Psychometric Properties of the Spanish Adaptation of the Anger Rumination Scale: Evidence of Reliability and Validity in the General Population.

The key role of rumination and perseveration processes in anger experience has been empirically supported. The tendency to ruminate has been demonstrated to be crucial in understanding pathological and adaptive behaviours. The Anger Rumination Scale (ARS) was developed to assess anger rumination frequency when people are angry, showing adequate levels of reliability and validity. However, although it has been adapted to several languages, the development of the Spanish version was still pending. The aim of this study, therefore, was to develop the Spanish adaptation of the ARS and to validate it in a general population sample (N = 388). Participants were asked to complete the ARS as well as other measures of anger (STAXI-2), anxiety (STAI-T), depression (BDI-II short form), rumination (PSWQ), and thought self-regulation (TCQ). A confirmatory factor analysis replicated the four-factor structure obtained with the original version (S-B χ2(145) = 323.26, p < .00005; CFI = .92; TLI = .90; RMSEA = .06; SRMR = .05). The resulting subscales (i.e., Angry Afterthoughts, Angry Memories, Thoughts of Revenge, and Understanding of Causes) met psychometric criteria of reliability (α = .89) and validity. In conclusion, a psychometrically sound Spanish adaptation of the ARS is now available.

Psychometric properties of the Spanish adaptation of the anger rumination scale: evidence of reliability and validity in the general population

The key role of rumination and perseveration processes in anger experience has been empirically supported. The tendency to ruminate has been demonstrated to be crucial in understanding pathological and adaptive behaviours. The Anger Rumination Scale (ARS) was developed to assess anger rumination frequency when people are angry, showing adequate levels of reliability and validity. However, although it has been adapted to several languages, the development of the Spanish version was still pending. The aim of this study, therefore, was to develop the Spanish adaptation of the ARS and to validate it in a general population sample (N = 388). Participants were asked to complete the ARS as well as other measures of anger (STAXI-2), anxiety (STAI-T), depression (BDI-II short form), rumination (PSWQ), and thought self-regulation (TCQ). A confirmatory factor analysis replicated the four-factor structure obtained with the original version (S-B χ2(145) = 323.26, p < .00005; CFI = .92; TLI = .90; RMSEA = .06; SRMR = .05). The resulting subscales (i.e., Angry Afterthoughts, Angry Memories, Thoughts of Revenge, and Understanding of Causes) met psychometric criteria of reliability (α = .89) and validity. In conclusion, a psychometrically sound Spanish adaptation of the ARS is now available (AU)

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MSCEIT y Tesis: relaciones entre dos pruebas de habilidad para la evaluación de la inteligencia emocional / MSCEIT & TESIS: Relationships between two ability-based Emotional Intelligence tests

El artículo presenta un estudio empírico en el que se comparó el comportamiento de dos pruebas de habilidad para la medición de la Inteligencia Emocional (IE). A partir de una muestra de 164 participantes que completaron ambos instrumentos (MSCEIT y TESIS), se obtuvieron correlaciones significativas entre varias puntuaciones de los dos test, aunque también aparecieron notables divergencias. La puntuación global del MSCEIT y sus dos áreas (Experiencial y Estratégica) correlacionaron en torno a .18 con la puntuación global del TESIS (Sensibilidad). Varios de los subtest del MSCEIT correlacionaron de forma baja pero significativa con las puntuaciones del TESIS (Sensibilidad, Insensibilidad-Ingenua e Insensibilidad-Sobreinterpretadora). Desde un punto de vista diferencial, tanto el TESIS como el MSCEIT parecen detectar los cambios en la IE debidos a la edad, pero en el caso del MSCEIT los resultados fueron contraintuitivos (a más edad menos IE). Igualmente, los resultados del TESIS fueron más lógicos que los del MSCEIT al comparar grupos por sexos, aunque no se alcanzó la significación estadística. Respecto al grupo de estudios, el MSCEIT resultó más discriminativo que el TESIS, aunque de nuevo los resultados fueron controvertidos. Todos estos datos llevan a plantear la necesidad de perfilar mejor las variables medidas por los dos tests y a cuestionar si los actuales instrumentos de medida de la IE realmente reúnen evidencias de validez de constructo (AU)

This paper presents an empirical study comparing the performance of two ability-based Emotional Intelligence (EI) tests (MSCEIT and TESIS). A sample of 164 participants completed both instruments and significant correlations were obtained among several of the tests’ scores, although remarkable differences were also found. The Spanish MSCEIT overall score and two of its areas (Experiential and Strategic) showed a correlation of .18 with the TESIS total score (Sensitivity). Several MSCEIT sub-tests correlated discreetly but significantly with the three TESIS scores (Sensitivity, Naïve-Insensitivity and Over-interpreting-Insensitivity). From a differential point of view, both TESIS and MSCEIT seem to detect changes in EI due to age but, in the case of MSCEIT, results were counter-intuitive (EI descreases with age). Similarly, TESIS results seemed more logical than those of the MSCEIT when comparing groups by gender, al-though not reaching statistical significance. When analysing undergraduate students, MSCEIT was more discriminative than TESIS, but again the results were controversial. All these data raise the need to better understand the variables measured by both tests, and also question whether the current instruments for measuring EI have actually gathered evidence of construct validity (AU)

Impulsivity, intelligence, and discriminating reinforcement contingencies in a fixed-ratio 3 schedule.

Research conducted in academic contexts suggests a moderating effect of impulsive behavior on the relationship between aptitude and achievement. According to these studies, intelligence scores being equal, higher levels of impulsivity have an adverse effect on achievement (Helmers, Young, & Pihl, 1995; Vigil-Colet & Morales-Vives, 2005; Zeidner, 1995). The present study aims to contrast the aforementioned moderator effect in the context of a discriminant learning task, carried out under a fixed-ratio 3 reinforcement schedule. To that end, an impulsive behavioral pattern was identified in a sample of 1,600 participants' task execution based on response rate and latency. Said pattern was consistent and stable across several trials and can be ascribed to subjects' interactive style (Hernández, 2000). The observed interaction effect supports the hypothesis that impulsivity has a moderating effect on the aptitude-achievement relationship, highlighting how it impacts achievement differentially depending on the subject's level of aptitude.

Impulsivity, Intelligence, and Discriminating Reinforcement Contingencies in a Fixed-Ratio 3 Schedule

Research conducted in academic contexts suggests a moderating effect of impulsive behavior on the relationship between aptitude and achievement. According to these studies, intelligence scores being equal, higher levels of impulsivity have an adverse effect on achievement (Helmers, Young, & Pihl, 1995; Vigil-Colet & Morales-Vives, 2005; Zeidner, 1995). The present study aims to contrast the aforementioned moderator effect in the context of a discriminant learning task, carried out under a fixed-ratio 3 reinforcement schedule. To that end, an impulsive behavioral pattern was identified in a sample of 1,600 participants' task execution based on response rate and latency. Said pattern was consistent and stable across several trials and can be ascribed to subjects' interactive style (Hernández, 2000). The observed interaction effect supports the hypothesis that impulsivity has a moderating effect on the aptitude-achievement relationship, highlighting how it impacts achievement differentially depending on the subject's level of aptitude (AU)

Estudios relativos a contextos académicos sugieren un efecto moderador del comportamiento impulsivo sobre la relación entre aptitud y rendimiento. De acuerdo con estos trabajos, a igualdad de valores de inteligencia, una mayor impulsividad iría en perjuicio del aprendizaje (Helmers, Young, & Pihl, 1995; Vigil-Colet & Morales-Vives, 2005; Zeidner, 1995). El presente trabajo tiene por objeto contrastar dicho efecto moderador en el contexto de una tarea de aprendizaje discriminativo bajo un programa de reforzamiento razón fija 3. A tal fin, se ha identificado un patrón de comportamiento impulsivo en la ejecución de una muestra de 1,600 participantes con base en indicadores comportamentales de tasa y latencia de respuesta. El patrón de comportamiento identificado permite ser atribuido al estilo interactivo de los individuos, mostrando consistencia y estabilidad a lo largo de diferentes ensayos (Hernández, 2000). El efecto de interacción observado viene a respaldar la hipótesis de un efecto moderador de la impulsividad en la relación aptitud-rendimiento, poniendo a su vez de manifiesto cómo la impulsividad afecta al rendimiento de manera diferencial, en virtud del nivel aptitudinal que presentan los individuos (AU)

Avoidance and activation as keys to depression: adaptation of the Behavioral Activation for Depression Scale in a Spanish sample.

In this paper we present the adaptation of the Behavioral Activation for Depression Scale (BADS), developed by Kanter, Mulick, Busch, Berlin, and Martell (2007), in a Spanish sample. The psychometric properties were tested in a sample of 263 participants (124 clinical and 139 non-clinical). The results show that, just as in the original English version, the Spanish BADS is a valid and internally consistent scale. Construct validity was examined by correlation with the BDI-II, AAQ, ATQ, MCQ-30, STAI and EROS. Factor analysis justified the four-dimensions of the original instrument (Activation, Avoidance/Rumination, Work/School Impairment and Social Impairment), although with some differences in the factor loadings of the items. Further considerations about the usefulness of the BADS in the clinical treatment of depressed patients are also suggested.

Avoidance and activation as keys to depression: adaptation of the behavioral activation for depression scale in a Spanish sample

In this paper we present the adaptation of the Behavioral Activation for Depression Scale (BADS), developed by Kanter, Mulick, Busch, Berlin, and Martell (2007), in a Spanish sample. The psychometric properties were tested in a sample of 263 participants (124 clinical and 139 non-clinical). The results show that, just as in the original English version, the Spanish BADS is a valid and internally consistent scale. Construct validity was examined by correlation with the BDI-II, AAQ, ATQ, MCQ-30, STAI and EROS. Factor analysis justified the four-dimensions of the original instrument (Activation, Avoidance/Rumination, Work/School Impairment and Social Impairment), although with some differences in the factor loadings of the items. Further considerations about the usefulness of the BADS in the clinical treatment of depressed patients are also suggested (AU)

En el artículo se presenta la adaptación en una muestra española de la Escala de Activación Conductual para la Depresión (BADS) desarrollada por Kanter, Mulick, Busch, Berlin, and Martell (2007). Las propiedades psicométricas del instrumento se recabaron con una muestra de 263 participantes (124 clínicos y 139 no clínicos). Los resultados demuestran que, al igual que en la versión inglesa, el BADS adaptado al español es una escala válida y con consistencia interna. La validez de constructo se contrastó por medio de correlaciones con el BDI-II, el AAQ, el ATQ, el MCQ-30, el STAI y el EROS. El análisis factorial confirmó las cuatro dimensiones del instrumento original (Activación, Evitación/Rumia, Afectación del Trabajo/Escolaridad y Afectación de la Vida Social), aunque con algunas diferencias respecto a los pesos factoriales de los ítems. Para terminar, se incluyen algunas consideraciones sobre la utilidad del BADS en el tratamiento clínico de los pacientes depresivos (AU)

Validez convergente de dos pruebas de evaluación de la minuciosidad / Convergent validity of two tests of conscientiousness

La falta de correspondencia entre la medición objetiva del comportamiento y la medición basada en el autoinforme del individuo, unida al uso generalizado del cuestionario como instrumento de evaluación de la personalidad, plantea un problema en relación a la validación de instrumentos de evaluación objetiva en dicho ámbito de estudio. El objetivo del siguiente trabajo es la obtención de una medida de validez convergente para una prueba informatizada de evaluación objetiva de la minuciosidad a partir del desarrollo de otra prueba funcionalmente equivalente y morfológicamente distinta. Se exponen las características de la prueba de evaluación diseñada. La muestra la conformaron 267 titulados universitarios (194 hombres y 73 mujeres). El alto valor de validez convergente obtenido (r= .638, p<.001) supone un primer paso en el proceso de validación de ambas pruebas (AU)

The absence of correspondence between objective measurement of behavior and measurement based on self-report along with generalized use of questionnaires as personality assessment instruments raises a problem with regard to the validity of assessment instruments in this area of study. The goal of this work is to obtain a convergent validity measure for an objective assessment computerized task of conscientiousness based on the development of a functional equally but morphologically different task. The features of the designed assessment task are commented upon. The sample was made up of 267 university graduates (194 males and 73 females). The high convergent validity value obtained (r= .638, p<.001) is a first step in the validation process of both tasks (AU)