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Direct linkBeatriz Lucas-Molina; Alicia Pérez-Albéniz; Adriana Díez-Gómez; Eduardo Fonseca-Pedrero – School Mental Health, 2025
The role of feelings of belonging at school in adolescents' academic and psychological functioning is well established. This study aimed to validate the School Connectedness subscale from the Maryland Safe and Supportive Schools (MDS3) School Climate Survey for secondary school students in Spain. This subscale encompasses the three key dimensions…
Descriptors: Student School Relationship, Rating Scales, School Safety, Validity
Martín-Puga, M. Eva; Pelegrina, Santiago; Gómez-Pérez, M. Mar; Justicia-Galiano, M. José – Journal of Psychoeducational Assessment, 2022
The objectives were to examine the factorial structure of the Academic Procrastination Scale-Short Form (APS-S) and the measurement invariance across gender and educational levels, to determine possible differences in procrastination across gender, educational levels, and grades. The sample was formed of 1486 Spanish primary and secondary school…
Descriptors: Psychometrics, Measures (Individuals), Study Habits, Scores
Gygi, Jasmin T.; Ledermann, Thomas; Grob, Alexander; Rudaz, Myriam; Hagmann-von Arx, Priska – Journal of Psychoeducational Assessment, 2019
The Reynolds Intellectual Assessment Scales (RIAS) measures general intelligence and its two main components, verbal and nonverbal intelligence, each comprising of two subtests. The RIAS has been recently standardized in Denmark, Germany, Switzerland, and Spain. Using the standardization samples of the U.S. (n = 2,438), Danish (n = 983), German (n…
Descriptors: Factor Analysis, Factor Structure, Intelligence Tests, Verbal Ability
