This study assesses attention and response control through visual and auditory stimuli in a primary care pediatric sample. The sample consisted of 191 participants aged between 7 and 13 years old. It was divided into 2 groups: (a) 90 children with ADHD, according to diagnostic (DSM-IV-TR) (APA, 2002) and clinical (ADHD Rating Scale-IV) (DuPaul, Power, Anastopoulos, & Reid, 1998) criteria, and (b) 101 children without a history of ADHD. The aims were: (a) to determine and compare the performance of both groups in attention and response control, (b) to identify attention and response control deficits in the ADHD group. Assessments were carried out using the Integrated Visual and Auditory Continuous Performance Test (IVA/CPT, Sandford & Turner, 2002). Results showed that the ADHD group had visual and auditory attention deficits, F(3, 170) = 14.38; p < .01, deficits in fine motor regulation (Welch´s t-test = 44.768; p < .001) and sensory/motor activity (Welch’st-test = 95.683, p < .001; Welch’s t-test = 79.537, p < .001). Both groups exhibited a similar performance in response control, F(3, 170) = .93, p = .43.Children with ADHD showed inattention, mental processing speed deficits, and loss of concentration with visual stimuli. Both groups yielded a better performance in attention with auditory stimuli.

This study explored the characteristics of a representative sample of patients who were addicted to either alcohol or cocaine, comparing the profiles of both types of drug users. A sample of 234 addicted patients (109 alcoholics and 125 cocaine addicts) who sought outpatient treatment in a Spanish clinical centre was assessed. Data on socio-demographic, consumption, psychopathological and maladjustment characteristics were collected using the European Addiction Severity Index (EuropASI), the Symptom Checklist-90-Revised (SCL-90-R) and the Millon Clinical Multiaxial Inventory (MCMI-II). Demographically, differences were observed with regard to age (alcoholics were older than cocaine addicts; t = 12.2, p = .001), employment (the alcoholic group had more labor problems; χ2 = 6.2, p = .045) and family consequences (worse in alcoholics; t = 2.3, p = .025). The EuropASI results showed statistically significant differences in addiction severity, with alcoholics showing a greater severity than cocaine addicts. In terms of psychopathology, alcoholics presented more associated symptomatology than cocaine addicts. According to these results, patients with alcohol dependence have a different profile from patients with cocaine dependence, resulting in different repercussions for important areas of their lives. These differences should be taken into account when standard treatments for addiction are implemented.

Developmental theories suggest age-related changes in the structure of affect. Paradoxically, the internal structure of the Positive and Negative Affect Schedule (PANAS; Watson, Clark, & Tellegen, 1988) has not been tested in Spanish older adults by means of confirmatory factor analysis (CFA) despite it is the most widely used measure of emotional well-being in later life. The aim of this study was to examine competing models of the internal structure of the Spanish version of the PANAS, its measurement invariance, reliability, and external validity. Participants were a representative sample of 585 community-dwelling people aged 60 and over, who also completed depression, loneliness and life satisfaction measures. Results showed that the orthogonal two-factor model with correlated errors (RMSEA = .057, 90% CI [.051, .063], SRMR = .084, CFI = .97, NNFI = .97) was the best fitting solution. Measurement invariance analyses confirmed that the two-independent factor structure can be used across young-old and very old people, as well as in both males and females. It showed good reliability (PA: α = .93, NA: α = .83), criterion, convergent and discriminant validity (p < .01). Our discussion highlights the role of age and culture in the experience and expression of emotions.

This study sought to assess how the search for meaning interacts with crisis of meaning and with different categories of meaning in life (meaningfulness, crisis of meaning, existential indifference, and existential conflict). Furthermore, the moderation role of search for meaning between the relation of categories of meaning and subjective well-being (SWB) was also evaluated. Participants included 3,034 subjects (63.9% women) ranging in age from 18 to 91 (M = 33.90; SD = 15.01) years old from 22 Brazilian states. Zero-order correlations and a factorial MANOVA were implemented. Positive low correlations were found for search for meaning and crisis of meaning (r = .258; p < .001). Search for meaning presented a small-effect size moderation effect on the relation of the different categories of meaning with subjective happiness, F(6, 3008) = 2.698, p < .05; η2 = .004, but not for satisfaction with life, F(6, 3008) = .935, p = .47; η2 = .002. The differences on the levels of subjective happiness of those inserted in existential indifferent and conflicting categories differ depending on the levels of search for meaning. Further directions for future studies are proposed.

This investigation aimed to develop and collect psychometric data for two tests assessing listening comprehension of Portuguese students in primary school: the Test of Listening Comprehension of Narrative Texts (TLC-n) and the Test of Listening Comprehension of Expository Texts (TLC-e). Two studies were conducted. The purpose of study 1 was to construct four test forms for each of the two tests to assess first, second, third and fourth grade students of the primary school. The TLC-n was administered to 1042 students, and the TLC-e was administered to 848 students. The purpose of study 2 was to test the psychometric properties of new items for the TLC-n form for fourth graders, given that the results in study 1 indicated a severe lack of difficult items. The participants were 260 fourth graders. The data were analysed using the Rasch model. Thirty items were selected for each test form. The results provided support for the model assumptions: Unidimensionality and local independence of the items. The reliability coefficients were higher than .70 for all test forms. The TLC-n and the TLC-e present good psychometric properties and represent an important contribution to the learning disabilities assessment field.

Based on Job Demands-Resources Model (JD-R), this study examines the relationships among teacher support resources, psychological need satisfaction, engagement and burnout in a sample of 282 Spanish secondary school teachers. Nine teacher psychological needs were identified based on the study of Bess and on the Self-Determination Theory (SDT). Self-report questionnaires were used to measure the constructs selected for this study and their interrelationships were examined by structural equation modeling. The results reveal a good model fit to the data (NNFI = .88; CFI = .90; GFI = .90; RMSEA = .061). The analyses indicate a positive and significant effect of latent variable Psychological Need Satisfaction on engagement (β = .74, p < .05), and a negative and significant effect on burnout (β = -.78, p ≤ .05). Furthermore, the results show the mediator role played by Psychological Need Satisfaction in the relationship between teacher support resources and both engagement and burnout (additional paths did not improve the model fit: Δχ2(2) = 2.428, p = .29). Finally, practical implications of these findings are discussed.

The Consideration of Future Consequences Scale (CFC-S) is a measure of the extent to which individuals reflect and are influenced by the immediate as well as by the distant outcomes of current behavior. It´s composed by 12 items, grouped into two subscales (future and immediate). This study aims to explore the factor structure, psychometric properties and construct validity of the Portuguese version of the CFC-S in 5 samples, composed by 527 participants with ages between 13 and 71. A 2 factor structure has been found through Confirmatory Factor Analysis among several tested models. Item 5 has been eliminated in order to achieve better fit indices (χ2 df = 3.88, CFI = .90, GFI = .95, RMSEA = .07) and improve internal consistency. Both CFC subscales presented strong correlations with several psychological phenomena (Sensation Seeking, Self-Esteem, Temporal Extension and Time Perspective) and main effects among groups of age and criminal record (for CFC-I, p < .001, for CFC-F, p < .001). These results allow us to support CFC as an efficient psychological evaluation instrument and as an important metric for individual differences in the study of temporal orientation.

Studies have highlighted the role of early Executive Functioning (EF) interventions with regard to preventing behavioral and mental health problems. In this sense, interventions to promote EF have been developed and tested; however, in Latin America, evidence of early EF-related interventions is still limited. We developed a program for EF promotion in children and applied it to first-grade students. Sixty-eight six-year-old children and their five teachers were divided into an experimental group (EG) and a control group (CG). EG teachers administered the Intervention Program for Self-regulation and Executive Functions in a classroom context. The results of the ANCOVAs showed that children in the EG had significantly better performance in measures of cognitive flexibility (Trail Making Test for Preschoolers; p = .05), attention (Cancellation Attention Test – errors in the Part 3; p = .027), inhibition (Simon Task – interference score in the part 1; p = .008 and interference reaction time in the part 2; p = .010), and planning (CHEXI - planning scale; p = .041) than those in the CG. The results show that EF can be promoted using classroom intervention in public schools. These results expand previous findings for Latin America.

The aim of this study is the analysis of different descriptors and reactions related to the experience of fatigue. Two groups were compared: a clinical sample (n = 92, 31 males, mean age = 38.87) and a non-clinical (n = 225, 135 males, mean age = 32.45) sample. The total sample was composed of 317 participants (52% males), ranging in age from 18 to 76 years. Findings show the experience of fatigue was mainly related to somatic terms (76% of the total sample). Specific results were found only for the clinical group: (a) significant relationships between fatigue and anxiety, χ2(1) = 34.71, p < .01; tension, χ2(1) = 16.80, p < .01; and sadness, χ2(1) = 24.59, p < .01; (b) higher intensity of fatigue (F = 84.15, p = .001), and predominance of the cognitive components of fatigue. Results showed that fatigue in subjects with a clinical disorder (versus those without) was associated both, to negative emotional states, and to a higher intensity of fatigue, especially in its cognitive elements. Important clinical implications for its assessment and intervention are discussed.

Comparative optimism can be defined as a self-serving, asymmetric judgment of the future. It is often thought to be beneficial and socially accepted, whereas comparative pessimism is correlated with depression and socially rejected. Our goal was to examine the social acceptance of comparative optimism and the social rejection of comparative pessimism in two dimensions of social judgment, social desirability and social utility, considering the attributions of dysphoria and risk-taking potential (studies 2 and 3) on outlooks on the future. In three experiments, the participants assessed either one (study 1) or several (studies 2 and 3) fictional targets in two dimensions, social utility and social desirability. Targets exhibiting comparatively optimistic or pessimistic outlooks on the future were presented as non-depressed, depressed, or neither (control condition) (study 1); non-depressed or depressed (study 2); and non-depressed or in control condition (study 3). Two significant results were obtained: (1) social rejection of comparative pessimism in the social desirability dimension, which can be explained by its depressive feature; and (2) comparative optimism was socially accepted on the social utility dimension, which can be explained by the perception that comparatively optimistic individuals are potential risk-takers.

Exploratory Factor Analysis and Principal Component Analysis are two data analysis methods that are commonly used in psychological research. When applying these techniques, it is important to determine how many factors to retain. This decision is sometimes based on a visual inspection of the Scree plot. However, the Scree plot may at times be ambiguous and open to interpretation. This paper aims to explore a number of graphical and computational improvements to the Scree plot in order to make it more valid and informative. These enhancements are based on dynamic and interactive data visualization tools, and range from adding Parallel Analysis results to "linking" the Scree plot with other graphics, such as factor-loadings plots. To illustrate our proposed improvements, we introduce and describe an example based on real data on which a principal component analysis is appropriate. We hope to provide better graphical tools to help researchers determine the number of factors to retain.

The purpose of this study was to investigate differences in family functioning between families with clinical subjects in paediatric age and families taken from the Italian population. To this aim we used the Family Adaptability and Cohesion Evaluation Scale (FACES). Participants were children diagnosed with a psychopathology, recruited into the psychiatry department in a Paediatric Hospital of Rome. A total of 106 families participated in the study. The non-pathological sample is composed by 2,543 parents in different age periods of the life-cycle. Results showed significant differences in family functioning between pathological and non-pathological samples. Specifically, families from the pathological sample (particularly the ones who experienced eating disorders) were more frequently located in extreme or mid-range regions of Olson’s circumplex model (p < .001). These findings suggest some considerations that can be useful in therapeutic works with families in a clinical setting. Critical aspects and clinical applications are discussed.

Csikszentmihalyi (1990) suggested that certain types of people might be better psychologically equipped to experience flow. The purpose of this study was to determine if differences exist in one’s ability to experience flow based upon factors such as cultural background, gender, years of specialized training, skill level, and sport event type. The English and Chinese versions of the Dispositional Flow Scale-2 were used to assess trait flow in American (N = 160) and Chinese collegiate athletes (N = 341). Using a one-way ANOVA analysis, the flow scores of American participants were found to be higher than those of Chinese participants, η2 = 0.175, 95% CI: 3.536-3.622, p < .005. The flow scores of male athletes were higher than those of female athletes within the Chinese sample, η2 = 0.032, 95% CI: 3.390-3.486, p < .005. The flow scores of university athletes were higher than those of national team level athletes within the Chinese sample, η2 = 0.044, 95% CI: 3.279-3.501, p < .005. Flow scores for athletes in skill-showing events were higher than those of athletes participating in physical ability-showing events for the American participants, η2 = 0.074, 95% CI: 3.812-3.948, p < .005. This study suggests that individual differences exist in the psychological characteristics of athletes’ trait flow.

During the last few years, entrepreneurship has gained an important role in many economic and social policies, with the consequent growth of entrepreneurial research in many social areas. However, in the Spanish psychometric context, there is not an updated scale including recent contributions to entrepreneurship attitudes literature. The aim of this study is to present and validate a new scale named Escala de Actitudes Emprendedoras para Estudiantes-EAEE, (Entrepreneurial Attitudes Scale for Students, EASS), in two samples of high school and university Spanish students. Data comes from a cross-sectional survey of 524 high school and undergraduate students, from Valencia (Spain). Two confirmatory factor analyses (CFAs) were estimated, together with reliability and validity evidence of the scale. Results offered evidence of the adequate psychometric properties of the EASS. The CFAs showed overall and analytical adequate fit indexes (χ2 (120) = 163.19 (p < .01), GFI = .906, CFI = .959, SRMR = .044, RMSEA = .040 [CI .022-.054]); reliability indices of the entrepreneurial attitudes were appropriate for most of the entrepreneurial attitudes (α were between .63 and .87 for the different dimensions); and external evidence relating entrepreneurial dimensions to personality traits was similar to in previous studies. The scale could be a useful instrument both for previous diagnosis and effectiveness assessment of programs on entrepreneurship promotion.

Intelligence and personality traits are currently considered effective predictors of human behavior and job performance. However, there are few studies about their relevance in the underwater environment. Data from a sample of military personnel performing scuba diving courses were analyzed with regression techniques, testing the contribution of individual differences and ascertaining the incremental validity of the personality in an environment with extreme psychophysical demands. The results confirmed the incremental validity of personality traits (ΔR 2 = .20, f2 = .25) over the predictive contribution of general mental ability (ΔR 2 = .07, f2 = .08) in divers’ performance. Moreover, personality ( $R_L^2$ = .34) also showed a higher validity to predict underwater adaptation than general mental ability ( $R_L^2$ = .09). The ROC curve indicated 86% of the maximum possible discrimination power for the prediction of underwater adaptation, AUC = .86, p < .001, 95% CI (.82–.90). These findings confirm the shift and reversal of incremental validity of dispositional traits in the underwater environment and the relevance of personality traits as predictors of an effective response to the changing circumstances of military scuba diving. They also may improve the understanding of the behavioral effects and psychophysiological complications of diving and can also provide guidance for psychological intervention and prevention of risk in this extreme environment.

This study assessed the dimensionality of the Systemizing Quotient-Revised (SQ-R), a measure of how strong a person's interest is in systems, using two statistical approaches: Rasch modeling and Confirmatory Factor Analysis (CFA). Participants included N = 675 with an autism spectrum condition (ASC), N = 1369 family members of people with ASC, and N = 2014 typical controls. Data were applied to the Rasch model (Rating Scale) using WINSTEPS. The data fit the Rasch model quite well lending support to the idea that systemizing could be seen as unidimensional. Reliability estimates were .99 for items and .92 for persons. A CFA parceling approach confirmed that a unidimensional model fit the data. There was, however, differential functioning by sex in some of these items. An abbreviated 44-item version of the scale, consisting of items without differential item functioning by sex was developed. This shorter scale also was tested from a Rasch perspective and confirmed through CFA. All measures showed differences on total scale scores between those participants with and without ASC (d = 0.71, p < .005), and between sexes (d = 0.53, p < .005). We conclude that the SQ-R is an appropriate measure of systemizing which can be measured along a single dimension.

This study investigated types of career choice in high school students and examined the effects of career paths on time perspective development. The participants were 4,756 third grade students from nine public high schools in Tokyo. The high school questionnaire survey was conducted throughout autumn of 2008, 2009, and 2010. One year later, 962 graduates participated in the follow-up questionnaire survey by post. Distinguishing gender difference among career paths was found. Girls tend to choose significantly shorter learning careers (p < .01), for example junior college or vocational school in comparison to boys. Career indecision, i.e. students who could not set a concrete future career in high school, had significantly more negative time perspective than other groups (p < .05), which was caused by a deficiency of their basic cognitive ability. Longitudinal data showed different patterns of fluctuation in time perspective between “school to school transition” and “school to work transition”. It is suggested that the “school to work transition” tends to be more critical for adolescents and has negative effects on time perspective. These results suggest that the goal content in careers may promote or inhibit the formation of time perspectives during the graduation transition.

LolEva, a computerized test for ages 3 to 8 years old, identifies issues in the development of skills that can lead to reading acquisition difficulties. Its structure captures two distinct areas: Phonological Awareness (PA, seven subtests: rhyme, identification-addition-omission of syllable and phoneme at the beginning and end of a word), and Initial Reading Competence (IRC, six subtests: reading uppercase and lowercase letters, simple words, complex words, and pseudowords, and word segmentation). With results collected in a sample of 341 children with the target ages and attending public or private schools, the alpha coefficient was .94 for PA, and .92 for IRC. Factor analysis indicated three factors are present (performance on PA and IRC, and word reading times), together explaining 75% of variance, providing evidence to support the construct validity of the test. On the other hand, analysis of variance showed significant differences for year-in-school variable for PA subscale, F(4, 336) = 191.385, p < .001, η2 p = .695, 1–β = 1.0, as well as for IRC subscale, both in number of correct answers, which increased as schooling progressed: F(4, 336) = 197.897, p < .001, η2 p = .702, 1–β = 1.0, and task completion time, which decreased as education progressed: F(4, 335) = 47.048, p < .001, η2 p = .360, 1–β = 1.0. Also, PA repeated measures analysis revealed that was easier Identification than Addition and Omission , F(2, 672) = 31.639, p < .001, η2 p = .086, 1–β = 1.0, syllable-related tasks than phoneme-related task, F(1, 336) = 229.000, p < .001, η2 p = .405, 1–β = 1.0, and syllable or phoneme at the end of the word than at the beginning, F(1, 336) = 59.201, p < .001, η2 p = .150, 1–β = 1.0. Moreover, all items were examined and indexes of difficulty and discrimination were obtained.

Several studies provide evidence of the importance of future time perspective (FTP) for individual success. However, little research addresses the relationship between FTP and personality traits, particularly if FTP can mediate their influence on behavior. In this study we analyze the mediating of FTP in the influence of personality traits on the way adolescents live their life at school. Sample consisted in 351 students, aged from 14 to 18 years-old, at different schooling levels. Instruments were the Portuguese version of the MMPI-A, particularly the PSY-5 dimensions (Aggressiveness, Psychoticism, Disconstraint, Neuroticism, Introversion), a FTP questionnaire, and a survey on school life, involving several indicators of achievement, social integration, and overall satisfaction. With the exception of Neuroticism, the results show significant mediation effects (p < .001) of FTP on most relationships between PSY-5 dimensions and school life variables. Concerning Disconstraint, FTP mediated its influence on overall satisfaction (β = –.125) and school achievement (β = –.106). In the case of Introversion, significant mediation effects occurred for interpersonal difficulties (β = .099) and participation in extracurricular activities (β = –.085). FTP was also a mediator of Psychoticism influence in overall satisfaction (β = –.094), interpersonal difficulties (β = .057), and behavior problems (β = .037). Finally, FTP mediated the influence of Aggressiveness on overall satisfaction (β = –.061), interpersonal difficulties (β = .040), achievement (β = –.052), and behavior problems (β = .023). Results are discussed considering the importance of FTP in the impact of some personality structural characteristics in students’ school adaptation.

Although several meta-analyses have investigated the efficacy of psychological treatments for pediatric obsessive-compulsive disorder (OCD), there is not yet a consensus on the most efficacious treatment components. A meta-analysis was carried out to examine the efficacy of the different treatment techniques used in the psychological interventions of pediatric OCD. An exhaustive literature search from 1983 to February 2014 enabled us to locate 46 published articles that applied some kind of cognitive-behavioral therapy (CBT). For each group the effect size was the standardized pretest-posttest mean change, and it was calculated for obsessive-compulsive symptoms and for other outcome measures. The results clearly showed large effect sizes for CBT in reducing obsessive-compulsive symptoms and, to a lesser extent, other outcome measures (d + = 1.860; 95% CI: 1.639; 2.081). The most promising treatments are those based on multicomponent programs comprising ERP, cognitive strategies, and relapse prevention. The analysis of other potential moderator variables and the implications for clinical practice are discussed.