Psychometric properties of the spanish version of the Children Assertive Behavior Scale

  1. Juani Mesa
  2. María Dolores García Hernández
  3. Moisés Betancort Montesinos
  4. Manuel Segura
Journal:
The Spanish Journal of Psychology

ISSN: 1138-7416

Year of publication: 2013

Volume: 16

Issue: 1

Pages: 1-8

Type: Article

Export: RIS
DOI: 10.1017/sjp.2013.105 GOOGLE SCHOLAR

Metrics

Journal Citation Reports

  • Year 2013
  • Journal Impact Factor: 0.706
  • Best Quartile: Q3
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q3 Rank in area: 81/129 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2013
  • SJR Journal Impact: 0.382
  • Best Quartile: Q1
  • Area: Language and Linguistics Quartile: Q1 Rank in area: 145/705
  • Area: Linguistics and Language Quartile: Q1 Rank in area: 159/719
  • Area: Psychology (miscellaneous) Quartile: Q2 Rank in area: 109/234

CIRC

  • Social Sciences: A
  • Human Sciences: A

CiteScore

  • Year 2013
  • CiteScore of the Journal : 1.9
  • Area: Language and Linguistics Percentile: 85
  • Area: Linguistics and Language Percentile: 85
  • Area: Psychology (all) Percentile: 54

Abstract

The main goal of this study was to analyze the psychometric properties and factor structure of the Cuestionario para Evaluar la Asertividad (CEA-ESO). This questionnaire is the Spanish version of the Children�s Assertive Behavior Scale (CABS) on which students self-rate their inhibited, assertive, and aggressive relational styles. The questionnaire was administered to 640 students of Compulsory Secondary Education (CSE) aged between 11 and 16 years old, from various schools of the province of Barcelona, Spain. The homogeneity analysis carried out suggests a bidimensional structure in contrast to the tridimensional structure proposed for the original version of the CABS, that is, the CEA-ESO is effective for the discrimination of students� assertive and aggressive behaviors, but inhibition is weakly represented. The reliability analyses of the questionnaire reveal a scale originally targeting students over 15 years of age, but with adequate internal consistency also for age groups between 12 and 14 years. The advantages of using a single instrument for the entire period of CSE are commented on. The Spanish adaptation of the CABS is considered an adequate instrument to assess assertiveness at school, but further research is required to confirm its capacity to discriminate students� three interpersonal relational styles.

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