ArticleFrontiers in psychology2024
Psychometric proprieties analyses of psychological vulnerability scale for secondary school students.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Not yet cited in PubMed.
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Corrections and comments
- Erratum issued
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6 authors.
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Abstract
Background: The concept of psychological vulnerability is associated with the individual's maladaptive cognitive beliefs, such as self-criticism, perfectionism, and the need for external validation and approval, reducing the individual's ability to cope with negative life experiences. This study aimed to explore psychometric proprieties of the Psychological Vulnerability Scale in secondary school students. Methods: A psychometric study was conducted with a non-probabilistic sample of 1,875 secondary school students (55.5% female) aged 15 to over 18 years. Participants completed a self-report questionnaire that included demographic information, the Psychological Vulnerability Scale, and a Positive Mental Health questionnaire. Results: Analysis revealed acceptable skewness values (between -0.557 and 0.6385) and kurtosis (ranging from -1.29 to -0.704). Confirmatory factor analysis (CFA) indicated excellent global fit indices, confirming the original structure. Invariance testing between genders demonstrated that the Psychological Vulnerability Scale was consistent for boys and girls (configural invariance) and that each item contributed similarly to the construct (metric invariance). The Psychological Vulnerability Scale showed good internal consistency, with an ordinal Cronbach's alfa above 0.70. Reliability estimates, including inter-item reliability or MacDonald's Omega, indicated mean item-inter correlations falling within the recommended range of 0.15-0.50. Conclusion: The Psychological Vulnerability Scale is a reliable tool that allows health professionals to assess the psychological vulnerability of individuals in both clinical (e.g., hospitals, health centers) and non-clinical (e.g., schools, universities) contexts throughout the life cycle (e.g., young people, adults, and older adults).
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