The two most used instruments to assess masculinity (M) and femininity (F) are the Bem Sex Role Inventory (BSRI) and the Personality Attributes Questionnaire (PAQ). Two hypotheses will be tested: a) multidimensionality versus bidimensionality, and b) to what extent the two instruments, elaborated to measure the same constructs, classify subjects in the same way. Participants were 420 high school students, 198 women and 222 men, aged 12–15 years. Exploratory factor analysis and internal consistency analysis were carried out and log-linear models were tested. The data support a) the multidimensionality of both instruments and b) the lack of full concordance in the classification of persons according to the fourfold typology. Implications of the results are discussed regarding the supposed theory behind instrumentality/expressiveness and masculinity/femininity, as well as for the use of both instruments to classify different subjects into the four distinct types.

The purpose of this study was to perform a sequential analysis of private and social speech in children's dyadic communication. To investigate the communication patterns, a category system was applied to the communication of 64 paired third (M = 8 years and 8 months) and fifth (M = 10 years and 8 months) graders, while playing with a Lego-set (construction material). The results revealed that: (a) at both grades, when one child addresses the other child about the task, it is highly probable that the latter will address the first child immediately afterwards and will adapt to task-related semantic content; (b) at both grades, children's private speech about the task stops them from communicating a task-related production to their partner immediately afterwards; (c) at third grade, task-relevant private speech favors the prolongation of the break in interpersonal communication and the use of inner speech by both children; and (d) at fifth grade, children are more able to distinguish private speech from social speech than at third grade.

The objective of this study is to analyze the different role that efficacy beliefs play in the prediction of learning, innovative and risky performances. We hypothesize that high levels of efficacy beliefs in learning and innovative performances have positive consequences (i.e., better academic and innovative performance, respectively), whereas in risky performances they have negative consequences (i.e., less safety performance). To achieve this objective, three studies were conducted, 1) a two-wave longitudinal field study among 527 undergraduate students (learning setting), 2) a three-wave longitudinal lab study among 165 participants performing innovative group tasks (innovative setting), and 3) a field study among 228 construction workers (risky setting). As expected, high levels of efficacy beliefs have positive or negative consequences on performance depending on the specific settings. Unexpectedly, however, we found no time × self-efficacy interaction effect over time in learning and innovative settings. Theoretical and practical implications within the social cognitive theory of A. Bandura framework are discussed.

The aim of this study was twofold: (a) To validate a successful aging model in a Spanish older adult’s sample, and (b) to predict successful aging from psychosocial factors and physical activity. Participants were 725 Spanish older people, of whom 478 were women and 247 men, aged between 55 and 100 years. Of these, 501 were physically active and 197 persons did not practice physical activity. The sample was collected in three areas: Sport centers, day centers and public areas of several Spanish towns. Factorial validity of the Successful Aging Inventory was studied by confirmatory factor analysis, and four multiple regressions to predict each of the dimensions of successful aging (functional performance, intrapsychic factors, gerotranscendence, and spirituality) were estimated. The model of successful aging in Spanish elderly through the Successful Aging Inventory was adequate. The four multiple regressions predicted highly successful aging, with effect sizes of: R2 = .037 for spirituality; .267 for functional performance; .531 for intrapsychic factors; and .356 for gerotrascendece. A main conclusion derived from the results is that older people who do exercise achieve better aging. Another point is that aspects of health and life satisfaction are directly related to better aging while social aspects influence indirectly.

The Composite Scale of Morningness is widely used and translated into several languages. The aim of the study was to present psychometric properties of Turkish version of CSM based on a sample of high school and university students. A total of 543 high school and 650 university students have participated in to the study. The internal consistency coefficient was found to be .73 (high school) and .80 (university). The test-retest reliability of the scale was .89 in high school sample and .84 in university sample. The mean CMS scores did not differ by gender in both samples. Exploratory and confirmatory factor analysis revealed that the scale is valid. As an external validation, morningness was associated with MEQ scores, sleep length, mid-point of sleep, rising and retiring time. The data obtained in the study suggested that the Turkish version of the CSM is a reliable and valid instrument to assess circadian preference in both high school and university samples.

Three studies aimed at developing the Spanish version of the Inventory of Parent and Peer Attachment (IPPA; Armsden & Greenberg, 1987) and at analyzing its factor structure are reported. In Study 1, the Spanish translation of items and their content analysis was carried out via cognitive interviews. In Study 2, the three-factor structure proposed by authors was tested in a sample of 417 adolescents (270 girls and 147 boys) using confirmatory analysis, and indexes showed a suboptimal fit. A principal component analysis yielded one-dimensional structures in father, mother and peer versions, explaining 54.3%, 50.8%, and 50.8% of the variance respectively. On the basis of the factor loadings and of the item-total correlations, a shortened version of the inventory was created. Convergent validity was tested with measures of family climate, parenting socialization and self-esteem. In Study 3, the one-dimension structure was confirmed in a new sample of 604 adolescents (335 girls and 269 boys). Based on all factor analyses and convergent validity indices obtained, we conclude that the Spanish IPPA questionnaire reliably and validly assesses adolescent attachment using only a dimension of attachment security.

This study identified the cognitive processes that underlie the individual differences in early mathematical performance in elementary school children. Taking into account the Baddeley framework multicomponent model, the inhibitory processes, working memory, phonological awareness, and naming speed are considered to be related to early math learning. To examine this relationship, we compared the performance of a total of 424 typically developing middle-class children, aged between 4 and 7 years in a battery of cognitive and early numeric tests: The Utrecht Early Numeracy Test, the Rapid Automatized Naming Test, Spanish version of the Stroop task, the Numeracy Interference Test, Digit Span test, and Phonological Knowledge Test. The mean age of the participants was 72.21 months (sd = 14.8), and 48.6% were male and 51.4% were female. The results demonstrated that children performing worst on central executive, phonological processing, and inhibitory processes showed lower results in early mathematical tasks measured by The Utrecht Early Numeracy Test. Results supported the notion that the executive system is an important predictor of children's mathematical performance.

Two samples of university students completed self-report measures of chronic procrastination and either self-concept variables (Sample 1, n = 233) or self-presentational styles (Sample 2, n = 210). Results indicated that procrastination was significantly related to a self-concept of oneself as dominated by issues related to task performance, and to self-presentation strategies that reflected a person as continually justifying and excusing task delays and being “needy” of others' approval. It seems that men and women procrastinate in order to improve their social standing by making their accomplishments seem greater than they really are.

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

This study was designed to assess the effects of four reading-training procedures for children with reading disabilities (RD) in a transparent orthography, with the aim of examining the effects of different spelling-to-sound units in computer speech-based reading. We selected a sample of 83 Spanish children aged between 7 years 1 month and 10 years 6 months (M = 105.2, SD = 7.8) whose pseudoword reading performance was below the 25th percentile and IQ > 90. The participants were randomly assigned to five groups: (a) the whole-word training group (WW) (n = 17), (b) the syllable training group (S)(n = 16), (c) the onset-rime training group (OR) (n = 17), (d) the phoneme training group (P) (n = 15), and (e) the untrained control group (n = 18). Children were pre- and post-tested in word recognition, reading comprehension, phonological awareness, and orthographic and phonological tasks. The results indicate that experimental groups who participated in the phoneme and syllable conditions improved their word recognition in comparison with the control group. In addition, dyslexics who participated in the phoneme, syllable, and onset-rime conditions made a greater number of requests during computer-based word reading under conditions that required extensive phonological computation (low frequency words and long words). Reading time, however, was greater for long words in the phoneme group during computer-based reading. These results suggest the importance of training phonological processes in improving word decoding in children with dyslexia who learn in a consistent orthography.

Drawing from self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2002), the aim of the study was to adapt and validate a Spanish version of the Psychological Need Thwarting Scale (PNTS; Bartholomew, Ntoumanis, Ryan, & Thørgersen-Ntoumani, 2011) in the educational domain. Psychological need thwarting and burnout were assessed in 619 physical education teachers from several high schools in Spain. Overall, the adapted measure demonstrated good content, factorial (χ2/gl = 4.87, p < .01, CFI = .95, IFI = .96, TLI = .94, RMSEA = .08, SRMR = .05), and external validity, as well as internal consistency (α ≥ .81) and invariance across gender. Moreover, burnout was strongly predicted by teachers’ perceptions of competence (β = .53, p ≤ .01), autonomy (β = .34, p ≤ .01), and relatedness (β = .31, p ≤ .01) need thwarting. In conclusion, these results support the Spanish version of the PNTS as a valid and reliable instrument for assessing the understudied concept of psychological need thwarting in teachers.

Rats given the combination of unrestricted access to an activity wheel and restricted access to food can lose weight to the extent that they will die unless removed from these conditions. Although this has been known for forty years, why this happens has remained unclear. The phenomenon is paradoxical in that one might expect such rats to eat more as their weight decreases, but in fact they eat less than resting controls. This lecture first examines some of the factors than influence whether self-starvation will occur, such as age, time of food access, type of food and ambient temperature. It then compares competing explanations such as circadian adaptation, thermo-regulation and food aversion learning. As so often in psychology, it turns out that self-starvation results from a combination of many separate factors. The general implications of this research are examined, including whether it provides a useful animal model for human anorexia nervosa.

The Achenbach System of Empirically Based Assessment (ASEBA) is an example of the efforts to integrate categorical and dimensional assessment methods. The latest editions of the Child Behavior Checklist (CBCL) and the Youth Self-Report (YSR) included the DSM-Oriented Scales, constructed in rational manner based on the items making up these inventories. Objective: To analyze the psychometric properties of the DSM-Oriented Scales of the CBCL and YSR. Method: A clinical sample of 420 children and adolescents (aged 8-17 years) was assessed with the CBCL and YSR, with a structured diagnostic interview and with measures of functional impairment to study the reliability and validity of the DSM-Oriented Scales. Results: Internal consistency ranged from moderate to good for all the scales except the DSM-Anxiety Problems Scale. Agreement between parents and children ranged between moderate and low values. Kappa coefficients showed moderate agreement in the different symptoms. The DSM-Oriented Scales presented acceptable diagnostic power for DSM-IV disorders and a significant relationship with measures of functional impairment. Conclusion: The DSM-Oriented Scales constitute a useful approach from the dimensional model to the DSM-IV disorders in Spanish clinical population.

The present study aimed to examine the levels and interactions of family burden (FB) and expressed emotion (EE) in first episode psychosis (FEP) patients and, secondly, to observe the potential change after a brief psychoeducational group intervention implemented in a real world clinical setting. Twenty-three key relatives of FEP patients received a brief psychoeducational group intervention. FB and EE were assessed before and after the intervention. EE-change and correlations between variables were examined. Half of the sample of key-relatives showed high levels of EE. No severe family burden was observed. FB and EE did not change after the intervention. Family subjective and objective burden were correlated with emotional overinvolvement, but not with criticism. Brief psychoeducational groups may not be sufficient to reduce FB and EE associated to the experience of caregiving for a family member with a first-episode psychotic disorder.

This study is about the validity and item analysis for the Positive and Negative Affect Schedule (PANAS), respectively through the Exploratory Factor Analysis (principal components method) and the Partial Credit Model (PCM). The scale has been largely used in areas ranging from clinical to social psychology since its release in 1988 by Watson, Clark, and Tellegen. In order to assess validity and item properties (Item Response Theory paradigm), this is study administered PANAS to 354 respondents, 115 male and 239 female subjects, with an average age of 29.5 (SD = 10,18). The results show PANAS’s excellent psychometric properties, with consistent dimensions and reliable item functioning, considering the Rasch measurement paradigm expressed in the PCM as an Item Response Theory model for polytomous data. The study considers important cultural issues and the results support more cautious translations for scales as well as further studies concerned with cross-cultural differences on the perception of affect states.

Objectives: estimate the prevalence and track the risk factors associated with, Maternity blues (MB).

Methods: a transversal study was performed with 113 women, on the tenth day of puerperium. The following instruments were used: Pitt Scale (1968), Stein (1980), Inventory for stressful life events by Holmes & Rahe (1967), and a questionnaire with sociodemographic and obstetric data.

Results: the prevalence of MB was 32.7% according to the Stein scale. In the univariated analysis, civil status and tobacco use were associated with MB. Legally married women and nonsmokers showed a risk approximately 4 times lower of experiencing the problem.

Conclusions: MB was very prevalent in this sample. Obstetricians must be aware of this condition which may be associated with postpartum depression.

This review describes a research program aimed at evaluating the validity and specificity of the Wisconsin Card Sorting Test (WCST), one of the most widely used tests of prefrontal function in clinical and experimental neuropsychology. In spite of its extensive use, voices of caution have arisen against the use of WCST scores as direct markers of prefrontal damage or dysfunction. Adopting a cognitive neuroscience approach, the present research program integrates behavioral, physiological, and anatomical information to investigate the cognitive and neural mechanisms behind WCST performance. The results show that WCST performance evokes conspicuous physiological changes over frontal as well as posterior brain regions. Moreover, WCST scores confound very heterogeneous cognitive and neural processes. This confounding effect may have led many authors to overlook the relative importance of certain dysfunctional states such as those indexed by random errors. These findings strongly suggest that WCST scores cannot be regarded as valid nor specific markers of prefrontal lobe function. However, they do provide some relevant clues to update our current knowledge about prefrontal function. In the long run, the integrative approach of cognitive neuroscience may help us design and develop more valid and sensitive tools for neuropsychological assessment.

Personality disorders (PDs) are highly prevalent among perpetrators of intimate partner violence (IPV). Schema Therapy proposes a number of early maladaptive schemas (EMSs) that are involved in the development of PDs. This study examined the prevalence of PD traits in a sample of men who committed violence against their partners and the relationship between EMSs domains and PD traits. With this aim, a sample of 119 convicted men completed the Young Schema Questionnaire-Short Form (YSQ-SF; Young & Brown, 1994) and the Millon Clinical Multiaxial Inventory (MCMI-III; Millon, Millon, & Davis, 1994). The results showed that the most prevalent PD traits were narcissistic (24.6%), obsessive-compulsive (21.9%), and paranoid (17.5%). These PD traits were linked to several EMSs in ways consistent with the Schema Therapy model. Namely, narcissistic PD traits were positively associated with schemas of the impaired limits domain and were negatively associated with the other-directedness domain. The paranoid PD traits were associated with the disconnection and rejection domain and the impaired autonomy and performance domain. Finally, both borderline and antisocial PD traits were associated with the disconnection and rejection domain and the impaired limits domain. These findings suggest that the assessment and modification of EMSs should be a factor to consider for inclusion in the treatment programs for perpetrators of IPV in order to provide comprehensive intervention of this population.

The aim of the present study was to conduct the preliminary adaptation of the Morningness-Eveningness-Stability-Scale improved (MESSi) to Spanish population, testing its factor structure and construct validity. Participants were 261 adults (65% women; M = 31.4, SD = 12.01) who filled out measures of Morningness-Eveningness (MESSi and CSM), sleep habits, personality traits, positive and negative affect, and subjective level of alertness during the day. Psychometric results supported a three factorial model with the factors Morning Affect, Eveningness and Distinctness (RMSEA = .072). The factors showed good internal consistence (α = 0.72–0.85). The pattern of correlations between MESSi and the other measures were in the expected direction (low to moderated size effects). Morning Affect was positively predicted by morning chronotype (R2 = .64), Eveningness was negatively predicted by age and positively by evening chronotype (R2 = .41), and Distinctness was negatively predicted by sex (women reported higher DI than men) and age (R2 = .08). This study provides evidence for the factor structure of a new measure of Morningness-Eveningness based on a rigorous psychometric evaluation.

Our study tested the hypothesis that older adults and men use more adaptive emotion regulatory strategies but fewer negative emotion regulatory strategies than younger adults and women. In addition, we tested the hypothesis that rumination acts as a mediator variable for the effect of age and gender on depression scores. Differences in rumination, problem solving, distraction, autobiographical recall and depression were assessed in a group of young adults (18–29 years) compared to a group of older adults (50–76 years). The older group used more problem solving and distraction strategies when in a depressed state than their younger counterparts (ps < .05). The younger participants reported more rumination (p < .01). Women scored higher in depression scores and lower in distraction than men (ps < .05). There were no significant effects of age, gender, or interaction of age by gender on the recall of specific autobiographical memories (ps > .06). Ordinary least squares regression analyses with bootstrapping showed that rumination mediated the association between age, gender and depression scores. These results suggest that older adults and men select more adaptive strategies to regulate emotions than young adults and women with rumination acting as a significant mediator variable in the association between age, gender, and depression.