The aim of current research is to analyze the psychometric properties of the Spanish version of the SF–8, overcoming previous shortcomings. A double line of analyses was used: competitive structural equations models to establish factorial validity, and Item Response theory to analyze item psychometric characteristics and information. 593 people aged 60 years or older, attending long life learning programs at the University were surveyed. Their age ranged from 60 to 92 years old. 67.6% were women. The survey included scales on personality dimensions, attitudes, perceptions, and behaviors related to aging. Competitive confirmatory models pointed out two-factors (physical and mental health) as the best representation of the data: χ2(13) = 72.37 (p < .01); CFI = .99; TLI = .98; RMSEA = .08 (.06, .10). Item 5 was removed because of unreliability and cross-loading. Graded response models showed appropriate fit for two-parameter logistic model both the physical and the mental dimensions. Item Information Curves and Test Information Functions pointed out that the SF–8 was more informative for low levels of health. The Spanish SF–8 has adequate psychometric properties, being better represented by two dimensions, once Item 5 is removed. Gathering evidence on patient-reported outcome measures is of crucial importance, as this type of measurement instruments are increasingly used in clinical arena.

The aim of this study is to: (1) examine the psychometric properties of the Spanish version of the Satisfaction with Life scale (SWLS) on a representative sample of the Chilean population (N = 1,500); (2) test the factorial invariance of the SWLS across gender and employment status (henceforth status); and (3) provide normative data of the SWLS for Chile. Results suggest that the Spanish version of the SWLS is a valid and reliable instrument for measuring global life satisfaction in Chile and for comparison across gender and status. Confirmatory factor analysis shows support, across all groups, for a modified single-factor structure of the SWLS that allows error terms of items 1 and 2 to correlate (GFI > .98; RMSEA < .08). Cronbach’s alpha coefficient ranges between .68 and .84 for different groups, with an average value of .80 for the total sample. The SWLS scores converge with an alternative single-item measure of life satisfaction (r = .63, p < .001) and with measures of conceptually related constructs. The factorial structure of the scale is invariant with respect to gender and status (CFI > .99; RMSEA < .06). Metric invariance holds for gender (ΔCFI = 0; RMSEA = .051) and status (Δχ2 = 23.93, nonsignificant; ∆CFI = 0; RMSEA = .045). Scalar invariance holds for gender and some status combinations; partial scalar invariance holds for the rest. Mean levels of life satisfaction can be compared across gender and status, albeit cautiously for status combinations for which scalar invariance does not hold.

The facilitating role of the facial expression of surprise in the discrimination of the facial expression of fear was analyzed. The sample consisted of 202 subjects that undertook a forced-choice test in which they had to decide as quickly as possible whether the facial expression displayed on-screen was one of fear, anger or happiness. Variations were made to the prime expression (neutral expression, or one of surprise); the target expression (facial expression of fear, anger or happiness), and the prime duration (50 ms, 150 ms or 250 ms). The results revealed shorter reaction times in the response to the expression of fear when the prime expression was one of surprise, with a prime duration of 50 ms (p = .009) and 150 ms (p = .001), compared to when the prime expression was a neutral one. By contrast, the reaction times were longer in the discrimination of an expression of fear when the prime expression was one of surprise with a prime duration of 250 ms (p < .0001), compared to when the prime expression was a neutral one. This pattern of results was obtained solely in the discrimination of the expression of fear. The discussion focuses on these findings and the possible functional continuity between surprise and fear.

The present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.

The Panic Disorder Severity Scale (PDSS) is a well-established measure of panic symptoms but few data exist on this instrument in non north-American samples. Our main goal was to assess the psychometric properties (internal consistency, test re-test reliability, inter-rater reliability, convergent and divergent validity) and the factor structure of the Spanish version. Ninety-four patients with a main diagnosis of panic disorder were assessed with the Spanish version of PDSS, the Anxiety Sensitivity Index–3 (ASI-3), the Panic and Agoraphobia Scale (PAS), the Beck Anxiety Inventory (BAI), the Beck Depression Inventory-II (BDI-II) the PDSS self-rating form and the Clinical Global Impression-Severity scale (CGI). The Spanish PDSS showed acceptable internal consistency (α = .74), excellent test-retest (total score and items 1–6: α > .58, p < .01) and inter-rater reliability (most intraclass correlation coefficient values for the total score were > .90) and medium to large convergent validity (r = .68, 95% CI [.54, .79], p < .01; r = .80, 95% CI [.70, .87], p < .01; r = .48, 95% CI [.28, .67], p < .01; BAI, PAS and ASI–3 total scores respectively). Data on divergent validity (BDI-II total score: r = .52, 95% CI [.34, .67], p < .01) suggest some need for refinement of the PDSS. The confirmatory factor analysis suggested a two-factor modified model for the scale (nested χ2 = 14.01, df = 12, p < .001). The Spanish PDSS has similar psychometric properties as the previous versions and is a useful instrument to assess panic symptoms in clinical settings in Spanish-speaking populations.

Identifying patients at increased risk of suicide remains a challenge today. It has been reported that 10% of patients committing a suicide attempt end up dying and that both the risk and the severity of clinical symptomatology increase with the number of attempts. Within the framework of selective and indicated prevention, it is essential to identify the group of patients with an increased risk of recurrence. The objective of this study is to identify factors predicting suicide attempt relapse to improve the decision making process in the therapeutic approach to suicidal behavior. The methodology employed was a longitudinal design aimed at identifying factors, in a binary logistic regression model (stepwise), predicting the repetition of suicidal behavior among a sample of 417 participants aged between 8 and 17 years old, at the six months follow-up. A statistically significant model χ2(3, N = 417) = 18.610; p < .001; Nagelkerke R2 = .096 including the following factors was obtained: current diagnosis of personality disorder/maladaptive personality OR = .806, p = .028, 95% CI [1.091, 4.595], personal history of self-injury OR = .728, p = .043, 95% CI [1.023, 4.192], and family history of psychopathological diagnosis OR = .925, p = .021, 95% CI [1.151, 5.530]. Considering these results, having a diagnosis of personality disorder or maladaptive personality traits, presence or history of self-harm and family history of psychopathology draws a predictive profile of autolytic attempt recurrence during the six months after the initial intervention at the emergency room.

Framed in cognitive-motivational-relational theory of emotions (Lazarus, 1999), this study aimed to test how coping mediated the relationship between competitive anxiety and sport commitment in a sample of adolescent athletes. Five-hundred adolescents (M = 16.42; SD = 1.54) participated in our study. Participants completed competitive anxiety, coping, and sport commitment measures. We defined the measurement model using confirmatory factor analysis and exploratory structural equation modeling; and compared two different models of mediation (i.e., total and partial mediation) using structural equation modeling. Results favored partial mediation model where cognitive anxiety factors predicted sport commitment. Results from this model suggest direct and mediated structural relations between concepts. Somatic anxiety had a weak influence on sport commitment (total effects = 0.090 [–.131, .311]). Worry showed a positive influence on sport commitment (total effects = .375 [.262, .486]) through direct and mediated effects. Concentration disruption showed a negative impact on sport commitment (total effects = –.544 [–.724, –.363]) trough mediated effects only, showing a negative path on task-oriented coping and a positive path on disengagement-oriented coping. As a whole, our findings identify task coping efforts undertaken by adolescent athletes as a key element in the relationship between competitive anxiety and sport commitment. These findings provide preliminary evidence for the design of coping interventions in adolescents.

Pictures are complex stimuli that require a careful control of several characteristics and attributes standardized for different languages. In this work we present for the first time European Portuguese (EP) norms for name agreement, concept familiarity, subjective frequency and visual complexity for a new set of 150 colored pictures. These pictures were selected to represent exemplars of the most used semantic categories in research and to depict objects which, though familiar to the participants, were rarely used in daily life, which makes them particularly prone to speech failures such as tip-of-the-tongue (TOT) states. Norms were collected from 640 EP native speakers that rated each picture in the four variables through a web-survey procedure. Results showed, as expected, that a large number of pictures in the dataset elicited a TOT response, and additionally that the ratings obtained in each of the dimensions are in line with those observed in other pictorial datasets. Norms can be freely downloaded at https://www.psi.uminho.pt/en/Research/Psycholinguistics/Pages/Databases.aspx

Grounded in self-determination theory, the aim of this study was to develop a scale with adequate psychometric properties to assess motivation for teaching and to explain some outcomes of secondary education teachers at work. The sample comprised 584 secondary education teachers. Analyses supported the five-factor model (intrinsic motivation, identified regulation, introjected regulation, external regulation and amotivation) and indicated the presence of a continuum of self-determination. Evidence of reliability was provided by Cronbach’s alpha, composite reliability and average variance extracted. Multigroup confirmatory factor analyses supported the partial invariance (configural and metric) of the scale in different sub-samples, in terms of gender and type of school. Concurrent validity was analyzed by a structural equation modeling that explained 71% of the work dedication variance and 69% of the boredom at work variance. Work dedication was positively predicted by intrinsic motivation (ß = .56, p < .001) and external regulation (ß = .29, p < .001) and negatively predicted by introjected regulation (ß = –.22, p < .001) and amotivation (ß = –.49, p < .001). Boredom at work was negatively predicted by intrinsic motivation (ß = –.28, p < .005) and positively predicted by amotivation (ß = .68, p < .001). The Motivation for Teaching Scale in Secondary Education (Spanish acronym EME-ES, Escala de Motivación por la Enseñanza en Educación Secundaria) is discussed as a valid and reliable instrument. This is the first specific scale in the work context of secondary teachers that has integrated the five-factor structure together with their dedication and boredom at work.

In recent years, suicide rates have increased in adolescents and the young population, so these age groups are considered as populations at risk. Considering that suicidal ideation is the first sign of possible future suicide behavior, the objective of this study is to determine the relative importance of psychological maturity, personality, depression and life satisfaction in predicting suicidal ideation in adolescents. Results show that depressive symptoms is the variable that best predicts suicidal ideation, but psychological maturity, life satisfaction and emotional stability are predictors as well (R2 = .51, p < .001). However, the Multigroup Structural Equation Models analyses carried out show that emotional stability has an indirect relationship with suicidal ideation, through its relationship with depressive symptoms, life satisfaction and identity. Two Multigroup Structural Equation Models were proposed to better understand the relationships between these variables for each sex. The results show that the fit of the model that includes the variable Self-reliance is better for boys than for girls (chi-square contributions of 8.175 for girls and 1.978 for boys) unlike the other model (chi-square contributions of 0.288 for girls and 1.650 for boys). These results suggest that the psychological maturity subscale Self-reliance play a role in suicidal ideation in males but not in females. Although there have been no previous studies on the role of psychological maturity as a predictor of suicidal phenomena, the current study suggests that it is a feature to be considered in the prediction of adolescent suicidal ideation.

The aim of this study was to identify the relations of job demands (work overload) and job resources (social support and autonomy) with subjective job well-being (job satisfaction, positive affects, negative affects), as well as the moderating role of personal resources (psychological flexibility at work) in such relationships. The sample consisted of 4,867 Brazilian workers, of both sexes, with ages ranging from 18 to 67 years. Structural equation modelling showed that the work overload was negatively associated with job satisfaction (β = –.06; p < .001) and positively with negative affects (β = .24; p < .001); autonomy was positively associated with satisfaction (β = .08; p < .001) and negative affects (β = .08; p < .001); social support was positively associated with satisfaction (β = .17; p < .001) and positive affects (β = .20; p < .001), and negatively with negative affects (β = –.21; p < .001); psychological flexibility moderated the relationships of overload with satisfaction (β = .04; p < .05) and negative affects (β = .08; p < .001); autonomy with positive affects (β = –.06; p < .001) and social support with negative affects (β = .08; p < .001). These results are discussed from perspective of a job demands-resources theory, especially with respect to the relevance of personal resources for the promotion of occupational well-being.

The purpose of this study is to assess the discourse of people with disabilities regarding their perception of discrimination and stigma. Semi-structured interviews were conducted with ten adults with physical disabilities, ten with hearing impairments and seven with visual impairments. The agreement between the coders showed an excellent reliability for all three groups, with kappa coefficients between .82 and .96. Differences were assessed between the three groups regarding the types of discrimination they experienced and their most frequent emotional responses. People with physical disabilities mainly reported being stared at, undervalued, and subtly discriminated at work, whereas people with hearing impairments mainly reported encountering barriers in leisure activities, and people with visual impairments spoke of a lack of equal opportunities, mockery and/or bullying, and overprotection. Regarding their emotional reactions, people with physical disabilities mainly reported feeling anxious and depressed, whereas people with hearing impairments reported feeling helpless, and people with visual impairments reported feeling anger and self-pity. Findings are relevant to guide future research and interventions on the stigma of disability.

This study investigates gender differences in children’s linguistic development of Spanish past tense verbs. Two groups of 30 children, each consisting of 15 girls and 15 boys, were studied: Preschool children (5 years old) and 1st grade (7 years old). Participants carried out an elicitation task where a verbal change from present to past tense was required. Frequency and regularity variables were introduced as experimental factors to study differences between gender and age. The results showed that morphological rules were more successfully applied in 1st grade than in preschool children. Youngest participants showed a greatest influence of lexical variables, such as verb frequency and produced more omission and repetition errors. Gender differences only appeared in the oldest children, with girls being more affected by verb frequency and regularity. Girls also demonstrated a broader vocabulary than boys as shown by the qualitative analyses.

In this study, we sought to extend the research on self-determination, future orientation, and personal identity construction by integrating the theories on self-determination and future orientation to provide a conceptual framework for understanding the relations between personal identity and the following individual characteristics: Hope, optimism, awareness of self, and perceived choice. 191 university students in China responded surveys in hardcopies on an individual basis. Our SEM results revealed that proximal future orientation influenced the mechanisms through which distal psychological traits affected identity construction. Specifically, hope mediated the effects of self-awareness on the participants’ personal identity ratings (b = .45, p < .05). Although optimism was related to both awareness of self and perceived choice, it was not significantly related to personal identity. This study suggested an extended framework through which we could understand how the interaction between future orientation and self-determination can predict personal identity. The findings have significant implications for interventions in educational settings.

This study investigated the psychometric properties of the Dispositional Hope Scale (DHS) for the Brazilian sport context. The sample for construct validity consisted of 474 athletes; internal validity was assessed with 101 athletes; and external validity was tested in 81 athletes, from which, were 55 had further participated in the temporal stability assessment. Data analysis was conducted through the following tests: Cronbach’s alpha, Composite Reliability (CR), Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Spearman Correlation Coefficient and intraclass correlation. Results had shown that the DHS presents satisfactory internal consistency (.79 ≤ α ≤ .83; .58 ≤ r ≤ .75). The EFA model revealed a two-factor solution to be the most adequate, while CFA confirmed such model (χ2= 59.88; p< .001; χ2/df = 3.15; CFI = .90; AGFI = .94; TLI = .90; RMSEA = .07 CI [.05, .08]). The hope dimensions were positively correlated with Self-esteem (r > .50). Temporal stability was achieved (ICC > .70). It was concluded that the DHS is a valid measure for the assessment of hope in Brazilian sports context; this instrument has potential practical applications for professionals working with Sport Psychology.

Research literature has been increasingly focusing on children’s career development, especially when school contexts are considered. In the present study, we evaluate the efficacy of a short-term intervention program designed to foster career awareness in elementary school. The sample consisted of 155 Portuguese fifth- and sixth-grade students, aged nine to fifteen years old (M = 11, SD = 1). With a quasi-experimental design, the sample was divided into two groups, namely, the participants in the program and the controls. We used the Career Awareness Scale for Children and a sociodemographic survey. Analyses of covariance indicated a moderate effect of the participation in the program in students’ career awareness (ηp2 = .06, p = .003). The results are discussed considering the school as a key context for career education aiming at promoting students’ adaptability and involvement in the construction of their life pathways.

The attentional selection of different hierarchical level within compound (Navon) figures has been studied with event related potentials (ERPs), by controlling the ERPs obtained during attention to the global or the local echelon. These studies, using the canonical Navon figures, have produced contradictory results, with doubts regarding the scalp distribution of the effects. Moreover, the evidence about the temporal evolution of the processing of these two levels is not clear. Here, we unveiled global and local letters at distinct times, which enabled separation of their ERP responses. We combine this approach with the temporal generalization methodology, a novel multivariate technique which facilitates exploring the temporal structure of these ERPs. Opposite lateralization patterns were obtained for the selection negativities generated when attending global and local distracters (D statistics, p < .005), with maxima in right and left occipito-temporal scalp regions, respectively (η2 = .111, p < .01; η2 = .042, p < .04). However, both discrimination negativities elicited when comparing targets and distractors at the global or the local level were lateralized to the left hemisphere (η2 = .25, p < .03 and η2 = .142, p < .05 respectively). Recurrent activation patterns were found for both global and local stimuli, with scalp topographies corresponding to early preparatory stages reemerging during the attentional selection process, thus indicating recursive attentional activation. This implies that selective attention to global and local hierarchical levels recycles similar neural correlates at different time points. These neural correlates appear to be mediated by visual extra-striate areas.

The aim of this study was to examine the impact of domestic violence (DV) on women and their children. The records of women who were admitted to one of two types of shelter (an emergency shelter [n = 834] and a medium-long stay shelter [n = 84]) for victims of DV in Bizkaia (Spain) from 2006–2015 were analyzed. The results showed that up to 80% of the women had mental health problems. In about 20% of cases, a problematic mother-child relationship was identified. Inadequate parenting was present in around 35% of cases. Around 80–90% of the children had witnessed the abuse suffered by their mother, and more than half had been direct victims of some type of abuse. The findings point to actions that shelters can take to address the needs of DV victims. They also highlight the need for separate interventions targeting the needs of children, as well as mothers.

This work proposes a conceptual model of psychological adjustment of native and immigrant adolescents who live in Spain. Psychological adjustment was expected to mediate between perceived family support and adolescents’ school adjustment and problem behaviors. Spanish adolescents (n = 156) and immigrant adolescents (n = 137) filled out a self-report questionnaire regarding their perceived family support, psychological adjustment (i.e., self-esteem and life satisfaction), school adjustment, and problem behaviors. Structural Equation Modeling (SEM) was used to examine the relational patterns among these variables. The specific model –with psychological adjustment mediating between family support and school adjustment (z = 2.70, β = .21, p = .007 for Spanish adolescents, and z = 2.42, β = .16, p = .015 for immigrant adolescents), and school adjustment mediating between psychological adjustment and problem behaviors (z = –2.51, β = –.14, p = .012 for Spanish adolescents, and z = –2.01, β = –.11, p = .044 for immigrant adolescents) was confirmed for both samples. An implication of this study is the relevance of adolescents’ family support to their well-being, and the mediating role of psychological adjustment between family support and school adjustment.

The aim of this study is to provide an overview of the development of premature children, including attachment, child psychological adjustment and parental variables. 130 children < 1,500 g or < 32 weeks at birth from two public hospitals, assessed at two years corrected age, together with their parents. Parental socio-demographic data was collected. Infant development, attachment and child psychological adjustment were evaluated, as was parental stress. The percentage of preterm children with developmental delays ranged from 5% to 21%. Girls tend to show higher levels of development than boys with effect sizes ranging from small, η2p = .02, to medium, η2p = .07. Secure attachment was the most frequent pattern in the sample. No significant differences, p < .05, between preterm children and the normative population were found on children´s behavioral problems and maternal stress levels. Despite the fact prematurity is considered to be a risk factor for a child´s development, a significant proportion of these children do not show problems in terms of developmental levels, attachment pattern and maternal stress. However, socio-emotional and affective domains, as well as psychological support programs for parenthood, should be followed up from a multidisciplinary perspective.