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Males scored higher than females in all dimensions for any given percentile. The difference between male and female respondents in the assessment of bullying averaged 1. Only 6. Evaluation of bullying intensity scores stratified by sex 0. The five-step cross-cultural adaptation method used in the study confirmed the semantic equivalence of the resulting scale and the original, as has been observed in other studies on cross-cultural adaptation.

Self-reporting tools are the most practical way to detect victimisation by school bullying in educational institutions. The repetitive nature of the behaviour may be detected by frequency scales due to the ease of their interpretation. The way the student conceives of these terms might result in an underestimation or overestimation of the abuse.

When it comes to the reduction in the number of response categories from six to five, we did not find a consensus as to the ideal number in the reviewed literature.

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Various authors have provided evidence that increasing the number of choices increases the reliability and validity of the scales, while agreeing that expanding the number of choices beyond eight does not offer any further benefit. On the other hand, some authors believe that the sensitivity of instruments increases with increasing number of answer choices, that is, that there is an improvement in the capacity to perceive changes through time, something that would be useful in evaluating the effect of interventions.

Since we could not analyse and compare the two response categories, we do not know the effects of these differences, which is a limitation of our study; thus, further research is needed to compare these differences.. The main difference from the original version is that the latter reflected three factors, separating items related to social and verbal victimisation into two factors. It is not surprising that they appeared merged in our analysis, as they both represent the psychological component of aggression as opposed to its physical component.

The three items in the subscales that load onto factors that are conceptually different from what would be suggested from their content in the final questionnaire were included in the factor where they would belong based on logic, as doing so did not decrease the reliability of the scale.. The potential sources of bias that may account for the described differences are that the sample studied for the validation of the original APRI scale came from a population with a broader age range 10—18 year compared to the sample in our study 12—14 years.

The lower response rate for the cyberbullying item may be due to the overall underprivileged background of the sample, as many participants may have lacked access to these new technologies.. At first glance, the significant floor effect of the scores obtained with the adapted version of the APRI may seem surprising.

However, we must take into account that this questionnaire is measuring a phenomenon which, while being on the rise, is not prevalent.. Our results show that the instrument is highly reliable overall and in each of its factors.

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The discriminatory power of the adapted scale is high. The effect sizes between the different groups under study that theoretically should be different, exceeded the threshold of 0. Exploratory factor analysis is a statistical method that is both appropriate for and widely used in questionnaire validation. However, we need more sophisticated tools to assess for multi-group or multi-factor measure invariance used in confirmatory factor analysis. The concept of invariance refers to whether the factor structure is similar in different groups. On the other hand, the inclusion of an additional item on cyberbullying in the Spanish adaptation enhances the construct validity of this scale and does not alter its psychometric properties.

However, it results in a slight increase in missing data.. The authors have no conflicts of interest to declare.. Below, we detail some situations that a student may experience. Please, mark the frequency with which you have encountered these situations during this academic year. An Pediatr Barc.


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ISSN: Cultural adaptation to Spanish and assessment of an Adolescent Peer Relationships Tool for detecting school bullying: Preliminary study of the psychometric properties. Descargar PDF. Juan J. Autor para correspondencia. Jessruss5 gmail.

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Table 1. Table 2. Table 4. Table 6. Background and objectives School bullying is a growing problem. The current study is aimed at culturally adapting and assessing the psychometric properties of a brief scale to measure bullying.


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  7. Material and methods A cross-cultural adaptation of the brief scale—Adolescent Peer Relations Instrument-Bullying APRI —was performed using the translation and back-translation technique. Exploratory factor analysis, with oblique rotation, was used to assess the validity of the internal structure, the Cronbach's alpha to analyse their consistency, and the Kruskal—Wallis test to check their ability to discriminate between subjects with varying degrees of bullying according to Kidscreen scale of social acceptability. Conclusions The internal structure of the APRI Spanish version is similar to the original, and its scores confirm high reliability and construct validity.

    Further studies need to be performed with broader age ranges and confirmatory analysis techniques, to ratify the equivalence of the adapted version with the original version. Peer victimisation. Palabras clave:. Texto completo. Introduction School bullying is defined as violent behaviour sustained by a single school-aged child or a group thereof with the purpose of hurting, humiliating or isolating another child in the absence of prior provocation and in the knowledge that the victim is unable to defend him or herself. To this end, the questions under study were: a whether the scores obtained in the Spanish adapted version of the APRI victim scales are reliable; b the internal structure of the adaptation is similar to that of the original, and c the tool can discriminate between groups of participants with different levels of bullying in agreement with the Social Acceptance Bullying dimension of the KIDSCREEN questionnaire.

    Materials and methods Design We translated and made a cross-cultural adaptation of the APRI questionnaire, followed by an analysis of its reliability and validity in a sample of students that completed the Spanish version of the APRI questionnaire. This version was translated back to English, after which the resulting version was compared with the original for the purpose of resolving any disagreements and producing the second version of the questionnaire. Cross-cultural adaptation process.

    Figure 1. Characteristics of the sample under study. Including item 2. Including items 17 and Excluding item 19 on cyberbullying. Table 3.

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    Factorial analysis using least square method and Oblimin oblique rotation. The factorial structure is sustained when the item on cyberbullying is excluded. Kruskal—Wallis test. Table 5. Appendix 1. Eur J Phycol Edu, 12 , pp. Garcia-Continente, A. Perez-Gimenez, M. Nebot Adell. Factores relacionados con el acoso escolar bullying en los adolescentes de Barcelona. Gac Sanit, 24 , pp. Sourander, J. Ronning, A. Brunstein-Klomek, D.

    Gyllenberg, K. Kumpulainen, S.