Mari Carmen Martínez-Monteagudo

Psychometric properties of the School Anxiety Inventory-Short Version in Spanish secondary education students

BACKGROUND The School Anxiety Inventory (SAI) can be applied in different fields of psychology. However, due to the inventorys administration time, it may not be useful in certain situations. To address this concern, the present study developed a short version of the SAI (the SAI-SV). METHOD This study examined the reliability and validity evidence drawn from the scores of the School Anxiety Inventory-Short Version (SAI-SV) using a sample of 2,367 (47.91% boys) Spanish secondary school students, ranging from 12 to 18 years of age. To analyze the dimensional structure of the SAI-SV, exploratory and confirmatory factor analyses were applied. Internal consistency and test-retest reliability were calculated for SAI-SV scores. RESULTS A correlated three-factor structure related to school situations (Anxiety about Aggression, Anxiety about Social Evaluation, and Anxiety about Academic Failure) and a three-factor structure related to the response systems of anxiety (Physiological Anxiety, Cognitive Anxiety, and Behavioral Anxiety) were identified and supported. The internal consistency and test-retest reliability were determined to be appropriate. CONCLUSIONS The reliability and validity evidence based on the internal structure of SAI-SV scores was satisfactory.

Relación entre la Ansiedad Social y las Dimensiones de la Personalidad en Adolescentes Españoles

Este articulo de investigacion ha sido financiado a traves del Proyecto SEJ 2004-07311/EDUC perteneciente al Plan Nacional de Investigacion Cientifica, Desarrollo e Innovacion Tecnologica del MEC concedido al segundo autor.

CYBERBULLYING: PREVALENCE AND RISK FACTORS FOR BEING A VICTIM, BULLY AND BYSTANDER

The objective of the present study was to conduct a documentary review of the cyberbullying phenomenon. Specifically, investigations were carried out on the prevalence rates of victims, bullies and bystanders in the sample of students aged 10 to 21 years. In the same way, the interest was focused on providing information about the risk factors that predispose to participate in this phenomenon, with individual, social, family and school factors. The search was done through the hermeneutical method, using as input indexed databases such as Scopus, Scielo, Proquest or Web of Science. The evidence found warns of participation in these events from Primary Education to University students, as well as the existence of multiple risk factors that predispose participation, an effect that invites rethinking the effectiveness of current cyberbullying prevention and intervention programs.