000133129 001__ 133129
000133129 005__ 20240322124130.0
000133129 0247_ $$2doi$$a10.1186/s40359-024-01608-w
000133129 0248_ $$2sideral$$a137805
000133129 037__ $$aART-2024-137805
000133129 041__ $$aeng
000133129 100__ $$aLanger, Álvaro I.
000133129 245__ $$aPsychometric evidence of the Acceptance and Action Questionnaire-II (AAQ-II): an item response theory analysis in university students from Chile
000133129 260__ $$c2024
000133129 5060_ $$aAccess copy available to the general public$$fUnrestricted
000133129 5203_ $$aBackground: Experiential avoidance (EA) is a psychological mechanism associated with several mental health disorders and is regarded as a relevant target by third-generation cognitive behavioral therapies. It has been mainly assessed through self-report questionnaires, and the AAQ-II is the most used tool. Its psychometric evidence has been mostly tested through the classical test theory (CTT) and very scarcely assessed through Item Response Theory (IRT).
Methods: We used the Graded Response Model to examine its psychometric properties in Spanish-speaking university students (n = 1503; women = 995 (66.2%), mean age = 19.29, SD = 2.45). We tested whether the empirical data fit the model’s predictions and estimated the dispersion of persons and items along the experiential avoidance continuum. Moreover, we examined category probability curves to identify the response probability of each answer. Likewise, an item-person map was made where the measurement of persons and items, both on the same scale and along the experiential avoidance continuum, could be observed jointly. Finally, we tested the gender invariance of the scale.
Results: We found that the values of the individuals and the items were in the established range to be considered an adequate measure of EA. Additionally, we observed high discrimination indices for all items. The current version with seven answer options could not be optimal and should be tested in future studies. Finally, we found evidence of differential functioning by gender in one of the seven items of the instrument.
Conclusions: Our results indicate that the AAQ-II is a suitable tool for measuring EA and accurately classifying and differentiating EA levels in university students.
000133129 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000133129 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000133129 700__ $$aPonce, Fernando P.
000133129 700__ $$aOrdóñez-Carrasco, Jorge L.$$uUniversidad de Zaragoza
000133129 700__ $$aFuentes-Ferrada, Reiner
000133129 700__ $$aMac-Ginty, Scarlett
000133129 700__ $$aGaete, Jorge
000133129 700__ $$aNúñez, Daniel
000133129 7102_ $$14009$$2620$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Metod.Ciencias Comportam.
000133129 773__ $$g12, 1 (2024), 111 [15 pp.]$$tBMC Psychology$$x2050-7283
000133129 8564_ $$s3399840$$uhttps://zaguan.unizar.es/record/133129/files/texto_completo.pdf$$yVersión publicada
000133129 8564_ $$s2205966$$uhttps://zaguan.unizar.es/record/133129/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000133129 909CO $$ooai:zaguan.unizar.es:133129$$particulos$$pdriver
000133129 951__ $$a2024-03-22-09:47:29
000133129 980__ $$aARTICLE