¿Se Puede Evaluar a Niños Rurales con WISC-V? Explorando la Invarianza Factorial de la Inteligencia en Chile

Abstract

El uso adecuado y ético de test psicológicos implica la revisión de diversas evidencias de validez, dentro de las cuales el examen de la invarianza factorial, permite establecer la equivalencia y/o explorar la imparcialidad de los instrumentos cuando estos se utilizan en diversos grupos culturales. En Chile, la Escala Wechsler de Inteligencia para Niños (WISC) se ha utilizado de manera masiva, tanto en población urbana como rural, a pesar de no contar con estudios sobre su ajuste psicométrico en este último grupo. Con una muestra de 480 escolares, el presente estudio examinó la invarianza factorial de la Escala WISC-V, verificando si los constructos medidos son equivalentes y no varían en función de la procedencia urbana o rural de los niños. Los resultados obtenidos permiten aceptar el nivel de invarianza configural y métrica parcial. Se discuten las implicancias teóricas y prácticas del uso de esta escala en población rural chilena.

Escala de Desesperanza de Beck: Un Análisis Psicométrico de la Versión Breve en Adultos Peruanos

“…Los estudios previos de la EDB-4 no analizaron la invarianza de medición (Aish & Wasserman, 2001;Hanna et al, 2011;Ma et al, 2020;Yip & Cheung, 2006), a pesar de que existe suficiente evidencia para incorporar este análisis y, a partir de aquello, comparar las puntuaciones entre grupos sin sesgo de medición (Dimitrov, 2010;Rodríguez-Cancino et al, 2021). Los resultados de invarianza demostraron que las propiedades psicométricas de la EDB-4 son equivalentes para realizar comparaciones entre mujeres y hombres, como también entre adultos jóvenes y adultos.…”

Dilud: A Mobile Application to Reinforce Rote Learning in Elementary School Children with Attention Deficit Hyperactivity Disorder

“…The evaluation metric that allowed analyzing the case study results found within the Wechsler Intelligence Scale Evaluation for Children-V (WISC-V), intended for children between 6 and 16 years of age. Additionally, it focuses on measuring the cognitive level related to academic learning, and it is one of the most used evaluations in several countries [41]. WISC-V contains several tests, such as verbal comprehension, fluent reasoning, and WM, the last one interest this study.…”

“…The results were analyzed by the metrics provided by WISC-V, which has a high level of reliability [41], therefore, it helped us in this investigation to determine the level of improvement that NN had. The results are illustrated in Figure 7, and it is possible to observe both the initial result of the exam before NN uses the Dilud application and the final result after NN has used the application.…”

“…This research uses the Dilud application to reinforce rote learning in children with ADHD. The Dilud application consists of the TCT method and a performance module for parents to assess the progress of their children, something necessary in an educational application [9]. Therefore, this work focuses on determining if an application that uses gamification can contribute to the rote learning of children with ADHD.…”

WISC-V Measurement Invariance According to Sex and Age: Advancing the Understanding of Intergroup Differences in Cognitive Performance

“…It has psychometric evidence for its reliability, internal structure validity, its relation with other variables, and updated normative data in a broad sample of children and adolescents ( Rosas et al 2022 ). Regarding exploring fairness, only the study of Rodríguez-Cancino et al ( 2021 ) has been conducted in Chile in a sample of 480 schoolchildren according to their origin (urban n = 320; rural n = 160). This study tested the invariance of the hierarchical model that includes the ten primary subtests grouped within five indexes, reaching the level of configural and partial metric invariance, in which nine of the ten subtests are invariant among the compared groups, except for the Similarities subtest that belongs to the Verbal Comprehension index.…”