Study of Adaptation and Validity Evidence of the Reading Anxiety Scale (RAS-20) - Version for Parents and Guardians

Lima, Melina; Mosmann, Clarisse Pereira

doi:10.1590/1982-4327e3407

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Psychological Evaluation • Paidéia (Ribeirão Preto) 34 • 2024 • https://doi.org/10.1590/1982-4327e3407 copy

Study of Adaptation and Validity Evidence of the Reading Anxiety Scale (RAS-20) - Version for Parents and Guardians

Estudo de Adaptação e Evidências de Validade da Reading Anxiety Scale (RAS-20) - Versão Para Pais e Cuidadores

Estudio de Adaptación y Evidencia de Validez de la Reading Anxiety Scale (RAS-20) - Versión para Padres y Cuidadores

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract:

Reading anxiety can hinder involvement and performance. This study aimed to present the adaptation and validity evidence of the Reading Anxiety Scale (RAS-20) for parents and guardians. A total of 240 parents and guardians with children aged from eight to 12 years ( M = 9.73; SD = 1.41) took part in the study. A sociodemographic and health conditions questionnaire, the Child Behavior Checklist (CBCL) and the Reading Anxiety Scale (RAS) version for parents and guardians were applied. The results of the confirmatory factor analysis indicated good adjustment rates for the three dimensions assessed by the scale (enjoyment, independence, and difficulty). Convergent validity evidence supported the hypothesis of anxiety as a specific phenomenon, different from general anxiety. The RAS-Version for parents and guardians showed adequate psychometric properties and can contribute to the development of interventions in the clinical, family, and school context.

Keywords:
anxiety; reading; parents; neuropsychological assessment

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] Correspondence address:
Melina Lima. Universidade do Vale do Rio dos Sinos. Av. Unisinos, 950, São Leopoldo , RS - Brasil . CEP 93.022-000 . Email: lima.melina@gmail.com

Sociodemographic parameter		N	%
Schooling of parents and guardians	Complete primary education	4	1.7
	Incomplete primary education	2	0.8
	Complete secondary education	28	11.7
	Incomplete secondary education	7	2,9
	Complete tertiary education	45	18.8
	Incomplete tertiary education	36	15.0
	Postgraduate	118	49.1
Sex of children and adolescents	Female	114	47.5
Sex of children and adolescents	Male	126	52.5
Type of school of children and adolescents	Private	153	63.7
Type of school of children and adolescents	Public	87	36.3

	M	DP	1	2	3	4
1 RAS IND	29.70	7.30	-
2 RAS ENJ	24.60	5.97	0.61**	-
3 RAS DIF	29.50	6.50	0.78*	0.68**	-
4 RAS-TOTAL	83.81	18.20	0.86**	0.86**	0.91**	-

Item		Independence	Enjoyment	Difficulty
11	Cannot improve their reading without help. / Não consegue melhorar a sua leitura sem ajuda.	0,813
13	Cannot read well without help from other people. / Não consegue ler bem sem ajuda de outras pessoas.	0,796
6	Cannot read well, no matter how hard he/she tries. / Não consegue ler bem, não importa o quanto tente.	0,791
8	Says he/she cannot read without help. / Diz que não consegue ler sem ajuda.	0,785
7	Says that others read better than him/her. / Diz que os outros leem melhor que ele(a).	0,776
3	Needs help to read. / Precisa de ajuda para ler.	0,766
5	Needs the teacher’s help when there is a reading activity in class. / Necessita da ajuda do(a) professor(a) quando tem atividade de leitura em sala de aula.	0,750
16	Feels more secure when he/she has someone to help with his/her reading homework. / Se sente mais seguro(a) quando recebe ajuda de alguém para fazer os deveres de casa de leitura.	0,646
10	Can read, but does not like it. / Consegue ler, mas não gosta.		0,909
12	Says he/she does not like reading. / Diz que não gosta de ler.		0,849
20	Gets upset when he/she has too much to read. / Fica chateado(a) quando tem muita coisa para ler.		0,721
18	Even if he/she could, he/she says would not want to improve his/her reading. / Mesmo que pudesse, ele(a) diz que não gostaria de melhorar a sua leitura.		0,766
15	Does not like looking at books. / Não gosta de olhar para livros.		0,766
19	Gets upset and/or nervous when looking at books. / Fica chateado(a) e/ou nervoso(a) ao olhar para livros.		0,761
14	Says he/she could read better if he/she were a better person. / Diz que saberia ler melhor, se fosse uma pessoa melhor.			0,849
17	Does not feel intelligent enough to read well. / Não se sente inteligente o suficiente para ler bem.			0,728
9	Quickly forgets what he/she has read even when he/she has just finished reading / Esquece rapidamente o que leu mesmo quando recém acabou de ler			0,707
4	Can read, but cannot understand what they read. / Consegue ler, mas não consegue entender o que lê.			0,707
2	Says he/she has difficulty to understand what they read. / Diz que tem dificuldade para entender o que lê.			0,672
1	Says he/she finds it difficult to read. / Diz que acha difícil ler.			0,628

	Absolute fit measures				Incremental fit measure
Model	X²/df	p	RMSEA	SRMR	CFI
RAS_IND	1.79	0.043	0.05	0.03	0.99
RAS_ENJ	2.65	0.047	0.08	0.04	0.99
RAS_DIF	2.40	0.013	0.07	0.03	0.98
RAS_TOTAL	1.89	0.042	0.08	0.03	0.97

	1	2	3	4	5	6	7	8
1.RAS_IND	-
2.RAS_ENJ	.61**	-
3.RAS_DIF	.78**	.68**	-
4.RAS_Total	.86**	.86**	.91**	-
5.CBCL_DEP_ANS	−.29**	−.18**	−.34**	−.31**	-
6.CBCL_RET	−.26**	−.16**	−.27**	−.25**	.42**	-
7.CBCL_SOM	−.27**	−.19**	−.29**	−.29**	.54*	.29*	-
8.CBCL_Internalizing	−34**	−.23**	−.38**	−.36**	.93*	.54*	.76**	-