Rasch model analysis of the Brief Version of the Social Phobia and Anxiety Inventory (SPAI- B) in Argentinean and Spanish samples

  1. Valeria E. Morán 1
  2. Marcos Cupani 1
  3. Ana E. Azpilicueta 1
  4. José A. Piqueras 2
  5. Luis J. Garcia-Lopez 3
  1. 1 CONICET-Universidad Nacional de Córdoba, Argentina
  2. 2 Universidad Miguel Hernández de Elche, Alicante
  3. 3 Universidad de Jaén, Jaén
Revista:
Revista de psicopatología y psicología clínica

ISSN: 1136-5420

Ano de publicación: 2018

Volume: 23

Número: 3

Páxinas: 211-220

Tipo: Artigo

DOI: 10.5944/RPPC.VOL.23.NUM.3.2018.22516 DIALNET GOOGLE SCHOLAR

Outras publicacións en: Revista de psicopatología y psicología clínica

Resumo

The valid and reliable assessment of social anxiety is an aspect of prime relevance in the context of clinical research and diagnosis. In the present study, the psychometric properties of the short version for Spanish speakers of the Social Phobia and Anxiety Inventory (SPAI-B) were assessed using the item response theory (IRT). Although the scale is widely used in several countries with diverse social and cultural contexts, validation of the scale with the Rasch model had not yet been performed in Argentinean and Spanish populations. The results make clear that the tool allows a unidimensional validation of social anxiety with a pertinent categorization of the response scale. Furthermore, the data show that the level of severity of the items is adequate and permits detection of the clinical population. Differential functioning between gender and nationality is reported and the clinical implications of these cultural differences are discussed.

Información de financiamento

This research received especial grant from Consejo Nacional de Investigaciones Científicas y Téc-nicas (CONICET)

Referencias bibliográficas

  • Alcántara-Jiménez, M. M., y García-López, L. J. (2017). Revisión de los procedimientos observacionales y cognitivos para la evaluación de la ansiedad social [A revision of observational and cognitive assessment measures for a population with social anxiety]. Revista de Psicopatología y Psicología Clínica, 22(3), 243-260. doi: 10.5944/rppc.vol.22.num.3.2017.19187
  • American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th Edition). Arlington, VA: American Psychiatric Association.
  • Andersen, E.B. (1977). Sufficient statistics and latent trait models. Psychometrika, 42(1), 69-81. doi:10.1007/bf02293746
  • Andrich, D. (1978). Application of a psychometric rating model to ordered categories which are scored with successive integers. Applied Psychological Measurement, 2(4), 581-594. doi: 10.1177/014662167800200413
  • Andrich, D. (2002). Implications and applications of modern test theory in the context of outcomes based education. Studies in Educational Evaluation, 28(2), 103-121. doi:10.1016/S0191491X (02)00015-9
  • Bond, T. G. & Fox, C. M. (2003). Applying the Rasch model: Fundamental measurement in the human sciences. Journal of Educational Measurement, 40(2), 185-187. doi:10.1111/ j.1745-3984.2003.tb01103.x
  • Bond, T. & Fox, C. M. (2015). Applying the Rasch model: Fundamental measurement in the human sciences. New York: Routledge.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Cupani, M. & Cortez, F. D. (2016). Análisis psicométricos del subtest de razonamiento numérico utilizando el modelo de Rasch [Psychometric analysis of the subtest of numerical reasoning using the Rasch model]. Revista de Psicología, 25(2), 1-16. doi:10.5354/0719-0581.2016.44558
  • De Ayala, R. J. (2009). The theory and practice of item response theory. New York, New York: The Guilford Press.
  • Embretson, S. E., & Reise, S. P. (2013). Item response theory. Mawah, NJ: Psychology Press.
  • Engelhard Jr, G. (2013). Invariant measurement: Using Rasch models in the social, behavioral, and health sciences. New York: Routledge.
  • Essau, C. A. Condrat, J., & Petermann F. (2000). Frequency, comorbidity, and Psychosocial impairment of anxiety disorder in German adolescents. Journal of Anxiety Disorders, 14(3), 263-278. doi:10.1016/s0887-6185(99)00039-0
  • García-Lopez, L.-J., Beidel, D., Muela-Martinez, J. A., & Espinosa-Fernandez, L. (2016). Optimal cut-off score of Social Phobia and Anxiety Inventory-Brief Form. European Journal of Psychological Assessment, 34(4), 278-282. doi:10.1027/1015-5759/a000324
  • García-Lopez, L. J., Díaz-Castela, M., Muela-Martinez, J. A., & Espinosa-Fernández, L. (2014). Can parent training for parents with high levels of expressed emotion have a positive effect on their child’s social anxiety improvement? Journal of Anxiety Disorders, 28(8), 812-822.doi: 10.1016/j.janxdis. 2014. 09.001
  • García-López, L. J., Díez-Bedmar, M. B., & Almansa-Moreno, J. M. (2013). From Being a Trainee to Being a Trainer: Helping Peers Improve their Public Speaking Skills. Revista de Psicodidáctica, 18(2), 331-342.
  • García-Lopez, L. J., Hidalgo, M. D., Beidel, D. C., Olivares, J., & Turner, S. (2008). Brief form of the Social Phobia and Anxiety Inventory (SPAI-B) for adolescents. European Journal of Psychological Assessment, 24(3), 150-156. doi: 10.1027/10155759.24.3.150
  • García-Lopez, L. J., Sáez-Castillo, A. J., Beidel, D., & La Greca, A. M. (2015). Brief measures to screen for social anxiety in adolescents. Journal of Developmental & Behavioral Pediatrics, 36(8), 562-568. doi: 10.1097/dbp.0000000000000213
  • García-Lopez, L. J., Salvador, M.C., & De Los Reyes, A. (2015). Assessment of social anxiety in adolescents. In K. Ranta, A.M. La Greca, L.J. García-Lopez, & Marttunen, M. (Eds), Social anxiety and phobia in adolescents (pp. 121-150). Springer International Publishing.
  • Gómez-Benito, J., Sireci, S., Padilla, J. L., Hidalgo, M. D., & Benítez, I. (2018). Differential item functioning: Beyond validity evidence based on internal structure. Psicothema, 30(1), 104-109.
  • Hagquist, C. & Andrich, D. (2017). Recent advances in analysis of differential item functioning in health research using the Rasch model. Health and Quality of Life Outcomes, 15(1), 181. doi: 10.1186/s12955-017-0755-0
  • Hoertel, N., Blanco, C., Peyre, H., Wall, M. M., McMahon, K., Gorwood, P., ... & Limosin, F. (2016). Differences in symptom expression between unipolar and bipolar spectrum depression: Results from a nationally representative sample using item response theory (IRT). Journal of Disorders, 204(1), 24-31. doi: 10.1016/j.jad.2016.06.042
  • Knappe, S., Sasagawa, S., & Creswell, C. (2015). Developmental epidemiology of social anxiety and social phobia in adolescents. In K. Ranta, A. M. La Greca, L. J. García-Lopez, & M. Marttunen (Eds.), Social Anxiety and Phobia in Adolescents (pp. 39-70). New York: Springer International Publishing.
  • Linacre, J. M. (2002). Optimizing rating scale category effectiveness. Journal of Applied Measurement, 3(1), 85-106. doi:10.1.1.424.2811
  • Linacre, J. M. (2016). Winsteps® (Version 3.92.0) [Computer Software]. Beaverton, Oregon: Winsteps.com. Retrieve from http://www.winsteps.com/
  • Lozano, O. (2005). Construcción de un test para medir la calidad de vida relacionada con la salud en drogodependientes. Aplicación de un modelo politómico de la teoría de respuesta al ítem. [Construction of a test to measure the quality of life
  • related to health in drug addicts. Application of a polithomic model of the item response theory] (Doctoral dissertation). Universidad de Granada, Granada, España. Retrieve from http://hera.ugr.es/tesisugr/15480173.pdf
  • Masters, G. N. (1988). Measurement models for ordered response categories. In R. Langeheine, & J. Rost, (Eds.). Latent trait and latent class models (pp. 11-29). Plenum Press, New York.
  • Messick, S. (1994). The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23(2), 13-23. doi:10.3102/0013189X023002013
  • Morán, V. E., Olaz, F. O., Pérez, E. R., & Del Prette, Z. A. P. (2018). Desarrollo y validación del Test de Ansiedad Social para estudiantes universitarios (TAS-U) [Development and validation of the Social Anxiety Test for university students (SAT-U)]. Manuscript submitted for publication.
  • Morán, V. E., Azpilicueta, A. E., Cupani, M., & García-Lopez, L. J. (2018). Análisis psicométrico del Inventario de Fobia y Ansiedad SocialForma Breve (SPAIB) en muestras argentinas [Psychometric analysis of the Social Phobia and Anxiety Inventory Brief Form (SPAI-B) in Argentinean samples]. Manuscript submitted for publication.
  • Morán, V. E., Olaz, F. O., Pérez, E. R., & Del Prette, Z. A. P. (2018). Emotional-evolutional model of social anxiety in university students. International journal of psychology and psychological therapy, 18(3), 315-330.
  • Piqueras, J. A., Espinosa-Fernández, L., García-Lopez, L. J., & Beidel, D. C. (2012). Validación del Inventario de ansiedad y fobia social-forma breve”(SPAI-B) en jóvenes adultos españoles [Validation of the Social Phobia and Anxiety Inventory Brief Form (SPAI-B in young Spanish adults.]. Behavioral Psychology/Psicología Conductual, 20(3), 505529.
  • Rivollier, F., Peyre, H., Hoertel, N., Blanco, C., Limosin, F., & Delorme, R. (2015). Sex differences in DSM-IV posttraumatic stress disorder symptoms expression using item response theory: a population-based study. Journal of Disorders, 187, 211–217. doi: 10.1016/j.jad.2015.07.047
  • Rubin, M., Evans, O., & Wilkinson, R. B. (2016). A Longitudinal Study of the Relations Among University Students’ Subjective Social Status, Social Contact with University Friends, and Mental Health and Well-Being. Journal of Social and Clinical Psychology, 35(9), 722-737. doi: 10.1521/jscp.2016.35.9.722
  • Tennant, A. & Pallant, J. (2007). DIF matters: a practical approach to test if Differential Item Functioning makes a difference. Rasch Measurment Transaction 20(4),1082–1084.
  • Turner, S. M., Beidel, D. C., Dancu, C. V., & Stanley, M. A. (1989). An Empirically Derived Inventory to Measure Social Fears and Anxiety. Psychological Assessment, 1(1), 35-40. doi: 10.1037//1040-3590.1.1.35
  • Wang, W. C. & Chen, C. T. (2005). Item parameter recovery, standard error estimates, and fit statistics of the WINSTEPS program for the family of Rasch models. Educational and Psychological Measurement, 65(3), 376-404. doi: 10.1177/0013164404268673
  • Wright, B. & Linacre, M. (1994). Reasonable mean-square fit values. Rasch Measurement Transactions, 8(3), 370.
  • Wright, B. D. & Masters, G. N. (1982). Rating scale analysis. Chicago: Mesa Press.
  • Wright, B. D. & Stone, M. H. (2003). Five steps to science: Observing, scoring, measuring, analyzing, and applying. Rasch Measurement Transactions, 17(1), 912-913.
  • Velásquez, C., Montgomery, U. W., Montero, L. V., Pomalaya, V. R., Dioses, C. A., Velásquez, N. C. A., … Reynoso, E. D. (2008). Bienestar psicológico, asertividad y rendimiento académico en estudiantes universitarios sanmarquinos [Psychological well-being, assertiveness and academic performance in San Marcos university students]. Revista Investigación Psicológica, 11(2), 139-152. doi: 10.15381/ rinvp.v11i2.3845