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Perfectionism is considered to be a significant personality factor within the sport and exercise field. However, very little is known about the reasons why individuals with different perfectionistic tendencies engage or not in physical activity. This study aims, from a person-oriented approach, to analyze if participation motives and barriers may differ among four perfectionistic profiles: Non-Perfectionists (low perfectionistic strivings, PS, and perfectionistic concerns, PC), Adaptive Perfectionists (high PS and low PC), Maladaptive Perfectionists (high PS and PC), and Moderate Perfectionists (moderate PS and PC). A sample composed of 597 (Mage = 22.08, SD = 3.33) undergraduates enrolled in a sport science degree from Ecuador participated in this study. Non-Perfectionists reported lower levels of motives, whereas Adaptive and Maladaptive Perfectionists reported higher scores on all participation motives. Significant and positive correlations were found between PS and both autonomous and controlled motives, whereas PC was positively correlated with controlled reasons and only significantly correlated with some autonomous reasons by the effect of PS. In terms of barriers, Maladaptive Perfectionists reported significantly higher scores on all barriers analyzed in comparison with the other three profiles, with moderate and large effect sizes. The results of the bivariate and partial correlations suggest that these inter-profile differences were explained by PC. Considering the results, it is advised to develop strategies to identify Maladaptive Perfectionists in order to increase their intrinsic reasons for practicing physical exercise, and to minimize their perceived barriers.
María Vicent; Ricardo Sanmartín; Carolina Gonzálvez; Oswaldo Vásconez-Rubio; José García-Fernández. Perfectionism, Motives, and Barriers to Exercise from a Person-Oriented Approach. International Journal of Environmental Research and Public Health 2021, 18, 8125 .
AMA StyleMaría Vicent, Ricardo Sanmartín, Carolina Gonzálvez, Oswaldo Vásconez-Rubio, José García-Fernández. Perfectionism, Motives, and Barriers to Exercise from a Person-Oriented Approach. International Journal of Environmental Research and Public Health. 2021; 18 (15):8125.
Chicago/Turabian StyleMaría Vicent; Ricardo Sanmartín; Carolina Gonzálvez; Oswaldo Vásconez-Rubio; José García-Fernández. 2021. "Perfectionism, Motives, and Barriers to Exercise from a Person-Oriented Approach." International Journal of Environmental Research and Public Health 18, no. 15: 8125.
School refusal behaviour has a major impact on the lives of children and adolescents, seriously affecting their personal, academic and social adjustment. The objectives of this research were: (1) to identify, using latent profile analysis, school refusal behaviour profiles based on the functional model and (2) to analyse the relationship between the identified school refusal behaviour profiles and academic self-attributions in language and literature. The School Refusal Assessment Scale-Revised (SRAS-R) and the Sydney Attribution Scale (SAS) were administered to 926 Spanish students (51% boys) aged 8 to 11 (M = 9.57; SD = 1.07). Four school refusal behaviour profiles were obtained: low school refusal behaviour, school refusal behaviour by positive reinforcement, mixed school refusal behaviour and high mixed school refusal behaviour. School refuser profiles, characterised by high scores on the first three factors of the SRAS-R (high mixed and mixed school refusal behaviour profiles), reported higher scores on an academic self-attributional style, in which they associate their failures with a lack of ability and effort. Results are discussed, considering the relationship between school refusal behaviour and unsuitable attributional styles in language and literature. Promoting effective coping skills to deal with school failure situations will seek to improve, as far as possible, the needs of all students contributing to a healthy learning environment.
Carolina Gonzálvez; Mariola Giménez-Miralles; María Vicent; Ricardo Sanmartín; María Quiles; José García-Fernández. School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature. Sustainability 2021, 13, 7512 .
AMA StyleCarolina Gonzálvez, Mariola Giménez-Miralles, María Vicent, Ricardo Sanmartín, María Quiles, José García-Fernández. School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature. Sustainability. 2021; 13 (13):7512.
Chicago/Turabian StyleCarolina Gonzálvez; Mariola Giménez-Miralles; María Vicent; Ricardo Sanmartín; María Quiles; José García-Fernández. 2021. "School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature." Sustainability 13, no. 13: 7512.
Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15–18 years (M = 16.39; SD = 1.05). The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems.
Carolina Gonzálvez; Ángela Díaz-Herrero; María Vicent; Ricardo Sanmartín; Aitana Fernández-Sogorb; Cecilia Ruiz-Esteban. Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents. Frontiers in Psychology 2021, 12, 1 .
AMA StyleCarolina Gonzálvez, Ángela Díaz-Herrero, María Vicent, Ricardo Sanmartín, Aitana Fernández-Sogorb, Cecilia Ruiz-Esteban. Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents. Frontiers in Psychology. 2021; 12 ():1.
Chicago/Turabian StyleCarolina Gonzálvez; Ángela Díaz-Herrero; María Vicent; Ricardo Sanmartín; Aitana Fernández-Sogorb; Cecilia Ruiz-Esteban. 2021. "Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents." Frontiers in Psychology 12, no. : 1.
The maladaptive nature of Perfectionistic Automatic Thoughts (PAT) increases the importance of evaluating the construct. This study aims to identify different clusters of PAT in undergraduates, and to check possible inter-cluster differences in the dimensions of dispositional empathy and emotional intelligence in a sample of 691 Spanish undergraduates (M age = 23.1; SD = 5.26). The Perfectionism Cognitions Inventory, the Interpersonal Reactivity Index and the Trait Meta-Mood Scale were used. Three clusters with low (LPAT), moderate (MPAT) and high (HPAT) levels of PAT were identified. Statistically significant differences were observed between these clusters in terms of dispositional empathy and emotional intelligence dimensions. HPAT significantly scored higher than LPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception, as well as in comparison with MPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception. Moreover, MPAT obtained significantly higher scores on Comprehension and Repair than LPAT. Effect sizes for these differences were of a small magnitude, except for the HPAT and LPAT contrasts, whose differences were of a moderate magnitude.
María Pilar Aparicio-Flores; José María Esteve-Faubel; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; José Manuel García-Fernández. Dispositional Empathy and Emotional Intelligence in terms of Perfectionistic Automatic Thoughts. The Spanish Journal of Psychology 2021, 24, e10 .
AMA StyleMaría Pilar Aparicio-Flores, José María Esteve-Faubel, María Vicent, Carolina Gonzálvez, Ricardo Sanmartín, José Manuel García-Fernández. Dispositional Empathy and Emotional Intelligence in terms of Perfectionistic Automatic Thoughts. The Spanish Journal of Psychology. 2021; 24 ():e10.
Chicago/Turabian StyleMaría Pilar Aparicio-Flores; José María Esteve-Faubel; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; José Manuel García-Fernández. 2021. "Dispositional Empathy and Emotional Intelligence in terms of Perfectionistic Automatic Thoughts." The Spanish Journal of Psychology 24, no. : e10.
Failure in dealing with anxiety-provoking situations and stressors in the school setting may have negative consequences not only on children’s performance, but also on their well-being in the future. This research aimed to examine the relationship of forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) with sources (teacher interactions, academic stress, peer interactions, and academic self-concept) and manifestations (emotional, behavioral, and physiological) of school-based distress. Specifically, our objectives were to examine the correlations between anxiety and school-based distress and, using a person-centered approach, to verify whether different anxiety profiles differed in their levels of distress. The Visual Analogue Scale for Anxiety-Revised (VAA-R) and the School Situation Survey (SSS) were administered to 756 Spanish students (Mage = 9.6, SD = 1.12); 50.3% were girls. Pearson’s correlation coefficients revealed a positive and significant association between each form of anxiety and each source and manifestation of distress. The latent profile analysis identified three anxiety profiles: High Anxiety, High School-based performance Anxiety, and Low Anxiety. The High Anxiety profile scored significantly higher in all sources and manifestations of distress than the Low Anxiety profile. The High Anxiety profile showed significantly higher scores in peer interactions and emotional and behavioral manifestations of distress than the group High School-based performance Anxiety. Suggestions for intervention strategies according to the risk profile are discussed.
Aitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; Carolina Gonzálvez. Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress. International Journal of Environmental Research and Public Health 2021, 18, 948 .
AMA StyleAitana Fernández-Sogorb, Ricardo Sanmartín, María Vicent, Carolina Gonzálvez. Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress. International Journal of Environmental Research and Public Health. 2021; 18 (3):948.
Chicago/Turabian StyleAitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; Carolina Gonzálvez. 2021. "Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress." International Journal of Environmental Research and Public Health 18, no. 3: 948.
Students with school attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of school anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15–18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five school refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on school anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in school anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed school refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent school attendance problems in adolescents and younger ages.
Carolina Gonzálvez; Ángela Díaz-Herrero; Ricardo Sanmartín; María Vicent; Aitana Fernández-Sogorb; José M. García-Fernández. Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety. Frontiers in Public Health 2020, 8, 1 .
AMA StyleCarolina Gonzálvez, Ángela Díaz-Herrero, Ricardo Sanmartín, María Vicent, Aitana Fernández-Sogorb, José M. García-Fernández. Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety. Frontiers in Public Health. 2020; 8 ():1.
Chicago/Turabian StyleCarolina Gonzálvez; Ángela Díaz-Herrero; Ricardo Sanmartín; María Vicent; Aitana Fernández-Sogorb; José M. García-Fernández. 2020. "Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety." Frontiers in Public Health 8, no. : 1.
Assessment methods for school attendance problems (SAPs) have burgeoned tremendously in recent years. This study involved a systematic review of questionnaires assessing SAPs. Literature searches up to November 2019 were conducted in four databases (Web of Science, Scopus, PsycINFO and ERIC). Nine instruments met the four selection criteria: (1) to assess SAPs, (2) in children and/or adolescents, (3) providing the psychometric properties and (4) be written in English or Spanish. Descriptive analysis (instrument’s author/s and name, country, age addressed; response format; dimensions’ names and items) and psychometric properties (internal consistency, temporal stability, factorial structure and construct validity) are presented for each instrument. Commentary is provided regarding the contributions of these instruments with respect to contemporary models of SAPs.
Carolina Gonzálvez; Christopher A. Kearney; María Vicent; Ricardo Sanmartín. Assessing school attendance problems: A critical systematic review of questionnaires. International Journal of Educational Research 2020, 105, 101702 .
AMA StyleCarolina Gonzálvez, Christopher A. Kearney, María Vicent, Ricardo Sanmartín. Assessing school attendance problems: A critical systematic review of questionnaires. International Journal of Educational Research. 2020; 105 ():101702.
Chicago/Turabian StyleCarolina Gonzálvez; Christopher A. Kearney; María Vicent; Ricardo Sanmartín. 2020. "Assessing school attendance problems: A critical systematic review of questionnaires." International Journal of Educational Research 105, no. : 101702.
Perfectionistic Automatic Thoughts (PATs) are currently being studied due to their association with maladaptive variables. This study aims to validate the Spanish version of the Perfectionism Cognitions Inventory (PCI) in a sample of Ecuadorian undergraduates as well as to analyze latent mean differences across sex. The sample was composed by 3060 undergraduates (Mage = 22.7, SD = 2.46). The Spanish model of the PCI composed by 17 items divided into three first-order dimensions (perfectionistic concerns, strivings, and demands) and a second-order factor was supported by confirmatory factor analysis. Acceptable levels of reliability and factorial invariance across sex were observed. Higher latent mean scores for males in comparison with females in the second-order factor of the PCI were found. The three dimensions of the PCI significantly and positively correlated with interpersonal difficulties. Overall, results demonstrate that the Spanish version of the PCI is a valid and reliable measure to evaluate PATs in Ecuadorian undergraduates.
María Pilar Aparicio-Flores; María Vicent; Ricardo Sanmartín; Carolina Gonzálvez; Roberto Ovidio Freire-Andino; José Manuel García-Fernández. Psychometric Properties of the Perfectionism Cognitions Inventory in Ecuador. International Journal of Environmental Research and Public Health 2020, 17, 5834 .
AMA StyleMaría Pilar Aparicio-Flores, María Vicent, Ricardo Sanmartín, Carolina Gonzálvez, Roberto Ovidio Freire-Andino, José Manuel García-Fernández. Psychometric Properties of the Perfectionism Cognitions Inventory in Ecuador. International Journal of Environmental Research and Public Health. 2020; 17 (16):5834.
Chicago/Turabian StyleMaría Pilar Aparicio-Flores; María Vicent; Ricardo Sanmartín; Carolina Gonzálvez; Roberto Ovidio Freire-Andino; José Manuel García-Fernández. 2020. "Psychometric Properties of the Perfectionism Cognitions Inventory in Ecuador." International Journal of Environmental Research and Public Health 17, no. 16: 5834.
Children tend to develop forms of anxiety that can be associated with school violence. However, the previous scientific literature on anxiety and aggression is scarce. In addition, it has only focused on examining differential relationships between both variables. This study aimed to analyze the relationships between three forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) and the components of aggression (physical and verbal aggression, anger, and hostility) by adopting a person-centered approach. The sample consisted of 1161 Spanish students from 8 to 11 years old (M = 9.72, SD = 1.14); 46.2% were boys. Informed written consent from the parents or legal guardians was obtained. The Visual Analogue Scale for Anxiety—Revised and the Aggression Questionnaire were used. The latent profile analysis technique identified three profiles of anxious children: Low Anxiety, High School-based Performance Anxiety, and High Anxiety. The High Anxiety group scored significantly higher than the Low Anxiety group in all components of aggression, with effect sizes ranging from moderate to large (d = 0.59 to 0.99). The High Anxiety profile showed significantly higher scores than the high school-based performance anxiety profile only in anger (d = 0.56) and hostility (d = 0.44). The results have relevant implications for practice, since there is evidence that different intervention strategies should be applied according to the risk profile.
Aitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; José Manuel García-Fernández. Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior. Sustainability 2020, 12, 6199 .
AMA StyleAitana Fernández-Sogorb, Ricardo Sanmartín, María Vicent, José Manuel García-Fernández. Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior. Sustainability. 2020; 12 (15):6199.
Chicago/Turabian StyleAitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; José Manuel García-Fernández. 2020. "Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior." Sustainability 12, no. 15: 6199.
El presente estudio tuvo como objetivo examinar las propiedades psicométricas del Vividness of Visual Imagery Questionnaire (VVIQ) en una muestra de 614 universitarios españoles entre 21 y 39 años de edad. El AFE arrojó un modelo del VVIQ compuesto por 12 ítems estructurados en 4 factores (Imágenes Espaciales en Movimiento [IEM]; Imágenes Familiares [IF]; Recuerdo de Objetos Detallados [ROD]; Capacidad Creativa de Imágenes [CCI]), que explicaron respectivamente el 12.99, 13.53, 12.97 y 12.70% del total de la varianza. Este modelo fue confirmado a través de AFC, obteniendo adecuados índices de ajuste de los datos. Se obtuvieron índices de fiabilidad aceptables para el total de la escala (α = .82) y los cuatro factores (α = .72-.82). El análisis de la validez discriminante de la escala mostró correlaciones positivas y significativas entre las Preocupaciones Perfeccionistas y los factores IEM y ROD.
María Del Pilar Aparicio Flores; José María Esteve Faubel; María Vicent; Ricardo Sanmartín. PROPIEDADES PSICOMÉTRICAS DEL VIVIDNESS OF VISUAL IMAGERY QUESTIONNAIRE (VVIQ-RV-12) EN ESPAÑA. Avances en Psicología Latinoamericana 2020, 38, 1 .
AMA StyleMaría Del Pilar Aparicio Flores, José María Esteve Faubel, María Vicent, Ricardo Sanmartín. PROPIEDADES PSICOMÉTRICAS DEL VIVIDNESS OF VISUAL IMAGERY QUESTIONNAIRE (VVIQ-RV-12) EN ESPAÑA. Avances en Psicología Latinoamericana. 2020; 38 (2):1.
Chicago/Turabian StyleMaría Del Pilar Aparicio Flores; José María Esteve Faubel; María Vicent; Ricardo Sanmartín. 2020. "PROPIEDADES PSICOMÉTRICAS DEL VIVIDNESS OF VISUAL IMAGERY QUESTIONNAIRE (VVIQ-RV-12) EN ESPAÑA." Avances en Psicología Latinoamericana 38, no. 2: 1.
José María Esteve Faubel; María Pilar Aparicio Flores; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; José Manuel García-Fernández. Validation of Spanish version of the Perfectionism Cognitions Inventory: Profiles of automatic perfectionism thoughts and their associations with social anxiety. Professional Psychology: Research and Practice 2020, 51, 268 -277.
AMA StyleJosé María Esteve Faubel, María Pilar Aparicio Flores, María Vicent, Carolina Gonzálvez, Ricardo Sanmartín, José Manuel García-Fernández. Validation of Spanish version of the Perfectionism Cognitions Inventory: Profiles of automatic perfectionism thoughts and their associations with social anxiety. Professional Psychology: Research and Practice. 2020; 51 (3):268-277.
Chicago/Turabian StyleJosé María Esteve Faubel; María Pilar Aparicio Flores; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; José Manuel García-Fernández. 2020. "Validation of Spanish version of the Perfectionism Cognitions Inventory: Profiles of automatic perfectionism thoughts and their associations with social anxiety." Professional Psychology: Research and Practice 51, no. 3: 268-277.
La relevancia psicológica, social y educativa del presente estudio reside en la escasez de trabajos previos que hayan evaluado el rechazo escolar en Latinoamérica y las elevadas tasas de deserción a las que se enfrentan en esta región. El objetivo de esta investigación consistió en examinar las diferencias en las puntuaciones medias de rechazo escolar y la formación de perfiles en adolescentes ecuatorianos y chilenos. Un total de 4266 estudiantes, entre 13 y 17 años de edad, procedentes de Ecuador (. = 14.83; SD = 1.86) y Chile (. = 15.23; SD = 1.26) fueron seleccionados mediante un muestreo aleatorio por conglomerados. El instrumento empleado para evaluar el rechazo escolar fue la School Refusal Assessment Scale-Revised. Las puntuaciones medias de rechazo escolar para Ecuador y Chile revelaron diferencias estadísticamente significativas de pequeña magnitud. Entre los estudiantes chilenos se registraron puntuaciones medias más altas de rechazo escolar, con el fin de captar la atención de sus seres queridos y obtener reforzadores tangibles externos a la escuela, en comparación con sus iguales procedentes de Ecuador. Los análisis de conglomerados confirmaron cuatro perfiles de rechazo escolar en ambos países: Rechazo Escolar Bajo, Rechazo Escolar Alto, Rechazo Escolar Ansioso y Rechazo Escolar Absentista. A pesar de que los adolescentes chilenos obtuvieron puntuaciones medias significativamente más altas que los ecuatorianos en algunas dimensiones del rechazo escolar, los resultados revelaron una pequeña variabilidad entre los perfiles de rechazo escolar encontrados en ambos países. Los resultados obtenidos se discuten atendiendo a las características culturales definitorias de cada uno de estos países.
Carolina Gonzálvez; Cándido J. Inglés; María Vicent; Carlos M. Calderón Guevara; Nelly Lagos San Martín; Ricardo Sanmartín; José M. García Fernández. Perfiles de rechazo escolar: Identificación y comparación entre adolescentes ecuatorianos y chilenos. Interdisciplinaria Revista de Psicología y Ciencias Afines 2020, 37, 1 .
AMA StyleCarolina Gonzálvez, Cándido J. Inglés, María Vicent, Carlos M. Calderón Guevara, Nelly Lagos San Martín, Ricardo Sanmartín, José M. García Fernández. Perfiles de rechazo escolar: Identificación y comparación entre adolescentes ecuatorianos y chilenos. Interdisciplinaria Revista de Psicología y Ciencias Afines. 2020; 37 (1):1.
Chicago/Turabian StyleCarolina Gonzálvez; Cándido J. Inglés; María Vicent; Carlos M. Calderón Guevara; Nelly Lagos San Martín; Ricardo Sanmartín; José M. García Fernández. 2020. "Perfiles de rechazo escolar: Identificación y comparación entre adolescentes ecuatorianos y chilenos." Interdisciplinaria Revista de Psicología y Ciencias Afines 37, no. 1: 1.
This study complements extant variable-centered research that focus on the relationship between perfectionism and the autonomous and controlled motivation to exercise. A person-centered approach is used for identifying perfectionism profiles as well as analyzing inter-profile differences in terms of the six regulatory styles located on the autonomy-control continuum. A sample of 597 (Mage = 22.08, SD = 3.33) Ecuadorian undergraduates enrolled in a sport science degree program was employed. Latent Profile Analysis based on two higher-order perfectionism dimensions, Perfectionistic Strivings (PS) and Perfectionistic Concerns (PC), supported a four-class solution: Non-Perfectionists (low PS and PC), Adaptive Perfectionists (high PS and low PC), Maladaptive Perfectionists (high PS and PC), and Moderate Perfectionists (moderate PS and PC). Adaptive Perfectionists obtained the highest means on Intrinsic, Integrated, and Identified regulations. However, these differences where only significant when compared with Moderate Perfectionists, and only in the case of Integrated regulation, in comparison with Non-Perfectionists. In contrast, Maladaptive Perfectionists obtained significantly higher scores on Introjected and External regulations as well as on Amotivation than the other three classes. Results are discussed in light of Self-Determination Theory.
María Vicent; Ricardo Sanmartín; Oswaldo Vásconez-Rubio; José Manuel García-Fernández. Perfectionism Profiles and Motivation to Exercise Based on Self-Determination Theory. International Journal of Environmental Research and Public Health 2020, 17, 3206 .
AMA StyleMaría Vicent, Ricardo Sanmartín, Oswaldo Vásconez-Rubio, José Manuel García-Fernández. Perfectionism Profiles and Motivation to Exercise Based on Self-Determination Theory. International Journal of Environmental Research and Public Health. 2020; 17 (9):3206.
Chicago/Turabian StyleMaría Vicent; Ricardo Sanmartín; Oswaldo Vásconez-Rubio; José Manuel García-Fernández. 2020. "Perfectionism Profiles and Motivation to Exercise Based on Self-Determination Theory." International Journal of Environmental Research and Public Health 17, no. 9: 3206.
Background: This study aimed to validate the Spanish version of the Child and Adolescent Perfectionism Scale (CAPS) in Ecuadorian adolescent population. Methods: The study involved 1,562 students aged 12 to 18 (Mage = 14.83, SD = 1.86) from Quito (Ecuador). Data analysis included Confirmatory Factor Analysis (CFA) with Satorra-Bentler scaled χ², Cronbach's alpha coefficients, Pearson's correlations, and Multigroup CFA to test factorial invariance across sex and age (configural, measurement and structural). Latent means differences were also examined across sex and age groups. Results: Results confirmed the structure of Spanish version of the CAPS with 13 items divided into three factors, Socially Prescribed Perfectionism (SPP), Self-Oriented Perfectionism-Critical (SOP-C) and Self-Oriented-Striving (SOP-S). Additionally, this model remained invariant across sex and age. Significant and positive correlations were obtained between SPP, SOP-C and the three measures of psychological distress (Anxiety, Depression and Stress), whereas SOP-S showed a more adaptive pattern of association. Acceptable reliability values were obtained and latent mean differences across sex and age groups were mainly observed in the SOP-S factor. Concretely, males reported significantly higher latent mean scores than females in SOP-S as well as students aged from 14 to 18 years old in comparison with their younger peers (12- and 13-year olds). Conclusions: The Spanish version of the CAPS has satisfactory psychometric properties in terms of validity and reliability remaining invariant across sex and age in Ecuadorian adolescents.
María Vicent; Cándido J. Inglés; Ricardo Sanmartín; Carolina Gonzálvez; Carlos Edisson Jiménez-Ayala; José Manuel García-Fernández. Psychometric properties of the child and adolescent perfectionism scale in ecuadorian adolescents. Journal of Affective Disorders 2020, 272, 176 -182.
AMA StyleMaría Vicent, Cándido J. Inglés, Ricardo Sanmartín, Carolina Gonzálvez, Carlos Edisson Jiménez-Ayala, José Manuel García-Fernández. Psychometric properties of the child and adolescent perfectionism scale in ecuadorian adolescents. Journal of Affective Disorders. 2020; 272 ():176-182.
Chicago/Turabian StyleMaría Vicent; Cándido J. Inglés; Ricardo Sanmartín; Carolina Gonzálvez; Carlos Edisson Jiménez-Ayala; José Manuel García-Fernández. 2020. "Psychometric properties of the child and adolescent perfectionism scale in ecuadorian adolescents." Journal of Affective Disorders 272, no. : 176-182.
School attendance problems are a serious issue for educators, psychologists and physicians. Nonattendance is a key risk factor for academic failure, violence, psychiatric disorders or economic deprivation. This study aimed to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on several psychopathological symptoms (somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychoticism). The participants were 1894 Spanish adolescents (53% boys) aged 15–18 years (M = 16.84, SD = 1.03). The School Refusal Assessment Scale-Revised (SRAS-R) and the Symptom Assessment-45 Questionnaire (SA-45) were administered. Latent class analysis revealed four school refusal behavior profiles: Non-School Refusal Behavior, High School Refusal Behavior, Moderately Low School Refusal Behavior and Moderately High School Refusal Behavior. The results indicated that the High School Refusal Behavior and Moderately High School Refusal Behavior groups were the most maladaptive profiles and revealed the highest mean scores on the psychopathological symptoms. These findings highlight the importance of promoting good mental health to prevent school refusal behaviors.
Carolina Gonzálvez; Ángela Díaz-Herrero; María Vicent; Ricardo Sanmartín; Antonio M. Pérez-Sánchez; José M. García-Fernández. School refusal behavior: Latent class analysis approach and its relationship with psychopathological symptoms. Current Psychology 2020, 1 -11.
AMA StyleCarolina Gonzálvez, Ángela Díaz-Herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-Sánchez, José M. García-Fernández. School refusal behavior: Latent class analysis approach and its relationship with psychopathological symptoms. Current Psychology. 2020; ():1-11.
Chicago/Turabian StyleCarolina Gonzálvez; Ángela Díaz-Herrero; María Vicent; Ricardo Sanmartín; Antonio M. Pérez-Sánchez; José M. García-Fernández. 2020. "School refusal behavior: Latent class analysis approach and its relationship with psychopathological symptoms." Current Psychology , no. : 1-11.
Positive (PA) and negative affect (NA) are related with aspects that are part of people’s psychological well-being, and the possibility of combining both dimensions to create four affective profiles, self-fulfilling (high PA and low NA), low affective (low PA and low NA), high affective (high PA and high NA) and self-destructive (low PA and high NA), has recently appeared. The current work aims to validate the short version of the Positive and Negative Affect Schedule (PANAS) in Ecuador, test the existence of the four affective profiles and analyze its relation with social anxiety. The Positive and Negative Affect Schedule for Children and the Social Anxiety Scale for Adolescents was employed in a sample of 1786 Ecuadorian students aged from 15 to 18 years (M = 16.31, SD = 1.01). The factorial invariance of the scale across sex and age groups was proved and latent mean analyses showed that girls and 18-year-old students obtained the highest scores in negative affect. With regard to the affective profiles, the cluster analyses confirmed the existence of the four mentioned profiles, and the self-fulfilling profile obtained the lowest scores in all the dimensions of social anxiety, whereas the self-destructive profile obtained the highest scores.
Ricardo Sanmartín; María Vicent; Carolina Gonzálvez; Candido J. Ingles; Ramiro Reinoso-Pacheco; José Manuel García-Fernández. Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample. Sustainability 2020, 12, 2976 .
AMA StyleRicardo Sanmartín, María Vicent, Carolina Gonzálvez, Candido J. Ingles, Ramiro Reinoso-Pacheco, José Manuel García-Fernández. Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample. Sustainability. 2020; 12 (7):2976.
Chicago/Turabian StyleRicardo Sanmartín; María Vicent; Carolina Gonzálvez; Candido J. Ingles; Ramiro Reinoso-Pacheco; José Manuel García-Fernández. 2020. "Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample." Sustainability 12, no. 7: 2976.
This research aimed to examine the relation between child anxiety and causal attributions in mathematics using a person-centered approach. The Visual Analogue Scale for Anxiety-Revised and the Sydney Attribution Scale were administered to 1287 Spanish students aged 8 to 11 (M = 9.68, SD = 1.20); 49.4% were girls. Four child anxiety profiles were obtained by the latent class analysis technique: Low Anxiety, Moderate Anxiety, High Anxiety, and Low Anxiety School-type. The four anxious groups significantly differed in all attributions of failure and in attributions of success to ability and effort, with effect sizes ranging from small to large (d = 0.24 to 0.99). The group with the highest anxiety levels attributed its failures more to the lack of ability and effort, and less to external causes. This group attributed its successes less to ability and effort. However, the Low Anxiety School-type group attributed its failures more to external causes and its successes more to ability and effort. The practical implications of these findings suggest that applying cognitive-behavioral programs for anxiety with a component of attribution retraining could be useful to improve both anxiety levels and the maladaptive attributional pattern of each child anxiety profile.
Aitana Fernández-Sogorb; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; Antonio Miguel Pérez-Sánchez; José Manuel García-Fernández. Attributional Style in Mathematics across Anxiety Profiles in Spanish Children. Sustainability 2020, 12, 1173 .
AMA StyleAitana Fernández-Sogorb, María Vicent, Carolina Gonzálvez, Ricardo Sanmartín, Antonio Miguel Pérez-Sánchez, José Manuel García-Fernández. Attributional Style in Mathematics across Anxiety Profiles in Spanish Children. Sustainability. 2020; 12 (3):1173.
Chicago/Turabian StyleAitana Fernández-Sogorb; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; Antonio Miguel Pérez-Sánchez; José Manuel García-Fernández. 2020. "Attributional Style in Mathematics across Anxiety Profiles in Spanish Children." Sustainability 12, no. 3: 1173.
Not all adolescents with school attendance problems attribute their behavior to the same causes. Knowing the subtypes of students who reject school and their relationship with new variables, such as self-concept, is an unresolved task. This study aimed to identify different school refusal behavior profiles and to determine whether these profiles differed from each other based on the scores of the eleven dimensions of self-concept (Physical appearance, Physical abilities, Parent relations, Same-sex relations, Opposite-sex relations, Honesty, Emotional stability, Self-esteem, Verbal, Math, and General school). The participants were 1315 Spanish students (57.6% male) aged 12–18 years (M = 15.21; SD = 1.74). The School Refusal Assessment Scale-Revised and the Self-Description Questionnaire II-Short Form were administered. A latent class analysis revealed four school refusal behavior profiles: Moderately High School Refusal Behavior, Moderately Low School Refusal Behavior, Mixed School Refusal Behavior and Non-School Refusal Behavior. The results indicated that the Mixed School Refusal Behavior group was the most maladaptive profile and revealed the lowest mean scores on self-concept. In contrast, Non-School Refusal and Moderately Low School Refusal Behavior groups revealed the highest scores in all dimensions of self-concept. Implications for working toward the prevention of school refusal in students with low self-concept are discussed.
Carolina Gonzálvez; Ángela Díaz-Herrero; María Vicent; Ricardo Sanmartín; Antonio M. Pérez-Sánchez; José M. García-Fernández. Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept. International Journal of Environmental Research and Public Health 2019, 16, 4780 .
AMA StyleCarolina Gonzálvez, Ángela Díaz-Herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-Sánchez, José M. García-Fernández. Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept. International Journal of Environmental Research and Public Health. 2019; 16 (23):4780.
Chicago/Turabian StyleCarolina Gonzálvez; Ángela Díaz-Herrero; María Vicent; Ricardo Sanmartín; Antonio M. Pérez-Sánchez; José M. García-Fernández. 2019. "Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept." International Journal of Environmental Research and Public Health 16, no. 23: 4780.
The present study analyzed the psychometric properties of a Spanish translation of the child–adolescent perfectionism scale (CAPS-S), as well as its factorial invariance and latent means differences across sex and age. A sample of 1809 Spanish students of Primary Education, aged between 8 and 11 (Mage = 9.53, SD = 1.11), was used. Confirmatory factor analyses and multigroup confirmatory factor analyses were applied to examine the factor structure of the CAPS-S. The results revealed that a model made up of 13 items structured in 3 factors—Self-Oriented Perfectionism-Striving (SOP-Striving), Self-Oriented Perfectionism-Critical (SOP-Critical), and Socially Prescribed Perfectionism (SPP)—showed a better fit than any of the previously tested models, and it was invariant across sex and age. SOP-Striving did not significantly correlate with school anxiety and aggression, whereas significant and positive correlations were found in the case of SOP-Critical and SPP. The levels of reliability and stability of the scale were ω = 0.91, 0.74, 0.73, and 0.80, and rxx = 0.73, 0.62, 0.73, and 0.74, for the total CAPS-S and for the SOP-Striving, SOP-Critical, and SPP dimensions, respectively. Analysis of latent means differences revealed that boys scored significantly higher than girls in SOP-Critical. The 9-year-olds scored significantly lower in SPP than their 8-year-old peers. Conversely, 11-year-olds scored higher in SOP-Critical than 8-year-olds. In addition, 10- and 11-year-olds scored higher than their 9-year-old peers. The CAPS-S presented in this research is a reliable and valid instrument to assess perfectionism in Spanish child population.
María Vicent; Cándido J. Inglés; Ricardo Sanmartín; Carolina Gonzálvez; Beatriz Delgado; José Manuel García-Fernández. Spanish Validation of the Child and Adolescent Perfectionism Scale: Factorial Invariance and Latent Means Differences across Sex and Age. Brain Sciences 2019, 9, 310 .
AMA StyleMaría Vicent, Cándido J. Inglés, Ricardo Sanmartín, Carolina Gonzálvez, Beatriz Delgado, José Manuel García-Fernández. Spanish Validation of the Child and Adolescent Perfectionism Scale: Factorial Invariance and Latent Means Differences across Sex and Age. Brain Sciences. 2019; 9 (11):310.
Chicago/Turabian StyleMaría Vicent; Cándido J. Inglés; Ricardo Sanmartín; Carolina Gonzálvez; Beatriz Delgado; José Manuel García-Fernández. 2019. "Spanish Validation of the Child and Adolescent Perfectionism Scale: Factorial Invariance and Latent Means Differences across Sex and Age." Brain Sciences 9, no. 11: 310.
School attendance problems negatively affect students' development. This study attempted to identify different school refusal behavior profiles and to examine their relationship with three dimensions of social anxiety (fear of negative evaluation, social avoidance and distress in new situations, and social avoidance and distress that is experienced more generally in the company of peers) and the perception of family functioning. Participants included 1842 Spanish adolescents (53% girls) aged 15-18 years (M = 16.43; SD = 1.05). The School Refusal Assessment Scale-Revised (SRAS-R), the Social Anxiety Scale for Adolescents (SAS-A), and the Family APGAR Scale (APGAR: Adaptation, Partnership, Growth, Affection, and Resolve) were administered. Latent class analysis revealed four school refusal behavior profiles: non-school refusal behavior, high school refusal behavior, moderately low school refusal behavior, and moderately high school refusal behavior. Analyses of variance (ANOVA) indicated that adolescents' with the profile of high school refusal behavior showed higher scores in all the subscales of social anxiety. In contrast, the non-school refusal behavior group revealed higher scores in the perception of good family functioning, whereas the high school refusal behavior profile obtained the lowest scores in this scale. These findings suggest that students who reject school are at a higher risk of developing social anxiety problems and manifesting family conflicts. These students should be prioritized in order to attend to their needs, promoting self-help to overcome social anxiety and family problems with the purpose of preventing school refusal behaviors.
Carolina Gonzálvez; Ángela Díaz-Herrero; Ricardo Sanmartín; María Vicent; Antonio M. Pérez-Sánchez; José M. García-Fernández. Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents. International Journal of Environmental Research and Public Health 2019, 16, 3731 .
AMA StyleCarolina Gonzálvez, Ángela Díaz-Herrero, Ricardo Sanmartín, María Vicent, Antonio M. Pérez-Sánchez, José M. García-Fernández. Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents. International Journal of Environmental Research and Public Health. 2019; 16 (19):3731.
Chicago/Turabian StyleCarolina Gonzálvez; Ángela Díaz-Herrero; Ricardo Sanmartín; María Vicent; Antonio M. Pérez-Sánchez; José M. García-Fernández. 2019. "Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents." International Journal of Environmental Research and Public Health 16, no. 19: 3731.