The psychometric characteristics of the Children's Depression Inventory, CDI (Kovacs, 1992) in a sample of 1705 participants (792 boys and 913 girls) and a clinical sample of 102 participants (42 boys and 60 girls) between 10 and 18 years old are presented. Reliability coefficients range, for both samples, from .82 (test) to .84 (retest) in the community sample, and .85 (test, clinical sample); test-retest reliability is .81 in the community sample. The mean scores are similar to other Spanish and English ones. Girls score higher than boys. The cut-off point that best differentiates between depressive and community participants is 19, with a sensitivity of 94.7%, a specificity of 95.6%, a positive predictive value of .90, and a negative predictive value of .98.

This study aimed to analyze performance on measures of neuropsychological and behavioral executive functions (EF) in adolescents with attention deficit hyperactivity disorder (ADHD), and to evaluate the utility of performance-based tests for predicting scores on behavioral EF ratings. One hundred eighteen adolescents (75 ADHD and 43 controls) aged 12-16 years performed neuropsychological tests and completed a behavior rating scale of EF. The ADHD group presented significantly lower scores than controls on Full Scale IQ (FSIQ) and all indexes of the WISC-IV, except the verbal comprehension index (VCI). The ADHD group had significantly lower scores on performance-based tests of working memory, planning and inhibition, and on EF rating scales. Scores on the cognitive EF working memory, planning and flexibility modestly predicted performance on behavioral EF. The results suggest that the combined use of performance-based tests and rating scales provides valuable complementary information that can improve the assessment of executive domains in ADHD.

The objective of this study is to validate the Catalan version of the SCOFF questionnaire with a community sample of adolescents. This study used a community sample of 954 participants (475 girls and 479 boys; aged between 10.9 and 17.3 years and from the city of Barcelona) and a risk group of 78 participants (35 men and 43 women; derived from the community sample) that have exceeded > or =95 percentile in at least two of the three scales of the Eating Disorders Inventory-2 (EDI-2): Drive for Thinness, Bulimia, and Body Dissatisfaction. There were significant differences in total SCOFF scores across gender and school grades. The SCOFF best cutoff point was 2 (sensitivity=73.08%; specificity=77.74%). Concurrent validity with the EDI-2 varied between low and moderate. The reliability of the SCOFF questionnaire was moderate. Exploratory factor analysis of the SCOFF questionnaire showed a two-factor structure for the total sample and for girls, and one factor for boys. The best cutoff point for this community sample is 2. The data suggest that the SCOFF questionnaire could be a useful screening questionnaire to enable the detection of groups possibly at risk for eating disorders among adolescent Spanish community samples.

Effective mentoring is an integral component of the doctoral dissertation process. This study aimed to determine the psychometric properties of two questionnaires developed to assess research self-efficacy and the mentoring/supervision process. The sample comprised 1265 doctorate students (mean age = 32.36 years; standard deviation = 8.20). Items in both questionnaires had adequate discrimination indexes and principal component analysis supported the unifactorial structure of each questionnaire, with adequate percentages of explained variance (47.5% and 60%, respectively). Reliability was good or excellent: α = 0.71 and α = 0.94. In the research self-efficacy questionnaire, there was a significant interaction between gender and year of doctoral studies. Men had higher scores in the first, second and third years of their doctoral studies than women, but this ranking was reversed for the fourth and fifth years. In the mentoring/supervision questionnaire, PhD students in their first year had a higher score than those in the third, fourth and fifth years, and students in the second year had a higher score than those in the fifth year. Understanding students’ perception of their research self-efficacy and the mentoring process is of great importance given the relationship between the mentoring process and students’ academic performance and personal well-being.