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- Title
Spanish Validation of the School Anxiety Scale-Teacher Report (SAS-TR).
- Authors
Orgilés, Mireia; Fernández-Martínez, Iván; Lera-Miguel, Sara; Marzo, Juan; Medrano, Laura; Espada, José; Marzo, Juan Carlos; Espada, José Pedro
- Abstract
This study aimed to examine the factorial structure and psychometric properties of the School Anxiety Scale-Teacher Report (SAS-TR) in a community sample of 315 Spanish children aged 5 to 12 years. Thirty-seven teachers from eleven schools completed the SAS-TR and the Strengths and Difficulties Questionnaire (SDQ) for each child. Confirmatory factor analysis supported the original two-factor structure, but a better fit model was obtained after removing four items. The scale was found to have high internal consistency (α = 0.91) and satisfactory test-retest reliability (ICC = 0.87) for the Spanish sample. Convergent validity was supported by positive significant correlations between the SAS-TR and the Emotional Symptoms subscale of the SDQ. Lower correlations between the SAS-TR and the SDQ Conduct Problems subscale supported the divergent validity. Overall, the findings suggest that the Spanish version of the SAS-TR is a reliable and valid instrument for teachers to assess anxiety in Spanish children.
- Subjects
SPAIN; DIAGNOSIS of anxiety in children; CHILD anxiety testing; BEHAVIORAL assessment of children; FACTOR structure; PSYCHOMETRICS; FACTOR analysis; NONINSTRUCTIONAL teacher responsibilities; STUDENTS; ANXIETY diagnosis; ANXIETY; COMPARATIVE studies; RESEARCH methodology; MEDICAL cooperation; MATHEMATICAL models of psychology; QUESTIONNAIRES; RESEARCH; RESEARCH evaluation; SCHOOLS; EVALUATION research
- Publication
Child Psychiatry & Human Development, 2017, Vol 48, Issue 5, p714
- ISSN
0009-398X
- Publication type
journal article
- DOI
10.1007/s10578-016-0695-7