The Pittsburgh Sleep Quality Index (PSQI) is a widely used measure of sleep quality in adolescents, but information regarding its psychometric strengths and weaknesses in this population is limited. In particular, questions remain regarding whether it measures one or two sleep quality domains. The aims of the present study were to (a) adapt the PSQI for use in adolescents and young adults, and (b) evaluate the psychometric properties of the adapted measure in this population. The PSQI was slightly modified to make it more appropriate for use in youth populations and was translated into Spanish for administration to the sample population available to the study investigators. It was then administered with validity criterion measures to a community-based sample of Spanish adolescents and young adults (AYA) between 14 and 24 years old (N = 216). The results indicated that the questionnaire (AYA-PSQI-S) assesses a single factor. The total score evidenced good convergent and divergent validity and moderate reliability (Cronbach's alpha = .72). The AYA-PSQI-S demonstrates adequate psychometric properties for use in clinical trials involving adolescents and young adults. Additional research to further evaluate the reliability and validity of the measure for use in clinical settings is warranted.

Academic help-seeking as a learning strategy can influence academic achievement. Indeed, seeking help when needed is considered a self-regulated learning strategy that should be taken into account from the educational perspective. In this study, we review twenty-five articles published over the last 10 years that have analysed academic help-seeking in adolescents or university students. The aims of this review are to describe the relationship between academic help-seeking and other sociodemographic, educational, and psychosocial variables, and to evaluate the instruments that are used to assess academic help-seeking. Our results show that there is a lack of consensus on the structure of help-seeking as a construct. Moreover, the role of sex and age is unclear, and there is little replication in the correlational models. Further research is needed to better define the construct and compare the variables that influence academic help-seeking at different stages of education.