Propiedades psicométricas de la escala perfil PERMA en adolescentes argentinos
Objetivo. Adaptar y validar la Escala Perfil PERMA(Butler & Kern, 2016)para adolescentes argentinos. Método. 6 jueces expertos y 21 adolescentes revisaron los ítems. La muestra estuvo compuesta por 421adolescentes (Medad= 14.9;DE= 1.75). Se evaluó la validez de contenido y la capacidad d...
- Autores:
-
Waigel, Nicole Camila
Lemos, Viviana Noemí
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2023
- Institución:
- Universidad de San Buenaventura
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- Idioma:
- eng
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- https://hdl.handle.net/10819/28947
https://doi.org/10.21500/20112084.5737
- Palabra clave:
- well-being
flourishing
adolescence
bienestar
adolescencia
flourishing
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- openAccess
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Propiedades psicométricas de la escala perfil PERMA en adolescentes argentinos |
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Propiedades psicométricas de la escala perfil PERMA en adolescentes argentinos |
| title |
Propiedades psicométricas de la escala perfil PERMA en adolescentes argentinos |
| spellingShingle |
Propiedades psicométricas de la escala perfil PERMA en adolescentes argentinos well-being flourishing adolescence bienestar adolescencia flourishing |
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Propiedades psicométricas de la escala perfil PERMA en adolescentes argentinos |
| title_full |
Propiedades psicométricas de la escala perfil PERMA en adolescentes argentinos |
| title_fullStr |
Propiedades psicométricas de la escala perfil PERMA en adolescentes argentinos |
| title_full_unstemmed |
Propiedades psicométricas de la escala perfil PERMA en adolescentes argentinos |
| title_sort |
Propiedades psicométricas de la escala perfil PERMA en adolescentes argentinos |
| dc.creator.fl_str_mv |
Waigel, Nicole Camila Lemos, Viviana Noemí |
| dc.contributor.author.eng.fl_str_mv |
Waigel, Nicole Camila Lemos, Viviana Noemí |
| dc.subject.eng.fl_str_mv |
well-being flourishing adolescence |
| topic |
well-being flourishing adolescence bienestar adolescencia flourishing |
| dc.subject.spa.fl_str_mv |
bienestar adolescencia flourishing |
| description |
Objetivo. Adaptar y validar la Escala Perfil PERMA(Butler & Kern, 2016)para adolescentes argentinos. Método. 6 jueces expertos y 21 adolescentes revisaron los ítems. La muestra estuvo compuesta por 421adolescentes (Medad= 14.9;DE= 1.75). Se evaluó la validez de contenido y la capacidad de discriminación de los reactivos. Posteriormente, se analizó la estructura de la escala, la consistencia interna y la validez concurrente. Resultados. Todos los ítems obtuvieron una V de Aiken entre .8 y 1 y resultaron discriminativos. El análisis factorial confirmó la estructura de cinco dimensiones (CF I=.94,T LI=.92;RM SEA=.08,SRM R=.04). Se obtuvo un Alpha de .92 para la escala completa y valores satisfactorios para las subescalas. Las correlaciones para validez concurrente resultaron significativas y en línea con lo teóricamente esperable. Conclusión. La presente adaptación permite evaluar el florecimiento de manera práctica. |
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2023 |
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2023-04-24T19:34:48Z 2025-08-22T16:59:08Z |
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2023-04-24T19:34:48Z 2025-08-22T16:59:08Z |
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2023-04-24 |
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Artículo de revista |
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2011-7922 |
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2011-2084 |
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Núm. 1 , Año 2023 : Vol. 16 No. 1 (2023) |
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International Journal of Psychological Research |
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Agenor, C., Conner, N., & Aroian, K. (2017). Flourishing: an evolutionary concept analysis. Issues in mental health nursing, 38(11), 915-923. https://doi.org/10.1080/01612840.2017.1355945 Aiken, Lewis (2003). Test psicológicos y evaluación [Psychological tests and evaluation]. Mexico: Pearson Education. Ato, M., Benavente, A., & Lopez, J. J. (2006). Analisis comparativo de tres enfoques para evaluar el acuerdo entre observadores [Comparative analysis of three approaches to assess the agreement between observers]. Psicothema, 18(3), 638 – 645. Bandalos, D.L., & Finney, S.J. (2010). Factor analysis: Exploratory and confirmatory. In G.R. Hancock & R.O. Mueller (Eds.), The reviewer’s guide to quantitative methods in the Social Sciences (pp. 93-114). New York: Routledge. Ben-Arieh, A., Casas, F., Frønes, I., & Korbin, J. E. (2014). Multifaceted concept of child well-being. Handbook of child well-being, 1, 1-27. https://doi.org/10.1007/978-90-481-9063-8_134 Brassai, L., Piko, B. F., & Steger, M. F. (2011). Meaning in life: Is it a protective factor for adolescents’ psychological health?. International journal of behavioral medicine, 18(1), 44-51. https://doi.org/10.1007/s12529-010-9089-6 Butler, J., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), 1-48. https://doi.org/10.5502/ijw.v6i3.526 Castro Solano, A. (2000). Estilos de personalidad, objetivos de vida y satisfacción vital. Un estudio comparativo con adolescentes argentinos [Personality styles, life goals and vital satisfaction: A comparative study with Argentinian adolescents]. Tesis Doctoral. Universidad Complutense de Madrid. España. Cobo-Rendón, R., Pérez-Villalobos, M. V., & Díaz-Mujica, A. (2020). Propiedades psicométricas del PERMA-Profiler para la medición del bienestar en una muestra de estudiantes universitarios chilenos [Pyschometric properties of PERMA-Profiler for the measuring of well-being in a sample of Chilean university students]. Revista Ciencias de la Salud, 18(1), 119-133. https://doi.org/10.12804/revistas.urosario.edu.co/revsalud/a.8775 Cupani, M. (2012). Análisis de Ecuaciones Estructurales: conceptos, etapas de desarrollo y un ejemplo de aplicación [Analysis of Structural Equations: concepts, developmental stages and an example of administration]. Revista tesis, 1(1), 186-199. Davis, L. L., Fowler, S. A., Best, L. A., & Both, L. E. (2020). The role of body image in the prediction of life satisfaction and flourishing in men and women. Journal of Happiness Studies, 21(2), 505-524. https://doi.org/10.1007/s10902-019-00093-y Demirci, İ., Ekşi, H., Dinçer, D., & Kardaş, S. (2017). Beş boyutlu iyi oluş modeli: PERMA ölçeği Türkçe formunun geçerlik ve güvenirliği. The Journal of Happiness & Well-Being, 5(1), 60-77. https://doi.org/10.12738/spc.2017.1.0022 Diener, E., & Emmons, R. A. (1984). The independence of positive and negative affect. Journal of personality and social psychology, 47(5), 1105-1117. https://doi.org/10.1037/0022-3514.47.5.1105 Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., Lutes, L. D., & Oishi, S. (2017). Findings all psychologists should know from the new science on subjective well-being. Canadian Psychology/psychologie canadienne, 58(2), 87-103. https://doi.org/10.1037/cap0000063 Disabato, D. J., Goodman, F. R., Kashdan, T. B., Short, J. L., & Jarden, A. (2016). Different types of well-being? A cross-cultural examination of hedonic and eudaimonic well-being. Psychological assessment, 28(5), 471. https://doi.org/10.1037/pas0000209 Giangrasso, B. (2021). Psychometric properties of the PERMA-Profiler as hedonic and eudaimonic well-being measure in an Italian context. Current Psychology, 40(3), 1175-1184. https://doi.org/10.1007/s12144-018-0040-3 Giménez, M., Vázquez, C., y Hervás, G. (2010). El análisis de las fortalezas psicológicas en la adolescencia: Más allá de los modelos de vulnerabilidad [The analysis of psychological strengths in adolescence: Beyond the models of vulnerability]. Psychology, Society y Education, 2, 97-116. https://doi.org/10.25115/psye.v2i2.438 Góngora, V., & Solano, A. C. (2011). Validación del Cuestionario de Significado de la Vida MLQ en población adulta y adolescente argentina [Validation of the Meaning in Life Questionnaire in Argentinian adult and adolescent population]. Revista Interamericana de Psicología/Interamerican Journal of Psychology, 45(3), 395-404. Goodman, F. R., Disabato, D. J., Kashdan, T. B., & Kauffman, S. B. (2018). Measuring well-being: A comparison of subjective well-being and PERMA. The Journal of Positive Psychology, 13(4), 321-332. https://doi.org/10.1080/17439760.2017.1388434 Greiff, S., & Heene, M. (2017). Why psychological assessment needs to start worrying about model fit. European Journal of Psychological Assessment, 33, 313–317. doi:10.1027/1015-5759/a000450 Houghton, S., Hattie, J., Carroll, A., Wood, L., & Baffour, B. (2016). It hurts to be lonely! Loneliness and positive mental wellbeing in Australian rural and urban adolescents. Journal of Psychologists and Counsellors in Schools, 26(1), 52-67. Huppert, F. A. (2014). The state of wellbeing science. Concepts, measures, interventions, and policies: UK John Wiley & Sons. Huta, V., & Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425-1456. https://doi.org/10.1007/s10902-013-9485-0 Kern, M. L., Benson, L., Steinberg, E. A., & Steinberg, L. (2016). The EPOCH measure of adolescent well-being. Psychological assessment, 28(5), 586-597. https://doi.org/10.1037/pas0000201 Khaw, D., & Kern, M. (2014). A cross-cultural comparison of the PERMA model of well-being. Undergraduate Journal of Psychology at Berkeley, University of California, 8(1), 10-23. Kim, J., LaRose, R., & Peng, W. (2009). Loneliness as the cause and the effect of problematic Internet use: The relationship between Internet use and psychological well-being. Cyberpsychology & behavior, 12(4), 451-455. Kline, R. B. (2011). Convergence of structural equation modeling and multilevel modeling. Krok, D. (2018). When is meaning in life most beneficial to young people? Styles of meaning in life and well-being among late adolescents. Journal of Adult Development, 25(2), 96-106. https://doi.org/10.1007/s10804-017-9280-y Le Nguyen, K. D., & Fredrickson, B. L. (2017). Positive emotions and well-being. In Positive Psychology (pp. 29-45). Routledge. Longo, Y., Coyne, I., Joseph, S., & Gustavsson, P. (2016). Support for a general factor of well-being. Personality and Individual Differences, 100, 68-72. https://doi.org/10.1016/j.paid.2016.03.082 Martínez Arias, R. P. (2005). Teoría de los test psicológicos y educativos [Theory of psychological and educational tests]. España. Síntesis, 237-328. Meier, L. K., & Oros, L. B. (2019). Adaptación y análisis psicométrico de las escalas de bienestar psicológico de Ryff en adolescentes argentinos [Adaptation and psychometric analysis of Ryff’s Psychological Well-being Scale in Argentinian Adolescents]. Psykhe (Santiago), 28(1), 1-16. https://doi.org/10.7764/psykhe.27.2.1169 Montero, I., & León, O. G. (2007). A guide for naming research studies in Psychology. International Journal of clinical and Health psychology, 7(3), 847-862. Organización Mundial de la Salud (OMS). (2016). Mental health: Strengthening our response. (Fact Sheet). http://www.who.int/mediacentre/factsheets/fs220/en/. Pezirkianidis, C., Stalikas, A., Lakioti, A., & Yotsidi, V. (2019). Validating a multidimensional measure of wellbeing in Greece: Translation, factor structure, and measurement invariance of the PERMA Profiler. Current Psychology, 1-18. https://doi.org/10.1007/s12144-019-00236-7 Ronka, A.R., Rautio, A., Koiranen, M., Sunnari, V., & Taanila, A. (2014). Experience ¨ of loneliness among adolescent girls and boys: Northern Finland Birth Cohort 1986 Study. Journal of Youth Studies, 17, 183–203. Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual review of psychology, 52(1), 141-166. https://doi.org/10.1146/annurev.psych.52.1.141 Savi-Çakar, F., & Savi-Karayol, S. (2015). The impact of body image and self-esteem on Turkish adolescents’ subjective well-being. Psychology, 5(9), 536-551. https://doi.org/10.17265/2159-5542/2015.09.005 Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness studies, 3(1), 71-92. https://doi.org/10.1023/a:1015630930326 Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333-335. https://doi.org/10.1080/17439760.2018.1437466 Seligman, M. E. (2011). Flourish: a visionary new understanding of happiness and well-being. Policy, 27(3), 60-1. Singh, K., & Raina, M. (2020). Demographic correlates and validation of PERMA and WEMWBS scales in Indian adolescents. Child Indicators Research, 13(4), 1175-1186. https://doi.org/10.1007/s12187-019-09655-1 Vera-Villarroel, P., Urzúa M, A., Silva, J. R., Pavez, P., & Celis-Atenas, K. (2013). Escala de bienestar de Ryff: análisis comparativo de los modelos teóricos en distintos grupos de edad [Ryff’s Well-being Scale: comparative analysis of the theoretical models in different age groups]. Psicologia: Reflexão e Crítica, 26, 106-112. https://doi.org/10.1590/s0102-79722013000100012 Wammerl, M., Jaunig, J., Mairunteregger, T., & Streit, P. (2019). The German version of the PERMA-Profiler: evidence for construct and convergent validity of the PERMA theory of well-being in German speaking countries. Journal of Well-Being Assessment, 3(2), 75-96. https://doi.org/10.1007/s41543-019-00021-0 Watanabe, K., Kawakami, N., Shiotani, T., Adachi, H., Matsumoto, K., Imamura, K., ... & Kern, M. L. (2018). The Japanese Workplace PERMA-Profiler: a validation study among Japanese workers. Journal of occupational health. https://doi.org/10.1539/joh.2018-0050-oa Witten, H., Savahl, S., & Adams, S. (2019). Adolescent flourishing: A systematic review. Cogent Psychology, 6(1), 1-17. https://doi.org/10.1080/23311908.2019.1640341 Wolbert, L. S., de Ruyter, D. J., & Schinkel, A. (2015). Formal criteria for the concept of human flourishing: The first step in defending flourishing as an ideal aim of education. Ethics and Education, 10(1), 118-129. https://doi.org/10.1080/17449642.2014.998032 |
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Waigel, Nicole CamilaLemos, Viviana Noemí2023-04-24T19:34:48Z2025-08-22T16:59:08Z2023-04-24T19:34:48Z2025-08-22T16:59:08Z2023-04-24Objetivo. Adaptar y validar la Escala Perfil PERMA(Butler & Kern, 2016)para adolescentes argentinos. Método. 6 jueces expertos y 21 adolescentes revisaron los ítems. La muestra estuvo compuesta por 421adolescentes (Medad= 14.9;DE= 1.75). Se evaluó la validez de contenido y la capacidad de discriminación de los reactivos. Posteriormente, se analizó la estructura de la escala, la consistencia interna y la validez concurrente. Resultados. Todos los ítems obtuvieron una V de Aiken entre .8 y 1 y resultaron discriminativos. El análisis factorial confirmó la estructura de cinco dimensiones (CF I=.94,T LI=.92;RM SEA=.08,SRM R=.04). Se obtuvo un Alpha de .92 para la escala completa y valores satisfactorios para las subescalas. Las correlaciones para validez concurrente resultaron significativas y en línea con lo teóricamente esperable. Conclusión. La presente adaptación permite evaluar el florecimiento de manera práctica.Aim. To adapt and validate the PERMA Profiler Scale (Butler & Kern, 2016) for Argentinian adolescents. Method. The items were reviewed by 6 expert judges and 21 adolescents. The sample consisted of 421 adolescents (M = 14.9; SD = 1.75). The content validity and the discrimination capacity of the items were assessed. Afterwards, the structure of the scale was analyzed, as well as the internal consistency and the concurrent validity. Results. All the items obtained an Aiken’s V between .8 and 1 and were discriminatory. The factor analysis confirmed the five-dimension structure (CF I = .94, T LI = .92; RMSEA = .08, SRMR = .04). An Alpha of .92 was obtained for the full scale and satisfactory levels were obtained for the subscales. The correlations for concurrent validity were significant and in line with what was theoretically expected. Conclusion. This adaptation enables the assessment of flourishing in a practical way.application/pdf10.21500/20112084.57372011-79222011-2084https://hdl.handle.net/10819/28947https://doi.org/10.21500/20112084.5737engUniversidad San Buenaventura - USB (Colombia)https://revistas.usb.edu.co/index.php/IJPR/article/download/5737/5045Núm. 1 , Año 2023 : Vol. 16 No. 1 (2023)113110316International Journal of Psychological ResearchAgenor, C., Conner, N., & Aroian, K. (2017). Flourishing: an evolutionary concept analysis. Issues in mental health nursing, 38(11), 915-923. https://doi.org/10.1080/01612840.2017.1355945Aiken, Lewis (2003). Test psicológicos y evaluación [Psychological tests and evaluation]. Mexico: Pearson Education.Ato, M., Benavente, A., & Lopez, J. J. (2006). Analisis comparativo de tres enfoques para evaluar el acuerdo entre observadores [Comparative analysis of three approaches to assess the agreement between observers]. Psicothema, 18(3), 638 – 645.Bandalos, D.L., & Finney, S.J. (2010). Factor analysis: Exploratory and confirmatory. In G.R. Hancock & R.O. Mueller (Eds.), The reviewer’s guide to quantitative methods in the Social Sciences (pp. 93-114). New York: Routledge.Ben-Arieh, A., Casas, F., Frønes, I., & Korbin, J. E. (2014). Multifaceted concept of child well-being. Handbook of child well-being, 1, 1-27. https://doi.org/10.1007/978-90-481-9063-8_134Brassai, L., Piko, B. F., & Steger, M. F. (2011). Meaning in life: Is it a protective factor for adolescents’ psychological health?. International journal of behavioral medicine, 18(1), 44-51. https://doi.org/10.1007/s12529-010-9089-6Butler, J., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), 1-48. https://doi.org/10.5502/ijw.v6i3.526Castro Solano, A. (2000). Estilos de personalidad, objetivos de vida y satisfacción vital. Un estudio comparativo con adolescentes argentinos [Personality styles, life goals and vital satisfaction: A comparative study with Argentinian adolescents]. Tesis Doctoral. Universidad Complutense de Madrid. España.Cobo-Rendón, R., Pérez-Villalobos, M. V., & Díaz-Mujica, A. (2020). Propiedades psicométricas del PERMA-Profiler para la medición del bienestar en una muestra de estudiantes universitarios chilenos [Pyschometric properties of PERMA-Profiler for the measuring of well-being in a sample of Chilean university students]. Revista Ciencias de la Salud, 18(1), 119-133. https://doi.org/10.12804/revistas.urosario.edu.co/revsalud/a.8775Cupani, M. (2012). Análisis de Ecuaciones Estructurales: conceptos, etapas de desarrollo y un ejemplo de aplicación [Analysis of Structural Equations: concepts, developmental stages and an example of administration]. Revista tesis, 1(1), 186-199.Davis, L. L., Fowler, S. A., Best, L. A., & Both, L. E. (2020). The role of body image in the prediction of life satisfaction and flourishing in men and women. Journal of Happiness Studies, 21(2), 505-524. https://doi.org/10.1007/s10902-019-00093-yDemirci, İ., Ekşi, H., Dinçer, D., & Kardaş, S. (2017). Beş boyutlu iyi oluş modeli: PERMA ölçeği Türkçe formunun geçerlik ve güvenirliği. The Journal of Happiness & Well-Being, 5(1), 60-77. https://doi.org/10.12738/spc.2017.1.0022Diener, E., & Emmons, R. A. (1984). The independence of positive and negative affect. Journal of personality and social psychology, 47(5), 1105-1117. https://doi.org/10.1037/0022-3514.47.5.1105Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., Lutes, L. D., & Oishi, S. (2017). Findings all psychologists should know from the new science on subjective well-being. Canadian Psychology/psychologie canadienne, 58(2), 87-103. https://doi.org/10.1037/cap0000063Disabato, D. J., Goodman, F. R., Kashdan, T. B., Short, J. L., & Jarden, A. (2016). Different types of well-being? A cross-cultural examination of hedonic and eudaimonic well-being. Psychological assessment, 28(5), 471. https://doi.org/10.1037/pas0000209Giangrasso, B. (2021). Psychometric properties of the PERMA-Profiler as hedonic and eudaimonic well-being measure in an Italian context. Current Psychology, 40(3), 1175-1184. https://doi.org/10.1007/s12144-018-0040-3Giménez, M., Vázquez, C., y Hervás, G. (2010). El análisis de las fortalezas psicológicas en la adolescencia: Más allá de los modelos de vulnerabilidad [The analysis of psychological strengths in adolescence: Beyond the models of vulnerability]. Psychology, Society y Education, 2, 97-116. https://doi.org/10.25115/psye.v2i2.438Góngora, V., & Solano, A. C. (2011). Validación del Cuestionario de Significado de la Vida MLQ en población adulta y adolescente argentina [Validation of the Meaning in Life Questionnaire in Argentinian adult and adolescent population]. 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Ethics and Education, 10(1), 118-129. https://doi.org/10.1080/17449642.2014.998032info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.http://creativecommons.org/licenses/by-nc-nd/4.0https://revistas.usb.edu.co/index.php/IJPR/article/view/5737well-beingflourishingadolescencebienestaradolescenciaflourishingPropiedades psicométricas de la escala perfil PERMA en adolescentes argentinosPropiedades psicométricas de la escala perfil PERMA en adolescentes argentinosArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2577https://bibliotecadigital.usb.edu.co/bitstreams/93b2e137-79ef-4e55-99a1-ebe24d0253ae/download583864f4ffda3ef0657ad1b122635394MD5110819/28947oai:bibliotecadigital.usb.edu.co:10819/289472025-08-22 11:59:08.187http://creativecommons.org/licenses/by-nc-nd/4.0https://bibliotecadigital.usb.edu.coRepositorio Institucional Universidad de San Buenaventura Colombiabdigital@metabiblioteca.com |