Psychometric Properties of the Spanish Adaptation of the School Failure Coping Scale
Bibliographic Data
| ID | 21376508 |
|---|---|
| Authors | Pedro Damián Zamudio Elizalde (0000-0002-1514-8425, Facultad de Ciencias de la Educación Universidad Autónoma de Sinaloa Culiacán Sinaloa México), Pedro Damián Zamudio‐Elizalde (Universidad Autónoma de Sinaloa), Francisco José Álvarez‐Montero (0000-0002-9729-7319, Facultad de Ciencias de la Educación Universidad Autónoma de Sinaloa Culiacán Sinaloa México), Francisco José Álvarez-Montero (Universidad Autónoma de Sinaloa, corresponding author), Hiram Reyes-Sosa (0000-0001-6763-847X, Facultad de Psicología Universidad Autónoma de Coahuila Saltillo Coahuila México), Hiram Reyes‐Sosa (Universidad Autónoma de Coahuila) |
| Year | 2026 |
| Volume | 63 |
| Issue | 5 |
| Pages | 940-951 |
| Publication date | 2026-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.70140 |
| OpenAlex | W7124444087 |
| Language | EN |
| References cited | 71 |
This study presents the first large‐scale Spanish adaptation and psychometric validation of the School Failure Coping Scale for Mexican high school students. Undertaken to address significant methodological limitations in the original validation, this research provides a rigorous evaluation of the scale's factor structure, reliability, and measurement invariance. Analyses confirmed a robust four‐factor model that systematically distinguishes between adaptive and maladaptive coping strategies across task‐oriented and socially‐focused dimensions. The final 16‐item scale demonstrated strong psychometric properties, including excellent overall reliability and full measurement invariance across gender and educational grade levels. The results validate a theoretically sound and culturally‐grounded tool that can be used by educators and school psychologists to reliably identify students’ coping profiles, enabling early intervention and tailored support to mitigate the risk of school dropout in Mexico and similar Latin American contexts
Coping (psychology) · Maladaptive coping · Measurement invariance · Psychometrics · Reliability (semiconductor) · Scale (ratio) · Test validity · Resilience and Mental Health · Stress and Burnout Research · Youth Substance Use and School Attendance
Lazarus and Folkman's Psychological Stress and Coping Theory
Power Analysis for Parameter Estimation in Structural Equation Modeling
Investigating the performance of exploratory graph analysis and traditional techniques to identify the number of latent factors
Identification of Confirmatory Factor Analysis Models of Different Levels of Invariance for Ordered Categorical Outcomes
Issues and recommendations for exploratory factor analysis and principal component analysis
From Louvain to Leiden
Constructing validity
Are personality measures valid for different populations? A systematic review of measurement invariance across cultures, gender, and age
Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates
Dimensionality assessment of ordered polytomous items with parallel analysis.
Multidimensional Fear of Failure Measurement
Exploratory factor analysis
How to determine the number of factors to retain in exploratory factor analysis
Estimating the Stability of Psychological Dimensions via Bootstrap Exploratory Graph Analysis
Applied Psychometrics
Polychoric versus Pearson correlations in exploratory and confirmatory factor analysis of ordinal variables
The association between academic pressure and adolescent mental health problems
Multiple-Group Invariance with Categorical Outcomes Using Updated Guidelines
When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions.
Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance
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A Systematic Review of Test Anxiety Identification and Leveling in Children and Adolescents
Does educational stress mediate the relationship between intolerance of uncertainty and academic life satisfaction in teenagers during the Covid‐19 pandemic
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Rotation Criteria and Hypothesis Testing for Exploratory Factor Analysis
The Poor Fit of Model Fit for Selecting Number of Factors in Exploratory Factor Analysis for Scale Evaluation
Multiple Local Solutions and Geomin Rotation
Coping, emotion regulation, and psychopathology in childhood and adolescence
Initial psychometric testing of the harm reduction self-efficacy scale
Can we really use available scales for child and adolescent psychopathology across cultures? A systematic review of cross-cultural measurement invariance data
Risk Factors for School Absenteeism and Dropout
The impact of stress on students in secondary school and higher education
The Longitudinal Relationship Between Co-Rumination and Emotional Problems in Early Chinese Adolescents
Ten Steps in Scale Development and Reporting
Use Omega Rather than Cronbach’s Alpha for Estimating Reliability. But
Measurement invariance conventions and reporting
Children’s Coping With Academic Failure
Internalizing and Externalizing Behavior Problems and Student Engagement in Elementary and Secondary School Students
Romantic Attachment and Sexual Desire
Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research
| Citation velocity | historical |
|---|---|
| Highly cited | No |