Validación de la Escala de Competencias Parentales Emocionales y Sociales para Padres y Madres con Adolescentes (ECOPES-A)

Raquel-Amaya Martínez-González; María Teresa Iglesias-García; Beatriz Rodríguez-Ruiz

doi:10.30827/relieve.v30i1.30319

Autores

Raquel-Amaya Martínez-González University of Oviedo https://orcid.org/0000-0003-3254-8655
María Teresa Iglesias-García University of Oviedo https://orcid.org/0000-0002-9577-7693
Beatriz Rodríguez-Ruiz University of Oviedo https://orcid.org/0000-0002-3009-6766

DOI:

https://doi.org/10.30827/relieve.v30i1.30319

Palavras-chave:

Validação, Escala, Competências Parentais, Adolescentes, Programas de Parentalidade Positiva

Resumo

Tradicionalmente, a adolescência é considerada uma fase difícil para a convivência familiar. Atualmente, esta dificuldade pode ser agravada por grandes mudanças e desafios sociais e tecnológicos. Por conseguinte, as competências parentais em relação aos adolescentes devem ser identificadas a partir de uma abordagem proativa, para introduzir, se for o caso, medidas de intervenção preventivas, tais como programas parentais. Neste sentido, o objetivo deste estudo foi validar a Escala de Competências Parentais Emocionais e Sociais para Pais e Mães com Adolescentes (ECOPES-A), de forma a aumentar o número de instrumentos atualizados disponíveis. O estudo envolveu uma amostra aleatória de 1422 mães e pais de adolescentes. Realizou-se uma análise fatorial exploratória (AFE) e confirmatória (AFC) com validação cruzada, bem como uma análise fatorial confirmatória multigrupo (ACFM) para testar a invariância fatorial do modelo em função do sexo. Foram identificados doze itens que explicam 46,26% da variância, distribuídos por quatro fatores: F1-Autorregulação, F2-Autoestima e assertividade com a função parental, F3-Imposição na resolução de conflitos, e F4-Promoção da autoestima nos filhos e nas filhas através da comunicação assertiva. A fiabilidade foi adequada para cada fator e para a escala total. O modelo demonstrou um bom ajuste, tanto para pais como para mães, e a AFCM demonstrou uma invariância fatorial estrita, pelo que a escala pode ser aplicada a ambas as figuras parentais. A escala pode ser útil tanto para identificar necessidades de orientação familiar como para avaliar programas de parentalidade positiva baseados em evidências.

Downloads

Não há dados estatísticos.

Biografia do Autor

Raquel-Amaya Martínez-González, University of Oviedo

She is Full Professor at the Department of Educational Sciences, University of Oviedo (Spain). Doctor in Pedagogy and Graduate in Pedagogy and in Psychology. She coordinates the Accredited Research Group “Educational Intervention in the Family, School and Social Environment (IEFES)” of the University of Oviedo. She develops studies and programs with Professionals from the Educational, Social Services, Health and other related sectors. She is a Convenor of the European Educational Research Association (EERA) in the Network on Communities, Families, and Schooling in Educational Research (http://www.eera-ecer. de/networks/network14/convenors/). She is involved in Scientific Committee of the European Research Network About Parents in Education (ERNAPE). Among her lines of research are: Family Guidance and Positive Parenting; Schools-Families-Community Partnerships; and Emotional Education.

Author Contribution: (RAMG) Research Design and Direction, Theoretical Framework, Method, Interpretation of results, Discussion and Conclusions. Final revisions of the entire paper

Conflict of interest statement: RAMG state that they have no conflicts of interest in writing the present article.

María Teresa Iglesias-García, University of Oviedo

Doctor in Pedagogy and Graduate in Pedagogy and in Psychology. She is currently Associate professor in the Department of Educational Sciences (University of Oviedo) in the field of Research Methods and Diagnosis in Education (MIDE). She has participated in different research projects at regional, national and international levels, and in teaching innovation projects. Among her lines of research are: socio-educational care for people with disabilities, application of ICT to language difficulties, teaching methodology and innovation in Higher Education, and family educational guidance. She is a member of the research group “Educational Intervention in the Family, School and Social Environment” (IEFES), which develops research related to family education and school-family relationship. She has been coordinator of the Master's Degree in Socio-Educational Intervention and Research of the University of Oviedo for the last eight years.

Author Contribution: (MTIG) Method, Data analysis and results. APA 7Ed format review of References

Conflict of interest statement: MTIG state that they have no conflicts of interest in writing the present article.

Beatriz Rodríguez-Ruiz, University of Oviedo

She is Permanent PhD Professor in the Area of Research Methods and Diagnosis in Education (Department of Educational Sciences) of the University of Oviedo. Doctor in Psychology and Graduate in Pedagogy. She is Convenor of the European Educational Research Association (EERA) in the Network on Communities, Families, and Schooling in Educational Research, and member of the Steering Committee of ERNAPE (European Research Network About Parents in Education). Her main lines of research are: positive parenting, family education, school-family relationship, training professionals for implementation of socio-emotional and educational programs, and program evaluation. She is member of the IEFES research group (Educational Research and Intervention in the Family, School and Social Field) of the University of Oviedo, as well as the FADE group (Family and Development) of the University of La Laguna, both recognized by the Spanish National Agency for Quality Assessment and Accreditation (ANECA.

Author Contribution: (BRR) Theoretical Framework, Method, Interpretation of results, Discussion and Conclusions. APA 7Ed format review of References. Interaction with the RELIEVE platform.

Conflict of interest statement: BRR state that they have no conflicts of interest in writing the present article.

Referências

Abdelwahab, M. M., Abonazel, M. R., Hammad, A. T., & El-Masry, A. M. (2024). Modified Two-Parameter Liu Estimator for Addressing Multicollinearity in the Poisson Regression Model. Axioms, 13, 46. https://doi.org/10.3390/axioms13010046

Ardiyansyah, M. & Sodomaco, L. (2022). Dimensions of Higher Order Factor Analysis Models. arXiv, https://doi.org/10.3390/axioms13010046

Azar, S. T., Lauretti, A. F., & Loding, B. V. (1998). The evaluation of parental fitness in termination of parental rights cases: A functional-contextual perspective. Clinical Child and Family Psychology Review, 1(2), 77-100. https://doi.org/10.1023/A:1021883611965

Banati, P. (Ed.) (2020). Sustainable development across the life course: Evidence from longitudinal research. Bristol UK Policy Press/Bristol University Press. https://doi.org/10.1332/policypress/9781529204827.001.0001

Barnes, H. L., & Olson, D. H. (1982). Parent-Adolescent Communication. In D. H. Olson, H. I. McCubbin, H. Barnes, A. Larsen, M. Muxen, & M. Wilson M. (Eds.), Family inventories: Inventories used in a national survey of families across the family life cycle (pp. 43-49). University of Minnesota.

Bartlett, M. S. (1950). Tests of significance in factor analysis. British Journal of Psychology, 3, 77-85. https://doi.org/10.1111/j.2044-8317.1950.tb00285.x

Baumrind, D., Larzelere, R. E., & Owens, E. B. (2010). Effects of Preschool Parents' Power Assertive Patterns and Practices on Adolescent Development, Parenting, 10(3), 157-2. https://doi.org/10.1080/15295190903290790

Bayot, A., Hernández, J., & de Julian, L.F. (2005). Análisis factorial exploratorio y propiedades psicométricas de la escala de competencia parental percibida. Versión para padres/madres (ECPP-p). Revista ELectrónica de Investigación y EValuación Educativa (RELIEVE), 11(2),113-126. https://doi.org/10.7203/relieve.11.2.4251

Benson, P. L., Scales, P. C., Hamilton, S. F., & Sesma, A., Jr. (2006). Positive Youth Development: Theory, Research, and Applications. In R. M. Lerner, & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 894-941). John Wiley & Sons Inc. https://doi.org/10.1002/9780470147658.chpsy0116

Bentler, P. M., & Bonnet, D. C. (1980). Significance Tests and Goodness of Fit in the Analysis of Covariance Structures. Psychological Bulletin, 88(3), 588-606. http://dx.doi.org/10.1037/0033-2909.88.3.588

Bisquerra, R. & López, E. (2021). Evaluation in emotional education: Instruments and resources. Aula Abierta, 50(4), 757-766.-766. https://doi.org/10.17811/rifie.50.4.2021

Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen, & J. S. Long, (Eds.), Testing structural Equation Models (pp. 133- 162). Sage.

Ceballos-Vacas, E. M. (2006). Dimensiones de análisis del diagnóstico en educación: El diagnóstico del contexto familiar. Revista ELectrónica de Investigación y Evaluación Educativa (RELIEVE), 12(1),33-47. https://doi.org/10.7203/relieve.12.1.4244

Chen, F. F. (2007). Sensitivity of goodness of fit indices to lack of measurement invariance. Structural Equation Modeling, 14, 464-504. https://doi.org/10.1080/10705510701301834

Cheung, G., & Rensvold, R. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9, 233-255. https://doi.org/10.1207/S15328007SEM0902_5

Comisión Europea (2021). Recomendación europea de 14 Junio de 2021 para establecer la Garantía Europea de la Infancia.

Dempster, A. P., Laird, N. M., & Rubin, D. B. (1977). Maximum Likelihood from Incomplete Data via the EM Algorithm. Journal of the Royal Statistical Society (Series B: Methodological), 39(1), 1-38. https://doi.org/10.1111/j.2517-6161.1977.tb01600.x

DeShon, R. P. (2004). Measures are not invariant across groups without error variance homogeneity. Psychology Science, 46(1), 137-149.

Devaney, C., Christiansen, Ø., Holzer, J., MacDonald, M., Matias, M., Piessens, A., & Salamon, E. (2021). The conceptualisation and delivery of family support in Europe: A review of academic literature. EurofamNet.

Di Giunta, L., Rothenberg, W. A., Lunetti, C., Lansford, J. E., Pastorelli, C., Eisenberg, N., Thartori, E., Basili, E., Favini, A., Yotanyamaneewong, S., Peña, L., Al-Hassan, S. M, Bacchini, D., Bornstein, M., Chang, L., Deater-Deckard, K., Dodge, K. A., Oburu, P., Skinner, A. T., ……, Uribe, L. M. (2020). Longitudinal associations between mothers’ and fathers’ anger/irritability expressiveness, harsh parenting, and adolescents’ socioemotional functioning in nine countries. Developmental Psychology, 56(3), 458–474. https://doi.org/10.1037/dev0000849

Díaz-Herrero, Á., G. Brito de la Nuez, A., López-Pina, J. A., Pérez-López, J., & Martínez-Fuentes, M. T. (2010). Factorial structure and internal consistency of the Spanish version of parenting stress index--short form. Psicothema, 22(4), 1033-1038.

Dimitrova, R., & Wiium, N. (2021). Handbook of Positive Youth Development. Springer Series on Child and Family Studies. Springer. https://doi.org/10.1007/978-3-030-70262-5_8

Ettekal, A. V., & Agans, J. P. (2020). Positive youth development through leisure: Confronting the COVID-19 pandemic. Journal of Youth Development, 15(2), 1-20. https://doi.org/10.5195/jyd.2020.962

European Council (2006). Recommendation (2006)19 of the Committee of Ministers to Member States on Policy to Support Positive Parenting. Explanatory Report. Council of Europe.

European Commission (2021). Commission Recommendation of 14 June 2021 establishing a European Child Guarantee. Official Journal (L223), 14-23.

European family support network. (2020). Foundation document for the European family support network. Social Work & Social Sciences Review, 21(2), 5-7. https://doi.org/10.1921/swssr.v21i2.1407

Farkas-Klein, C. (2008). Escala de evaluación parental (EEP): desarrollo, propiedades psicométricas y aplicaciones. Universitas Psychologica, 7(2), 457-467.

García-Díaz, V. y Martínez-González, R. A. (2018). Escala de competencias emocionales de abuelos y abuelas (ECEA). Revista Iberoamericana de Diagnóstico y Evaluación - e Avaliação Psicológica (RIDEP), 49(4) 107-120. https://doi.org/10.21865/RIDEP49.4.09

General Assembly of the UN (2015). Agenda 2030 for Sustainable Development. United Nations

Hendrickson, A. E., & White, P. O. (1964). PROMAX: A quick method for rotation to oblique simple structure. British Journal of Statistical Psychology, 17, 65-70. https://psycnet.apa.org/doi/10.1111/j.2044-8317.1964.tb00244.x

Herry, E., Gönültas, S., & Mulvey, K. L. (2021). Digital era bullying: An examination of adolescent judgments about bystander intervention online. Journal of Applied Developmental Psychology, 76, 101322. https://doi.org/10.1016/j.appdev.2021.101322

Hidalgo, V.; Rodríguez-Ruiz, B., García-Bacete, F. J., Martínez-González, R. A., López-Verdugo, I., & Jiménez, L. (2023). The evaluation of family support programmes in Spain. An analysis of their quality standards. Psicología Educativa, 29(1) 35-43. https://doi.org/10.5093/psed2023a9

Hidalgo-Troya, F. V., Vinces-Ronquillo, C. I., & Zuñiga-Maza, C. D. (2023). Efecto de la comunicación familiar y su repercusión en adolescentes a la integración de la sociedad. Journal of Science and Research, 8(III CISE), 38–68.

Hoelter, J. W. (1983). Factorial invariance and self-esteem: Reassessing race and sex differences. Social Forces, 61, 835-846. https://doi.org/10.1093/sf/61.3.834

Johnson, J. G., Cohen, P., Smailes, E. M., Skodol, A. E., Brown, J., & Oldham, J. M. (2001). Childhood verbal abuse and risk for personality disorders during adolescence and early adulthood. Comprehensive Psychiatry, 42(1), 16-23. https://doi.org/10.1053/comp.2001.19755

Johnston, C., & Mash, E. J. (1989). A measure of parenting satisfaction and efficacy. Journal of Clinical Child Psychology, 18(2), 167-175. https://doi.org/10.1207/s15374424jccp1802_8

Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36. https://doi.org/10.1007/BF02291575

Kerr, M., & Stattin, H. (2000). What parents know, how they know it, and several forms of adolescent adjustment: Further support for a reinterpretation of monitoring. Developmental Psychology, 36, 366-380. https://doi.org/10.1037//0012-1649.36.3.366

Kline, R. B. (1998). Principles and practice of structural equation modeling. The Guilford Press.

Koller, S. H., dos Santos-Paludo, S., & Araujo de Morais, N. (2019). Ecological engagement: Urie Bronfenbrenner’s method to study human development. Springer. https://doi.org/10.1007/978-3-030-27905-9

Kumpfer, K. L., & Alvarado, R. (2003). Family strengthening approaches for the prevention of youth problem behaviors. American Psychologist, 58(6/7), 457-465. https://doi.org/10.1037/0003-066X.58.6-7.457

Kuppens, S., & Ceulemans, E. (2019). Parenting Styles: A Closer Look at a Well-Known Concept. J Child Fam Stud, 28, 168-181. https://doi.org/10.1007/s10826-018-1242-x

Laible, D. J., & Caro, G. (2004). The differential relations of maternal and paternal support and control to adolescence social competence, self-worth, and sympathy. Journal of Adolescent Research, 19, 759-782. https://doi.org/10.1177/0743558403260094

Laursen, B., & Collins, W. A. (2004). Parent–child communication during adolescence. In A. L. Vangelisti (Ed.), Handbook of family communication (pp. 333-348). Erlbaum.

Lerner, R. M., Dowling, E. M., & Anderson, P. M. (2003). Positive Youth Development: Thriving as the Basis of Personhood and Civil Society. Applied Developmental Science, 7(3), 172-180. https://doi.org/10.1207/S1532480XADS0703_8

Lerner, R. M., Lerner, J. V., Almerigi, J., & Theokas, C. (2005). Positive Youth Development: A view of the issues. Journal of Early Adolescence, 25, 10-16. https://doi.org/10.1177/0272431604273211

Lerner, R. M., Lerner, J. V., Murry, V. M., Smith, E. P., Bowers, E. P., Geldhof, G. J., & Buckingham, M. H. (2021). Positive youth development in 2020: Theory, research, programs, and the promotion of social justice. Journal of Research on Ado-lescence, 31(4), 1114-1134. https://doi.org/10.1111/jora.12609

Spanish Goverment (2021). Ley Orgánica 8/2021, de 4 de junio, de Protección In-tegral a la Infancia y la Adolescencia frente a la Violencia. Gobierno de España.

Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198-1202. https://doi.org/10.1080/01621459.1988.10478722

López-Pina, J.-A., & Veas, A. (2024). Validación de instrumentos psicométricos en ciencias sociales y de la salud: una guía práctica. Annals of Psychology, 40(1), 163–170. https://doi.org/10.6018/analesps.583991

Lunkenheimer, E., Hamby, C. M., Lobo, F. M., Cole, P. M., & Olson, S. L. (2020). The role of dynamic, dyadic parent–child processes in parental socialization of emotion. Developmental Psychology, 56(3), 566–577. https://doi.org/10.1037/dev0000808

Martínez-González, R. A., Pérez Herrero, M. H. y Álvarez Blanco, L. (2007). Estrategias para prevenir y afrontar conflictos en las relaciones familiares (padres e hijos). Ministerio de Trabajo y Asuntos Sociales.

Martínez-González, R.A. (2009). Programa-Guía para el Desarrollo de Competencias Emocionales, Educativas y Parentales. Ministerio Español de Sanidad y Política Social. https://doi.org/10.36576/summa.30629

Martínez-González, R. A., Pérez, M. H., Álvarez, L., Rodríguez-Ruiz, B. y Becedóniz, C. (2015). Programa Basado en Evidencias para Fomentar la Parentalidad Positiva en Asturias (España). En M. J. Rodrigo (Coord.), Manual Práctico en Parentalidad Positiva (pp. 161-168). Síntesis.

Martínez-González, R. A., Rodríguez-Ruiz, B., Álvarez, L. y Becedóniz, C. (2016). Evidence in promoting positive parenting through the Program-Guide to Develop Emotional Competencies. Psychosocial Intervention, 25(2), 111-117. https://doi.org/10.1016/j.psi.2016.04.001

Martínez-González, R. A., Iglesias-García, M. T., & Pérez-Herrero, M. H. (2021). Validación de la Escala de Competencias Parentales Emocio¬nales y Sociales para Madres (ECPES-M). Pedagogía Social. Revista Interuniversitaria, 37, 69-82. DOI: 10.7179/PSRI_2021.04

Martínez-González, R. A., Rodríguez-Ruiz, B. y Iglesias-García, M. T. (2021). Estudio comparativo sobre competencias parentales en padres y madres con hijos e hijas adolescentes. Aula Abierta, 50(4) 777-786. https://doi.org/10.17811/rifie.50.4.2021.777-786

Martínez-González, R. A., Rodríguez-Ruiz, B. y Becedóniz-Vazquez, C. (2022). Programa-Guía para el desarrollo de Competencias Emocionales, Educativas y Parentales. Características técnicas, implementación y evaluación. En S. Rivas y C. Beltramo (Coords.), Parentalidad Positiva. Una mirada a una nueva época (pp.217-235). Pirámide.

Masten, A. S., & Curtis, W. J. (2000). Integrating competence and psychopathology: Pathways toward a comprehensive science of adaption in development. Development and Psychopathology, 12, 529-550. https://doi.org/10.1017/s095457940000314x

Mastrotheodoros, S., Canário, C., Gugliandolo, M. C., Merkas, M., & Keijsers, L. (2020). Family functioning and adolescent internalizing and externalizing problems: Disentangling between-, and within-family associations. Journal of Youth and Adolescence, 49(4), 804-817. https://doi.org/10.1007/s10964-019-01094-z

Naciones Unidas (1989). Convención sobre los Derechos del Niño. Asamblea General

Neabel, B., Fothergill-Bourbonnais, F., & Dunning, J. (2000). Family assessment tools: A review of the literature from 1978–1997. Heart & Lung, 29(3), 196–209. https://doi.org/10.1067/mhl.2000.106938

Owens, T. J. (1994). Two dimensions of self-esteem: Reciprocal effects of positive self-worth and self-deprecation on adolescent problems. American Sociological Review, 59, 391-407. https://doi.org/10.2307/2095940

Páez, D., Fernández, I., Campos, M., Zubieta, E., & Casullo, M. (2006). Apego seguro, vínculos parentales, clima familiar e inteligencia emocional: socialización, regulación y bienestar. Ansiedad y Estrés, 122(2-3), 329-341.

Pigott, T. D. (2001). A Review of Methods for Missing Data. Educational Research and Evaluation, 7(4), 353-383. https://doi.org/10.1076/edre.7.4.353.8937

Ponzetti, J. J. (2016). Evidence-based parenting education: A global perspective. Routledge. https://doi.org/10.4324/9781315766676

Red Europea de Apoyo Familiar (European Family Support Network. EurofamNet) (2020). European Cooperation in Sciences & Technology.

Reed-Ashcraft, K. B., Kirk, R., & Fraser, M. (2001). The reliability and validity of the North Carolina Family Assessment Scale. Research on Social Work Practice, 11(4), 503-520. https://doi.org/10.1177/104973150101100406

Rodrigo, M. J. (2016). Quality of implementation in evidence-based positive parenting programs in Spain: Introduction to the special issue, Psychosocial Intervention, 25, 63-68. https://doi.org/10.1016/j.psi.2016.02.004

Rodrigo, M. J., Máiquez-Chaves, M. L., Martín-Quintana, J. C., Byrne, S., & Rodríguez- Ruiz, B. (Coords.) (2015). Manual práctico de parentalidad positiva. Síntesis.

Rodrigo, M. J. (2022). Benefits and challenges in the adoption of evidence-based practices in the child and family services. Child Studies, 1, 65-86. https://doi.org/10.21814/childstudies.4127

Rodrigo, M. J., Hidalgo, V., Byrne, S., Bernedo, I. M., & Jiménez, L. (2023). Evaluation of programmes under the positive parenting initiative in Spain: Introduction to the special issue. Psicología Educativa, 29(1), 1-13. https://doi.org/10.5093/psed2022a5

Rubio, F. J., Trillo, M. P. y Jiménez, M. D. C. (2020). Programas grupales de parentalidad positiva: Una revisión sistemática de la producción científica. Revista de Educación, 389, 267-295 https://doi.org/10.4438/1988-592X-RE-2020-389-462

Sameroff, A. J. (Ed.) (2009). The transactional model of development: How children and contexts shape each other. American Psychological Association. https://doi.org/10.1037/11877-000

Schulz, S., Nelemans, S. A, Oldehinkel, A. J, Meeus, W., & Branje, S. (2021). Examining intergenerational transmission of psychopathology: Associations between parental and adolescent internalizing and externalizing symptoms across adolescence. Developmental Psychology, 57(2), 269-283. https://doi.org/10.1037/dev0001144

Serbin, L. A., Kingdon, D., Ruttle, P. L., & Stack, D. M. (2015). The impact of children's internalizing and externalizing problems on parenting: Transactional processes and reciprocal change over time. Development and Psychopathology, 27(4), 969-986. https://doi.org/10.1017/S0954579415000632

Skeen, S., Levy, M., & Haj-Ahmad, J. (2021). Programming Guidance for Parenting of Adolescents. UNICEF.

Spoth, R., Guyll, M., & Shin, C. (2009). Universal intervention as a protective shield against exposure to substance use: long-term outcomes and public health significance. Research and Practice, 99(11), 2026-2033. https://doi.org/10.2105/AJPH.2007.133298

Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). Allyn & Bacon.

Tafarodi, R. W., & Milne, A. B. (2002). Decomposing global self-esteem. Journal of Personality, 70(4), 443-484. https://doi.org/10.1111/1467-6494.05017

The United Nations (1989). Convention on the Rights of the Child. The United Nations.

Valencia-Chacón, Y. (2022). Factor Structure of the Scale of Sensed Parental Competencies: Version for parents (ECPP-p). Interacciones, 8, e297.

https://doi.org/10.24016/2022.v8.297

Van der Giessen, D., & Bögels, S. M. (2018). Father-child and mother-child interactions with children with anxiety disorders: Emotional expressivity and flexibility of dyads. Journal of Abnormal Child Psychology, 46(2), 331-342. https://doi.org/10.1007/s10802-017-0271-z

Waters, E., & Sroufe, L. A. (1983). Social competence as a developmental construct. Developmental Review, 3, 79-97. https://doi.org/10.1016/0273-2297(83)90010-2

Wu, A. D., Li, Z., & Zumbo, B. D. (2007). Decoding the meaning of factorial invariance and updating the practice of multi-group confirmatory factor analysis: A demonstration with TIMSS data. Practical Assessment, Research, & Evaluation, 12, 1-26. https://doi.org/10.7275/mhqa-cd89

Yeung, J. W., Chen, H. F., Lo, H. H., & Choi, A. W. (2017). Relative effects of parenting practices on child development in the context of family processes. Revista de Psicodidáctica, 22(2), 102-110. https://doi.org/10.1016/j.psicoe.2017.05.003