacy Scale were assessed. The ARTS presented optimal psychometric properties for a unifactorial structure. Optimal internal consistency values are recognized (α = 0.94; ɷ = 0.95). An inverse correlation with the Driving Self-Efficacy Scale was evidenced, corroborating the construct. The results suggest that the ARTS, adapted and updated for Colombia, is a scale with proven psychometric quality; therefore, it is valid and reliable to assess risk perception in Colombian motorcyclists.

Los Predictores Psicosociales del Bullying Discriminatorio Debido al Estigma Ligado a las Necesidades Educativas Especiales (NEE) y la Discapacidad / Psychosocial predictors of discriminatory bullying based on the stigma towards special educational needs and/or disabilities (SEND)

El bullying discriminatorio a causa de las diferencias en las necesidades educativas especiales o discapacidad amenaza el desarrollo saludable de los adolescentes. El estudio pretende conocer si la autoestima, la empatía y las habilidades sociales son predictoras de este bullying discriminatorio (agresión y victimización). Una muestra de 1,640 adolescentes de 11 a 20 años, 820 de España (48.8% hombres y 51.2% mujeres) y 820 de Ecuador (49.3% hombres y 50.7% mujeres), participaron cumplimentando una batería de cuestionarios de autoinforme. Los resultados de los modelos de ecuaciones estructurales muestran que en ambos países la autoconfianza predice negativamente la victimización y la agresión y el autodesprecio positivamente; la asertividad es un predictor positivo de la agresión y negativo de la victimización. Se observan diferencias entre ambos países en el papel de las habilidades sociales (comunicativas y de resolución de conflictos) y de la empatía. Se discuten los resultados en relación con la naturaleza de este bullying discriminatorio y los programas educativos preventivos. (AU)

Discriminatory bullying based on differences in special educational needs or disability threatens the healthy development of adolescents. The study aims to find out whether self-esteem, empathy, and social skills are predictors of this discriminatory bullying (aggression and victimization). A sample of 1,640 adolescents aged 11 to 20, of which half are from Spain (48.8% male and 51.2% female) and half from Ecuador (49.3% men and 50.7% women), participated in the study by completing a battery of self-report questionnaires. The results of the structural equation models show that in both countries victimization and aggression are predicted negatively by self-confidence and positively by self-deprecation; assertiveness is a positive predictor of aggression and a negative predictor of victimization. Differences are observed between the two countries in the role of social skills (communication and conflict resolution) and empathy. These results are discussed in relation to the nature of this discriminatory bullying and preventive educational programs. (AU)

Psychometric Properties of the Compulsive Internet Use Scale in Spain, Colombia, and Mexico.

Information and communication technologies provide a new context for interpersonal relationships, learning and professional activities. Nevertheless, there are several risks related to technology use, including compulsive Internet use. Even though compulsive Internet use has been identified as an important problem behavior in young people, there are still gaps in knowledge regarding its measurement in Spanish-speaking countries. Thus, the objective of this study was to validate the Compulsive Internet Use Scale (CIUS) in Spain, Colombia, and Mexico using a sample of 2,090 15-30 year olds. Results showed that the questionnaire has excellent psychometric properties and confirmed its original unidimensional factor structure. Inter-item polychoric correlations showed optimum values that indicated consistency and high quality of the construct. A confirmatory factor analysis showed an excellent model fit for all the subsamples, including Spain, Colombia, and Mexico. A multigroup analysis showed measurement invariance across the studied countries. Given that the CIUS is one of the most popular instruments used to measure excessive Internet use around the world, it can now be used in crossnational comparative studies, including Spain, Colombia, and Mexico, together with other countries. It can also be used to evaluate intervention programs in the studied countries.

Prevalence and psychosocial predictors of cyberaggression and cybervictimization in adolescents: A Spain-Ecuador transcultural study on cyberbullying.

The present study aims to collect data about the prevalence of cyberbullying and the role of self-esteem, empathy, and social skills in predicting cybervictimization and cyberaggression in two different countries: Spain and Ecuador. Additionally, it compares the similarities found in both countries. A wide sample of adolescents from Secondary Education (N = 24943; mean age = 13.92; SD = 1.30, girls = 49.9%) from both countries (Spain = 14,206 and Ecuador = 10,737) took part by filling in a set of self-reports. Weighted analyses and structural equation models were used. The results revealed that 8.8% were cybervictims, 3.1% were cyberaggressors and 4.9% cybervictims-cyberaggressors in Spain; whereas 8.7% were cybervictims, 5.1% were cyberaggressors and 14.3% were cybervictims-cyberaggressors in Ecuador. Cybervictimization could be predicted in both countries by means of self-deprecation and social skills, although the meaning of some skills was different depending on the country. Cyberaggression could be predicted in both countries by means of empathy, assertiveness, and conflict-resolution skills, as well as by communicative and relational skills. Self-deprecation was a predictor of cyberaggression only in Spain. These results are discussed, and educational inferences are drawn for prevention.

Traditional Bullying and Discriminatory Bullying Around Special Educational Needs: Psychometric Properties of Two Instruments to Measure It.

Two important challenges in research on bullying are to have reliable tools to measure traditional bullying and discriminatory bullying related to special educational needs (SEN), and to learn more about their prevalence. We present the validations of two instruments to measure bullying (European Bullying Intervention Project Questionnaire, EBIPQ) and discriminatory bullying with respect to SEN (EBIPQ⁻Special Education Needs Discrimination version, henceforth EBIPQ-SEND). A total of 17,309 teenagers from Ecuador took part in the study (M = 14.76, SD = 1.65; 49.9% male). The item response theory analyses evidenced accuracy and quality of the measures. The confirmatory factor analyses of the EBIPQ and the EBIPQ-SEND revealed the same two-factor structure-aggression and victimization-regardless of gender, showing optimal fit indexes. We present the results of the prevalence according to the roles of participation in traditional bullying and discriminatory bullying around SEN. Significant gender and age differences were observed for involvement in both phenomena. We also discuss the advantages of applying the EBIPQ and the EBIPQ-SEND to evaluate and diagnose harassment and discriminatory harassment around SEN.

How Much Do Adolescents Cybergossip? Scale Development and Validation in Spain and Colombia.

Cybergossip is the act of two or more people making evaluative comments via digital devices about somebody who is not present. This cyberbehavior affects the social group in which it occurs and can either promote or hinder peer relationships. Scientific studies that assess the nature of this emerging and interactive behavior in the virtual world are limited. Some research on traditional gossip has identified it as an inherent and defining element of indirect relational aggression. This paper adopts and argues for a wider definition of gossip that includes positive comments and motivations. This work also suggests that cybergossip has to be measured independently from traditional gossip due to key differences when it occurs through ICT. This paper presents the Colombian and Spanish validation of the Cybergossip Questionnaire for Adolescents (CGQ-A), involving 3,747 high school students (M = 13.98 years old, SD = 1.69; 48.5% male), of which 1,931 were Colombian and 1,816 were Spanish. Test models derived from item response theory, confirmatory factor analysis, content validation, and multi-group analysis were run on the full sample and subsamples for each country and both genders. The obtained optimal fit and psychometric properties confirm the robustness and suitability of a one-dimensional structure for the cybergossip instrument. The multi-group analysis shows that the cybergossip construct is understood similarly in both countries and between girls and boys. The composite reliability ratifies convergent and divergent validity of the scale. Descriptive results show that Colombian adolescents gossip less than their Spanish counterparts and that boys and girls use cybergossip to the same extent. As a conclusion, this study confirmes the relationship between cybergossip and cyberbullying, but it also supports a focus on positive cybergossip in psychoeducational interventions to build positive virtual relationships and prevent risky cyberbehaviors.

Bullying y cyberbullying en Colombia; coocurrencia en adolecentes escolarizados / Bullying and cyberbullying in Colombia; co-occurrence in adolescent schoolchildren

Resumen El primer objetivo fue adaptar y comprobar las propiedades psicométricas de la escala de bullying: European Bullying Intervention Project Questionnaire (EBIPQ) para Colombia, dada la necesidad de disponer de instrumentos validados y universalmente homologados.Un segundo objetivo buscó encontrar la prevalencia de bullying y cyberbullying en una muestra colombiana. El tercero fue analizar el grado de relación y coocurrencia de los fenómenos. Participaron 1931 adolescentes colombianos, 53% chicas (11-19 años; M = 14.92; DT=1.89). Se realizaron análisis aplicados a los ítems, análisis factoriales confirmatorios y modelos de ecua ciones estructurales. La validación confirmó la calidad de los ítems y la estructura factorial de la escala original con óptimas propiedades psicométricas para dos factores: victimización y agresión. La prevalencia de implicación en bullying fue del 41.9% y para cyberbullying del 18.7%. El modelo final mostró una influencia directa de la implicación en agresión de bullying sobre la ciberagresión y de la victimización en bullying sobre la cibervictimización, eviden ciando una alta coocurrencia de bullying y cyberbullying. El modelo explicativo sugiere que el cyberbullying parece ser una extensión del bullying tradicional y no a la inversa. Se analizan las repercusiones para el ámbito educativo.

Abstract The first objective of this study was to adapt and test the psychometric properties of the bullying: scale European Bullying Intervention Project Questionnaire (EBIPQ) for Colom bia, given the need for validated and universally approved measurement tools. The second objective sought to determine the prevalence of bullying and cyberbullying in a Colombian population sample. The third was to analyse the degree of relationship and co-occurrence of the phenomena. The study included a total of 1,931 Colombian adolescents, 53% of whom were girls (11-19 years; M = 14.92; SD= 1.89). An analysis was made on the items, confirmatory factor analysis, and structural equation modelling. The validation confirms the quality of the items and the factor structure of the original scale, with optimal psychometric properties for two factors: victimisation and aggression. The prevalence of bullying was 41.9%, and 18.7% for cyberbullying. The final model showed a direct influence of aggression on cyber-aggression and of victimisation on cyber-victimisation, showing a high co-occurrence of bullying and cyberbullying. The expla natory model suggests that cyberbullying appears to be an extension of traditional bullying and not vice-versa. Implications in the field of education are discussed.

Suitability of a three-dimensional model to measure empathy and its relationship with social and normative adjustment in Spanish adolescents: a cross-sectional study.

OBJECTIVES: (1) To examine the psychometric properties of the Basic Empathy Scale (BES) with Spanish adolescents, comparing a two and a three-dimensional structure;(2) To analyse the relationship between the three-dimensional empathy and social and normative adjustment in school. DESIGN: Transversal and ex post facto retrospective study. Confirmatory factorial analysis, multifactorial invariance analysis and structural equations models were used. PARTICIPANTS: 747 students (51.3% girls) from Cordoba, Spain, aged 12-17 years (M=13.8; SD=1.21). RESULTS: The original two-dimensional structure was confirmed (cognitive empathy, affective empathy), but a three-dimensional structure showed better psychometric properties, highlighting the good fit found in confirmatory factorial analysis and adequate internal consistent valued, measured with Cronbach's alpha and McDonald's omega. Composite reliability and average variance extracted showed better indices for a three-factor model. The research also showed evidence of measurement invariance across gender. All the factors of the final three-dimensional BES model were direct and significantly associated with social and normative adjustment, being most strongly related to cognitive empathy. CONCLUSIONS: This research supports the advances in neuroscience, developmental psychology and psychopathology through a three-dimensional version of the BES, which represents an improvement in the original two-factorial model. The organisation of empathy in three factors benefits the understanding of social and normative adjustment in adolescents, in which emotional disengagement favours adjusted peer relationships. Psychoeducational interventions aimed at improving the quality of social life in schools should target these components of empathy.

Validation of the European Cyberbullying Intervention Project Questionnaire for Colombian Adolescents.

Cyberbullying is the act of using unjustified aggression to harm or harass via digital devices. Currently regarded as a widespread problem, the phenomenon has attracted growing research interest in different measures of cyberbullying and the similarities and differences across countries and cultures. This article presents the Colombian validation of the European Cyberbullying Intervention Project Questionnaire (ECIPQ) involving 3,830 high school students (M = 13.9 years old, standard deviation = 1.61; 48.9 percent male), of which 1,931 were Colombian and 1,899 Spanish. Confirmatory factor analysis (CFA), content validation, and multigroup analysis were performed with each of the sample subgroups. The optimal fits and psychometric properties obtained confirm the robustness and suitability of the assessment instrument to jointly measure cyber-aggression and cyber-victimization. The results corroborated the theoretical construct and the two-dimensional and universal nature of cyberbullying. The multigroup analysis showed that cyberbullying dynamics are similar in both countries. The comparative analyses of prevalence revealed that Colombian students are less involved in cyberbullying. The results indicate the suitability of the instrument and the advantages of using such a tool to evaluate and guide psychoeducational interventions aimed at preventing cyberbullying in countries where few studies have been performed.

Influence of social motivation, self-perception of social efficacy and normative adjustment in the peer setting / Influencia de la motivación social, la percepción de eficacia y el ajuste normativo en el ajuste entre iguales

BACKGROUND: the first objective of this study was to adapt and test the psychometric properties of the Social Achievement Goal Scale (Ryan & Shim, 2006) in Spanish adolescent students. The second objective sought to analyse the influence of social goals, normative adjustment and selfperception of social efficacy on social adjustment among peers. METHOD: A total of 492 adolescents (54.1% females) attending secondary school (12-17 years; M = 13.8, SD = 1.16) participated in the study. Confirmatory factor analysis and structural equation modelling were performed. RESULTS: The validation confirmed the three-factor structure of the original scale: social development goals, social demonstration-approach goals and social demonstration-avoidance goals. The structural equation model indicated that social development goals and normative adjustment have a direct bearing on social adjustment, whereas the social demonstration-approach goals (popularity) and self-perception of social efficacy with peers and teachers exert an indirect influence. CONCLUSIONS: The Spanish version of the Social Achievement Goal Scale (Ryan & Shim, 2006) yielded optimal psychometric properties. Having a positive motivational pattern, engaging in norm-adjusted behaviours and perceiving social efficacy with peers is essential to improving the quality of interpersonal relationships

ANTECEDENTES: el primer objetivo fue adaptar y comprobar las propiedades psicométricas de la Escala de Metas Sociales -Social Achievement Goal- (Ryan & Shim, 2006) en adolescentes españoles escolarizados. El segundo objetivo buscó analizar la influencia de las metas sociales, el ajuste normativo y la autopercepción de eficacia social sobre el ajuste social entre iguales. MÉTODO: participaron 492 adolescentes (54.1% chicas) de Educación Secundaria Obligatoria (12-17 años; M= 13.8; DT= 1.16). Se realizaron análisis factoriales confirmatorios y modelos de ecuaciones estructurales. RESULTADOS: la validación confirmó la estructura de la escala original, en tres factores: metas sociales de desarrollo, metas de popularidad y metas sociales de evitación. El modelo de ecuaciones estructurales indicó que las metas sociales de desarrollo y el ajuste normativo influyen de manera directa sobre el ajuste social; las metas sociales de popularidad y la autopercepción de eficacia en el desempeño social con compañeros y profesores influyeron indirectamente. CONCLUSIONES: la versión española de la Escala de Metas Sociales -Social Achievement Goal- (Ryan & Shim, 2006) arrojó óptimas propiedades psicométricas. Disponer de un patrón motivacional positivo, mostrar conductas ajustadas a las normas y percibirse eficaz en el desempeño social con los iguales es clave para mejorar la calidad de las relaciones interpersonales

Influence of social motivation, self-perception of social efficacy and normative adjustment in the peer setting.

BACKGROUND: The first objective of this study was to adapt and test the psychometric properties of the Social Achievement Goal Scale (Ryan & Shim, 2006) in Spanish adolescent students. The second objective sought to analyse the influence of social goals, normative adjustment and self-perception of social efficacy on social adjustment among peers. METHOD: A total of 492 adolescents (54.1% females) attending secondary school (12-17 years; M = 13.8, SD = 1.16) participated in the study. Confirmatory factor analysis and structural equation modelling were performed. RESULTS: The validation confirmed the three-factor structure of the original scale: social development goals, social demonstration-approach goals and social demonstration-avoidance goals. The structural equation model indicated that social development goals and normative adjustment have a direct bearing on social adjustment, whereas the social demonstration-approach goals (popularity) and self-perception of social efficacy with peers and teachers exert an indirect influence. CONCLUSIONS: The Spanish version of the Social Achievement Goal Scale (Ryan & Shim, 2006) yielded optimal psychometric properties. Having a positive motivational pattern, engaging in norm-adjusted behaviours and perceiving social efficacy with peers is essential to improving the quality of interpersonal relationships.