This paper focuses on the validation of the Spanish form of the Eating Attitudes Test (EAT-26; Garner, Olmsted, Bohr\ud \ud & Garfinkel, 1982) across two studies. Participants in Study 1 were 778 females recruited from community settings\ud \ud (aged 12-21). Study 2 included 86 females recruited from clinical and 86 females from community settings (aged 12-\ud \ud 35). Results from Principal and Simultaneous Component Analyses showed a unidimensional structure of the EAT-26\ud \ud item scores. Reliability analyses supported the internal consistency of the scale. Study 1 also explores the ability of\ud \ud the EAT-26 to discriminate between subjects with Eating Disorder (ED), Symptomatic or Asymptomatic by means of\ud \ud ROC analyses and using results from the Questionnaire for Eating Disorder Diagnoses (Q-EDD; Mintz, O’Halloran,\ud \ud Mulholland, & Schneider, 1997) as criterion. The EAT-26 demonstrated good specificity but insufficient sensitivity to\ud \ud detect a full or partial ED. Study 2 explores the ability of the questionnaire to discriminate between subjects with and\ud \ud without ED. The EAT-26 demonstrated good specificity and moderate sensitivity to detect ED. Clinical and theoretical\ud \ud implications of these results are discussed

This study focused on the validation of the Italian version of the Acceptance and Action Questionnaire-II (AAQ-II, Bond et al. Behavior Therapy 42:676-688, 2011). This measure was developed to address the need for an improved measure of psychological inflexibility. The participants were 255 adults (77 males and 178 females, mean age of 31.9 years, SD = 13.7) from the general population. The results of Principal Axis Factor analyses supported a unidimensional structure of AAQ-II scores. The one-factor solution accounted for 42 % of the variance. Internal consistency was high (.83), and test-retest reliability over a 12-month period was modest (.61). Higher AAQ-II scores significantly related to anxiety and depression, and to lower psychological well-being, supporting the concurrent validity of the scale. Correlations with measures of conceptually related constructs also supported the convergent validity of the scale. Furthermore, psychological inflexibility significantly predicted important outcome measures beyond conceptually related constructs. The results of this study suggest that the Italian version of the AAQ-II is a reliable and valid measure of psychological inflexibility, and that the 7-item version of the scale features improved psychometric properties over previous versions of the questionnaire

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Abstract. This paper investigates the item scalability of the Beck Depression Inventory (BDI) in 252 subjects; 126 with and 126 without eating disorders. To do so, an order was established regarding the BDI items according to the clinical characteristics of the subjects with eating disorders. The nonparametric Item Response Theory (NIRT) model was applied to evaluate Monotone Homogeneity and Double Monotonicity of items, as well as the reliability of the scale in both groups. The results show that the order of the items is satisfied in the group with eating disorders, but not in the control group. Therefore, the results obtained allow the ordering of depression scores of subjects with eating disorders according to their clinical characteristics. This order is not valid for the depression scores of subjects who did not have eating disorders. It should be noted that the application of the Double Monotonicity model to polytomous items provides new and relevant information when compared to the data provided by the Classical Test Model. In addition, it is very useful for other items and subjects having certain characteristics.

This study represents the first attempt to examine the validity of scores on the Student Adaptation to College Questionnaire (SACQ) in a sample of European university students. Concurrent validity was established through significant correlations in the expected direction with alternative measures of student adjustment (academic motivation, loneliness, depression, and general adjustment to university). Further concurrent validity evidence for selected subscales was provided through moderate associations with students' engagement in social activities and their self-reported use of psychological services provided on campus. Findings regarding predictive validity, as assessed through correlations with student attrition and academic results, went in the expected direction but were somewhat less convincing. The latter results are explained in terms of differences between European and North American systems of higher education. With some reservations regarding the Academic Adjustment subscale, then, the SACQ seems to be a useful tool for research on university life among college students in Europe.The Student Adaptation to College Questionnaire (SACQ) is a self-report instrument designed by Siryk (1984, 1989) to assess students' adjustment to college. Baker and Siryk (1984) assumed that adjustment to university is multifaceted in that it requires adjustment to a variety of demands. Four aspects of adjustment to college or university are measured. Academic Adjustment measures how well the adolescent manages the educational de-The authors are greatly indebted to the students who participated in the study, to Alfons Marcoen for his help in translating the SACQ, to Griet Van Roosmalen and Ben Van Calster for their assistance in back translation, and to the dean of the faculty, Roland Vandenberghe, and the registrar, Pol Pierlet, for their permission to inspect students' academic transcripts. Correspondence concerning this article should be sent to Wim Beyers,