Fernando Grijalvo

The Rosenberg Self-Esteem Scale: Translation and Validation in University Students

The aim of this study was to translate into Spanish and to validate the Rosenberg Self-Esteem Scale (RSES), completed by 420 university students. Confirmatory factor analysis revealed that the model that best fit the data, both in the total sample and in the male and female subsamples, was the one-factor structure with method effects associated with positively worded items. The results indicated high, positive correlations between self-esteem and the five dimensions of self-concept. The scale showed satisfactory levels of internal consistency and temporal stability over a four-week period. Lastly, gender differences were obtained. These findings support the use of the RSES for the assessment of self-esteem in higher education.

The relationship between teacher’s autonomy support and students’ autonomy and vitality

What makes a student feel vital and energetic? Using the self-determination framework, we analyzed how the behavior and feelings of students depend on social factors such as the teachers’ attitudes. The goal of the study was to test an integrated sequence over a semester in which teacher’s autonomy support acts as a predictor of autonomy, which, in turn, predicts changes in vitality. Data were collected at three time points from 216 university students who completed the instruments during a semester. Using structural equation modeling, we obtained evidence for the hypothesized model. Implications and future perspectives are discussed. This study suggests that if teachers promote choice, minimize pressure to perform tasks in a certain way, and encourage initiative, in contrast to a controlling environment, characterized by deadlines, external rewards, or potential punishments, they will provide students with interesting experiences that are full of excitement and positive energy.

Assessing mindfulness: The Spanish version of the Mindfulness Attention Awareness Scale

Abstract The goals of this research were to translate the Mindfulness Attention Awareness Scale (MAAS), and analyze the psychometric properties of the resulting Spanish version. A total of 330 students took part in this study. We performed a confirmatory factor analysis (WLSMV estimator) to test the factor structure, computed the ordinal alpha to evaluate evidence of reliability, calculated the square root of the average variance explained to check the discriminant validity, and accomplished a structural equation model to test the concurrent validity. Students were grouped in classes, so parameters and standard error were estimated by maximizing a weighted log likelihood function by using a sandwich estimator. Missing data was estimated using expectation-maximization algorithm. Results showed evidence of reliability and of factorial, discriminant and concurrent validity. Mindfulness showed a positive effect on three indicators of well-being, life satisfaction, self-esteem, and subjective vitality. In conclusion, the results support the use of the Spanish version of the MAAS.

Análisis de las propiedades psicométricas del cuestionario Autoconcepto Forma 5 en estudiantes universitarios

Resumen El objetivo de la presente investigación es analizar las propiedades psicométricas del cuestionario Autoconcepto Forma 5 elaborado por García y Musitu (2001) en una muestra de 1087 estudiantes universitarios. La estructura factorial se analiza mediante análisis factorial confirmatorio (AFC) donde se prueban cuatro modelos, comprobando que el modelo que muestra un mejor ajuste a los datos es el que presenta una estructura de 16 ítems y seis factores correlacionados con una aceptable consistencia interna. Los resultados del análisis discriminante han permitido establecer diferencias y pronosticar un alto porcentaje de sujetos atendiendo a la variable criterio género, con lo que se prueba la validez criterial y la capacidad predictiva de la versión sugerida a partir del AFC