Introduction: Work-related musculoskeletal disorders are common among nursing staff and may affect functionality, psychological well-being, and work performance. Brief, culturally adapted, and psychometrically sound instruments are needed to characterize musculoskeletal risk in occupational settings. This study aimed to translate, culturally adapt, and examine the structural validity and internal reliability of the abbreviated version of the Örebro Musculoskeletal Screening Questionnaire in Peruvian nurses with musculoskeletal symptoms. Methods: An instrumental, cross-sectional study was conducted with a sample of 170 Peruvian nurses. The Spanish-adapted version of the ÖMSQ-12S was administered. Descriptive statistics, corrected item-total correlations, confirmatory factor analysis using the robust maximum likelihood estimator, internal reliability through Cronbach’s alpha and composite reliability, convergent validity through average variance extracted, and discriminant validity using the Fornell–Larcker criterion were analyzed. Results: The original three-dimensional 12-item model showed inadequate fit: χ²(51) = 276.301, CFI = 0.713, TLI = 0.628, RMSEA = 0.161, and SRMR = 0.190. Due to low and divergent factor loadings, a refined 11-item, four-factor solution was evaluated: functionality/satisfaction, fear-avoidance, psychological aspects, and characteristics of the musculoskeletal problem. This model showed better fit: χ²(37) = 58.190, CFI = 0.971, TLI = 0.957, RMSEA = 0.058, and SRMR = 0.039. Reliability was adequate across all factors (α = 0.773–0.893; CR = 0.779–0.895). Convergent validity was acceptable in most dimensions, although discriminant validity was limited between psychological aspects and characteristics of the musculoskeletal problem. Conclusions: The ÖMSQ-11S showed preliminary evidence of structural validity and internal reliability in Peruvian nurses with musculoskeletal symptoms. However, its use as a predictive tool or universal occupational screening instrument requires further studies with longitudinal designs, more heterogeneous samples, and external clinical or occupational criteria.

Background: Adolescent insomnia is a public health concern associated with affective disturbances, poor academic performance, and cardiometabolic risk. In Peru, nighttime screen use, psychosocial stressors, and social inequalities intensify its impact; however, brief, validated screening instruments remain limited. Objective: To translate, culturally adapt, and evaluate the psychometric properties of the Youth Self-rated Insomnia Scale (YSIS) in Peruvian adolescents, examining its internal structure, reliability, and invariance across sex. Methods: An instrumental study was conducted with 300 students aged 13 to 17 years (M = 15.02; SD = 1.07). Descriptive statistics were calculated, and confirmatory factor analysis (CFA) was performed using a robust estimator. Reliability was assessed through Cronbach’s alpha (α), McDonald’s omega (ω), and average variance extracted (AVE). Factorial invariance by sex was examined at the configural, metric, scalar, and strict levels. Results: The unidimensional model demonstrated adequate fit (χ² = 44.55, df = 18, p < 0.001; CFI = 0.97; TLI = 0.95; RMSEA = 0.07; SRMR = 0.04), with factor loadings ranging from 0.47 to 0.76, high internal consistency (α = 0.86; ω = 0.81), and AVE = 0.51. Although the two-factor model showed acceptable global fit indices, it revealed insufficient AVE in one factor (AVE = 0.40) and a high inter-factor correlation (r = 0.93), suggesting a lack of discriminant validity. Factorial invariance across sex was supported at all evaluated levels. Conclusions: The Spanish version of the YSIS demonstrates a unidimensional structure, adequate internal consistency, and factorial invariance across sex, supporting its use as a brief screening tool in clinical and school settings, as well as in epidemiological studies among Peruvian and Latin American adolescents.

Background: Academic performance does not depend solely on cognitive abilities, but also depends on socioemotional processes. Emotional experiences may be associated with school performance; however, their effects are often inconsistent, suggesting the need to examine mediating mechanisms such as self-esteem and developmental conditions such as age. Objective: We aimed to analyze the association between positive and negative emotional experiences and academic performance in school students, assessing the mediating role of self-esteem and the moderating effect of age. Methods: A cross-sectional explanatory study was conducted with 325 students from Lima, Peru (149 boys and 176 girls). Emotional experiences were assessed using the PANAS-N, self-esteem with the Rosenberg Self-Esteem Scale, and academic performance with final grades in Communication and Mathematics. Data were analyzed using partial least squares structural equation modeling (PLS-SEM), with bootstrapping based on 10,000 subsamples. Results: Positive emotional experiences were positively associated with self-esteem (β = 0.434, p < 0.001) and academic performance (β = 0.272, p < 0.001). Negative emotional experiences were negatively associated with self-esteem (β = −0.489, p < 0.001) but showed no significant direct association with academic performance (β = −0.005, p > 0.05). Self-esteem was positively associated with academic performance (β = 0.114, p = 0.043). The model explained 40.8% of the variance in self-esteem and 11.3% of the variance in academic performance. Age moderated only the association between negative emotional experiences and self-esteem (Δβ = 0.183, p = 0.035). Conclusions: Self-esteem plays a significant mediating role in the association between emotional experiences and academic performance, and this effect is especially relevant during adolescence. The findings suggest that self-worth constitutes a key psychological process for understanding how emotional experiences are linked to school performance.