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Understanding the meaning of the term can be approached from different perspectives, such as the consultation of dictionaries, the point of view of international experts, or the analysis of a linguistic corpus. For this study, an up-to-date Spanish corpus was used as the starting point. The sample consisted of 90 valid documents from which the first text was selected so that the frequencies of the themes came from independent texts. The method used was structured tabular thematic analysis (ST-TA). The results indicate that the most frequent meaning in Spanish is that related to the analysis of the quality of measurements, followed by that referring to evaluation, and finally that of a methodological approach in general. This is consistent with the dictionaries of authorities, but departs from the majority perspective of international experts, who consider that psychometrics does not necessarily have to be linked to psychology.

Metamethod studies describe procedures and examine whether the analyses used are appropriate for an area of research, in this case emotion regulation, which has increased in relevance within the field of psychology in recent years. The objective of this study is to carry out a metamethod analysis of qualitative research on emotion regulation strategies. The analysis was based on the reading of abstracts and full texts from 317 publications. When the inclusion criteria were applied, the final sample consisted of 25 studies. Findings indicated consistency between the methods of analysis employed and the focus of the studies. The semi-structured interview was the most common procedure for data collection and thematic analysis the most used method. Consensus among the investigators was the most widespread quality control. To support methodological integrity, it is recommended that qualitative researchers provide more information on procedures and approaches.

Resumen Durante la infancia y la adolescencia la regulación de las emociones tiene repercusiones en diferentes ámbitos, tanto en estas etapas como en la vida adulta. El objetivo de este artículo fue evaluar un test de regulación emocional, Emotional Regulation Checklist (ERC), utilizando el CET-R como marco de referencia. Se analizaron 71 artículos que emplearon el ERC para la evaluación de la regulación emocional. La información se clasificó teniendo en cuenta la descripción del test, su fiabilidad y validez. Todos los resultados de fiabilidad se mostraron mediante el coeficiente alfa de Cronbach. En relación a la validez, fue adecuado el promedio de las correlaciones del ERC con sus criterios, pero con algunas carencias. Es recomendable plantear investigaciones con modelos psicométricos avanzados.

The assessment of emotion regulation requires not only knowledge of the construct and the tests that evaluate it, but also of the quality of those instruments. The objective of this article is to analyze, using the Cuestionario de Evaluación de Test Revisado [Revised Test Evaluation Questionnaire], the psychometric properties of the two most commonly used tests in the evaluation of emotion regulation, the Difficulties in Emotion Regulation Scale (DERS) and the Emotion Regulation Questionnaire (ERQ). We analyzed 653 articles describing studies in which these tests were used. Evidence of criterion validity differs between the two both qualitatively and quantitatively. The reliability expressed as internal consistency coefficients was positively evaluated in both tests. Given that most of the investigations used a methodology based on classical test theory, it is recommended to consider the study of the properties of these tests based on advanced psychometric models.

Os objetivos deste estudo foram desenvolver uma versão computadorizada para um teste de reconhecimento associativo, desenvolver itens para a construção e informatização de um teste de reconhecimento de itens, utilizando o modelo de Rasch. Também foi objetivo deste estudo testar as hipóteses dos níveis de dificuldade dos itens e buscar evidência de validade para os instrumentos, averiguando se as mulheres obtêm desempenho superior ao dos homens. Participaram 217 estudantes universitários, homens e mulheres, com idade média de 25 anos. Os resultados indicaram que os testes se ajustaram ao modelo de Rasch, apresentaram índices de fidedignidade adequados e não apresentaram funcionamento diferencial dos itens (DIF). Obteve-se empiricamente a ordem esperada de dificuldade das categorias de itens do teste individual e uma alta correlação entre a ordem de dificuldade esperada dos pares e a ordem obtida dos pares. As mulheres apresentaram um desempenho significativamente superior ao dos homens, que não se deve ao DIF.

Background Psychological constructionist models like the Conceptual Act Theory (CAT) postulate that complex states such as emotions are composed of basic psychological ingredients that are more clearly respected by the brain than basic emotions. The objective of this study was the construction and initial validation of Emotion Knowledge measures from the CAT frame by means of an invariant measurement approach, the Rasch Model (RM). Psychological distance theory was used to inform item generation. Methods Three EK tests—emotion vocabulary (EV), close emotional situations (CES) and far emotional situations (FES)—were constructed and tested with the RM in a community sample of 100 females and 100 males (age range: 18–65), both separately and conjointly. Results It was corroborated that data-RM fit was sufficient. Then, the effect of type of test and emotion on Rasch-modelled item difficulty was tested. Significant effects of emotion on EK item difficulty were found, but the only statistically significant difference was that between “happiness” and the remaining emotions; neither type of test, nor interaction effects on EK item difficulty were statistically significant. The testing of gender differences was carried out after corroborating that differential item functioning (DIF) would not be a plausible alternative hypothesis for the results. No statistically significant sex-related differences were found out in EV, CES, FES, or total EK. However, the sign of d indicate that female participants were consistently better than male ones, a result that will be of interest for future meta-analyses. Discussion The three EK tests are ready to be used as components of a higher-level measurement process.

O objetivo deste estudo foi analisar, com o Modelo de Rasch, um inventário de sintomas obsessivo-compulsivo (ISOC), trabalhado por Rosa e Baptista, em 2008, que consiste de 105 itens de sintomas característicos da perturbação obsessivo-compulsiva (POC). Duzentos e vinte pacientes (87 com diagnóstico de POC e 133 sem esta perturbação) preencheram o ISOC (Rosa & Baptista, 2008) e a SCL-90-R (Derogatis, 1977). Verificou-se que as categorias de resposta se revelaram adequadas, embora 27 itens tenham mostrado funcionamento diferencial entre grupos (com POC/sem POC) e entre sexos, pelo que foram excluídos. A versão final do inventário ficou composta por 78 itens com cinco categorias de resposta que cumpriram os critérios estabelecidos (Linacre, 2002) e apresentaram qualidades psicométricas adequadas. Assim, os resultados evidenciaram que o ISOC é uma medida válida, confiável e útil como instrumento de screening para avaliar os sintomas obsessivo-compulsivos.

Our objective was to conduct a validation study of the Portuguese version of the Beck Anxiety Inventory (BAI) by means of the Rasch Rating Scale Model, and then compare it with the most used scales of anxiety in Portugal. The sample consisted of 1,160 adults (427 men and 733 women), aged 18-82 years old (M=33.39; SD=11.85). Instruments were Beck Anxiety Inventory, State-Trait Anxiety Inventory and Zung Self-Rating Anxiety Scale. It was found that Beck Anxiety Inventory's system of four categories, the data-model fit, and people reliability were adequate. The measure can be considered as unidimensional. Gender and age-related differences were not a threat to the validity. BAI correlated significantly with other anxiety measures. In conclusion, BAI shows good psychometric quality.

El presente estudio ha examinado las estrategias de resolución y las diferencias entre géneros en una tarea de Visualización Espacial (Vz). Se operacionalizaron dos tipos de estrategias, analítica y holística o de manipulación espacial, por medio de un cuestionario de auto-informe y de tres variables temporales obtenidas en una tarea computarizada de rompecabezas, llamada R-E. Estas variables fueron: el tiempo inicial de codificación del estímulo - objetivo, la duración de los procesos siguientes a la primera codificación, incluyendo comparaciones visuales y movimientos mentales de las piezas, y el tiempo total para cada ítem. Setenta y cinco mujeres y 77 varones completaron tests de referencia de Vz, el R-E y el cuestionario de auto-informe. Ni el nivel de aptitud de Vz en los tests de referencia ni el género resultaron asociados con la elección de estrategia de resolución.

El objetivo de este artículo es la revisión sistemática de las medidas del Trastorno por Estrés Postraumático (TEPT) prestando especial atención al fenómeno de la simulación. En una primera fase, se seleccionaron y analizaron 338 resúmenes de artículos empíricos. A continuación, se seleccionaron 129 artículos, utilizando categorías ad hoc construidas a partir del análisis anterior. Junto a los artículos empíricos que empleaban medidas del TEPT, se hallaron artículos dedicados a la validación de las pruebas psicométricas, la evaluación de los modelos de factores y la búsqueda de correlatos neurales. Las medidas del TEPT se han codificado en función de tipo de instrumentos (detección y evaluación del TEPT y simulación), pruebas psicométricas referentes a funciones cognitivas y pruebas psicométricas para la detección de la comorbilidad. Los resultados indican que muchas de las pruebas para la evaluación de TEPT se basan en autoinformes y entrevistas clínicas, facilitando la simulación.

Differential item functioning (DIF) is of the utmost importance in order to corroborate the generalized validity of test scores in different groups. DIF indicates that an item does not function equally in different groups such as age, gender or cultural ones. Our objective was to contrast the generalized validity of the Emotion Knowledge (EK) test scores in a heterogeneous Argentinian sample composed of 100 females and 100 males (age range: 18-65). Data from the original validation sample (200 Spanish participants, half of them males) were conjointly analyzed (total n = 400). Results of the Rasch Model (RM) analysis indicated that both fit to the RM and reliability (ISR = .97, PSR = .80) were adequate. Item logit measures ranged from -3.89 to 3.68, and person logit measures ranged from -1.12 to 5.09, with a mean value of 2.36. DIF was tested for gender, age, educational level and country, with a few item contrasts found to be statistically significant. Even though small significant differences in EK scores were associated with educational level (d = .25) and country (d = -.25), they became non-significant after removing the seven country-related DIF affected items. We can conclude that there is enough evidence for the generalized validity of EK test scores in Argentina. Given that recent theories of human emotion consider conceptual knowledge supported by language as constitutive of emotions, the EK test can be used in academic or applied settings where individual differences in emotional competence might be relevant.