Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.
Pablo Miñano Pérez, Juan Luis Castejón Costa and Raquel Gilar Corbí
Universidad de Alicante
Background: The assessment of attitudes toward school with the objective of identifying adolescents who may be at risk of underachievement has become an important area of research in educational psychology, although few specific tools for their evaluation have been designed to date. One of the instruments available is the School Attitude Assessment Survey-Revised (SAAS-R). Method: The objective of the current research is to test the construct validity and to analyze the psychometric properties of the Spanish version of the SAAS-R. Data were collected from 1,398 students attending different high schools. Students completed the SAAS-R along with measures of the g factor, and academic achievement was obtained from school records. Results: Confirmatory factor analysis, multivariate analysis of variance and analysis of variance tests supported the validity evidence. Conclusions: The results indicate that the Spanish version of the SAAS-R is a useful measure that contributes to identification of underachieving students. Lastly, the results obtained and their implications for education are discussed.
Propiedades psicométricas de la adaptación española de la escala School Attitude Assessment Survey-Revised. Antecedentes: la evaluación de las actitudes hacia la escuela con el objetivo de identificar adolescentes que pueden estar en riesgo de tener un rendimiento menor a lo esperado en un área importante de investigación en psicología de la educación, aunque se han diseñado pocos instrumentos de evaluación hasta la fecha. Uno de los instrumentos disponibles es el School Attitude Assessment Survey-Revised (SAAS-R). Método: el objetivo de este trabajo es examinar la validez de constructo y analizar las propiedades psicométricas de la versión española de la Escala Revisada de Evaluación de Actitudes hacia la Escuela (SAAS-R). Los datos se obtuvieron de 1.398 estudiantes que asistían a diferentes institutos de Educación Secundaria. Los estudiantes cumplimentaron el SAAS-R junto con medidas del factor g, y se obtuvo el rendimiento académico de las actas escolares. Resultados: los análisis factorial confirmatorios, el análisis multivariado de la varianza y las pruebas de análisis de varianza sustentaron la evidencia de validez. Conclusiones: los resultados indican que la versión española del SAAS-R es una medida útil que contribuye a la identificación de estudiantes con rendimiento menor a lo esperado. Finalmente, se discuten los resultados y sus implicaciones educativas.
SPANISH
ENGLISH
https://doi.org/10.7334/psicothema2013.186