Desarrollo y validación del Test de Ansiedad Social para estudiantes universitarios (TAS-U)
Palabras clave:
Social anxiety, university students, assessment, validation
Resumen
The study of social anxiety in college students has gained particular importance if we consider its role in their social adjustment and psychological well-being. Despite this, there are no assessment tools that are specifically aimed at this population, which face events that can potentially generate anxiety on a daily basis. The Social Anxiety Test for University students (SAT-U) is presented herein with evidence of validity and reliability. Sixty-eight (68) preliminary items were designed taking into account the current literature, previous scales and consultation with experts. By using a non-probabilistic sampling, exploratory and confirmatory factorial analyses were performed in a sample of Argentinian college students. A final scale was obtained with 27 items distributed in four factors (CFI = .95, TLI = .95 RMSEA = .063 and WRMR = 1.19). Regarding the internal consistency of the scale, Cronbach’s alpha coefficients and the coefficient of composite reliability were good and excellent for each factor. The dimensions coincide with factors seen in studies with other similar scales, and with conceptual and theoretical postulates about social anxiety.
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Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, 173, 90-96. doi: 10.1016/j.jad.2014.10.054
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Black, J. J., Clark, D. B., Martin, C. S., Kim, K. H., Blaze, T. J., Creswell, K. G., & Chung, T. (2015). Course of alcohol symptoms and social anxiety disorder from adolescence to young adulthood. Alcoholism: Clinical and Experimental Research, 39(6), 1008-1015. doi: 10.1111/acer.12711
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
Brown, T. A. (2014). Confirmatory factor analysis for applied research. New York: Guilford Publications.
Brook, C. A., & Willoughby, T. (2015). The social ties that bind: Social anxiety and academic achievement across the university years. Journal of Youth and Adolescence, 44(5), 1139-1152.doi: 10.1007/s10964-015-0262-8
Buckner, J. D., & Matthews, R. A. (2012). Social impressions while drinking account for the relationship between alcohol-related problems and social anxiety. Addictive Behaviors, 37, 533-536. doi: 10.1016/ j.addbeh.2011.11.026
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Campo-Arias, A., & Oviedo, H. C. (2008). Propiedades psicométricas de una escala: la Consistencia Interna. Revista De Salud Pública, 10, 831-839.
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504. doi: 10.1080/10705510701301834
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Collins, A. B. (2009). Investigation of social anxiety prevalence and anxiety sensitivity among college students. Universidad de Nevada, EE.UU.
Coronel, C. P., Levin, M., & Mejail, S. (2011). Social skills: An investigation with young adolescents from different socioeconomic contexts. Electronic Journal of Research in Educational Psychology, 9(1), 241- 262.
Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Assessment, 10(7), 1-9. doi: 10.4135/9781412995627.d8
Cummings, C. M., Caporino, N. E., & Kendall, P. C. (2014). Comorbidity of anxiety and depression in children and adolescents: 20 years after. Psychological Bulletin, 140(3), 816-845. doi: 10.1037/a0034733
Cutuli, D. (2014). Cognitive reappraisal and expressive suppression strategies role in the emotion regulation: an overview on their modulatory effects and neural correlates. Frontiers in Systems Neuroscience, 8, 175. doi: 10.3389/fnsys.2014.00175
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
Del Prette, A., & Del Prette, Z. A. P. (2014). Psicologia das relações interpessoais: Vivências para o trabalho em
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
Gross, J. J., & Jazaieri, H. (2014). Emotion, emotion regulation, and psychopathology an affective science perspective. Clinical Psychological Science, 2(4), 387-340. doi: 10.1177/2167702614536164
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
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). New Jersey: Pearson Education.
Ham, L. S., Connolly, K. M., Milner, L. A., Lovett, D. E., & Feldner, M. T. (2013). Substance abuse and anxiety disorders: The case of social anxiety disorder and PTSD. In E. A. Storch & D. McKay (Eds.), Handbook of Treating Variants and Complications in Anxiety Disorders (pp. 285-306). New York: Springer Science. doi: 10.1007/978-1-4614-6458-7_18
Heimberg, R. G., Horner, K. J., Juster, H. R., Safren, S. A., Brown, E. J., Schneier, F. R., & Liebowitz, M. R. (1999). Psychometric properties of the Liebowitz Social Anxiety Scale. Psychological Medicine, 29(01), 199-212.
Heimberg, R. G., Mueller, G. P., Holt, C. S., Hope, D. A., & Liebowitz, M. R. (1993). Assessment of anxiety in social interaction and being observed by others: The Social Interaction Anxiety Scale and the Social Phobia Scale. Behavior Therapy, 23(1), 53-73. doi: 10.1016/ S0005-7894(05)80308-9
Helbig Lang, S., Rusch, S., & Lincoln, T. M. (2015). Emotion regulation difficulties in social anxiety disorder and their specific contributions to anxious responding. Journal of Clinical Psychology, 71(3), 241-249. doi: 10.1002/jclp.22135
Horn, J. (1965). A rationales and test for the number of factor in factor analysis. Psychometrika, 30(2), 179- 185. doi: 10.1007/bf02289447
Kaukinen, C. (2014). Dating violence among college students: The risk and protective factors. Trauma, Violence, & Abuse, 15(4), 283-296. doi: 10.1177/1524838014521321
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Publicado
2018-11-28
Cómo citar
Moran, V., Olaz, F., Pérez, E., & Del Prette, Z. (2018, noviembre 28). Desarrollo y validación del Test de Ansiedad Social para estudiantes universitarios (TAS-U). LIBERABIT. Revista Peruana De Psicología, 24(2), 195 - 212. https://doi.org/https://doi.org/10.24265/liberabit.2018.v24n2.03
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