Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis.

The purpose of this work is to verify the factorial structure and analyze the reliability of the Emotional Quotient Inventory (EQ-i): Youth Version (YV) (S) by evaluating emotional intelligence in a more extensive sample of Spanish adolescents than has been used to date, since this inventory has been employed in various studies but with a very limited number of participants. For this study, 5292 adolescents from all over Spain participated-male (51.2%) and female (48.

Psychometric Properties of the Spanish Version of the Goal Orientation Scales in Ecuadorian Undergraduate Students.

The present study aims to analyze the psychometric properties of the Goal orientation Scales (GOS; Skaalvik, 1997) in a sample of 2,170 Ecuadorian undergraduate students ( = 21. 97, = 3.61; 61.

University Entrance Examinations in Spain: Using the Construct Comparability Approach to Analyze Standards Quality.

In recent years, important methodological attempts have been made to explore the comparability of examination standards, especially in the context of certifications and university entrance. The present study aimed to explore the use of a construct comparability approach through a comparative analysis of the academic scores on 15 subjects from Spanish University Entrance Examinations in the Valencian Community, with a sample of 22,996 students in the call of June 2018. We employed the Rasch partial credit model as an estimation method, counting each subject as the item of an instrument related to academic achievement.

[Analysis of a scale for the assessment of attention deficit disorder with hyperactivity in Chilean children].

Background: Epidemiologic studies may be used as a starting point to improve interventions and improve diagnosis, with instruments that are both reliable and adequate.

Aim: To analyze the psychometric properties of the Attention Deficit Disorder Evaluation Scale (ADDES) in Chilean primary and high school students.

Material And Methods: The ADDES was applied by 142 teachers to 254 students.