School Refusal Assessment Scale--Revised Chilean Version: Factorial Invariance and Latent Means Differences across Gender and Age

Autor/inn/en	Gonzálvez, Carolina; Kearney, Christopher A.; Lagos-San Martín, Nelly; Sanmartín, Ricardo; Vicent, María; Inglés, Cándido J.; García-Fernández, José M.
Titel	School Refusal Assessment Scale--Revised Chilean Version: Factorial Invariance and Latent Means Differences across Gender and Age
Quelle	In: Journal of Psychoeducational Assessment, 36 (2018) 8, S.835-843 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282917712173
Schlagwörter	Age Differences; Gender Differences; Factor Analysis; Foreign Countries; Behavior Problems; Attendance; Reinforcement; Self Evaluation (Individuals); Goodness of Fit; Models; Adolescents; Anxiety; Truancy; Spanish; Translation; Chile + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Faktorenanalyse; Ausland; Anwesenheit; Positive Verstärkung; Analogiemodell; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Angst; Schulabsentismus; Schulschwänzen; Schulverweigerung; Spanisch
Abstract	The School Refusal Assessment Scale--Revised (SRAS-R) is a self-report measure designed to assess four functional factors of school refusal behavior: avoidance of stimuli that provoke negative affectivity (Factor I), escape from aversive social and/or evaluative situations (Factor II), pursuit of attention from significant others (Factor III), and pursuit of tangible reinforcement outside of school (Factor IV). The aim was to analyze the scale's factorial invariance and latent means differences across gender and age in a sample of 2,678 Chilean adolescents aged 13 to 17 years (M = 15.23; SD = 1.26). The hypothesized model revealed the best-fit model and remained invariant across gender and age. Good internal consistency was obtained for the four factors (0.75, 0.72, 0.77, and 0.71). Latent means differences were found across gender and age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01