Positive and Negative Affect Schedule-Short Form: Factorial Invariance and Optimistic and Pessimistic Affective Profiles in Spanish Children

Abstract

The distinction in recent years between positive affect (PA) and negative affect (NA) is becoming increasingly important due to their relationship with depression and anxiety. This work is composed of two studies. The first study aimed to validate the brief version of the Positive and Negative Affect Schedule for Children-Short Form (PANAS-C-SF) in a Spanish child sample. The second study sought to check the existence of four affective profiles: self-fulfilling (high PA and low NA), low affective (low PA and NA), high affective (high PA and NA), and self-destructive (low PA and high NA) and to relate them to optimism and pessimism. Samples for both studies were composed of 647 and 1,296 Spanish students (between 8 and 11 years), respectively. Through various multigroup confirmatory factor analyses (MCA), the invariance of the PANAS-SF and the lack of significant gender differences in the latent means were verified. In addition, cluster analysis confirmed the existence of the appropriate profiles. In this case, the self-fulfilling profile correlated with high scores in optimism and low scores pessimism, whereas the self-destructive profile correlated in the opposite direction. These contributions represent an advance in the study of child affect.

Measuring Positive and Negative Affect in a School-Based Sample: A Polish Version of the PANAS-C

“…Overall, our results suggest that the underlying structure of the PANAS-C, similar to the structure of the original PANAS (e.g., Allan et al 2015;Crawford and Henry 2014;Leue and Beauducel 2011), may be more complex than initially proposed. This might be related to the fact that the PANAS-C (similar to the original PANAS) contains some correlated, redundant items, which may explain why the shorter version of the scale fitted the data better than the Blong^PANAS-C not only in our study but also in previous studies (Ebesutani et al 2012;Sanmartín et al 2018; see also Damásio et al 2013 for a CFA of an 8-item version of the PANAS-C). This observation is in line with a general tendency to shorten the PANAS-C by removing poorly performing items.…”

“…Specifically, the PANAS-C scales loaded on two separate factors that were easily interpretable as PA and NA, internally consistent, and weakly negatively correlated. The structure of the PANAS-C was further examined with CFA that, except for two studies (Ciucci et al 2017;Sanmartín et al 2018), was not used in previous translation studies validating the long version of the PANAS-C. CFA confirmed that affect, as measured with the PANAS-C, consists of two general components, previously identified in research in adults (Watson and Tellegen 1985;Zevon and Tellegen 1982), but this conclusion was valid only for the 10-item version. The remaining versions indicated an inadequate fit according to the cut-off criteria we adopted.…”

“…1 Therefore, in addition to the two-dimensional model proposed by Laurent et al (1999), we tested an alternative second-order model previously tested only in a U.S. sample (Ebesutani et al 2011a). Second, following the observation that so far the utility of the 10-item PANAS-C has been demonstrated only in two culturesthe U.S. (Ebesutani et al 2012) and Spain (Sanmartín et al 2018)we examined the properties of this shortened version in our study. Of importance, we adapted this version instead of creating a short form in its strict sense (i.e., by reducing the Polish version of the PANAS-C; Smith et al 2000), because comparable versions of an already existing scale might facilitate multinational and multicultural research on affect in children (Beaton et al 2000).…”

Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample

“…As it happened with the adult version, Ebesutani et al [38] validated the short version of the PANAS-C (PANAS-C-SF) in American children aged between six and 18 years, thus providing a version of 10 items for child population (five items for PA and five items for NA). Recently, the PANAS-C-SF has been validated in a Spanish child sample of 1296 students aged between eight and 11 years [39]. However, the PANAS-C-SF is not validated in a Spanish-speaking adolescent sample.…”

“…Consequently, Norlander et al [43] identified four affective profiles: a profile characterized by people who scored high in PA and low in NA (Self-Fulfilling affective profile), a profile with participants who scored low in both dimensions (Low affective profile), other profile characterized by individuals who scored high in PA and NA (High affective profile), and a profile with people who scored low in PA and high in NA (Self-Destructive profile). This typology of affective profiles has been used in subsequent studies, and it has been analyzed in adolescent samples that the Self-Fulfilling profile relates to high scores in life satisfaction or happiness and low scores in depression and stress, whereas the Self-Destructive profile is characterized by the opposite [39,[45][46][47][48][49][50][51]. Consequently, the Self-Fulfilling profile seems to be associated with adaptive dimensions, whereas the Self-Destructive profile associates with maladaptive dimensions.…”