This study examined the factorial invariance and latent mean differences of the School Anxiety Inventory–Short Version across gender and age groups for 2,367 Spanish students, ranging in age from 12 to 18 years. Configural and measurement invariance were found across gender and age samples for all dimensions of the School Anxiety Inventory–Short Version.
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
2.
BeidelD. C.TurnerS. M.YoungB. J.AmmermanR. T.SalleeF. R.CrosbyL. (2007). Psychopathology of adolescent social phobia. Journal of Psychopathology and Behavioral Assessment, 29, 47–54. doi:10.1007/s10862-006-9021-1
3.
BentlerP. M. (2005). EQS 6.1: Structural Equations Program Manual. Encino, CA: Multivariate Software.
4.
BrownT. (2006). Confirmatory factor analysis for applied research. New York, NY: Guildford Press.
5.
Bureau of the Census. (2011). US Census brief details Hispanic population. San Diego, CA: Author.
6.
ByrneB. M. (2006). Structural equation modeling with EQS: Basic concepts, applications and programming. Mahwah, NJ: Erlbaum.
7.
CohenJ. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
8.
CurranP. J.WestS. G.FinchJ. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1, 16–29. doi:10.1037//1082-989x.1.1.16
9.
DimitrovD. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43, 121–149. doi:10.1177/0748175610373459
10.
EndlerN. (1975). A person-situation interaction model for anxiety. In SpielbergerC. A.SarasonI. G. (Eds.), Stress and anxiety (pp. 145–164). Washington, DC: Hemisphere.
11.
FinneyS. J.DiStefanoC. (2006). Non-normal and categorical data in structural equation modeling. In HancockG. R.MuellerR. O. (Eds.), Structural equation modelling: A second course (pp. 269–314). Greenwich, CT: Information Age.
12.
FonsecaE.SierraS.LemosS.PainoM.MuñizJ. (2012). Dimensional structure and measurement invariance of the Youth Self-Report across gender and age. Journal of Adolescence Health, 50, 148–153. doi:10.1016/j.jadohealth.2011.05.011
13.
García-FernándezJ. M.InglésC. J.Martínez-MonteagudoM. C.MarzoJ. C.EstévezE. (2011). Inventario de Ansiedad Escolar: Validación en una muestra de estudiantes de educación secundaria [School Anxiety Inventory: Validation in a sample of Spanish secondary education students]. Psicothema, 23, 301–307.
14.
García-FernándezJ. M.InglésC. J.Martínez-MonteagudoM. C.RedondoJ. (2008). Evaluación y tratamiento de la ansiedad escolar en la infancia y la adolescencia [Evaluation and treatment of school anxiety in childhood and adolescence]. Behavioral Psychology/Psicología Conductual, 16, 413–437.
15.
García-FernándezJ. M.InglésC. J.MarzoJ. C.Martínez-MonteagudoM. C. (2014). Psychometric properties of the School Anxiety Inventory-Short Version in Spanish secondary education students. Psicothema, 26, 286–292. doi:10.7334/psicothema2013.288
16.
García-FernándezJ. M.Martínez-MonteagudoM. C.InglésC. J. (2011). Diferencias según sexo y curso en ansiedad escolar: estudio con una muestra de estudiantes españoles de Educación Secundaria [Gender and grade differences in school anxiety: Study with a sample of Spanish high school students]. Ansiedad y Estrés, 17, 137–148.
17.
GloverS. H.PumariegaA. J.HolzerC. E.IIIWiseB. K.RodriguezM. (1999). Anxiety symptomatology in Mexican-American adolescents. Journal of Child and Family Studies, 8, 47–57. doi:10.1023/A:1022994510944
18.
GoschE. A.Flannery-SchroederE.BrecherR. J. (2012). Anxiety disorders: School-based cognitive-behavioral interventions. In MennuttiR. B.ChristnerR.FreemanA. (Eds.), Cognitive-behavioral interventions in educational settings: A handbook for practice (pp. 117–160). New York, NY: Taylor & Francis.
19.
HambletonR. K. (1994). Guidelines for adapting educational and psychological tests: A progress report. European Journal of Psychological Assessment, 10, 229–244.
20.
HambletonR. K.KanjeeA. (1995). Increasing the validity of cross-cultural assessments: Use of improved methods for test adaptions. European Journal of Psychological Assessment, 11, 147–157. doi:10.1027/1015-5759.11.3.147
21.
HaynesS.WilsonC. (1979). Behavioral assessment. San Francisco, CA: Jossey Bass.
22.
Herzig-AndersonK.ColognoriD.FoxJ. K.StewartC. E.Masia-WarnerC. (2012). School-based anxiety treatments for children and adolescents. Child and Adolescent Psychiatric Clinics of North America, 21, 655–668. doi:10.1016/j.chc.2012.05.006
23.
HuL.BentlerP. M. (1999). Cut-off criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.1080/10705519909540118
24.
InglésC. J.La GrecaA. M.MarzoJ. C.García-LópezL. J.García-FernándezJ. M. (2010). Social Anxiety Scale for Adolescents: Factorial invariance and latent mean differences across gender and age in Spanish adolescents. Journal of Anxiety Disorders, 24, 847–855. doi:10.1016/j.janxdis.2010.06.007
25.
KearneyC. A.CookL. C.ChapmanG. (2007). School stress and school refusal behavior. In FinkG. (Ed.), Encyclopedia of stress (2nd ed., Vol. 3, pp. 422–425). San Diego, CA: Academic Press. doi:10.1016/b978-012373947-6.00337-8
26.
KearneyC. A.SpearM. (2012). School refusal behavior. School-based cognitive-behavioral interventions. In MennuttiR. B.ChristnerR.FreemanA. (Eds.), Cognitive-behavioral interventions in educational settings: A handbook for practice (pp. 161–183). New York, NY: Taylor & Francis.
27.
KeeferK. V.HoldenR. R.ParkerJ. D. A. (2013). Longitudinal assessment of trait emotional intelligence: Measurement invariance continuity from late childhood to adolescence. Psychological Assessment, 25, 1255–1272. doi:10.1037/a0033903
28.
LangP. J. (1968). Fear reduction and fear behavior: Problems in treating a construct. In ShilenJ. U. H. (Ed.), Research in psychotherapy (Vol. 3, pp. 90–102).Washington, DC: American Psychological Association.
29.
LangP. J.MelamedB. G.HartJ. (1970). A psychophysiological analysis of fear modification using an automated desensitization procedure. Journal of Abnormal Psychology, 76, 220–234. doi:10.1037/h0029875
30.
Martínez-MonteagudoM. C.InglésC. J.Cano-VindelA.García-FernándezJ. M. (2012). Estado actual de la investigación sobre la teoría tridimensional de la ansiedad de Lang [Current status of research on Lang’s three-dimensional theory of anxiety]. Ansiedad y Estrés, 18, 201–219.
31.
Martínez-MonteagudoM. C.InglésC. J.García-FernándezJ. M. (2013). Evaluación de la ansiedad escolar: Revisión de cuestionarios, inventarios y escalas [Assessment of school anxiety: A review of questionnaires, inventories and scales]. Psicología Educativa, 19, 27–36. doi:10.5093/ed2013a5
32.
MarshH. W.HauK.-T.WenZ. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling, 11, 320–341. doi:10.1207/s15328007sem1103_2
33.
MashE. J.BarkleyR. A. (2007). Assessment of childhood disorders (4th ed.). New York, NY: Guildford Press.
34.
McDonaldR. P. (1999). Test theory: A unified treatment. Mahwah, NJ: Erlbaum.
35.
MerrellK. W.ErvinR. A.GimpelG. A. (2006). School psychology for the 21st century: Foundations and practices. New York, NY: Guildford Press.
36.
MerrellK. W.GueldnerB. A. (2010). Preventive interventions for students with internalizing disorders: Effective strategies for promoting mental health in schools. In ShinnM. R.WalkerH. M. (Eds.), Interventions for achievement and behavior problems in a three-tier model including RtI (pp. 799–823). Bethesda, MD: National Association of School Psychologists.
37.
MessickS. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performance as scientific inquiry into score meaning. American Psychologist, 50, 741–749. doi:10.1037/0003-066X.50.9.741
38.
MillerD. N.JomeL. M. (2008). School psychologists and the assessment of childhood internalizing disorders: Perceived knowledge, role preferences and training needs. School Psychology International, 29, 500–510. doi:10.1177/0143034308096432
39.
MillerD.JomeL. (2010). School psychologists and the secret illness: Perceived knowledge, role preferences, and training needs regarding the prevention and treatment of internalizing disorders. School Psychology International, 31, 509–520. doi:10.1177/014303431038262
40.
NasserF.TakahashiT.BensonJ. (1997). The structure of test anxiety in Israeli-Arab high school students: An application of confirmatory factor analysis with miniscales. Anxiety Stress & Coping: An International Journal, 10, 129–151. doi:10.1080/10615809708249298
41.
OllendickT. H.MayerJ. A. (1984). School phobia. In TurnerS. M. (Ed.), Behavioral theories and treatment of anxiety (pp. 367–411). New York, NY: Plenum. doi:10.1007/978-1-4684-4694-4_9
42.
OnwuegbuzieA. J.DanielL. G. (2002). A framework of reporting and interpreting internal consistency reliability estimates. Measurement and Evaluation in Counseling and Development, 35, 89–103.
43.
OstL. G.JohanssonJ.JerremalmA. (1982). Individual response pattern and the effects of different behavioral methods in the treatment of claustrophobia. Behaviour Research and Therapy, 20, 445–460.
44.
RocaA. (2000). Research on Spanish in the United States: Linguistic issues and challenges. Somerville, MA: Cascadilla Press.
45.
RosenL. H.BeronK. J.UnderwoodM. K. (2013). Assessing peer victimization across adolescence: Measurement invariance and developmental change. Psychological Assessment, 25, 1–11. doi:10.1037/a0028985
46.
RiccioC.RodriguezO. L. (2007). Integration of psychological assessment approaches in school psychology. Psychology in the Schools, 44, 243–255. doi:10.1002/pits.20220
47.
SatorraA.BentlerP. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In van EyeA.CloggC. C. (Eds.), Latent variables analysis: Applications for developmental research (pp. 399–419). Thousand Oaks, CA: Sage.
48.
SatorraA.BentlerP. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66, 507–514. doi:10.2139/ssrn.199064
49.
SilvermanW. K.OllendickT. H. (2005). Evidence-based assessment of anxiety and its disorders in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 34, 380–411. doi:10.1207/s15374424jccp3403_2
50.
SilvermanW. K.PinaA. A.ViswesvaranC. (2008). Evidence-based psychosocial treatments for phobic and anxiety disorders in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 31, 105–130. doi:10.1080/15374410701817907
51.
Spanish Ministry of Education and Science. (2013). Datos básicos de la Educación en España en el curso 2011/2012 [Basic data of education in Spain during the course 2011/2012]. Madrid, Spain: Ministerio de Educación y Ciencia.
52.
SteinhausenH. C.MüllerN.WinklerC. (2008). Frequency, stability and differentiation of self-reported school fear and truancy in a community sample. Child and Adolescent Psychiatry and Mental Health, 2(1), 1–11.
53.
StreinerD. L. (2003). Starting at the beginning: An introduction of coefficient alpha and internal consistency. Journal of Personality Assessment, 80, 99–103.
54.
Van OortF. V. A.Greaves-LordK.VerhulstF. C.OrmelJ.HuizinkA. C. (2009). The developmental course of anxiety symptoms during adolescence: The TRAILS study. Journal of Child Psychology and Psychiatry, 50, 1209–1217.
55.
WeemsC. FScottB. G.TaylorL. K.CannonM. F.RomanoD. M.PerryA. M.TriplettV. (2010). Test anxiety prevention and intervention programs in schools: Program development and rationale. School Mental Health, 2, 62–71.
56.
WilkinsonL., & the Task Force on Statistical Inference. (1999). Statistical methods in psychology journals: Guidelines and explanations. American Psychologist, 54, 594–604.
57.
WolpeJ. (1977). Inadequate behavior analysis: The Achilles’ heel of outcome research in behavior therapy. Journal of Behavior Therapy and Experimental Psychiatry, 8, 1–13. doi:10.1016/0005-7916(77)90095-7
