Development and validation of the Social Anxiety Test in university students (SAT-U)
Keywords:
Ansiedad social, estudiantes universitarios, medición, validación
Abstract
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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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
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Coker, A. L., Fisher, B. S., Bush, H. M., Swan, S. C., Williams, C. M., Clear, E. R., & DeGue, S. (2015). Evaluation of the Green Dot bystander intervention to reduce interpersonal violence among college students across three campuses. Violence against Women, 21(12), 1507-1527. doi: 10.1177/ 1077801214545284
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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.
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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
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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
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Published
2018-11-28
How to Cite
Moran, V., Olaz, F., Pérez, E., & Del Prette, Z. (2018, November 28). Development and validation of the Social Anxiety Test in university students (SAT-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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