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Child Psychiatry & Human Development
Gepubliceerd in: Child Psychiatry & Human Development 5/2017

04-11-2016 | Original Article

Spanish Validation of the School Anxiety Scale—Teacher Report (SAS-TR)

Auteurs: Mireia Orgilés, Iván Fernández-Martínez, Sara Lera-Miguel, Juan Carlos Marzo, Laura Medrano, José Pedro Espada

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 5/2017

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Abstract

This study aimed to examine the factorial structure and psychometric properties of the School Anxiety Scale-Teacher Report (SAS-TR) in a community sample of 315 Spanish children aged 5 to 12 years. Thirty-seven teachers from eleven schools completed the SAS-TR and the Strengths and Difficulties Questionnaire (SDQ) for each child. Confirmatory factor analysis supported the original two-factor structure, but a better fit model was obtained after removing four items. The scale was found to have high internal consistency (α = 0.91) and satisfactory test–retest reliability (ICC = 0.87) for the Spanish sample. Convergent validity was supported by positive significant correlations between the SAS-TR and the Emotional Symptoms subscale of the SDQ. Lower correlations between the SAS-TR and the SDQ Conduct Problems subscale supported the divergent validity. Overall, the findings suggest that the Spanish version of the SAS-TR is a reliable and valid instrument for teachers to assess anxiety in Spanish children.
vorige artikel Prevalence and Clinical Differences of Suicidal Thoughts and Behaviors in a Community Sample of Youth Receiving Cognitive-Behavioral Therapy for Anxiety
volgende artikel Assessing Clinical Improvement in School-Based Treatment for Social Anxiety Disorder: Agreement Between Adolescents, Parents, and Independent Evaluators
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Metagegevens
Titel
Spanish Validation of the School Anxiety Scale—Teacher Report (SAS-TR)
Auteurs
Mireia Orgilés
Iván Fernández-Martínez
Sara Lera-Miguel
Juan Carlos Marzo
Laura Medrano
José Pedro Espada
Publicatiedatum
04-11-2016
Uitgeverij
Springer US
Gepubliceerd in
Child Psychiatry & Human Development / Uitgave 5/2017
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI
https://doi.org/10.1007/s10578-016-0695-7

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