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Background Intimate partner violence (IPV) is one of the most important challenges facing today's society. Health professionals, and nurses in particular, play a leading role in addressing this problem. Having an instrument to study Nursing students' perception of this type of violence may enable appropriate and necessary educational strategies for their pre-service training and help them identify and address IPV in their future careers. Objectives To adapt and validate the IPV scale of Beccaria et al. (2011) in order to study nursing students' perception of IPV. Method The original instrument (63 items) underwent back-translation. Statistical and metrical analysis in a sample of 1064 students of the four-year Nursing degree program at four public universities in Catalonia (Spain) were based on their responses to the Spanish version. Results The results of the exploratory factorial analysis and subsequent confirmatory analysis showed that the data had an adequate fit for a four-factor model. The reliability analysis showed adequate internal consistency for each subscale in the instrument: Education (0.83); Identification of the Victim (0.72); Nursing Role and Values (0.78), and Identification of the Perpetrator (0.66). Conclusion The translation, cultural adaptation and validation process of the original IPV scale resulted in a Spanish-language instrument (IPV scale Spanish version) with 32 items in four subscales. We concluded that the Spanish version of the instrument is reliable and valid, and that its implementation would enable the assessment of nursing students' perception of IPV situations

As social and emotional learning (SEL) continues to gain popularity, the need for high-quality social and emotional skill assessments also increases. We conducted two studies to develop and validate items to measure social and emotional skills in third, fourth, and fifth grade students. The Big Five personality framework served as an assessment framework for image-enhanced Likert items, situational judgment test items, and forced choice items. Results from Study 1 (n = 1047) provided promising reliability and validity evidence, as well as concrete recommendations for item revisions. Study 2 (n = 826) was conducted with a revised item pool and demonstrated improved reliability and validity. Taken together, results provided initial support that social and emotional skills can be validly and reliably measured in elementary-aged students using innovative item types.

Although change scores in a measure administered under neutral and faking-motivating conditions have become a main choice to operationalize faking, there are still some non-resolved issues on the results they provide. The present study uses a two-wave two-group design with a control group to assess three of these issues: (a) the role of individual differences in the amount of faking-induced change, (b) the relation between Impression Management (IM) scores under neutral conditions and change scores, and (c) the convergent validity of change scores as a requisite to view them as measures of an individual-difference variable. A Spanish translation of the Eysenck Personality Questionnaire Revised was administered twice to 489 undergraduate students under standard–standard instructions (N = 215) and under standard-faking-good instructions (N = 274). For the P, N, and Lie scales, the results showed that the role of individual differences was very relevant and that the only common variable underlying the scores was a general factor of faking-induced change. However, the IM scores were unable to predict effective change.

The present study aims to shed some light on an old controversy about the joint impact of acquiescence and social desirability on item responses. There are two main hypotheses: (a) of the two biases, social desirability is by far the prime determinant, and (b) acquiescence operates in all sorts of items, including those impacted by social desirability. A new methodology is harnessed to assess these hypotheses in an empirical study based on two well known social desirability scales: the Marlowe–Crowne social desirability scale and the Lie scale of Eysenck’s questionnaires. In both scales, the results suggest that even items which primarily measure social desirability can also be impacted to some extent by acquiescence.

This study proposes and assesses a model-based general hypothesis on the interpretation of the EPQ Lie scores when obtained under standard conditions and under instructed faking. The base model is a multiple-group item-response-theory (IRT) model that is parameterized here as a factor-analytic model. A Spanish translation of the Lie scale was administered to a total group of 762 undergraduate students under standard instructions (401 respondents) and under faking-good instructions (361 respondents). Preliminary results at the total-score level were in agreement with previously reported evidence. Results obtained with the model-based analysis agreed with the general hypothesis, and suggested, among other things, that: (a) the Lie scores measure a common unitary factor under both types of conditions, (b) the measurement characteristics of the items remain essentially invariant in both conditions, and (c) the factor means change substantially in the expected direction. Limitations of the study, implications of the results, and future lines of research are discussed.