Propiedades psicométricas de la escala de ansiedad manifiesta en niños Revisada, Segunda Edición, en estudiantes peruanos
El objetivo del estudio fue analizar las propiedades psicométricas de la Escala de Ansiedad Manifiesta en Niños Revisada, Segunda Edición (CMASR-2), en estudiantes peruanos. La muestra estuvo conformada por 472 participantes con edades entre 7 y 18 años, siendo 250 mujeres (53%). Asimismo, 191 perte...
- Autores:
-
Boluarte-Carbajal, Alicia
Grillo-Delgado, Frank Antony
Castellanos-Huertas, Karla Alejandra
Tafur-Mendoza, Arnold Alejandro
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2021
- Institución:
- Universidad Católica de Colombia
- Repositorio:
- RIUCaC - Repositorio U. Católica
- Idioma:
- eng
- OAI Identifier:
- oai:repository.ucatolica.edu.co:10983/28519
- Palabra clave:
- Rcmas-2
Anxiety
Psychometric properties
Factorial invariance
Peruvian students
Cmasr-2
Ansiedad
Propiedades psicométricas
Invarianza factorial
Estudiantes peruanos
- Rights
- openAccess
- License
- Acta Colombiana de Psicología - 2021
| id |
UCATOLICA2_6bce3dd1882deb2bdb69eac0b96e060b |
|---|---|
| oai_identifier_str |
oai:repository.ucatolica.edu.co:10983/28519 |
| network_acronym_str |
UCATOLICA2 |
| network_name_str |
RIUCaC - Repositorio U. Católica |
| repository_id_str |
|
| dc.title.spa.fl_str_mv |
Propiedades psicométricas de la escala de ansiedad manifiesta en niños Revisada, Segunda Edición, en estudiantes peruanos |
| dc.title.translated.eng.fl_str_mv |
Psychometric properties of the Revised Children's Manifest Anxiety Scale-Second Edition in Peruvian students. |
| title |
Propiedades psicométricas de la escala de ansiedad manifiesta en niños Revisada, Segunda Edición, en estudiantes peruanos |
| spellingShingle |
Propiedades psicométricas de la escala de ansiedad manifiesta en niños Revisada, Segunda Edición, en estudiantes peruanos Rcmas-2 Anxiety Psychometric properties Factorial invariance Peruvian students Cmasr-2 Ansiedad Propiedades psicométricas Invarianza factorial Estudiantes peruanos |
| title_short |
Propiedades psicométricas de la escala de ansiedad manifiesta en niños Revisada, Segunda Edición, en estudiantes peruanos |
| title_full |
Propiedades psicométricas de la escala de ansiedad manifiesta en niños Revisada, Segunda Edición, en estudiantes peruanos |
| title_fullStr |
Propiedades psicométricas de la escala de ansiedad manifiesta en niños Revisada, Segunda Edición, en estudiantes peruanos |
| title_full_unstemmed |
Propiedades psicométricas de la escala de ansiedad manifiesta en niños Revisada, Segunda Edición, en estudiantes peruanos |
| title_sort |
Propiedades psicométricas de la escala de ansiedad manifiesta en niños Revisada, Segunda Edición, en estudiantes peruanos |
| dc.creator.fl_str_mv |
Boluarte-Carbajal, Alicia Grillo-Delgado, Frank Antony Castellanos-Huertas, Karla Alejandra Tafur-Mendoza, Arnold Alejandro |
| dc.contributor.author.spa.fl_str_mv |
Boluarte-Carbajal, Alicia Grillo-Delgado, Frank Antony Castellanos-Huertas, Karla Alejandra Tafur-Mendoza, Arnold Alejandro |
| dc.subject.eng.fl_str_mv |
Rcmas-2 Anxiety Psychometric properties Factorial invariance Peruvian students |
| topic |
Rcmas-2 Anxiety Psychometric properties Factorial invariance Peruvian students Cmasr-2 Ansiedad Propiedades psicométricas Invarianza factorial Estudiantes peruanos |
| dc.subject.spa.fl_str_mv |
Cmasr-2 Ansiedad Propiedades psicométricas Invarianza factorial Estudiantes peruanos |
| description |
El objetivo del estudio fue analizar las propiedades psicométricas de la Escala de Ansiedad Manifiesta en Niños Revisada, Segunda Edición (CMASR-2), en estudiantes peruanos. La muestra estuvo conformada por 472 participantes con edades entre 7 y 18 años, siendo 250 mujeres (53%). Asimismo, 191 pertenecían del tercero al sexto grado de primaria (40.5%) y 281 cursaban del primero al quinto grado de secundaria (59.5%). Los resultados del estudio indicaron que las puntuaciones en el CMASR-2 presentan adecuados niveles de fiabilidad para todas sus dimensiones (alfa ordinal > .70). Por otro lado, se encontró una estructura de cuatro factores (Ansiedad fisiológica, Inquietud/Ansiedad social, Defensividad I y Defensividad II) que se mantuvo invariante al sexo y nivel de escolaridad. Además, se aportaron evidencias de validez discriminante y convergente. Finalmente, el análisis de medias latentes encontró una diferencia moderada en Defensividad II según el nivel de escolaridad. A partir de los resultados, se concluyó que, las puntuaciones en el CMASR-2 cuentan con evidencias de fiabilidad, validez y equidad para su uso en estudiantes peruanos de educación básica regular. |
| publishDate |
2021 |
| dc.date.accessioned.none.fl_str_mv |
2021-08-13 13:49:59 2023-01-23T15:44:10Z |
| dc.date.available.none.fl_str_mv |
2021-08-13 13:49:59 2023-01-23T15:44:10Z |
| dc.date.issued.none.fl_str_mv |
2021-08-13 |
| dc.type.spa.fl_str_mv |
Artículo de revista |
| dc.type.coar.eng.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.type.coarversion.eng.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| dc.type.content.eng.fl_str_mv |
Text |
| dc.type.driver.eng.fl_str_mv |
info:eu-repo/semantics/article |
| dc.type.local.eng.fl_str_mv |
Journal article |
| dc.type.redcol.eng.fl_str_mv |
http://purl.org/redcol/resource_type/ART |
| dc.type.version.eng.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
| format |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| status_str |
publishedVersion |
| dc.identifier.doi.none.fl_str_mv |
10.14718/ACP.2021.24.2.4 |
| dc.identifier.eissn.none.fl_str_mv |
1909-9711 |
| dc.identifier.issn.none.fl_str_mv |
0123-9155 |
| dc.identifier.uri.none.fl_str_mv |
https://hdl.handle.net/10983/28519 |
| dc.identifier.url.none.fl_str_mv |
https://doi.org/10.14718/ACP.2021.24.2.4 |
| identifier_str_mv |
10.14718/ACP.2021.24.2.4 1909-9711 0123-9155 |
| url |
https://hdl.handle.net/10983/28519 https://doi.org/10.14718/ACP.2021.24.2.4 |
| dc.language.iso.eng.fl_str_mv |
eng |
| language |
eng |
| dc.relation.bitstream.none.fl_str_mv |
https://actacolombianapsicologia.ucatolica.edu.co/article/download/3353/3893 https://actacolombianapsicologia.ucatolica.edu.co/article/download/3353/3781 https://actacolombianapsicologia.ucatolica.edu.co/article/download/3353/4025 |
| dc.relation.citationedition.spa.fl_str_mv |
Núm. 2 , Año 2021 : Acta Colombiana de Psicología |
| dc.relation.citationendpage.none.fl_str_mv |
44 |
| dc.relation.citationissue.spa.fl_str_mv |
2 |
| dc.relation.citationstartpage.none.fl_str_mv |
35 |
| dc.relation.citationvolume.spa.fl_str_mv |
24 |
| dc.relation.ispartofjournal.spa.fl_str_mv |
Acta Colombiana de Psicología |
| dc.relation.references.eng.fl_str_mv |
Ahmad, R., & Mansoor, I. (2011). What I think and feel: Translation and adaptation of Revised Children’s Manifest Anxiety Scale, Second Edition (RCMAS-2) and its reliabi¬lity assessment. The International Journal of Educational and Psychological Assessment, 8(1), 1–11. Aliaga, J. (2018). Psicometría: disciplina de la medición en psicología y educación. Fondo Editorial de la Universidad Inca Garcilaso de la Vega. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association Ang, R. P., Lowe, P. A., & Yusof, N. (2011). An examination of the RCMAS-2 scores across gender, ethnic background, and age in a large Asian school sample. Psychological Assessment, 23(4), 899–910. https://doi.org/10.1037/ a0023891 Ato, M., López, J. J., & Benavente, A. (2013). A classifica¬tion system for research designs in psychology. Anales de Psicología, 29(3), 1038–1059. https://doi.org/10.6018/ analesps.29.3.178511 Beaujean, A. A. (2012). BaylorEdPsych: R package for Baylor University educational psychology quantitative courses (Version 0.5) [Computer software]. https://cran.r-project. org/package=BaylorEdPsych Celis, J., Bustamante, M., Cabrera, D., Cabrera, M., Alarcón, W., & Monge, E. (2001). Ansiedad y estrés académico en estudiantes de medicina humana del primer y sexto año. Anales de la Facultad de Medicina, 62(1), 25–30. https:// doi.org/10.15381/anales.v62i1.4143 Cha, Y. J., Lee, E.-H., Hwang, S.-T., Hong, S.-H., & Kim, J.-H. (2020). Psychometric investigation of the Korean version of the Revised Children’s Manifest Anxiety Scale, Second Edition. Korean Journal of Clinical Psychology, 39(3), 203–214. https://doi.org/10.15842/kjcp.2020.39.3.001 Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. Cohen, Y., Kimball, H., & Martinelli, K. (2018). Children’s mental health report: Understanding anxiety in children and teens. Child Mind Institute. DiStefano, C., Liu, J., Jiang, N., & Shi, D. (2018). Examination of the Weighted Root Mean Square Residual: Evidence for trustworthiness? Structural Equation Modeling: A Multidisciplinary Journal, 25(3), 453–466. https://doi.org/ 10.1080/10705511.2017.1390394 Dominguez-Lara, S. (2019). Correlación entre residuales en análisis factorial confirmatorio: una breve guía para su uso e interpretación. Interacciones, 5(3), Article e207. https:// doi.org/10.24016/2019.v5n3.207 Domínguez, S., Villegas, G., & Padilla, O. (2013). Propiedades psicométricas de la Escala de Ansiedad Manifiesta en Niños- CMASR en niños y adolescentes de Lima Metropolitana. Revista Peruana de Psicología y Trabajo Social, 2(1), 15– 32. http://revistas.uigv.edu.pe/index.php/psicologia/article/ view/48/57 Flora de la Barra, M. (2009). Epidemiología de trastornos psi¬quiátricos en niños y adolescentes: estudios de prevalencia. Revista Chilena de Neuro-Psiquiatría, 47(4), 303–314. https://doi.org/10.4067/S0717-92272009000400007 Gelaye, B., Tadesse, M. G., Lohsoonthorn, V., Lertmeharit, S., Pensuksan, W. C., Sanchez, S. E., Lemma, S., Berhane, Y., Vélez, J. C., Barbosa, C., Anderade, A., Williams, M. A. (2015). Psychometric properties and factor structure of the General Health Questionnaire as a screening tool for anxiety and depressive symptoms in a multi-national study of young adults. Journal of Affective Disorders, 187, 197–202. https://doi.org/10.1016/j.jad.2015.08.045 Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengace Learning. Hancock, G. R. (2001). Effect size, power, and sample size de¬termination for structured means modeling and mimic ap¬proaches to between-groups hypothesis testing of means on a single latent construct. Psychometrika, 66(3), 373–388. https://doi.org/10.1007/BF02294440 Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new cri¬terion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8 Instituto Nacional de Salud Mental. (2012). Estudio epidemio¬lógico de salud mental de niños y adolescentes en Lima Metropolitana y Callao 2007. Anales de Salud Mental, 28(S1). https://bit.ly/3dTksQt Instituto Nacional de Salud Mental. (2013). Estudio epidemio¬lógico de salud mental en Lima Metropolitana y Callao - Replicación 2012. Anales de Salud Mental, 29(S1). https://bit.ly/3aFCnYO Jorgensen, T. D., Pornprasertmanit, S., Schoemann, A. M., & Rosseel, Y. (2021). SemTools: Useful tools for structural equation modeling (Version 0.5-4) [Computer software]. https://cran.r-project.org/package=semTools Keith, T. Z. (2019). Multiple regression and beyond: An intro¬duction to multiple regression and structural equation mo¬deling (3rd ed.). NY: Routledge. Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198–1202. https://doi.org/10.2307/2290157 Lowe, P. A. (2014). A closer look at the psychometric properties of the Revised Children’s Manifest Anxiety Scale–Second Edition among U.S. elementary and secondary school stu-dents. Journal of Psychoeducational Assessment, 32(6), 495–508. https://doi.org/10.1177/0734282914528611 Lowe, P. A. (2015). The Revised Children’s Manifest Anxiety Scale–Second Edition Short Form: Examination of the psychometric properties of a brief measure of general anxiety in a sample of children and adolescents. Journal of Psychoeducational Assessment, 33(8), 719–730. https://doi.org/10.1177/0734282915580763 Mahakwe, G., Johnson, E., Karlsson, K., & Nilsson, S. (2021). A systematic review of self-report instruments for the measurement of anxiety in hospitalized children with can¬cer. International Journal of Environmental Research and Public Health, 18(4), Article 1911. https://doi.org/10.3390/ijerph18041911 McCandless, B. R., Castaneda, A., & Palermo, D. S. (1956). Anxiety in children and social status. Child Development, 27(4), 385–391. https://doi.org/10.2307/1125894 Ministerio de Salud. (2018). Plan nacional de fortalecimien¬to de servicios de salud mental comunitaria 2018 - 2021. Lima: Ministerio de Salud. http://bvs.minsa.gob.pe/local/MINSA/4422.pdf Moral, J. (2019). Revisión de los criterios para vali¬dez convergente estimada a través de la varianza me¬dia extraída. Psychologia, 13(2), 25–41. https://doi.org/10.21500/19002386.4119 Nunnally, J., & Bernstein, I. (1994). Psychometric theory (3rd ed.). McGraw-Hill. Orgilés, M., Méndez, X., Espada, J. P., Carballo, J. L., & Piqueras, J. A. (2012). Síntomas de trastornos de ansiedad en niños y adolescentes: diferencias en función de la edad y el sexo en una muestra comunitaria. Revista de Psiquiatría y Salud Mental, 5(2), 115–120. https://doi.org/10.1016/j.rpsm.2012.01.005 Polanczyk, G. V, Salum, G. A., Sugaya, L. S., Caye, A., & Rohde, L. A. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56(3), 345–365. https://doi.org/10.1111/jcpp.12381 R Core Team. (2021). R: A language and environment for sta¬tistical computing. R Foundation for Statistical Computing. https://www.r-project.org Raad, J. M. (2013). Validation of the Revised Children’s Manifest Anxiety Scale, Second Edition (RCMAS-2) scores for children with specific learning disabilities [Doctoral dis¬sertation, University of Kansas]. KU ScholarWorks. http://hdl.handle.net/1808/15092 Revelle, W. (2020). Psych: Procedures for psychologi¬cal, psychometric, and personality research (Version 2.1.3) [Computer software]. https://cran.r-project.org/package=psych Reynolds, C. R., & Richmond, B. O. (1978). What I think and feel: A revised measure of children’s manifest anxie¬ty. Journal of Abnormal Child Psychology, 6(2), 271–280. https://doi.org/10.1007/BF00919131 Reynolds, C. R., & Richmond, B. O. (2008). Revised Children’s Manifest Anxiety Scale-Second Edition (RCMAS-2). Western Psychological Services. Reynolds, C. R., & Richmond, B. O. (2012). CMASR-2. Escala de Ansiedad Manifiesta en Niños Revisada: segunda edi¬ción. Manual Moderno. Rosseel, Y. (2012). Lavaan: An R package for structural equa¬tion modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02 Rutkowski, L., & Svetina, D. (2017). Measurement invarian¬ce in international surveys: Categorical indicators and fit measure performance. Applied Measurement in Education, 30(1), 39–51. https://doi.org/10.1080/08957347.2016.1243540 Shaffer, D., Fisher, P., Lucas, C. P., Ducan, M. K., & Schwab- Stone, M. E. (2000). NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, differences from previous versions, and reliability of some common diagnoses. Journal of the American Academy of Child & Adolescent Psychiatry, 39(1), 28–38. https://doi. org/10.1097/00004583-200001000-00014 Streiner, D. L. (2003). Starting at the beginning: An introduc¬tion to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1), 99–103. https://doi. org/10.1207/S15327752JPA8001_18 Vega, V., de Coll, J., Lermo, J., Escobar, J., Díaz, M., & Castro, J. (2005). Niveles intelectuales y ansiedad en niños con intoxicación plúmbica crónica. Colegio “María Reiche”. Callao-Perú, 2002. Anales de la Facultad de Medicina, 66(2), 142–147. https://revistasinvestigacion.unmsm.edu. pe/index.php/anales/article/view/1363/1158 Ventura-León, J., & Peña-Calero, B. N. (2020). The world should not revolve around Cronbach’s alpha ≥ .70. Adicciones. https://doi.org/10.20882/adicciones.1576 World Health Organization. (2020, September 28). Adolescent mental health. https://www.who.int/news-room/fact-sheets/ detail/adolescent-mental-health Wu, H., & Estabrook, R. (2016). Identification of confirmatory factor analysis models of different levels of invariance for ordered categorical outcomes. Psychometrika, 81(4), 1014– 1045. https://doi.org/10.1007/s11336-016-9506-0 Wu, L.-M., Liu, Y., Chen, H.-M., Tseng, H.-C., & Lin, W.-T. (2016). Psychometric properties of the RCMAS-2 in pedia¬tric cancer patients. European Journal of Oncology Nursing, 20, 36–41. https://doi.org/10.1016/j.ejon.2015.07.008 Zhu, Q., & Lowe, P. A. (2017). Examination of the psychometric properties of the Revised Children’s Manifest Anxiety Scale– Second Edition scores among Chinese secondary school students. Journal of Psychoeducational Assessment, 36(7), 725–735. https://doi.org/10.1177/0734282917698302 Zickar, M. J. (2020). Measurement development and eva¬luation. Annual Review of Organizational Psychology and Organizational Behavior, 7(1), 213–232. https://doi. org/10.1146/annurev-orgpsych-012119-044957 Zumbo, B. D., Gadermann, A. M., & Zeisser, C. (2007). Ordinal versions of coefficients alpha and theta for Likert rating scales. Journal of Modern Applied Statistical Method, 6(1), 21–29. https://doi.org/10.22237/jmasm/1177992180 |
| dc.rights.eng.fl_str_mv |
Acta Colombiana de Psicología - 2021 |
| dc.rights.accessrights.eng.fl_str_mv |
info:eu-repo/semantics/openAccess |
| dc.rights.coar.eng.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| dc.rights.uri.eng.fl_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/ |
| rights_invalid_str_mv |
Acta Colombiana de Psicología - 2021 http://purl.org/coar/access_right/c_abf2 https://creativecommons.org/licenses/by-nc-sa/4.0/ |
| eu_rights_str_mv |
openAccess |
| dc.format.mimetype.eng.fl_str_mv |
text/html application/pdf text/xml |
| dc.publisher.spa.fl_str_mv |
Universidad Católica de Colombia |
| dc.source.eng.fl_str_mv |
https://actacolombianapsicologia.ucatolica.edu.co/article/view/3353 |
| institution |
Universidad Católica de Colombia |
| bitstream.url.fl_str_mv |
https://repository.ucatolica.edu.co/bitstreams/fe766909-22f7-4151-8454-0518a817b1b0/download |
| bitstream.checksum.fl_str_mv |
953678074c5a354ca5b3caefa58f575d |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 |
| repository.name.fl_str_mv |
Repositorio Institucional Universidad Católica de Colombia - RIUCaC |
| repository.mail.fl_str_mv |
bdigital@metabiblioteca.com |
| _version_ |
1828173056954073088 |
| spelling |
Boluarte-Carbajal, Aliciacb014b6e-51dd-4d6f-b7a4-db1e8e75dccbGrillo-Delgado, Frank Antony0ec782a9-ee93-44a8-bba3-380ac898aa34Castellanos-Huertas, Karla Alejandra2762fe36-aa34-4729-b029-2c0a6dd7d999Tafur-Mendoza, Arnold Alejandro87b4d9b5-f433-44fa-be38-4338f6afda682021-08-13 13:49:592023-01-23T15:44:10Z2021-08-13 13:49:592023-01-23T15:44:10Z2021-08-13El objetivo del estudio fue analizar las propiedades psicométricas de la Escala de Ansiedad Manifiesta en Niños Revisada, Segunda Edición (CMASR-2), en estudiantes peruanos. La muestra estuvo conformada por 472 participantes con edades entre 7 y 18 años, siendo 250 mujeres (53%). Asimismo, 191 pertenecían del tercero al sexto grado de primaria (40.5%) y 281 cursaban del primero al quinto grado de secundaria (59.5%). Los resultados del estudio indicaron que las puntuaciones en el CMASR-2 presentan adecuados niveles de fiabilidad para todas sus dimensiones (alfa ordinal > .70). Por otro lado, se encontró una estructura de cuatro factores (Ansiedad fisiológica, Inquietud/Ansiedad social, Defensividad I y Defensividad II) que se mantuvo invariante al sexo y nivel de escolaridad. Además, se aportaron evidencias de validez discriminante y convergente. Finalmente, el análisis de medias latentes encontró una diferencia moderada en Defensividad II según el nivel de escolaridad. A partir de los resultados, se concluyó que, las puntuaciones en el CMASR-2 cuentan con evidencias de fiabilidad, validez y equidad para su uso en estudiantes peruanos de educación básica regular.The aim of this study was to analyze the psychometric properties of the Revised Children’s Manifest Anxiety Scale–Second Edition (RCMAS-2) among Peruvian students. The sample consisted of 472 participants aged between 7 and 18 years, of whom 250 were female (53%). Likewise, 191 were enrolled from third to sixth grade of primary school (40.5%), and 281 were registered from first to fifth grade of secondary school (59.5%). The results of the study indicated that the RCMAS-2 scores had adequate levels of reliability for all its dimensions (ordinal alpha > .70). On the other hand, a four-factor structure (Physiological anxiety, Worry/Social anxiety, Defensiveness I, and Defensiveness II) was found to be invariant to gender and schooling level. Also, convergent and discriminant validity evidence was provided. Finally, a moderate difference in Defensiveness II according to the schooling level through the latent mean structure analysis was found. Taking into account the results, it was concluded that the RCMAS-2 scores have evidence of reliability, validity, and equity for its use in Peruvian regular elementary school students.text/htmlapplication/pdftext/xml10.14718/ACP.2021.24.2.41909-97110123-9155https://hdl.handle.net/10983/28519https://doi.org/10.14718/ACP.2021.24.2.4engUniversidad Católica de Colombiahttps://actacolombianapsicologia.ucatolica.edu.co/article/download/3353/3893https://actacolombianapsicologia.ucatolica.edu.co/article/download/3353/3781https://actacolombianapsicologia.ucatolica.edu.co/article/download/3353/4025Núm. 2 , Año 2021 : Acta Colombiana de Psicología4423524Acta Colombiana de PsicologíaAhmad, R., & Mansoor, I. (2011). What I think and feel: Translation and adaptation of Revised Children’s Manifest Anxiety Scale, Second Edition (RCMAS-2) and its reliabi¬lity assessment. The International Journal of Educational and Psychological Assessment, 8(1), 1–11. Aliaga, J. (2018). Psicometría: disciplina de la medición en psicología y educación. Fondo Editorial de la Universidad Inca Garcilaso de la Vega. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association Ang, R. P., Lowe, P. A., & Yusof, N. (2011). An examination of the RCMAS-2 scores across gender, ethnic background, and age in a large Asian school sample. Psychological Assessment, 23(4), 899–910. https://doi.org/10.1037/ a0023891 Ato, M., López, J. J., & Benavente, A. (2013). A classifica¬tion system for research designs in psychology. Anales de Psicología, 29(3), 1038–1059. https://doi.org/10.6018/ analesps.29.3.178511 Beaujean, A. A. (2012). BaylorEdPsych: R package for Baylor University educational psychology quantitative courses (Version 0.5) [Computer software]. https://cran.r-project. org/package=BaylorEdPsych Celis, J., Bustamante, M., Cabrera, D., Cabrera, M., Alarcón, W., & Monge, E. (2001). Ansiedad y estrés académico en estudiantes de medicina humana del primer y sexto año. Anales de la Facultad de Medicina, 62(1), 25–30. https:// doi.org/10.15381/anales.v62i1.4143 Cha, Y. J., Lee, E.-H., Hwang, S.-T., Hong, S.-H., & Kim, J.-H. (2020). Psychometric investigation of the Korean version of the Revised Children’s Manifest Anxiety Scale, Second Edition. Korean Journal of Clinical Psychology, 39(3), 203–214. https://doi.org/10.15842/kjcp.2020.39.3.001 Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. Cohen, Y., Kimball, H., & Martinelli, K. (2018). Children’s mental health report: Understanding anxiety in children and teens. Child Mind Institute. DiStefano, C., Liu, J., Jiang, N., & Shi, D. (2018). Examination of the Weighted Root Mean Square Residual: Evidence for trustworthiness? Structural Equation Modeling: A Multidisciplinary Journal, 25(3), 453–466. https://doi.org/ 10.1080/10705511.2017.1390394 Dominguez-Lara, S. (2019). Correlación entre residuales en análisis factorial confirmatorio: una breve guía para su uso e interpretación. Interacciones, 5(3), Article e207. https:// doi.org/10.24016/2019.v5n3.207 Domínguez, S., Villegas, G., & Padilla, O. (2013). Propiedades psicométricas de la Escala de Ansiedad Manifiesta en Niños- CMASR en niños y adolescentes de Lima Metropolitana. Revista Peruana de Psicología y Trabajo Social, 2(1), 15– 32. http://revistas.uigv.edu.pe/index.php/psicologia/article/ view/48/57 Flora de la Barra, M. (2009). Epidemiología de trastornos psi¬quiátricos en niños y adolescentes: estudios de prevalencia. Revista Chilena de Neuro-Psiquiatría, 47(4), 303–314. https://doi.org/10.4067/S0717-92272009000400007 Gelaye, B., Tadesse, M. G., Lohsoonthorn, V., Lertmeharit, S., Pensuksan, W. C., Sanchez, S. E., Lemma, S., Berhane, Y., Vélez, J. C., Barbosa, C., Anderade, A., Williams, M. A. (2015). Psychometric properties and factor structure of the General Health Questionnaire as a screening tool for anxiety and depressive symptoms in a multi-national study of young adults. Journal of Affective Disorders, 187, 197–202. https://doi.org/10.1016/j.jad.2015.08.045 Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengace Learning. Hancock, G. R. (2001). Effect size, power, and sample size de¬termination for structured means modeling and mimic ap¬proaches to between-groups hypothesis testing of means on a single latent construct. Psychometrika, 66(3), 373–388. https://doi.org/10.1007/BF02294440 Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new cri¬terion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8 Instituto Nacional de Salud Mental. (2012). Estudio epidemio¬lógico de salud mental de niños y adolescentes en Lima Metropolitana y Callao 2007. Anales de Salud Mental, 28(S1). https://bit.ly/3dTksQt Instituto Nacional de Salud Mental. (2013). Estudio epidemio¬lógico de salud mental en Lima Metropolitana y Callao - Replicación 2012. Anales de Salud Mental, 29(S1). https://bit.ly/3aFCnYO Jorgensen, T. D., Pornprasertmanit, S., Schoemann, A. M., & Rosseel, Y. (2021). SemTools: Useful tools for structural equation modeling (Version 0.5-4) [Computer software]. https://cran.r-project.org/package=semTools Keith, T. Z. (2019). Multiple regression and beyond: An intro¬duction to multiple regression and structural equation mo¬deling (3rd ed.). NY: Routledge. Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198–1202. https://doi.org/10.2307/2290157 Lowe, P. A. (2014). A closer look at the psychometric properties of the Revised Children’s Manifest Anxiety Scale–Second Edition among U.S. elementary and secondary school stu-dents. Journal of Psychoeducational Assessment, 32(6), 495–508. https://doi.org/10.1177/0734282914528611 Lowe, P. A. (2015). The Revised Children’s Manifest Anxiety Scale–Second Edition Short Form: Examination of the psychometric properties of a brief measure of general anxiety in a sample of children and adolescents. Journal of Psychoeducational Assessment, 33(8), 719–730. https://doi.org/10.1177/0734282915580763 Mahakwe, G., Johnson, E., Karlsson, K., & Nilsson, S. (2021). A systematic review of self-report instruments for the measurement of anxiety in hospitalized children with can¬cer. International Journal of Environmental Research and Public Health, 18(4), Article 1911. https://doi.org/10.3390/ijerph18041911 McCandless, B. R., Castaneda, A., & Palermo, D. S. (1956). Anxiety in children and social status. Child Development, 27(4), 385–391. https://doi.org/10.2307/1125894 Ministerio de Salud. (2018). Plan nacional de fortalecimien¬to de servicios de salud mental comunitaria 2018 - 2021. Lima: Ministerio de Salud. http://bvs.minsa.gob.pe/local/MINSA/4422.pdf Moral, J. (2019). Revisión de los criterios para vali¬dez convergente estimada a través de la varianza me¬dia extraída. Psychologia, 13(2), 25–41. https://doi.org/10.21500/19002386.4119 Nunnally, J., & Bernstein, I. (1994). Psychometric theory (3rd ed.). McGraw-Hill. Orgilés, M., Méndez, X., Espada, J. P., Carballo, J. L., & Piqueras, J. A. (2012). Síntomas de trastornos de ansiedad en niños y adolescentes: diferencias en función de la edad y el sexo en una muestra comunitaria. Revista de Psiquiatría y Salud Mental, 5(2), 115–120. https://doi.org/10.1016/j.rpsm.2012.01.005 Polanczyk, G. V, Salum, G. A., Sugaya, L. S., Caye, A., & Rohde, L. A. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56(3), 345–365. https://doi.org/10.1111/jcpp.12381 R Core Team. (2021). R: A language and environment for sta¬tistical computing. R Foundation for Statistical Computing. https://www.r-project.org Raad, J. M. (2013). Validation of the Revised Children’s Manifest Anxiety Scale, Second Edition (RCMAS-2) scores for children with specific learning disabilities [Doctoral dis¬sertation, University of Kansas]. KU ScholarWorks. http://hdl.handle.net/1808/15092 Revelle, W. (2020). Psych: Procedures for psychologi¬cal, psychometric, and personality research (Version 2.1.3) [Computer software]. https://cran.r-project.org/package=psych Reynolds, C. R., & Richmond, B. O. (1978). What I think and feel: A revised measure of children’s manifest anxie¬ty. Journal of Abnormal Child Psychology, 6(2), 271–280. https://doi.org/10.1007/BF00919131 Reynolds, C. R., & Richmond, B. O. (2008). Revised Children’s Manifest Anxiety Scale-Second Edition (RCMAS-2). Western Psychological Services. Reynolds, C. R., & Richmond, B. O. (2012). CMASR-2. Escala de Ansiedad Manifiesta en Niños Revisada: segunda edi¬ción. Manual Moderno. Rosseel, Y. (2012). Lavaan: An R package for structural equa¬tion modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02 Rutkowski, L., & Svetina, D. (2017). Measurement invarian¬ce in international surveys: Categorical indicators and fit measure performance. Applied Measurement in Education, 30(1), 39–51. https://doi.org/10.1080/08957347.2016.1243540 Shaffer, D., Fisher, P., Lucas, C. P., Ducan, M. K., & Schwab- Stone, M. E. (2000). NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, differences from previous versions, and reliability of some common diagnoses. Journal of the American Academy of Child & Adolescent Psychiatry, 39(1), 28–38. https://doi. org/10.1097/00004583-200001000-00014 Streiner, D. L. (2003). Starting at the beginning: An introduc¬tion to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1), 99–103. https://doi. org/10.1207/S15327752JPA8001_18 Vega, V., de Coll, J., Lermo, J., Escobar, J., Díaz, M., & Castro, J. (2005). Niveles intelectuales y ansiedad en niños con intoxicación plúmbica crónica. Colegio “María Reiche”. Callao-Perú, 2002. Anales de la Facultad de Medicina, 66(2), 142–147. https://revistasinvestigacion.unmsm.edu. pe/index.php/anales/article/view/1363/1158 Ventura-León, J., & Peña-Calero, B. N. (2020). The world should not revolve around Cronbach’s alpha ≥ .70. Adicciones. https://doi.org/10.20882/adicciones.1576 World Health Organization. (2020, September 28). Adolescent mental health. https://www.who.int/news-room/fact-sheets/ detail/adolescent-mental-health Wu, H., & Estabrook, R. (2016). Identification of confirmatory factor analysis models of different levels of invariance for ordered categorical outcomes. Psychometrika, 81(4), 1014– 1045. https://doi.org/10.1007/s11336-016-9506-0 Wu, L.-M., Liu, Y., Chen, H.-M., Tseng, H.-C., & Lin, W.-T. (2016). Psychometric properties of the RCMAS-2 in pedia¬tric cancer patients. European Journal of Oncology Nursing, 20, 36–41. https://doi.org/10.1016/j.ejon.2015.07.008 Zhu, Q., & Lowe, P. A. (2017). Examination of the psychometric properties of the Revised Children’s Manifest Anxiety Scale– Second Edition scores among Chinese secondary school students. Journal of Psychoeducational Assessment, 36(7), 725–735. https://doi.org/10.1177/0734282917698302 Zickar, M. J. (2020). Measurement development and eva¬luation. Annual Review of Organizational Psychology and Organizational Behavior, 7(1), 213–232. https://doi. org/10.1146/annurev-orgpsych-012119-044957 Zumbo, B. D., Gadermann, A. M., & Zeisser, C. (2007). Ordinal versions of coefficients alpha and theta for Likert rating scales. Journal of Modern Applied Statistical Method, 6(1), 21–29. https://doi.org/10.22237/jmasm/1177992180Acta Colombiana de Psicología - 2021info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://actacolombianapsicologia.ucatolica.edu.co/article/view/3353Rcmas-2AnxietyPsychometric propertiesFactorial invariancePeruvian studentsCmasr-2AnsiedadPropiedades psicométricasInvarianza factorialEstudiantes peruanosPropiedades psicométricas de la escala de ansiedad manifiesta en niños Revisada, Segunda Edición, en estudiantes peruanosPsychometric properties of the Revised Children's Manifest Anxiety Scale-Second Edition in Peruvian students.Artículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2839https://repository.ucatolica.edu.co/bitstreams/fe766909-22f7-4151-8454-0518a817b1b0/download953678074c5a354ca5b3caefa58f575dMD5110983/28519oai:repository.ucatolica.edu.co:10983/285192023-03-24 14:43:57.672https://creativecommons.org/licenses/by-nc-sa/4.0/Acta Colombiana de Psicología - 2021https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com |