RESUMEN Introducción: El Patient Health Questionnaire for Depression and Anxiety (PHQ-4) es una medida de autoinforme ultrabreve de síntomas depresivos y ansiosos. El PHQ-4 no ha sido adaptado ni validado en la población quechua hablante. Objetivo: Este estudio tuvo como objetivo adaptar y validar el PHQ-4 en una muestra de población peruana quechua hablante en su variante Collao de Puno-Perú. Metodología: Participaron 221 personas hablantes de quechua variante collao (promedio de edad de 31,2 años, SD = 11,7, 47,1 % hombres y 52,9 % mujeres). Se evaluó la evidencia de validez basada en la estructura interna, mediante el análisis factorial confirmatorio (CFA), la fiabilidad con el método de consistencia interna y las características de dificultad y discriminación de los ítems en base a la Teoría de Respuesta al Ítem (IRT). Resultados: Los resultados indicaron que todos los ítems del PHQ-4 son relevantes, coherentes y claros para representar adecuadamente los síntomas de ansiedad y depresión. El resultado del AFC apoyó un modelo unifactorial, donde los ítems de ansiedad y depresión conforman una sola variable latente con una fiabilidad alta. Todos los ítems del PHQ-4 presentas buenos parámetros de discriminación y los parámetros de dificultad indican que los ítems son comparativamente difíciles. Por lo tanto, se necesita una mayor presencia del rasgo latente (ansiedad y depresión) para responder las categorías de respuesta más altas. Discusión: En conclusión, la PHQ-4 presentó buenas propiedades psicométricas como una medida de detección primaria rápida, confiable y válida para personas quechuahablantes que necesitan una evaluación profunda, monitoreo de los síntomas para diagnóstico y tratamiento para la ansiedad o depresión.

ABSTRACT Introduction: The Patient Health Questionnaire for Depression and Anxiety (PHQ-4) is an ultra-brief self-report measure of depression and anxiety symptoms. The PHQ-4 has not been adapted or validated in the Quechua-speaking population. Objective: This study aimed to adapt and validate the PHQ-4 in a sample of the Peruvian Quechua-speaking population with its Collao variant from Puno-Peru. Methods: A total of 221 Quechua speakers of the Collao variant (mean age 31.2 years, SD = 11.7, 47.1% male and 52.9% female) participated. Evidence of validity based on internal structure was evaluated using confirmatory factor analysis (CFA), reliability using the internal consistency method, and item difficulty and discrimination characteristics based on Item Response Theory (IRT). Results: The results indicated that all items of the PHQ-4 were relevant, consistent, and clear enough to adequately represent anxiety and depressive symptoms. The CFA results supported a one-factorial model, in which anxiety and depression items form a single latent variable with high reliability. All items of the PHQ-4 had good discrimination parameters, and the difficulty parameters indicated that the items were comparatively difficult. Therefore, a higher presence of the latent trait (anxiety and depression) is needed to answer higher response categories. Discussion: In conclusion, the PHQ-4 presented good psychometric properties as a rapid, reliable, and valid primary screening measure for Quechua speakers in need of in-depth assessment and symptom monitoring for the diagnosis and treatment of anxiety and depression.

Abstract Violence against women has been reported as a serious public health issue. Particularly, Domestic and Family Violence against Women (DFVaW) affects about 29% of the female population in Brazil. Public Policies (PPs) to combat DFVaW have been implemented since the 1980s in Brazil, culminating in the publication of the legal framework to address this issue in 2006, the Maria da Penha Law. In this sense, the objective of this study was to develop a performance evaluation model for PPs to address VAW in the municipalities of the state of Santa Catarina. The applied methodology was Item Response Theory (IRT), which enabled the creation of a performance evaluation scale. Additionally, simple regression analysis was used in the model, with municipal score as the independent variable and the rate of DFVaW reports as the dependent variable. The results showed a positive linear correlation between the variables, suggesting that the implemented PPs do not result in a reduction in the number of VAW occurrences.: Particularly (DFVaW 29 Brazil (PPs s 2006 Law sense Catarina IRT, IRT , (IRT) scale Additionally variables occurrences. occurrences 2 200 (IRT 20

Resumo A violência contra a mulher tem sido relatada como um grave problema de saúde pública. Particularmente, a Violência Doméstica e Familiar contra a Mulher (VDFcM) acomete cerca de 29% da população feminina brasileira. Políticas Públicas (PPs) de enfrentamento à VDFcM têm sido implantadas desde a década de 1980 no Brasil, culminando com a publicação do marco legal de enfrentamento desse problema no ano de 2006, a Lei Maria da Penha. Nesse sentido, o objetivo deste estudo consistiu em desenvolver um modelo de avaliação de desempenho de PPs para enfrentamento à VDFcM nos municípios do estado de Santa Catarina. A metodologia aplicada foi a Teoria da Resposta ao Item (TRI), que viabilizou a criação de uma escala de avaliação de desempenho. Adicionalmente, a análise de regressão simples foi utilizada no modelo, tendo o escore municipal como variável independente e a taxa de registros de VDFcM como variável dependente. Os resultados demonstraram correlação linear positiva entre as variáveis, sugerindo que as PPs implantadas não resultam em redução no número de ocorrências de VDFcM. pública Particularmente (VDFcM 29 brasileira (PPs 198 Brasil 2006 Penha sentido Catarina TRI, TRI , (TRI) Adicionalmente dependente variáveis 2 19 200 (TRI 1 20

Abstract Purpose To present the content and response process validity evidence of the Speaking in Public Coping of Scale (ECOFAP). Methods A methodological study to develop and validate the instrument. It followed the instrument development method with theoretical, empirical, and analytical procedures, based on the validity criteria of the Standards for Educational and Psychological Testing (SEPT). The process of obtaining content validity evidence had two stages: 1) conceptual definition of the construct, based on theoretical precepts of speaking in public and the Motivational Theory of Coping (MTC); 2) developing items and response keys, structuring the instrument, assessment by a committee with 10 specialists, restructuring scale items, and developing the ECOFAP pilot version. Item representativity was analyzed through the item content validity index. The response process was conducted in a single stage with a convenience sample of 30 people with and without difficulties speaking in public, from the campus of a Brazilian university, belonging to various social and professional strata. In this process, the respondents’ verbal and nonverbal reactions were qualitatively analyzed. Results The initial version of ECOFAP, consisting of 46 items, was evaluated by judges and later reformulated, resulting in a second version with 60 items. This second version was again submitted for expert analysis, and the content validity index per item was calculated. 18 items were excluded, resulting in a third version of 42 items. The validity evidence based on the response processes of the 42-item version was applied to a sample of 30 individuals, resulting in the rewriting of one item and the inclusion of six more items, resulting in the pilot version of ECOFAP with 48 items. Conclusion ECOFAP pilot version has items with well-structured semantics and syntactic, representing strategies to cope with speaking in public. ECOFAP. . (ECOFAP) empirical procedures SEPT. SEPT (SEPT) stages 1 construct MTC (MTC) 2 keys specialists 3 university strata respondents 4 reformulated 6 analysis calculated excluded 42item individuals wellstructured well structured syntactic (ECOFAP (SEPT (MTC

Resumo Objetivo Apresentar as evidências de validade baseadas no conteúdo e nos processos de resposta da Escala de Coping para a Fala em Público (ECOFAP). Método Estudo metodológico de elaboração e validação de instrumento. Seguiu-se o modelo de elaboração de instrumentos com procedimentos teóricos, empíricos e analíticos, baseados nos critérios de validade do Standards for Educational and Psychological Testing (SEPT). O processo de obtenção das evidências de validade baseadas no conteúdo foi realizado em duas etapas: 1) definição conceitual do construto, elaborado com base nos preceitos teóricos da fala em público e da Teoria Motivacional do Coping (TMC); 2) elaboração dos itens e chave de respostas, estruturação do instrumento, avaliação por comitê de dez especialistas, reestruturação dos itens da escala, realizada em três momentos, até a elaboração da versão piloto da ECOFAP. O processo de resposta foi realizado com amostra de conveniência de 30 indivíduos, com e sem dificuldades de fala em público, no campus de uma universidade brasileira, pertencentes a diferentes extratos sociais e profissões. Nesse processo, foram analisadas qualitativamente as reações verbais e não verbais dos respondentes. Resultados A primeira versão da ECOFAP, composta por 46 itens, foi avaliada pelos juízes e posteriormente reformulada, resultando em uma segunda versão com 60 itens. Essa segunda versão foi novamente submetida à análise de especialistas e calculado o índice de validade de conteúdo por item. Foram excluídos 18 itens, originando uma terceira versão de 42 itens. As evidências de validade com base nos processos de resposta da versão de 42 itens foram aplicadas em uma amostra de 30 indivíduos, resultando na reescrita de um item e inclusão de mais seis itens, originando a versão piloto da ECOFAP de 48 itens. Conclusão A versão piloto da ECOFAP apresenta itens bem estruturados semântica e sintaticamente que representam estratégias de enfrentamento para a fala em público. . (ECOFAP) instrumento Seguiuse Seguiu se analíticos SEPT. SEPT (SEPT) etapas 1 construto TMC (TMC) 2 respostas escala momentos 3 indivíduos brasileira profissões respondentes 4 reformulada 6 (ECOFAP (SEPT (TMC

Objective: The Patient Health Questionnaire-9 (PHQ-9) is a widely used self-report measure of depression whose psychometric properties were found to be merely acceptable. Insufficient attention has been devoted to its clinimetric validity, while its clinical utility is still debated, particularly for assessing depression severity. This is the first study to test the PHQ-9 construct validity and clinical utility based on clinimetric principles. Methods: An online survey of 3,398 participants was conducted. Item response theory models (Rasch and Mokken analyses) were used to assess the PHQ-9 validity and determine its clinical utility. Results: Fit to the Rasch model was achieved after adjusting the sample size. Items 2, 4, 6, and 9 over-discriminated, while items 1, 5, and 7 under-discriminated. Local dependency between items 2 and 6 was indicated. The PHQ-9 was not unidimensional. A Loevinger’s coefficient of 0.49 was found, indicating an acceptable level of scalability. Conclusion: The PHQ-9 is an instrument with potential clinical utility as an overall index of depression, mainly for screening purposes. Substantial revision, particularly in the wording of over- and under-discriminating items, is needed. Objective Questionnaire9 Questionnaire Questionnaire- PHQ9 PHQ (PHQ-9 selfreport self report debated severity PHQ- principles Methods 3398 3 398 3,39 conducted analyses Results size 4 overdiscriminated, overdiscriminated over discriminated, discriminated over-discriminated 1 5 underdiscriminated. underdiscriminated under discriminated. under-discriminated indicated unidimensional Loevingers Loevinger s 049 0 49 0.4 scalability Conclusion purposes revision underdiscriminating discriminating needed (PHQ- 339 39 3,3 04 0. (PHQ 33 3,

Resumen La infidelidad financiera implica ocultar cuestiones financieras a la pareja. Puede ser tanto causa como consecuencia de conflictos conyugales y es un tema aún poco explorado en la literatura. El objetivo fue adaptar y buscar evidencias de validez y precisión para la Financial Infidelity Scale (FIS) en Brasil. Dos estudios contaron con la participación de 513 personas casadas, en unión convivencial o cohabitación, que respondieron a la FIS y a preguntas sociodemográficas. Los datos fueron analizados mediante Análisis Factorial Exploratorio y Confirmatorio, validez convergente y Teoría de Respuesta al Ítem. Los resultados demostraron la unidimensionalidad del instrumento con una consistencia interna adecuada, además de proponer una versión abreviada de la escala que también presentó una estructura confiable y unidimensional. Ambas versiones mostraron una estructura unidimensional confiable y presentaron correlaciones similares con neuroticismo, responsabilidad y amabilidad. La FIS resultó adecuada para su uso en investigaciones futuras en el país. pareja literatura (FIS Brasil 51 casadas cohabitación sociodemográficas Confirmatorio Ítem neuroticismo amabilidad país 5

Resumo A infidelidade financeira consiste em omitir do parceiro questões relacionadas às finanças. Pode ser tanto causa quanto consequência de conflitos conjugais e é um assunto ainda pouco explorado pela literatura. O objetivo foi adaptar e buscar evidências de validade e precisão da Financial Infidelity Scale (FIS) no Brasil. Dois estudos contaram com a participação de 513 pessoas casadas, em união estável ou coabitação, que responderam à FIS e a questões sociodemográficas. Os dados foram analisados por meio da análise fatorial exploratória e confirmatória, validade convergente e pela Teoria de Resposta ao Item. Os resultados demonstraram a unidimensionalidade do instrumento com adequada consistência interna, além de propor uma versão curta da escala, que também apresentou estrutura confiável e unidimensional. Ambas as versões apresentaram uma estrutura unidimensional confiável e apresentaram correlações semelhantes com neuroticismo, conscienciosidade e amabilidade. A FIS mostrou-se apropriada para uso em pesquisas futuras no país. finanças literatura (FIS Brasil 51 casadas coabitação sociodemográficas confirmatória Item interna escala neuroticismo amabilidade mostrouse mostrou se país 5

Abstract Financial infidelity involves withholding financial matters from one’s partner. It can be both a cause and a consequence of marital conflicts and is a topic still underexplored in the literature. The objective was to adapt and seek evidence of validity and accuracy for the Financial Infidelity Scale (FIS) in Brazil. Two studies involved 513 married individuals, in stable unions or cohabiting, who responded to the FIS and sociodemographic questions. Data were analyzed using Exploratory and Confirmatory Factor Analysis, convergent validity and Item Response Theory. Results demonstrated the instrument’s unidimensionality with appropriate internal consistency, as well as proposing a short version of the scale that also presented a reliable and unidimensional structure. Therefore, both versions exhibited a reliable unidimensional structure and showed similar correlations with neuroticism, conscientiousness, and agreeableness. The FIS proved suitable for use in future research in the country. ones one s partner literature (FIS Brazil 51 individuals cohabiting questions Analysis Theory instruments instrument consistency Therefore neuroticism conscientiousness agreeableness country 5

Abstract Objective In the DSM-III and the DSM-IV, bipolar disorder (BD) is classified as a mood disorder and diagnosis requires presence of a mood change, i.e., euphoria or irritability. In contrast, DSM-5 states that there must be some increase in energy or motor activity in addition to the mood change. Our aim was to identify which types of symptoms (i.e., mood or energy/activity-related symptoms) are the most informative in a manic episode. Methods Symptoms of manic episodes in 106 outpatients with BD were assessed in a naturalistic study using the Young Mania Rating Scale (YMRS) between November 2002 and November 2015. The scale items were divided into three groups according to clinical criteria: mood, energy/activity, and other. For comparisons between groups, the Samejima graded response model from Item Response Theory (IRT) and the Test Information Function (TIF) were computed. Chi-square tests were used to verify the association between the groups of symptoms by comparing the area under the curve of the TIF results. Results The information accounted for by energy/activity represents 77% of the proportion of the total TIF; about 23% is related to mood and other groups of symptoms. These proportions are statistically different (χ2[1] = 30.42, p < 0.001) Conclusion On average, changes in energy/activity tend to be more informative than mood changes during the manic phases of BD. DSMIII DSM III DSMIV, DSMIV IV, IV DSM-IV (BD change ie i e i.e. irritability contrast DSM5 5 DSM- (i.e. energy/activityrelated energyactivityrelated episode 10 YMRS (YMRS 200 2015 criteria energyactivity IRT (IRT (TIF computed Chisquare Chi square results 77 23 χ21 χ χ2 1 (χ2[1 3042 30 42 30.42 0.001 0001 0 001 average i.e (i.e activityrelated 20 201 7 2 (χ2[ 304 3 4 30.4 0.00 000 00 (χ2 30. 0.0 (χ 0.

Resumen: Antecedentes: En este estudio se presenta el desarrollo de la Brief Math Anxiety Scale (BMAS), una versión breve de la Shortened Math Anxiety Rating Scale (sMARS) manteniendo su estructura original de tres factores, aplicando la teoría de respuesta al ítem. Método: La sMARS, así como otros cuestionarios para medir su capacidad matemática, la ansiedad rasgo y frente a los exámenes y las actitudes hacia las matemáticas, se administraron a 1.349 estudiantes universitarios. Resultados: Los resultados mostraron que la escala original podía reducirse a nueve ítems (tres para cada subescala). Proporcionamos evidencia de sus buenas propiedades psicométricas: consistencia interna excelente, adecuada fiabilidad test-retest a las 7 semanas y buena validez convergente/discriminante. Conclusiones: En conclusión, la BMAS proporciona interpretaciones válidas y puntuaciones fiables para evaluar la ansiedad matemática en estudiantes universitarios y es especialmente útil en situaciones con disponibilidad de tiempo limitado, donde la forma más larga no es aplicable.

Abstract: Background: This study developed the Brief Math Anxiety Scale (BMAS), a brief version of the Shortened Math Anxiety Rating Scale (sMARS), maintaining its original three-factor structure, by applying item response theory. Method: The sMARS was administered to 1,349 undergraduates, along with other questionnaires to measure their math ability, trait and test anxieties, and attitudes toward mathematics. Results: Results showed that the original scale could be reduced to nine items (three for each subscale). We provided evidence of good psychometric properties: strong internal consistency, adequate 7-week test-retest reliability, and good convergent/discriminant validity. Conclusions: In conclusion, the BMAS provides valid interpretations and reliable scores for assessing math anxiety in university students, and is especially useful in situations with time constraints where the longer form is impractical.

Resumo Objetivo. Este trabalho de pesquisa apresenta a estrutura e composição de uma prova departamental padronizada de uma das disciplinas de maior relevância curricular para o tronco comum de Línguas que pertencem à Faculdade de Idiomas (FI), assim como os resultados da avaliação psicométrica realizada na mesma. Método. Na elaboração desta prova padronizada, foi utilizada a metodologia formulada pelo Instituto de Pesquisa e Desenvolvimento Educacional (Contreras Niño, 2000; Contreras Niño & Backhoff Escudero, 2004), baseada no modelo psicométrico proposto por Nitko (1994) para a preparação de exames em larga escala. A amostra do estudo foi composta por 260 estudantes do primeiro semestre da FI a nível estadual. Foi utilizado o método de análise psicométrico baseado na Teoria de Resposta ao Item, medindo atributos como o índice de discriminação, coeficiente de discriminação e o índice de dificuldade. Resultados. Da análise psicométrica realizada no exame, foram obtidos valores médios que superam o padrão em termos de índice e coeficiente de discriminação (.32), destacando-se os índices superiores ao padrão obtidos na unidade temática de maior relevância curricular para as disciplinas envolvidas. Conclusões. Os valores obtidos nos atributos de confiabilidade e validade permitiram evidenciar a qualidade do instrumento, tendo assim certeza do nível de domínio que os estudantes refletem em relação ao universo de conhecimentos representados na prova.

Resumen Objetivo. El estudio presenta la estructura y composición de un examen departamental estandarizado de una de las asignaturas de mayor relevancia curricular para el tronco común de Lenguas perteneciente a la Facultad de Idiomas(FI), así como los resultados de la evaluación psicométrica realizada a este mismo. Método. Se empleó la metodología formulada por el Instituto de Investigación y Desarrollo Educativo (Contreras Niño, 2000; Contreras Niño & Backhoff Escudero, 2004), con base en el modelo psicométrico propuesto por Nitko (1994) para elaboración de exámenes de gran escala de referencia criterial. La muestra de estudio fue de 260 estudiantes de primer semestre, procedentes de la FI a nivel Estado. Se empleó el método de análisis psicométrico basado en la teoría de respuesta al ítem, con lo que se midieron atributos como el índice de discriminación, coeficiente de discriminación y el índice de dificultad. Resultados. A partir del análisis psicométrico realizado al examen, se obtuvieron valores promedio que sobrepasan el estándar en cuanto al índice y coeficiente de discriminación (.32), destacan los obtenidos en la unidad temática de mayor relevancia curricular para la asignatura en cuestión. Asimismo, se observó una dificultad media en general en el examen y una distribución de la dificultad de los reactivos aceptable. Conclusiones. Los valores obtenidos en los atributos de confiabilidad y validez permitieron evidenciar la calidad del instrumento, lo cual contribuye a la certeza del nivel de dominio que el estudiantado refleja en relación con el universo de conocimientos representados en la prueba, situación que tiene un alto impacto, por la relevancia de dicha asignatura.

Abstract Objective. The study presents the structure and components of a standardized departmental test applied to one of the subjects of outmost curricular relevance for the core curricula of the Faculty of Languages (FL). It also presents psychometric evaluation results of the evaluation performed on the test. Method. To conduct this standardized test, the study used the methodology developed by the Educational Research & Development Institute (Contreras Niño, 2000; Contreras Niño & Backhoff Escudero, 2004). The test is based on the proposed psychometric model by Nitko (1994), designed to construct large-scale criterion-referenced tests. The study sample consisted of 260 first-semester students from FL in the state. The psychometric analysis followed the Item Response Theory to measure features such as the discrimination index, discrimination coefficient, and difficulty index. Results. Average values obtained from the psychometric analysis of the test exceeded discrimination index and coefficient standards (.32), especially those obtained in the thematic unit of greatest curricular relevance for the studied subject. Also, a general average difficulty and an acceptable distribution of said difficulty in the items were observed. Conclusions. The obtained values for the reliability and validity features evidenced the instrument's quality. This directly contributes to the certainty of the level of mastery that the students show in relation to the knowledge universe represented in the test; this situation has a high impact because of the relevance of this subject.

Résumé L'article présente une mesure du niveau socio-économique (NSE) pour presque toutes les écoles brésiliennes. Des indicateurs primaires – calculés à partir de données provenant de questionnaires auxquels les élèves ont répondu dans le cadre d'évaluations éducatives – et des indicateurs secondaires – qui caractérisent le contexte social des écoles – ont été agrégés sur une échelle de NSE au moyen d'un modèle de théorie de la réponse aux items. Le NSE a été calculé pour plus de 180.000 écoles. La méthodologie a donné une visibilité aux petites écoles ou à celles situées dans des zones reculées qui, jusqu'alors, étaient invisibles pour les politiques publiques, puisqu'elles ne participent pas aux évaluations éducatives. La relation entre les résultats scolaires et les NSE représente les inégalités du pays. Les NSE des écoles est utile pour la recherche académique et peut contribuer à l'amélioration des politiques visant à réduire les inégalités éducatives. Larticle L article socioéconomique socio économique (NSE brésiliennes dévaluations d dun un items 180000 180 000 180.00 jusqualors, jusqualors jusqu alors, alors jusqu'alors publiques puisquelles puisqu elles pays lamélioration l amélioration 18000 18 00 180.0 1800 1 0 180.

Resumen El artículo presenta una medida del nivel socioeconómico (NSE) para casi todas las escuelas brasileñas. Indicadores primarios – calculados con los datos de los cuestionarios respondidos por los alumnos en las evaluaciones educativas – e indicadores secundarios – que caracterizan el contexto social de los centros escolares – se agregaron en una escala de NSE mediante un modelo de la Teoría de Respuesta al Ítem. El NSE se calculó para más de 180.000 centros escolares. La metodología dio visibilidad a escuelas pequeñas o de zonas remotas que, hasta entonces, eran invisibles para las políticas públicas, ya que no participaban en las evaluaciones educativas. La relación entre los resultados educativos y el NSE representa las desigualdades del país. El NSE de las escuelas es útil para la investigación académica y tiene el potencial de contribuir a la mejora de las políticas públicas destinadas a reducir las desigualdades educativas. (NSE brasileñas Ítem 180000 180 000 180.00 entonces país 18000 18 00 180.0 1800 1 0 180.

Abstract The article presents a measure of socioeconomic status (SES) for nearly all Brazilian schools. Primary indicators – calculated with data from questionnaires answered by students in educational assessments – and secondary indicators – which characterize the schools' social contexts – were aggregated into an SES scale through an Item Response Theory model. The SES was calculated for more than 180,000 schools. The methodology gave visibility to small schools or ones in remote areas that, until now were invisible to public policies since they had not participated in educational assessments. The relationship between educational outcomes and SES represents the inequalities in the country. The schools' SES are useful for academic research, and can help improve public policies aimed at reducing educational inequalities. (SES model 180000 180 000 180,00 that country research 18000 18 00 180,0 1800 1 0 180,

Este artigo apresenta uma medida do nível socioeconômico (NSE) de quase todas as escolas brasileiras. Indicadores primários – calculados com dados de questionários respondidos pelos estudantes nas avaliações educacionais – e indicadores secundários – que caracterizam o contexto social das escolas – foram agregados em uma escala de NSE por meio de um modelo da Teoria de Resposta ao Item. O NSE foi calculado para mais de 180 mil escolas. A metodologia deu visibilidade às escolas pequenas ou de áreas remotas que, até então, eram invisíveis para as políticas públicas, uma vez que elas não participam das avaliações educacionais. A relação entre resultados educacionais e o NSE representa as desigualdades do país. O NSE das escolas tem utilidade para a pesquisa acadêmica e potencial para contribuir com o aperfeiçoamento das políticas públicas que visam a reduzir as desigualdades educacionais. (NSE brasileiras Item 18 então país 1

Objectives: To provide practical norms for measuring depressive symptoms with the Patient Health Questionnaire 9 (PHQ-9) in Brazil through a state-of-the-art psychometrics analysis. Methods: We used a large representative dataset from the 2019 Brazilian National Health Survey (Pesquisa Nacional de Saúde – 2019), which included 90,846 Brazilian citizens. To assess scale structure, we assessed a unidimensional model using confirmatory factor analysis. Item response theory was used to characterize the distribution of depressive symptoms. Summed- and mean-based PHQ-9 scores were then linked using item response theory-based scores in generalized additive models. Finally, percentiles, T scores, and a newly developed score, called the decimal score (D score), were generated to describe PHQ-9 norms for the Brazilian population. Results: Confirmatory factor analysis revealed a good fit to the unidimensional model, being invariant to age and sex. Item response theory captured item-level information about the latent trait (reliable from 1 to 3 SDs above the mean). Brazilian norms were presented using summed scores, T scores, and D scores. Conclusion: This is the first study to determine Brazilian norms for the PHQ-9 among a large representative sample using robust psychometric tools. More precise PHQ-9 scores are now available and may be widely used in primary and specialized clinical care settings. Objectives PHQ9 PHQ (PHQ-9 stateoftheart state art Methods 201 Pesquisa 2019, , 2019) 90846 90 846 90,84 citizens structure Summed meanbased mean based PHQ- theorybased models Finally percentiles score) population Results sex itemlevel level reliable mean. . mean) Conclusion tools settings (PHQ- 20 9084 84 90,8 (PHQ 2 908 8 90,

ABSTRACT Assessment literacy is a fundamental characteristic that every teacher should have, since student’s assessment is closely related to the entire teaching and learning process, so it should be considered a key element in improving teaching. The aim of this article was to analyse the psychometric properties of an instrument developed to measure assessment literacy of teachers of basic and secondary education: the QALA (Assessment Literacy Admeasurement Questionnaire). The analysis of the psychometric properties of QALA was carried out using the Rasch Model, which is assumed to be a set of statistical techniques that are part of the Item Response Theory (IRT). The results show the good psychometric qualities of QALA, so the instrument seems to be suitable for its purpose, namely to measure the perceptions that teachers have about their knowledge and skills in assessment, on the one hand, and their assessment literacy, on the other.

RESUMEN La Competencia en Evaluación es una característica fundamental que todo docente debe tener, ya que la evaluación del alumno está íntimamente relacionada con todo el proceso de enseñanza y aprendizaje, por lo que debe considerarse un elemento clave para mejorar la docencia. El objetivo de este artículo fue analizar las propiedades psicométricas de un instrumento desarrollado para medir la competencia en evaluación de profesores de educación básica y secundaria: el QALA (Cuestionario de Medición de la Competencia en Evaluación). El análisis de las propiedades psicométricas de QALA se realizó mediante el Modelo de Rasch, que se supone que es un conjunto de técnicas estadísticas que se insertan en la Teoría de Respuesta al Ítem (TRI). Los resultados muestran las buenas cualidades psicométricas de QALA, por lo que el instrumento parece adecuado para el propósito que se propone, es decir, medir las percepciones que los docentes tienen sobre sus conocimientos y habilidades en evaluación, por un lado, y su competencia evaluativa, en el otro.

RESUMO A literacia em avaliação é uma característica fundamental que todo o professor deve ter, uma vez que a avaliação dos alunos está numa estreita relação com todo o processo de ensino e aprendizagem. pelo que deverá ser considerada um elemento-chave na melhoria do ensino. O objetivo do presente artigo foi o de analisar as propriedades psicométricas de um instrumento desenvolvido para aferir a literacia em avaliação dos professores do ensino básico e secundário: o QALA (Questionário de Aferição da Literacia em Avaliação). A análise das propriedades psicométricas do QALA foi realizada a partir do Modelo Rasch, que se assume como um conjunto de técnicas estatísticas que se inserem na Teoria de Resposta ao Item (TRI). Os resultados evidenciam as boas qualidades psicométricas do QALA, pelo que o instrumento parece ser adequado para o objetivo a que se propõe, nomeadamente para aferir as perceções que os professores têm sobre os seus conhecimentos e capacidades em avaliação, por um lado, e a sua literacia em avaliação, por outro.

RESUMEN Introducción: El estigma hacia las personas que mueren por suicidio o presentan conductas suicidas se considera una barrera para la búsqueda de apoyo profesional y porque tiene efectos en el bienestar psicológico, físico y social. La sociedad cumple un rol importante en la prevención y tratamiento del suicidio, siendo un apoyo necesario para las personas. Objetivo: Traducir al español y validar la Stigma of Suicide Scale Short Form en adultos peruanos de la población general. Métodos: Estudio transversal de enfoque cuantitativo e instrumental. Participaron 1013 adultos peruanos que respondieron la Escala de Estigma del Suicidio - Forma corta (SOSS-SF). El método de traducción inversa se utilizó para la versión de inglés al español. Los análisis se realizaron a partir de la teoría clásica de los test y teoría de respuesta al ítem. Resultados: Los participantes estuvieron de acuerdo en que las personas que mueren por suicidio eran solitarias (39,4 %), aisladas (39,3 %), cobardes (35,2 %) e irresponsables (35 %). La estructura de 3 factores fue adecuada, presentó buena confiabilidad (ωbayes > 0,77, H > 0,83) e invarianza según sexo. Además, todos los ítems discriminaron adecuadamente; el ítem 10 fue el más preciso para medir el estigma hacia el suicidio. Conclusiones: La versión en español del SOSS-SF presenta evidencias de validez basadas en el contenido, estructura interna, confiabilidad, invarianza y respuestas del ítem. Se recomienda su uso para la interpretación e inferencia de sus puntuaciones en la evaluación del estigma hacia el suicidio en población general adulta peruana.

ABSTRACT Introduction: Stigma towards people who die by suicide or present suicidal behaviors, is considered a barrier for the search professional support and because it has effects on psychological, physical and social well-being. Society complies an important role in suicide prevention and treatment, being a necessary support for individuals. Objective: To translate into Spanish and validate the Stigma of Suicide Scale Short Form in Peruvian adults from the general population. Methods: Cross-sectional study of quantitative and instrumental approach. A total of 1013 Peruvian adults who responded the Suicide Stigma Scale - Short Form (SOSS-SF) participated. The reverse translation method was used for the English to Spanish version. Analyses were performed as from classical test theory and item response theory. Results: Participants agreed that people who die by suicide were lonely (39,4%), isolated (39,3%), cowardly (35,2%), and irresponsible (35%). The 3-factor structure was adequate, presented good reliability (ωbayes > 0,77, H > 0,83) and gender invariance. In addition, all items discriminated adequately, with item 10 being more accurate in measuring suicide stigma. Conclusions: The Spanish version of the SOSS-SF presents sources of evidence of validity based on content, internal structure, reliability, invariance and item responses. Its use is recommended for the interpretation and inference of its scores in the assessment of stigma towards the suicide in the general adult Peruvian population.

Resumen Las pruebas internacionales de aplicación masiva permiten evaluar los aportes de los factores individuales, familiares, institucionales y nacionales al logro educativo de los estudiantes expresado en su desempeño. En este contexto, el propósito de este estudio fue proponer y evaluar un modelo de efectos centrado en el procesamiento cognitivo esencial e incidental de las actividades académicas, de acuerdo con el desempeño en las pruebas de matemáticas en estudiantes de sexto grado de 15 países (y el estado de Nuevo León de México) que participaron en el Tercer Estudio Regional Comparativo y Explicativo (TERCE). Se formuló un modelo de ecuaciones estructurales en el que se calcularon índices de procesamiento esencial (control atencional, memoria de trabajo y supervisión familiar) y procesamiento incidental (violencia percibida, uso de ocio de la computadora -videojuegos, redes sociales, reproducción de contenidos, etcétera), con base en los ítems o preguntas utilizados en el TERCE. Los índices se diseñaron y obtuvieron según el Modelo de Rasch de la Teoría de Respuesta al Ítem (TRI). El modelo planteado afecta el desempeño en la prueba en 24 puntos. La variable con mayor tamaño de efecto es el uso de ocio de computadoras en el hogar. Los resultados se discuten a la luz de las hipótesis cognitivas sobre la distribución de recursos de atención y la de entrenamiento para entender el rol de las tecnologías de la información en el proceso formativo.

Abstract International tests of massive application allow evaluating how individual, institutional, national, and family factors contribute to students' educational achievement through their performance. Consequently, education evaluation is based on the paradigm of general and specific competencies for life. One of these general competencies is the capacity to solve mathematical problems and apply logical thinking to problem-solving. In order to evaluate this general competence, standardized tests have been developed. Among these tests, the Third Regional Comparative and Explanatory Study (TERCE) in 2013 evaluated the mathematical and other areas' academic performance of children in the third and sixth grade. The TERCE Mathematics evaluation allows researchers to capture the students' academic performance in five domains: numeric, geometric, measurement, statistics, and variation, as well as their cognitive performance in objects and elements recognition and simple and complex problem-solving. In addition, to evaluate these eight dimensions, the TERCE test also asks for information regarding academic context, family environment, and teachers, among others. Despite this information, in Colombia and in general, the evaluation of the socioeconomic context over academic performance has been studied mainly considering the schools' characteristics, families' economic levels, and public expenses. Therefore, there is little evidence of the effects of psycho-pedagogical and psychological factors on academic performance. Psycho-pedagogical models emphasize the dependence of the superior processes on perceptual and attentional processes and the need for activities that demand deep processing and active involvement with information before, during, and after classes. Thus, attending simultaneously to different elements affects the development of cognitive control functions, which leads to low academic achievement and performance. Frequently, students face academic activities in different scenarios where the attentional system should divide its resources between several stimulus sources. Activities in which the attentional system focuses are “essential processing”, and those not related to the main academic activity are called “incidental processing”. Consequently, increasing the sources of incidental processing would decrease the attentional resources devoted to the essential processing of educational activities producing low academic performance. In this context, the study proposes and evaluates an effects model focused on essential and incidental cognitive processing of academic activities. The information was captured on the mathematics performance of sixth-grade students from 15 countries (and the state of Nuevo León de México) participating in the Third Regional Comparative and Explanatory Study (TERCE). A Structural Equations model was formulated using indices of Essential Processing (Attentional Control, Working Memory, and Family Supervision) and Incidental Processing (Perceived Violence, Leisure use of the computer, and incidental processing) based on the items or questions used in the TERCE. The indices were designed based on the Item Response Theory (IRT) model. Findings show that the proposed model affects the performance in the test by 24 points. Higher scores in essential processing produce higher scores in the mathematics component of the TERCE test. Family supervision of academic activity is the single element with the highest impact on academic performance (3.020); on the other hand, attentional control (7.48) and working memory (4.295) also impact academic performance positively. Regarding the incidental processing variables, lower levels of perceived violence (1.680), less noise and distractor in class (2.130), and higher use of computers at home for leisure activities (5.851) have the most significant impacts on academic performance. The results are discussed considering the cognitive hypotheses on the distribution of attention resources and the training hypothesis to understand information technologies' role in the academic processes. Suggestions for further research focus on the inclusion of items with a higher theoretical background that allows researchers to evaluate the impact of essential and incidental processing on academic performance using items specially designed with that goal to get more conclusive and robust results.

Resumen La estimación de la fiabilidad de pruebas evaluativas lineales y estandarizadas, de cualquier tipo, en ciencias sociales es relativamente simple con el uso del coeficiente de alpha de Cronbach. El problema ocurre con el uso de pruebas adaptativas que se ajustan a las respuestas que van entregando los sujetos. Ello se complejiza aún más cuando se utilizan pruebas adaptivas informatizadas, lo que tensiona el uso del alpha de Cronbach, puesto que requiere de estabilidad en su medición. Así, el presente trabajo expone el denominado método Game-Adaptative que permite determinar la fiabilidad de una prueba adaptativa considerando su naturaleza variable. Dicho método se somete a prueba con dos casos, uno simulado y otro real con base a una muestra de 50 estudiantes de postgrado de una universidad chilena, quienes se sometieron al Oxford Online Placement Test. Los resultados indican que la aplicación del método Game-Adaptative recoge adecuadamente la variabilidad de las respuestas de ítems utilizados en cada caso, pudiendo determinar sin mayor inconveniente la fiabilidad de los instrumentos en cuestión. En consecuencia, esta propuesta se transforma en una ruta plausible para analizar las pruebas de carácter adaptativo, contribuyendo a superar las limitaciones de los coeficientes tradicionales, al menos en términos de fiabilidad.

Abstract Estimating the reliability of linear and standardized evaluative tests of any type in the social sciences is relatively simple with the use of Cronbach's alpha coefficient. The problem occurs with the use of adaptive tests that adjust to the answers that the subjects are giving. This becomes even more complex when computerized adaptive tests are used, which stresses the use of Cronbach's alpha since it requires stability in its measurement. Thus, the present work exposes the so-called Game-Adaptive method that allows determining the reliability of an adaptive test considering its variable nature. This method is tested with two cases, one simulated and the other real, based on a sample of 50 graduate students from a Chilean university who submitted the Oxford Online Placement Test. The results indicate that the application of the Game-Adaptive method adequately collects the variability of the responses of the items used in each case, allowing us to determine without major inconvenience the reliability of the instruments in question. Consequently, this proposal becomes a plausible route to analyze adaptive tests, helping to overcome the limitations of traditional coefficients, at least in terms of reliability.

Resumen El objetivo de este artículo fue proponer estándares normativos para la Career Adapt-Abilities Scale (CAAS-Brasil) considerando diferencias en términos de variables sociodemográficas: género, estado civil, grupo de edad, escolaridad y rango de ingresos. La muestra estuvo constituida por 2.999 individuos, con edades comprendidas entre 14 y 77 años, en su mayoría mujeres (63%) y representantes de 21 estados brasileños. Las propiedades psicométricas de CAAS-Brasil se investigaron mediante la Teoría de Respuesta al Ítem y el coeficiente Omega. Los resultados mostraron invarianza para el CAAS-Brasil y mayores diferencias de medias en las variables edad, escolaridad e ingresos. A partir de esto, se presentaron estándares normativos para la muestra general y se dividieron considerando las variables que manifestaron diferencias. Los estándares normativos presentados en este artículo permitirán a los profesionales de la orientación profesional interpretar y la orientación interpretar, basándose en normas, las puntuaciones de adaptabilidad profesional de sus alumnos, haciendo que la evaluación sea más sustantiva. AdaptAbilities Adapt Abilities CAASBrasil CAAS Brasil (CAAS-Brasil sociodemográficas género civil edad ingresos 2999 2 999 2.99 individuos 1 7 años 63% 63 (63% brasileños Omega esto normas alumnos sustantiva 299 99 2.9 6 (63 29 9 2. (6 (

Abstract This article aimed to propose normative standards for the Career Adapt-Abilities Scale (CAAS-Brazil) considering differences in terms of sociodemographic variables: gender, marital status, age group, education level, and income. The sample consisted of 2999 individuals, within the age range of 14 to 77 years, mostly women (63%) from 21 Brazilian states. The psychometric properties of CAAS-Brazil were investigated using Item Response Theory and the Omega coefficient. Results showed invariance for the CAAS-Brazil and greater mean differences in the variables age group, education, and income. From this, normative standards for the overall sample were presented and divided considering the variables that showed differences. The normative standards presented in this article will enable career guidance professionals to interpret the career adaptability scores of their students, making the assessment more robust. AdaptAbilities Adapt Abilities CAASBrazil CAAS Brazil (CAAS-Brazil gender status group level income 299 individuals 1 7 years 63% 63 (63% 2 states coefficient students robust 29 6 (63 (6 (

Resumo O objetivo deste artigo foi propor padrões normativos para a Career Adapt-Abilities Scale (CAAS-Brasil) considerando diferenças em função das variáveis sociodemográficas: sexo, estado civil, faixa etária, escolaridade e faixa de rendimento. A amostra foi composta por 2.999 indivíduos, idades variando de 14 a 77 anos, maioria do sexo feminino (63%) e representantes de 21 estados brasileiros. As propriedades psicométricas da CAAS-Brasil foram investigadas por meio de Teoria de Resposta ao Item e coeficiente ômega. Os resultados evidenciaram invariância para a CAAS-Brasil e maiores diferenças de médias nas variáveis faixa etária, escolaridade e faixa de rendimento. A partir disso, foram apresentados padrões normativos para a amostra geral e dividida, considerando as variáveis que apresentaram diferenças. Os padrões normativos apresentados neste artigo possibilitarão que profissionais de orientação profissional e de carreira interpretem, com base em normas, os escores de adaptabilidade de carreira de seus orientandos, tornando a avaliação mais substantiva. AdaptAbilities Adapt Abilities CAASBrasil CAAS Brasil (CAAS-Brasil sociodemográficas civil etária rendimento 2999 2 999 2.99 indivíduos 1 7 anos 63% 63 (63% brasileiros ômega disso dividida interpretem normas orientandos substantiva 299 99 2.9 6 (63 29 9 2. (6 (