Development and validation of the Social Anxiety Test in university students (SAT-U)
DOI:
https://doi.org/10.24265/liberabit.2018.v24n2.03Keywords:
Ansiedad social, estudiantes universitarios, medición, validaciónAbstract
El estudio de la ansiedad social en estudiantes universitarios ha cobrado una especial relevancia considerando sus implicancias en el ajuste social y el bienestar psicológico de quienes la presentan. A pesar de ello, no existen instrumentos de evaluación que estén dirigidos específicamente a esta población, quienes cotidianamente se enfrentan a situaciones particulares que pueden ser potencialmente generadoras de ansiedad. Se presenta el Test de Ansiedad Social para estudiantes universitarios (TAS-U) aportando evidencias de validez y confiabilidad. Se diseñaron 68 ítems preliminares teniendo en cuenta literatura, escalas de antecedentes y consultas con expertos. Utilizando muestreo no probabilístico, se realizaron análisis factoriales exploratorios y confirmatorios de una muestra de estudiantes universitarios argentinos. Se obtuvo una escala final compuesta por 27 ítems distribuidos en cuatro factores (CFI = .95, TLI = .95 RMSEA = .063 y WRMR = 1.19). Sobre la consistencia interna de la escala, los coeficientes alfa de Cronbach y de fiabilidad compuesta fueron buenos y excelentes para cada factor. Las dimensiones son coincidentes con factores evidenciados en estudios de otras escalas similares y con postulados teóricos conceptuales sobre ansiedad social.
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References
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Blanco, I., & Joormann, J. (2017). Examining facets of depression and social anxiety: The relation among lack of positive affect, negative cognitions, and emotion dysregulation. The Spanish Journal of Psychology, 20, E51. doi: 10.1017/sjp.2017.43
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Daros, W. R. (2014). La mujer posmoderna y el machismo. Franciscanum, 56(162), 107-129.
Delgado, B., Inglés, C. J., & García-Fernández, J. M. (2013). Social anxiety and self-concept in adolescence. Revista de Psicodidáctica, 18(1), 179- 194. doi: 10.1387/RevPsicodidact.6411
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grupo (11th Ed.). São Paulo: Ed. Vozes.
Del Prette, Z. A. P. & Del Prette, A. (2003). No contexto da travessia para o ambiente de trabalho: Treinamento
de habilidades sociais com universitários. Estudos de Psicología, 8(3), 413-420.
Eysenck, M. W. (2013). Anxiety: The cognitive perspective. London: Psychology Press.
English, T., & John, O. P. (2013). Understanding the social effects of emotion regulation: The mediating role of authenticity for individual differences in suppression. Emotion, 13(2), 314-329. doi:10.1037/ a0029847
Fernández-Sogorb, A., Aparicio-Flores, M., Granados, L., Aparisi-Sierra, D., & Inglés, C. J. (2012). Ansiedad social y fobia social: revisión de autoinformes y análisis de su fiabilidad y validez en muestra infantojuvenil española. Calidad de Vida y Salud, 11(1), 30-36.
Galli, A. C. (2005). Prevalencia de trastornos psicopatológicos en alumnos de Psicología. Revista de Psiquiatría y Salud Mental Hermilio Valdizan, 6(1), 55-66.
Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. doi: 10.1023/ B:JOBA.0000007455.08539.94
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Jazaieri, H., Morrison, A. S., Goldin, P. R., & Gross, J. J. (2015). The role of emotion and emotion regulation in social anxiety disorder. Current Psychiatry Reports, 1(17), 1-9. doi: 10.1007/s11920-014-0531-3
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2018-11-28
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Development and validation of the Social Anxiety Test in university students (SAT-U). (2018). LIBERABIT. Revista Peruana De Psicología, 24(2), 195-212. https://doi.org/10.24265/liberabit.2018.v24n2.03
