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This study involves translating, cross-culturally adapting, and validating the "Literary Response Questionnaire" (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes reading responses in dimensions like Leisure Escape, Insight, Empathy, Story-driven Reading, Concern with Author, Imagery Vividness, and Rejecting Literary Values. Findings reveal widespread indifference and rejection toward literary reading among the adolescents, along with a clear disapproval of the historicist-authorial approach to literary education. Significant variations were identified based on students' gender, enrollment in a bilingual program, and notably, the number of books read per year. This underscores the significance of introducing literary reading practices in secondary education that align with the leisure preferences of adolescents, encouraging personal and experiential engagement with texts. This could materialize in the classroom the shift from a historicist to a reader-centered approach suggested by the current Spanish curriculum.

Introduction: Social self-efficacy refers to peoples' beliefs about their ability to establish effective social relationships. During adolescence, it has been related to positive social relationships, skills to cope with adverse experiences, and health. While prior research has focused on the general dimension of self-efficacy, this study aims to examine the reliability and validity of the subscale social self-efficacy in Spanish and Portuguese adolescents across gender, age, and country. Method: The sample, selected from the 2018 Health Behaviour in School-aged Children (HBSC) study, was composed of 20,691 13-18-year-old adolescents from Spain and Portugal (48.2% boys and 51.8% girls). The scale's reliability and internal and external validity were examined systemically across sex, age, and country, as well as testing measurement invariance according to these variables. Results: Data showed adequate evidence of reliability ([alpha] = 0.85), as well as internal and external validity, thus demonstrating the scale's stability and applicability in similar research contexts. Conclusions: Social self-efficacy fosters individual and social well-being in youth, as well as healthy and positive development. Use of this subscale in evaluation and intervention programs could further our understanding about different dimensions of adolescent development.

A questionnaire was recently developed for the use with the Spanish-speaking, and evidence have been provided about the construct internal validity by means of structural equation modelling. In this paper, two research questions were considered: (i) What new evidence does application of the Rasch model provide regarding the validity of this construct?; (ii) What cutoffs should be applied to the constructed scales in order to differentiate between acceptable and insufficient levels of the construct being measured? Participants were 1,272 Spanish at both high-school and college level. The instrument is a pencil and paper questionnaire written in Spanish, comprising 20 items (5-point Likert-type scale) distributed evenly across four scales: beyond exact replicas, purpose of models, multiple models, and changing models. Students' responses were coded on an ordinal scale from zero to four. We then conducted a Rasch analysis using both a multidimensional approach and a consecutive unidimensional approach for each dimension. Data provided new evidence regarding the internal validity of the four scales of the questionnaire. The Rasch analysis also allowed us to establish cutoffs for the constructed scales. The evidence provided by this, and the previous study suggest that the questionnaire may be useful as a diagnostic tool when applied to groups or populations of students. In addition, the identified cutoffs could, hypothetically, serve to differentiate between students with an adequate versus an insufficient understanding of the nature of models. [Note: The page range (344-359) shown on the PDF is incorrect. The correct page range for this article is 344-361.]

The objective of this work is to create, and validate, a questionnaire aimed at assessing those actions undertaken by school management teams to promote inclusion in compulsory education sector in Spain. It is based on the perspective of teaching teams (members of management teams and teachers). To determine the psychometric properties of the questionnaire a descriptive, exploratory factorial and confirmatory factorial analysis was performed. In the pilot phase of the instrument, 243 members of teaching teams participated. The results obtained confirm that it is a valid and reliable scale with a bifactorial structure. The first of these factors includes actions carried out by the management teams to energise inclusive culture in their schools and thus turn them into inclusive communities. The other set of actions includes interventions with the aim of improving the training of students and creating professional learning communities.

In sociolinguistic contexts where standardized languages coexist with regional dialects, the study of differential item functioning is a valuable tool for examining certain linguistic uses or varieties as threats to score validity. From an ecological perspective, this paper describes three stages in the study of differential item functioning (DIF): detection, comprehension and evaluation of its consequences. The research focuses on a reading comprehension test in Basque with 1,943 respondents representing two regional dialects. After assessing the dimensionality of the data fitting unidimensional and bifactor models, we start with a multi-method approach (Item Response Theory, Mantel-Haenszel, Standardization) to detect DIF. In a second step, we study the causes of DIF based on a qualitative methodology approach built on the focus group technique. Finally, the impact of DIF on the test level is evaluated through indicators of differential test functioning (DTF) derived from the IRT, and comparisons between situations that consider the presence/absence of DIF. The paper stresses the importance of the comprehensive study of DIF in language accreditation tests as a tool for improving score validity.

The main objective of this study was to develop and evaluate the psychometric properties of the Coping Inventory for Children and Adolescents during the Pandemic Lockdown (CICAP-11), that assesses coping strategies employed by children and adolescents when faced with pandemic-related home confinement. The CICAP-11 and other measures of anxiety and depressive symptoms were completed online by 467 children's parents between the ages of 3 and 18 (45.4% female). The development of the inventory was based on relevant previous studies and expert criteria. Using Exploratory Structural Equation Modeling (ESEM), the factor structure was found to have three factors: task-oriented, emotion-oriented, and avoidance-oriented coping strategies, measured by 11 items. The subscales showed good reliability and evidence of validity. This research provides initial evidence of the CICAP-11, indicating that it may be useful for clinicians and researchers in identifying and addressing coping strategies used by children and adolescents when dealing with pandemics.

International large-scale assessments have gained much attention since the beginning of the twenty-first century, influencing education legislation in many countries. This includes Spain, where they have been used by successive governments to justify education policy change. Unfortunately, there was a problem with the PISA 2018 reading scores for this country, meaning the OECD refused to initially release the results. Therefore, in this paper we attempt to estimate the likely PISA 2018 reading scores for Spain, and for each region within. The figure finally published by the OECD for Spain - in terms of reading scores - was 476.5 points, which is between the lower and upper bound of the interval we find (475 to 483 test points in 2018). Additionally, we report some robustness checks for the OCED countries participating in PISA 2018, which show that the difference between the actual scores and the ones we found with the imputation methods are quite close.

The objective of this study was to examine possible antecedents and consequences of teachers' emotions in the classroom. Based on a cognitive-social perspective and self-determination theory, we examined the relationship between basic psychological needs (BPNs), teachers' class-related emotions and teachers' life satisfaction. A sample of 595 teachers from Andalusia (Spain) participated in an online survey. A structural equation model was tested, in which BPNs predicted teachers' emotions ([beta] = 0.69; p < 0.001 positive emotions and [beta] = -0.42; p < 0.001 negative emotions). In addition, BPNs ([beta] = 0.36; p < 0.001) and positive emotions ([beta] = 0.23; p < 0.001) predicted satisfaction with life. The results show that the fulfilment of work-related BPNs is important to generate positive emotions and well-being in teachers. In addition, the study is the first to provide extensive details on the psychometric properties for assessing teacher emotions with the Achievement Emotions Questionnaire - Teachers (AEQ-T) in a Spanish sample.

Young learners' language aptitude is understudied due to a lack of tests covering this period of life. Young learners, in contrast with adults, are still acquiring their L1. Consequently, a language-dependent aptitude test should be carefully designed for it to be valid. An additional challenge is found when the young learners who are to take the test are bilingual, as is the case of the Catalan/Spanish community in Catalonia. This chapter aims at explaining the process to translate and adapt the Modern Language Aptitude Test -- Elementary in Spanish (MLAT-ES - Stansfield et al., 2005) into Catalan (MLAT-EC -- Suárez, 2010) so as to obtain a valid aptitude measure across grades. The results show that despite the linguistic proximity between Catalan and Spanish, several issues had to be considered, not only linguistic and cultural but also the learners' age range for the test is addressed to.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterised by difficulties in communication and repetitive behaviors. The early detection of ASD is a clinical priority in education centres and medical services. COREAT is a computer adaptation of the Repetitive Behavior Scale-Revised (RBS-R) which has been designed to facilitate the diagnosis of individuals with ASD and intellectual disability. This article describes the development, an initial evaluation of the feasibility and the preliminary outcomes of COREAT. The development of COREAT consists of two phases. Phase 1: Performing a prior analysis of the psychometric properties of the RBS-R scale. Phase 2: Developing the mobile application (pilot tests, testing real cases n = 11, and final feedback). Descriptive data of the pilot study shows that 91.31% of participants indicate that COREAT is very accessible and intuitive. COREAT proves to be a useful diagnostic resource for professionals and families. Cross-cultural differences must be analysed.

In the present work, the construction process, namely the design, elaboration and validation of a questionnaire-scale is described to evaluate the attitudes and interactions in the way of living in the digital world of social networks in primary and secondary students. The current aim was to analyse the means, uses and risks, as well as the sources of training and advice those students have to interact with the diverse range of devices with an internet connection that provide access to social networks. The participating sample for validation was 1073 students from the Primary and Secondary Education stages of centres with organic dependency: Private, concerted and public. The obtained results express the satisfactory metric quality of the questionnaire, thus presenting a theoretically based and operationally defined instrument, considering four relevant dimensions: Special, environmental, perceptual and motivational.

The creation and implementation of innovation proposals in education can provide a new key towards sustainable development. We are aware that schools perform very different innovations but often, with very low levels of impact and dissemination in their community. There are not many studies that describe, put a value on, categorize or analyse the innovations. This study sought to gain insight into the ICT innovations produced in Spanish primary and pre-primary schools. A quantitative approach based on a questionnaire was used to collect the data, named MANEDUIN, completed by 86 teachers selected by stratified random sampling (public - private, rural - urban). The reliability and the construct-related validity was evaluated from the questionnaire and the validity of content decided by means of experts' judgment. Our findings point to a good consistency in the questionnaire (Cronbach's Alpha: 0.848). The descriptive statistics and the analysis were made by factorial categories. The results of the factorial analysis confirm the dimensions proposed in the design of the questionnaire in the categories of the factors included in the innovation (social cohesion, interaction with the community, technologies, and success), the innovative schools and their characteristics, the topic and the type of innovation (on resources, direction, materials and time), as well as the obstacles to the innovation. This paper concludes that the questionnaire MANEDUIN is a valid and reliable tool to measure the management of schools' innovations.

The irruption of information and communication technologies has brought about an abrupt change in the demands placed on future professionals. In this sense, in recent years, information competencies have gained importance in university education from a cross-cutting perspective, which advocates as its main purpose the training of young people in information search, evaluation, processing and communication skills, especially through a digital network. Based on this idea, the present work aims to develop the Information Competence Scale for Future Teachers (ICS-FT), in order to measure the level of self-perceived skills in this area. For this purpose, a work design is presented below concerning an empirical validation, divided into different phases: the validation of content, construct and reliability, which has taken as a pilot sample a total of 259 university students studying the degree of Primary Education. The results of the validation determined the optimal conditions of content, construct and reliability that allowed the application of this scale as a generic approach to determine the level of competence in the information skills of future teachers.

Background: "How do I perceive my own body?" is a central question during adolescence, which addresses the subjective assessment of body image, called Body Esteem. Although concern about body esteem increases during adolescence, there is a lack of psychometrically validated measures to assess it specifically among Spanish adolescents. Objective: This study aims to validate the Body-Esteem Scale for Adolescents and Adult populations (BESAA), a widely used measure of body esteem across cultures, among the Spanish adolescent population. Methods: The cross-cultural adequacy and acceptability of the Argentinian-Spanish version by Forbes et al., (2012) were pilot tested and the questionnaire was completed by 1,258 students (M[subscript age] = 15.56). Next, several psychometric analyses were carried out: exploratory (AFE) and confirmatory (CFA) factorial structure, convergent and discriminant validity, nomological validity, internal consistency, and temporal reliability. Results: The AFE and CFA supported a reduced Spanish version of the BESAA of 14 items (BESAA-S) and maintained the original three-factor structure (BE-Weight, BE-Appearance, and BE-Attribution subscales). The BESAA-S showed acceptable internal consistency and strong test-retest reliability. Discriminant validity between subscales was appropriate, and convergent validity was appropriate except for the BE-Attribution subscale. Nomological validity was supported through significant correlations with body appreciation, general self-esteem, sociocultural attitudes towards appearance, and disordered eating symptoms. Body esteem was negatively associated with weight status. Conclusions: This study presents a culturally appropriate, shortened Spanish BESAA as a reliable instrument for body esteem assessment among Spanish speaking adolescents.

The purpose of this study was to validate a questionnaire aimed at assessing, from the point of view of families, the degree to which school administrations foster inclusion in compulsory education. In order to determine the psychometric properties of the "Cuestionario liderando la educación inclusiva en centros de educación obligatoria-Familias" [Leading inclusive education in compulsory-education schools Questionnaire] (LEI-Q-Families), we carried out descriptive, exploratory, and confirmatory factor analysis. For the sample used in this study, 150 families participated. The results confirmed that it is a valid and reliable scale with a two-factor structure. One of these factors included the initiatives carried out by the school management teams to enhance the openness of each school to the community and the surrounding area. The second factor encompassed actions aimed at promoting participation in the school and turning it into an inclusive space. LEI-Q-Families proved to be an instrument of great theoretical and practical worth that has made it possible to expand our currently slender knowledge on the perceptions families have of the work done by school managers to encourage inclusion in their institutions. It facilitates family participation in processes of improvement and provides a useful self-assessment tool for school administrations that wish to improve their schools and turn them into inclusive environments.

In recent years, the changes experienced in the educational and social field have been reflected in the growing interest in defining how the attributes of the learning space affect students. This study seeks to determine the influence exerted by the design and organization of the university classroom on motivation and social interaction. The objective was to develop and validate a measurement instrument to evaluate the impact of the university classroom design on the student, considering their physical, environmental, perceptual, and motivational attributes. The questionnaire was applied to a sample of 402 students from the University of Almeria (Spain). The reliability and content validity of the construct were analyzed. Reliability was demonstrated by a Cronbach's alpha of 0.938 for the dimensions with quantitative cut items, being highly satisfactory. The Chi-square goodness of fit test analyzed the qualitative items. Content validity was subject to expert judgment. It is concluded that the presented instrument meets the required technical attributes, to be considered a reliable and valid educational tool for measurement.

This research focuses on the design, construction, and validation of a questionnaire that seeks to analyse the perception of the landscape amongst undergraduates studying for a Degree in Primary School Teaching at Salamanca University. The process has involved using both qualitative and quantitative techniques to test the content's validity and the construct's reliability and suitability through the participation of a panel of expert judges and a sample of 432 subjects. This has been followed by the introduction of an exploratory factor analysis (EFA) of the data provided by the cohort that has led to a study of the questionnaire's core characteristics, a reduction in its size, and the validation of its pertinence.

Background: In education, Information and Communication Technology (ICT) has gone from being a convenient option to a permanent necessity. For students and people with functional diversity, it is of seminal importance. It is therefore worth learning how professionals perceive digital tools and apps for people and students with functional diversity and autism: its requirements and potential. As no instrument to measure this exists, we have designed a questionnaire on the requirements and potentials of ICT and apps for assisting people with autism (DP-TIC-AUT). Methods: Our questionnaire has been subjected to content validity using a panel of experts, and construct validity, using Exploratory Factor Analysis and Confirmatory Factor Analysis, and Cronbach's alpha and Composite Reliability. Results: Optimal results were obtained in the above values, thus confirming the validity of DP-TIC-AUT for use in the contexts of its validation. Conclusions: DP-TIC-AUT is a valid instrument. This opens up a range of possibilities for research, firstly descriptive, then of other kinds, and for the adaptation of the instrument to other contexts. This is the first step in improving the creation and use of ICT for people with autism.

The aims of this study were: (i) to provide evidence of reliability and validity regarding the dimensionality of the Spanish version of two correlated subscales measuring Academic Self-Concept (ASC); (ii) to analyze factorial invariance according to sex and the educational level; (iii) to analyze a higher-order model from the two ASC subscales; and (iv) to study the predictive relationship of the ASC to academic engagement. An observational, descriptive, and cross-sectional study was designed in which 681 undergraduate university students (M[subscript age] = 24.55; SD[subscript age] = 5.35) (58% girls) and students of the Master's in Teacher Education participated. The scale's psychometric properties were analyzed using different exploratory and confirmatory analyses demonstrating that this instrument with two correlated factors (academic confidence and academic effort) is valid, reliable, and invariant in terms of gender and academic level. Higher-order factors from the two correlated factors showed an excellent goodness-of-fit. A regression model with latent variables was conducted showing a higher and positive prediction of academic self-concept for the two factors of academic engagement (willingness to study and satisfaction with studies). The ASC has shown itself to be a valid and reliable instrument for use with Spanish university students and may be of special interest, both to teachers and to the students themselves, as it allows us to reflect on the importance of developing confidence and effort during the students' academic lives.

Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers' perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students' perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers' data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change.

This work presents the design and validation process for a tool to evaluate educational mobile applications for autistic learners. The project was developed in several stages. First, we reviewed and analysed the literature. Second, we conducted a Delphi study with experts (n=12) from different backgrounds (educational technology, accessibility, app developers and autism specialist teachers) selected using the calculated expert competence coefficient. And finally, we conducted a pilot test with trainee (n=51) and in-service (n=9) teachers who evaluated a selection of 11 apps. The data collected was used to study the factor structure of the tool, its reliability and usability. In this paper we present the resulting questionnaire consisting of 36 items grouped into six sections: "Information about the evaluator", "Technical and descriptive characteristics", "Pedagogical characteristics in relation to autism", "General pedagogical characteristics", "Characteristics for educational inclusion and accessibility", and "Professional satisfaction". The results condense the questionnaire to two factors and indicate that the tool is valid, reliable and useful for assessing the properties of apps and for facilitating the learning process of people with autism.

The aim of this article was to adapt and validate a specific instrument to measure the attitudes of Early Childhood Education students towards different disabilities, assessing the three components of attitudes. Firstly, a direct translation of the desired instruments was carried out and, after the modifications suggested by the experts, a total of 162 participants were tested and, using these data, the validity and reliability of the instrument was calculated. The results have indicated that we have a tool with sufficient validity and reliability to be able to analyse the attitudes towards disability of Early Childhood Education students.

This study examines the convergent validity of the Physical Activity Questionnaire for Children (PAQ-C) for assessing moderate-to-vigorous and total physical activity (PA) in school children. 430 participants (51.6% girls) aged 9-12 years provided valid accelerometer data (wGT3X-BT) and completed the PAQ-C. Convergent validity was assessed using Pearson correlations (r) and Bland-Altman plots. The PAQ-C total score was similarly associated with moderate-to-vigorous PA and total PA (r = 0.28 and 0.26, p < 0.001, respectively). 10- and 11-year-old groups were the only in which the PAQ-C was significantly associated with both accelerometer variables (p < 0.001). Girls showed higher associations (r = 0.31 for each, p < 0.001) than boys (r = 0.18 and 0.15 for moderate-to-vigorous PA and total PA, respectively, p < 0.05). Acceptable measurement bias for all age groups (range, 3.6-7%) was found. Researchers should be cautious when using the PAQ-C to assess moderate-to-vigorous PA in school children.

The present study sought to examine the psychometric properties of new German, Portuguese, and Spanish versions of the Revised Short Form of the Physical Self-Inventory (PSI-S-"R"), and to contrast these properties against those from the original French version of this instrument. Participants (n = 1802) were 288 French youth, 177 German youth, 848 Portuguese youths and 489 Spanish youth. Results from exploratory structural equation modeling (ESEM) analyses supported the factor validity and reliability of PSI-S-"R" across the overall sample and each linguistic sample. Subsequent analyses supported the weak, partial strong, and strict invariance of this measure, and revealed a lack of differential item functioning (i.e., measurement bias) as a function of age, body mass index, sex and sport involvement across all linguistic versions. However, latent mean differences were observed as a function of these predictors and countries.

Background: People with intellectual disability have poor balance skills and greater fall risk. The Short Physical Performance Battery (SPPB) provides comprehensive information on functional status and can predict fall risk. However, the reliability and validity of the SPPB have not been evaluated in people with intellectual disability. Methods: Seventy-eight adults with intellectual disability were assessed using the SPPB twice. Reliability was analysed with intraclass correlation coefficient and validity was assessed against the Timed Up & Go (TUG) test and the stabilometric test using Spearman's rho. Results: Reliability was moderate to high in all SPPB components except for the semi-tandem and full tandem positions. The SPPB summary score indicated moderate test-retest reliability and showed mostly significant moderate associations with the TUG and poor agreement with the stabilometric test. Conclusions: The SPPB summary score indicated high internal consistency, moderate reliability, and moderate validity when applied to adults with intellectual disability.

Parental mediation in the use of Information and Communication Technologies (ICTs) is a protective factor against adolescents' online risk behaviours. This study aimed to design an assessment scale of parental mediation referred by minors and to explore its structure and psychometric properties. A total of 560 secondary education students (47.5% girls) informed, in addition to parental mediation, about their habits of connection and online communication, privacy and risky online behaviour, and cyber-victimization. Data revealed a Parental Mediation Scale for ICTs (EMP-TIC) composed of 28 items distributed in five dimensions: active regulation, restrictive regulation, co-use, software monitoring and personal monitoring, which explain 55.98% of the variance. The dimensions of monitoring and co-use showed significant positive correlations with cyber-victimization. Higher scores in parental mediation are associated with greater privacy. The Parental Mediation Scale (EMP-TIC) structure is coherent to previous theoretical proposals. EMP-TIC shows adequate psychometric properties and provides information about the parental patterns in the use of ICTs. The scale can be used as a total score of parental mediation or for each of the five included domains. [Spanish translation by Mercè Rius.]

The English version of the "Math and Me Survey" was developed to measure mathematical attitudes of elementary students. This study was used to translate, validate and examine the attitudes of Spanish students in the second and fourth grades of primary school. The translation-back translation procedure was adopted. A total of 81 students (42 boys and 39 girls), with a mean age of 8.19 years completed the Spanish survey. The psychometric properties of the adapted survey were examined by internal consistency, reliability and factorial structure. The exploratory factor analysis of the 18-item adapted questionnaire provided a two-factor structure, similar to the original questionnaire: mathematical self-concept and enjoyment of mathematics. For each factor, the Spanish survey had high internal consistency, respectively [omega] = 0.89 and [omega] = 0.91. However, the confirmatory factor analysis did not show overall good fit. The adapted survey should be interpreted with caution, suggesting a need for further investigation to be used as an effective tool for evaluating math self-concept and enjoyment in a Spanish-speaking context. In addition, the results of its application indicated that (1) second-graders had a better mathematics self-concept and enjoy mathematics more than fourth-graders, and (2) boys had a greater mathematics self-concept than girls, but girls enjoyed this subject more in second grade.

Procrastination in academic activities is common amongst university students, and has negative consequences for their personal as well as academic development. As a result, there is a need for valid -- yet at the same time brief and clear-cut -- measurement tools that enable the specific procrastinating behaviour of university students to be measured. This work explores in depth the psychometric properties of the Spanish version of the Academic Procrastination Scale, a widely used brief tool in secondary and higher education in the Spanish speaking world. The scale was applied to a total of 1734 university students, together with the Procrastination Assessment Scale-Students (PASS), the Unintentional Procrastination Scale (UPS) and the Active Procrastination Scale (APS). Factor analyses indicate the best fit is a structure involving four interrelated factors (task aversion, poor time management, low emotional and motivational self-control, and risk assumption) compared to other proposed models. The model presents factorial invariance between men and women, and adequate convergent validity. We discuss the implications of using this scale in higher education, since differentiating the four factors might help to identify different support measures depending on university student needs.

This study aimed to review the validity and/or reliability of light-intensity physical activity (LPA) questionnaires and identify the most suitable questionnaires for measurement of LPA in adults. Following the PRISMA-P 2020 guidelines, we searched MEDLINE, PsycINFO, CINAHL, Scopus, Embase, and MedNar. Only studies that targeted adults [greater than or equal to]18 years old and used LPA measured by accelerometer and/or heart rate monitor as an objective criterion were included. The search resulted in 2748 article hits, from which we extracted 16 studies with 14 questionnaires. The 7-Day Sedentary and LPA Log and LPA Questionnaire were specifically designed for LPA measurement, and the Community Health Activities Model Program for Seniors physical activity self-report questionnaire scale has been revised for LPA measurement. These questionnaires had comparatively high reliability and validity in this review. Most studies contained methodological limitations such as test-retest period. In the future, more accurate reliability/validity studies should be conducted for each questionnaire.

Purpose: Education for Sustainable Development (EDS) has highlighted the need to generate instruments to assess the sustainability competencies of different populations. In this regard, Physical Education (PE) has been recognized as a subject with unique characteristics that allow students to develop competencies that favor sustainability. However, in previous literature, there are no specific instruments to assess the competencies of future Physical Education teachers (PETs). Therefore, this research aims to design and validate an instrument to assess sustainable competencies in future PETs. Design/methodology/approach: This paper shows the validation process of a questionnaire designed ad hoc to measure the future teacher's sustainable competencies. In total, 341 students completed the Physical Education Scale for Sustainable Development in Future Teachers (PESD-FT) questionnaire consisting of 20 items and an eight-point Likert scale. To ensure the relationship of the instrument's items with the sustainable development, the specific targets that compose the 17 Sustainable Development Goals were considered. Findings: The results showed that the instrument had very high reliability (0.949), excellently fulfilling the validity criteria (0.929). Furthermore, the principal component factor analysis results showed that the PESD-FT comprises three factors, which coincide with the three dimensions of sustainability. Originality/value: It is concluded that PESD-FT is an instrument that reliably assesses the sustainable competencies of prospective PET and expands the possibilities of PE as a valuable instrument to promote sustainable competencies in an integrated way with PE learning objectives. As such, it can be a robust and valuable measurement tool for proposing effective education for sustainable development policies and programs in initial teacher education for PET.

Introduction: The assessment of well-being is crucial for measuring the effects of psychosocial interventions in people with intellectual disabilities. The aim of this study was to adapt and validate a measure of integrative well-being, the Pemberton Happiness Index (PHI) to use it specifically for this population. Methods: The Pemberton Happiness Index was first tailored to individuals with intellectual disabilities (PHI-Intellectual Disabilities). Then a sample of 130 adults with mild-moderate intellectual disabilities completed this adapted version alongside other well-being and affective measures. Results: The psychometric properties of this new PHI-Intellectual Disabilities were shown to be very good (i.e., internal consistency, convergent and incremental validity). Conclusion: The study provides initial evidence of the reliability and validity of a brief measure of well-being that can be used for both applied and research purposes specifically for adults with mild-moderate intellectual disabilities.

This paper makes available to the broader educational community the instruments which have been originally designed and validated within the European project "CLIL for all: Attention to diversity in bilingual education" ("ADiBE") to determine how diversity is being catered to across a broad array of CLIL contexts in European Secondary Education (Austria, Finland, Germany, Italy, Spain, and the United Kingdom). They include three sets of questionnaires, interviews, and observation protocols and are qualitative and quantitative instruments whose design has been based on the latest research and which have undergone a carefully controlled double-fold pilot process for their validation (external ratings approach and pilot phase with a representative sample of 264 subjects). The questions included in the three sets of instruments are initially characterized, together with their format and main categories. The paper then details the steps undertaken for their research-based design and the double-fold pilot process followed for their validation. The questionnaires and interview and observation protocols are then presented in a format which is directly applicable in any CLIL classroom in order to determine the accessibility of bilingual programs for all types of achievers and to identify the chief difficulties and best practices in promoting inclusion in bilingual education.

The Teacher Efficacy for Inclusive Practice (TEIP) scale is an instrument created by Sharma et al. to assess efficacy of instruction in inclusive settings. Despite its increase in use, the TEIP has not been validated with a Spanish teacher population. The aim of this study was to: (1) analyze the psychometric properties and factor structure of the TEIP scale in a sample of Spanish preservice teachers (N = 475; 80% female, 20% male), and (2) examine the level of self-efficacy for inclusive practices that teachers experience when they graduate from their training programs. Exploratory and confirmatory factor analyses indicate that a Spanish version (TEIP-ES) consisting of 15 items with a three-factor construct explains 64.65 percent of total variance. Item total-correlations ranged from 0.574 to 0.715, and factor loadings from 0.521 to 0.774. Convergent validity with measures of quality of teacher education (TE) programs and self-report of preparedness to teach in inclusive settings was good. In contrast, self-efficacy for inclusive practices was rated moderately low. Overall, these findings support the construct and convergent validity of the TEIP-ES and suggest that it is a useful instrument to measure self-efficacy for inclusion in Spanish preservice teacher populations. This manuscript reports the findings, discusses the implications for the improvement of TE programs, and suggests possible avenues for future related research.

The aim of this study was to provide evidence of the validity and reliability of the dimensionality of the Spanish adaptation of two correlated subscales to assess motivational climate in the university education context: Mastery motivational climate and performance motivational climate. Two different studies with cross-sectional design and different samples of university students were used to accomplish this research (Study 1: 181 students, mean age = 20.83, SD = 1.76; Study 2: 354 students, mean age = 21.84; SD = 1.98). In Study 1, Exploratory Structural Equation Modeling, Confirmatory Factor Analysis (CFA), and reliability analysis of the scale were conducted. In Study 2, CFA, reliability analysis, discriminant validity, temporal stability, factorial invariance across gender, and nomological validity were managed through a regression model measuring the relationships between democratic and autocratic behavior, mastery climate, and performance climate. The final version of the Motivational Climate in Education Scale showed acceptable goodness of fit and values of discriminant validity, reliability, temporal stability, and invariance across gender. According to its nomological validity, democratic behavior was shown to be a statistically significant predictor of mastery climate, and the teacher's autocratic behavior was shown to be a statistically significant predictor of performance climate. This scale is a valid and reliable instrument to assess mastery climate and performance climate in the Spanish university educational context.

This essay is aimed at analyzing the existing relationships between oncological problems and sport in future primary education teachers. This relationship was validated and confirmed by realizing a factorial analysis using an ad hoc-created Likert scale. To come up to certain conclusions, a non-experimental, descriptive, explanatory and correlational investigation process was carried out. The instrument used to collect the data have been made through Likert scale, which was validated in contents and with an excellent Cronbach's alpha (0.952). The validity of construct was made with factorial analysis exploratory (KMO (0.722), Bartlett (0.000), determinant (3.266E-23)). Three different samples have been taken from 900 students (years 2017-2018-2019), being 896 subjects for research. Those persons were students from the fourth year of primary education degree at University of Jaen. The Kruskal-Wallis test allows us to keep the null hypothesis and make the P of Pearson. As a conclusion, we emphasize that there is a relationship between oncological problems and sport and future primary teachers should be informed about this relationship, as well as the importance of cancer and bones tumors and their relationship with sport, the media used to train in oncological problems may be less important.

Yoga is a growing sport in our current society, but we know little about it; what repercussions it has, what benefits its practice brings, repercussions in the educational environment, etc. Therefore, the objective of the article was to analyze if it is possible to design a scale of perception that relates yoga, teacher training, sport, benefits of yoga, and inclusive sport. The objective was to analyze and demonstrate the relationship between variables determining how the academic performance of the students can be improved, since the practice of yoga influences on diverse areas that cause changes at brain level in the students, and it can lead to better attentiveness, memory, etc. For this, a descriptive, explanatory, and correlational research project has been carried out with a quantitative methodology. The analysis sample was made up of 1575 subjects, distributed as follows: 1191 students of the Degree in Primary Education of the University of Jaén (from first to fourth course) and 384 teachers corresponding to different public centers of the province of Jaén. In order to investigate the objective, an operational table was created to construct the Likert scale. The original scale consisted of 20 items reporting an alpha of 0.826, we achieved a reduction of four items, with a higher reliability (0.846), divided into five different dimensions. Likewise, construct validity was checked from a factorial analysis (KM0 = 0.787, Bartlett 0.000). The results of the research have been satisfactory, given that when analyzing the variables proposed in the initial objective, a high degree of correlation has been obtained between them, which supposes, applying it to the educational scope, a great incentive to carry it out in the educational centers, and, therefore, to improve the academic, personal, and social performance of the student.

Executive functions (EFs) refer to a set of cognitive skills used to achieve goals and adapt to novelty and social situations. These cognitive skills strongly impact people's daily lives. Hence, assessing these skills is important for an early intervention to address their lack if need be. Nevertheless, relevant scientific literature reports difficulties in assessing EFs, as they are a set of processes that involve many dimensions. Further, there are differences between everyday situations wherein EFs are employed and the context of a typical performance-based task, involving the use of EFs. Questionnaires are an excellent way to address these difficulties. The objective of this study is to test SENA's convergent validity in terms of EFs' assessment. The SENA is the first Spanish standardized questionnaire based on DSM-5 (2013), it assesses emotional and behavioral problems in children aged 3-18 years. This experiment involved students from regular schools (N = 140; M age = 6.97 SD = 1.02). Statistical analysis was conducted that compared a validated EFs test (BRIEF-2) and the SENA test. The results of this study suggested the presence of convergent validity between SENA and BRIEF-2 vis-a-vis EFs. Thus, SENA is a valid assessment for EFs that are called for in school and family environments for those who speak Spanish. That said SENA is more comprehensive than BRIEF-2, as it not only assesses EFs but also identifies the problems currently associated with the failure in employing EFs, psychological vulnerabilities, and personal resources that are lacking. SENA provides a complete picture of children's and adolescents' behaviors and emotions.

The aim of the present study is to adapt and test the factor structure of the Achievement Emotions Questionnaire-Short version (AEQ-S) in the Spanish context of physical education, in order to assess students' emotions toward the area of physical education (AEQ-S PE). A total of 1495 secondary school students with an average age of 15.66 years took part in the study. The scale was adapted using the Hambleton method and with the support of a group of expert psychologists and teachers. To analyze the psychometric properties of the questionnaire, several analyses were carried out, such as exploratory factor analysis, confirmatory factor analysis, reliability analysis, and criterion validity analysis. The results showed that the factor structure of the questionnaire is in accordance with the original one, supporting the structure of eight emotions. Reliability analyses were above 0.70 for the subscales. Additionally, the levels of temporal stability were adequate. In addition, criterion validity reflected the positive association of positive emotions with academic performance. In contrast, negative emotions showed a negative association with academic performance. The results of this study provide evidence of reliability and factorial validity of the AEQ-S PE in the Spanish context.

This article is the first attempt to validate the Entrepreneurial Intention Questionnaire (EIQ) in secondary education students. It is based on the Theory of Planned Behavior (TPB) and includes its constructs: attitude towards entrepreneurship, subjective norm, entrepreneurial self-efficacy, and entrepreneurial intention. The promotion of entrepreneurship in early education requires valid and reliable measures to assess the desired outcomes and evaluate the effectiveness of the interventions. The EIQ presents good psychometric qualities in a Spanish sample of high school students (N = 226): (a) The four-factor structure fits the data with factor loadings ranging between 0.378 and 0.862; (b) Each dimension presents satisfactory reliability results (above 0.7); and (c) The dimensions reproduce expected relationships with entrepreneurial attitudes. Additionally, competing models of the TPB have been tested to provide evidence to support a modified version of the original TPB model. Consequently, the EIQ is adequate for secondary education in Spain, being especially useful for longitudinal studies.

This study incorporates the design and validation of a questionnaire for the evaluation of Careers Advisory Services and the systematic processes that influence it (family, peer groups, socioeconomic status, etc.). In addition, it examines its psychometric properties within a multicultural population of students attending educational centres in the south of Spain. It seeks to create a valid instrument that is reliable as a measurement tool and useful for evaluating decision making situations relevant to the future working context. A perspective of working life is given through consideration of the degree choices made by those involved in the decision-making process. The metrics used showed high content and construct validity. Structural equation modelling (SEM) and confirmatory factor analysis (CFA) were employed. Indicators described by Wald and Lagrange were used to examine and modify the model in order to obtain a model that best fits relevant theory and goodness of fit criteria.

Previous research in mathematics education has explored teachers' conceptions of mathematics and its teaching and learning, and how their instructional tendencies (e.g., "traditional", "technological", "spontaneous" and "investigative") relate to these conceptions. However, empirical evidence on this topic from large samples of pre-service teachers is limited. This study adapts and validates an instrument originally designed for in-service teachers to analyse the conceptions of mathematics and mathematics teaching and learning. This was done in a sample of undergraduate students in several different degree programmes (primary education, mathematics, and the education itinerary in psychology) in a Spanish university. Existing theory about instructional tendencies and conceptions of mathematics teaching and learning that was developed in the context of in-service teachers is then re-examined in the context of empirical evidence from this sample of individuals (all potential future teachers) without teaching experience. Results show that items from the instrument can be separated into four factors focussed on investigative stances, the role of textbooks, the role of teachers and lesson planning. Individual participants are not characterised by single tendencies; rather, they can be described in terms of several combinations of tendencies, grouped into four clusters. In line with the previous literature on in-service teachers, results suggest that conceptions of mathematics and its teaching and learning are not best captured by rigid, sharply delineated profiles. Rather, individuals configure their own conceptions in terms of combinations of different characteristics of prototypical tendencies.

The Canadian Agility and Movement Skill Assessment (CAMSA) is a circuit-based measure of motor competence. This study aimed to investigate the validity and reliability of CAMSA in Spanish children. A sample of 749 children participated voluntarily. Acceptable-to-good internal consistency ([alpha] = 0.54 and G-coefficient = 0.88) and moderate-to-excellent inter- (ICC: 0.83 to 1.00), intra-rater (ICC: 0.99 to 1.00) and test-retest reliability (ICC: 0.70 to 0.83) was found in convenience subsamples (n = 84 observers' reliability; n = 69 test-retest). Concurrent validity was moderate (CAMSA score with "Körperkoordinationstest für Kinder": r = 0.45; n = 90). Confirmatory factor analysis supported the one-factor model (CFI = 0.95; RMSEA = 0.02; SRMR = 0.02). Boys had higher scores than girls and older-children had higher scores than younger-children. The CAMSA can be used as a valid and reliable instrument for assessing motor competence in Spanish children.

The main aim of this study is to build a new observational coding system for sibling interactions (Sistema de Codificación de Interacciones entre Hermanos -- SCIH) and to analyze its psychometric properties and validity. First, this study offers the first Spanish adaptation of a self-report questionnaire to measure sibling relationships that replicate the original structure of the SRQ in a sample of 469 children and adolescents. Then, the study focused on the development of the SCIH, which analyzes siblings' relationships by means of a system of live observation and it examined five dimensions: Warmth, Conflict, Dominance, Aggression, and Support in a sample of 50 pairs of siblings. The main contribution of this study is the description of the development of a new observational coding system for siblings and the confirmation of its inter-rater reliability. Limitations and future lines are discussed.

Introduction: Basic employability competences are key for young people to access and remain active in the labour market, especially in a context of job scarcity. This study presents the criteria validation of a test designed to assess the Development of Basic Employability Competences (DCBE) among young people of pre-employment age during compulsory education. The aim of the article is to provide evidence of the relationship between the scores on the DCBE test and some external criteria such as classroom behaviours, which are considered indicators of good competence levels and can be observed and assessed by the peer group. A further aim is to evaluate the relevance of maintaining the test's unifactorial structure or including the eight original competences. Method: The participating sample comprised 326 students from three state-run secondary schools in Catalonia. The DCBE situational test and a questionnaire to assess observable behaviours that required high levels of basic employability competences were applied. The relationship between test scores and students' nominations of their peers' competences, age and gender was examined. Results: The results of the study support the criterion validity of the test based on peer evaluation, since the students with the best scores on the DCBE test were also identified by their peers as displaying behaviours representative of having a command of employability competences. Furthermore, students nominated as displaying behaviours indicative of good competences obtained better scores on the different scales of the test, while differences by gender were found for both the test results and the nominations received, but not for age. Discussion and conclusions: The data support the criterion validity of the DCBE in measuring employability competences in early pre-employment stages. The results support the use of the general employability factor, although all eight competences can be used for educational purposes.

Introduction: The assessment of student motivation can be a powerful tool for understanding the factors that can influence the school environment, where students, families, teachers, psychologists or administration can develop interventions related to the improvement of learning through the motivational style based on the Self-Determination Theory (SDT). The present study aims to offer a Spanish version of the Academic Self-Regulation Questionnaire (SRQA), one of the most widely used instruments worldwide to measure academic motivation. Method: A confirmatory factor analysis (CFA) was conducted on a sample of 1343 elementary school students aged 8 to 13 years. To analyse the divergent validity, a correlation analysis was carried out between the four-factor model of the SRQ-A and to analyse its reliability, Cronbach's alpha and McDonald's omega were used. Also, its invariance was tested taking gender and grade as reference. Finally, in order to analyse its convergent validity, a Pearson correlation of the motivational regulatory styles with the level of satisfaction of basic psychological needs was carried out. Results: A good convergent and discriminant validity of the reduced Spanish version of the SRQ-A was shown, as a positive correlation was observed between the most self-determined styles and the level of satisfaction of autonomy, competence and relatedness needs. A multiple-group CFA showed that the structure of the four-factor model did not vary according to gender or grade level. Discussion or Conclusion: The Spanish version of the SRQ-A demonstrates that it is a reliable instrument for measuring academic motivation described in the TAD in elementary school students.

Research Findings: Universal screening is the first stage in identifying students at risk for reading difficulties within a Response to Intervention model. However, there is a lack of validated screening tools for assessing reading abilities in first-grade students from Spain. This pilot study examines the technical adequacy, classification accuracy, and best predictors within a set of curriculum-based measures (CBMs) in Spanish. A sample of 178 first graders from urban and peripheral areas of Santa Cruz de Tenerife (the Canary Islands, Spain) was assessed in the fall, winter, and spring. Receiver operating characteristic curves and logistic regression models were conducted to evaluate the predictive validity of each CBM and their composite score. In addition, students' learning growth on each CBM was analyzed using hierarchical linear models. Although results suggested that most of the CBMs had adequate reliability and validity throughout first grade and were able to detect students' growth, some measures showed low reliability and validity coefficients. Practice or Policy: Some of the studied CBMs could potentially be used as universal screening to early detect reading difficulties in this population. A two-stage gated screening procedure is proposed for future research and practical implementation using oral reading fluency in the first step.

Studying epistemically unwarranted beliefs (EUB) is relevant at basic, applied, and social levels. However, EUB scales validated in Spain are scare. Consequently, we aimed to develop and validate a scale of this kind. One thousand four hundred and sixty participants answered to a preliminary version of the questionnaire. Exploratory and confirmatory factor analyses revealed the final form of PEUBI: a 36-item instrument with five related factors (Superstitions, Occultism and Pseudoscience, Traditional Religion, Extraordinary Life Forms, and Conspiracy Theories). The results showed that the items were little affected by social desirability bias. PEUBI factor scores showed good internal consistency (estimates between 0.85 and 0.97), test-retest reliability (estimates between 0.75 and 0.93), and convergent-divergent validity. Sociodemographic differences were also explored, observing lower levels of EUB in men, elders, from pure sciences and technology, and atheists. In conclusion, PEUBI is a valid and reliable psychometric instrument to assess paranormal, pseudoscientific and conspiracy beliefs in Spanish adults.

The objective of the study was to create and validate an instrument to compile the attitudes and experiences of students towards inclusive education. A total of 544 students from the 6th year of Primary Education and 3rd year of Compulsory Secondary Education participated from 10 schools in the Basque Country (Spain) province of Bizkaia. The survey on Attitudes and Experiences of Students towards Inclusive Education (SAEIE) comes with two sub-scales: attitudes and experiences. The exploratory factor analyses showed that all of the reliability indices were acceptable. The survey demonstrated adequate reliability (alpha =0.90). It is confirmed as a valid and simple instrument for evaluating attitudes and experiences towards inclusive education by students in the last year of primary education and throughout compulsory secondary education.

The current concept of inclusive education brings to light the need for assessment of pre-service and in-service teachers' attitudes towards inclusion, as they are essential agents to achieve full educational inclusion. The present study aimed to adapt a simple unidimensional tool to assess attitudes towards inclusion, the TAI scale. A total of 320 students of the BSc in Teacher Education and 89 in-service teachers took part in this study. The final adapted version of the scale (TAIS-SP) showed adequate psychometric properties.