Validez incrementalun estudio aplicado con diversas fuentes informantes y medidas

  1. Carrasco Ortiz, Miguel Ángel
  2. Holgado Tello, Francisco Pablo
  3. Barrio Gándara, María Victoria del
  4. Barbero García, María Isabel
Revista:
Acción psicológica

ISSN: 1578-908X

Ano de publicación: 2008

Título do exemplar: Innovaciones metodológicas en la evaluación psicológica : perspectivas de futuro

Volume: 5

Número: 2

Páxinas: 65-76

Tipo: Artigo

DOI: 10.5944/AP.5.2.458 DIALNET GOOGLE SCHOLAR

Outras publicacións en: Acción psicológica

Obxectivos de Desenvolvemento Sustentable

Resumo

El estudio de la validez incremental es un importante tópico dentro de la evaluación psicológica pero aún está poco estudiado desde la psicometría. En el presente trabajo, se estudia la validez incremental de la agresión infantil informada por distintas fuentes (niño, compañeros y profesor) sobre la hostilidad y comunicación maternas. La muestra estudiada estuvo constituida por 525 sujetos (41,3 %varones) de edades comprendidas entre 9 y 14 años (M = 12,72 años; DT = 1,57) evaluados a lo largo de tres años consecutivos. Los resultados muestran el claro predominio de la fuente autoinformada frente a la heteroinformada en la predicción de la conducta materna, longitudinalmente estimada. Se discute el efecto artefactual de la fuente y los métodos psicométricos alternativos para una mayor precisión en el estudio de este tipo de validez.

Referencias bibliográficas

  • Achenbach, T.M. y McConaughy, S.H., y Howell, C.T. (1987). Chile/adolescent behabioral and emocional problems: implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213-232.
  • Barbero, Mª.I., Vila, E. y Suárez, J.C. (2006). Psicometría. Madrid: UNED.
  • Biederman, J., Keenan, K., y Faraone, S. V. (1990). Parent-based diagnosis of attention deficit disorder predicts a diagnosis based on teacher report. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 698-701.
  • Bierman, K.L. y Smoot, D.L. (1991). Linking family characteristics with poor peer relations: the mediating role of conduct problems. Journal of Abnormal Child Psychology, 19, 341-356.
  • Campbell, D.T. y Fiske, D.W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56 (2), 81- 105.
  • Caprara, G.V. y Pastorelli, C. (1993). Early emotional inestability, prosocial behaviour and aggression: some methodological aspects. European Journal of Personality, 7, 19-36.
  • Carrasco, M. A., Holgado, P. y Del Barrio M. V. (2007). Análisis de la estructura del cuestionario de comportamiento parental para niños (CRPBI) en población española. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 24, 95-120.
  • Chen, X., Wu, H., Wang, l. y Cen, G. (2001). Parenting practices and aggressive behavior in Chinese children. Parenting: Science and Practice, 1, 159-184.
  • Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd. Ed.). Hillsdale, NJ: Erlbaum.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159.
  • Cohen, J. y Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioural sciences. New York: Erlbaum.
  • Cole, D.A., Martin, J.M., Powers, B. y Truglio, R. (1996). Modeling causal relations between academic and social competence and depression: a multitrait-multimethod longitudinal study of children. Journal of Abnormal Psychology, 105, 258-270.
  • Collins, W. y Russell, G. (1991). Mother-child and father-child relationships in middle childhood and adolescence: a developmental analysis. Developmental Review, 11, 99-136.
  • Conger, R.D., Ge, X., Elder, G., Lorenz, F. y Simons, R.L. (1994). Economics stress, coercitive family process, and developmental problems of adolescents, Child Development, 65, 541-561.De los Reyes, A. y Kazdin, A.E. (2004). Measuring informant discrepancias in clinical child research. Psychological Assessment, 16, 330-334.
  • Del Barrio, M.V. (2002). Método de la evaluación psicológica y su aplicación al niño y el adolescente. En M.V. del Barrio (Coord.), Evaluación psicológica en la infancia y la adolescencia (pp. 55-88). Madrid: UNED.
  • Del Barrio, V. (1990). Situación actual de la evaluación de la depresión infantil. Evaluación psicológica, 6, 171-209.
  • Del Barrio, V., Moreno, C. y López, R. (2001). Evaluación de la agresión, y la inestabilidad emocional en niños españoles: su relación con la depresión. Clínica y Salud, 12, 34-50.
  • Epkins, C. (1993). A preliminary comparison of teacher ratings and child self-report of depression, anxiety, and aggression in inpatient and elementary school samples. Journal of Abnormal Child Psychology, 21, 649-661.
  • Epstein, S. (1980). The stability of behaviour: II. Implications for psychological research. American Psychologist, 35, 790-806.
  • Epstein, S. (1983). Aggregation and beyond: some basic issues on the prediction of behaviour. Journal of Personality, 51, 360-392.
  • Fernández-Ballesteros, R. (1994b). Psychological Assessment. Internacional Journal of Applied Psychology, 43, 157-174.
  • Garb, H.N. (2003). Incremental Validity and the assessment of psychopathology in adults. Psychological Assessment, 15, 508-520.
  • Ge, X., Best, K., Conger, R. y Simons, R. (1996). Parenting behaviours and de occurrence and co-occurrence of adolescent depressive symptoms and conduct problems. Developmental Psychology, 32, 717-731.
  • Haynes, S. y Lench, H. (2003). Incremental validity of new clinical assessment measures. Psychological Assessment, 15, 456-466.
  • Holden, G. y Miller, P. (1999). Enduring and different: A meta-analysis of the similarity in parents´child rearing. Psychological Bulletin, 125, 223-254.
  • Hunsley, J. (2003). Introduction to the special section on incremental validity and utility in clinical assessment. Psychological Assessment, 15, 443- 445.
  • Hunsley, J. y Mash, E.J. (2005). Introduction to the special section on developing guidelines for the evidence based assessment (EBA) of adult disorders. Psychological Assessment, 17, 251-255.
  • Husley, J. y Meyer, G. (2003). The incremental validity of psychological testing and assessment:conceptual, methodological, and statistical issues. Psychological Assessment, 15, 466-455.
  • Jané, M., Araneda, N., Valero, S. y Doménech, E. (2000). Evaluación de la sintomatología depresiva del preescolar: correspondencia entre los informes de padres y de maestros. Psicothema, 12, 212-215.
  • Johnston, Ch. y Murray, C. (2003). Incremental validity in the psychological assessment of children and adolescents. Psychological Assessment, 15, 496-507.
  • Kerr, M., Stattin, H, Biesecker, G y Ferrer-Wreder, L. (2003) Relationships with parents and peers in adolescence.Lerner (Ed). Handbook of psychology: Developmental psychology, Vol. 6 (pp. 395- 419). New York: John Wiley and Sons.
  • Klein, R.G. (1991). Parent-child agreement in clinical assessment of anxiety and other psychopathology: a review. Journal of Anxiety Disorders, 5, 187-198.
  • Loeber, R., Green, S.M., Lahey, B.B., y StouthamerLoeber, M. (1991). Differences and similarities between children, mothers and teachers as informants on disruptive behaviour disorders. Journal of Abnormal Child Psychology, 19, 75-95.
  • McFall, R. (2005). Theory and utility-Key themes in evidence based assessment: comment on the special section. Psychological Assessment, 17, 312- 323.
  • Messick, S. (1994). Foundations of validity: Meaning and consequences in psychological assessment. European Journal of Psychological Assessment, 10(1), 1-9.
  • Meyer, G.J. y Archer, R.P. (2001). The hard science of Rorschach research: what do we know and do we go?. Psychological Assessment, 13, 486-502.
  • Morris, A., Silk, J., Steinberg, L., Sessa, F., Avenevoli, S. y Essex, M. (2002). Temperamental vulnerability and negative parenting as interacting of child adjustment. Journal of Marriage and Family, 64, 461-471.
  • Muris, P., Meesters, C. y van den Berg, S. (2003) In- ternalizating and externalizating problems as correlates of self-reported attachment styles and perceived parental rearing in normal adolescent. Journal of Child and Family Studies, 12, 171-183.
  • Muris, P., Meesters, C., Morren, M. y Moorman, L. (2004). Anger and hostility in adolescents: relationships with self-reported attachment style and perceived parental rearing styles. Journal of Psychosomatic, 57, 257-264.
  • Nunnally, J.C. y Bernstein, I.H. (1994). Psychometric theory (3rd Ed.). New Cork: Wiley.
  • Pastorelli, C., Barbaranelli, C., Cermak, I., Rozsa, S. y Caprara, G.V. (1997). Measuring emotional instability, prosocial behavior and aggression in preadolescents: a cross-national study. Personality and Individual Differences, 23, 4, 691-703.
  • Reitz, E., Dekovic, M. y Meijer, A. (2006) Relations between parenting and externalizing and internalizing problem behaviour in early adolescence: Child behaviour as moderator and predictor. Journal of Adolescence 29, 419-436.
  • Roa, L. y Del Barrio, V. (2002). Cuestionario de percepción de crianza para niños y adolescentes. Psicología Educativa, 8, 1,37-51.
  • Robins, C.J. (1987). On interpreting results of multiple regresión procedures: A cautionary note for researchers and reviewers. Cognitive Therapy and Research, 11, 705-708.
  • Roelofs, J., Meesters, C., Huurne, M., Bamelis, L. y Muris P. (2006). Journal of Child and Family Studies, 15, 331-344.
  • Rubin, K. y Burgess, K. (2002). Parents of aggressive and withdrawn children. En Bornstein, Marc H (Ed). (2002). Handbook of parenting: Children and parenting, vol. 1 (pp. 383-418). New York: Lawrence Erlbaum Associates.
  • Samper, P Cortés, M., Mestre, V., Nácher, M. y Tur, A. (2006). Adaptación del Child´s Report of Parent Behavior Inventory (Schaefer, 1965) a población española. Psicothema, 18, 263-271.
  • Scaramella, L., Conger, R. y Simons, R. (1999). Parental protective influences and gender-specific and externalizating problems differences. Journal of research on adolescence, 9, 111-141.
  • Sechrest, L. (1963). Incremental validity: a recommendation. Educational and Psychological Measurement, 23, 153-158.
  • Silva, F. (1995). Cuestiones introductorias. En F. Silva (Ed.), Evaluación psicológica en niños y adolescentes (24-42). Madrid: Síntesis.
  • Stice, E. y Barrera, M. (1995). A longitudinal exami- nation of the reciprocal relations between perceived parenting and adolescents´ substance use and externalizing behaviours. Developmental Psychology, 31, 2, 322-334.
  • Stormshak, E., Bierman, K., McMahon, R. y Lengua, L. (2000). Parenting practices and child disruptive behaviour problems in early elementary school. Journal of Clinical Child Psychology, 29, 1.
  • Thompson, B. (1995). Stepwise regression and stepwise discriminant analysis need not apply here. A guidelines editorial. Educational and Psychological Measurement, 55, 525-534.
Fonte de datos: Dialnet