Background: Verbal fluency tests are easy and regularly used in neuropsychological assessment. This paper offers normative data of phonological verbal fluency tests (FAS) for Spanish middle- and older-aged adults, considering sociodemographic factors, and different measures such as the total number of words, errors, and words evoked in each 15 sec-segment. Method: A total of 920 cognitively unimpaired participants, aged between 50 and 89 years old, participated in the study. The statistical procedure includes the conversion of percentile ranges into scalar scores to obtain a normal distribution. The effects of age, education, and sex were verified by determination coefficients. Corrections were only applied for those sociodemographic variables that explained more than 5%. Linear regressions are used to calculate the scalar-adjusted scores. Results: Scalar scores and percentiles for all tests across different measures are shown. Supplementary tables are provided for necessary adjustments considering educational level, since the results showed no differences related to age and sex across analyses. Conclusions: This study provides updated and clinically useful normative data for European Spanish-speaking natives, aged from 50 to 89 years, for FAS tests, considering errors and word production over 15-second segments. The influence of education on tasks aligns with findings from previous studies.

The Driving Cognitions Questionnaire (DCQ; Ehlers et al., 2007) assesses social concerns, accidents and panic attacks in cases of driving phobia. This phobia has a prevalence between 2% and 6%, and disables the person to drive or to do so with great anxiety. A study is presented on the psychometric characteristics of the DCQ adapted to the Spanish population. A total of 716 people participated (55.6% women), with a mean age of 37.7 years, with a range between 18 and 80 years, where 41.8% of them reported having had some negative experience when driving. The DCQ showed high internal consistency reliability (between α = .92 and .97) and test-retest reliability (between α = .73 and .87), as well as high convergent validity with the ISAT-3 questionnaire (between r = .72 and .80). The exploratory factor analysis showed the three factors, while the confirmatory factor analysis showed a model with two factors and another with three factors. We conclude on the usefulness of the DCQ for the assessment of driving phobia and anxiety, with a cut-off point of 52 as a criterion for considering intervention, in addition to the confirmation of the three factors.

Self-regulation holds significant importance in the fields of education, business and psychology because it relates individuals to monitor and regulate their knowledge and practice, and eventually self-development and work engagement. Considering Social Cognitive theory, the purpose of this study was to examine the interplay among social contextual variables and teacher self-regulation in Turkey. Data from 314 middle school teachers from forty-five school in Turkey were collected through Teacher Self-regulation Scale (TSRS) and the School Contextual Scale. Structural equation modelling approach was utilized to address research questions. Analysis showed that social contextual variables accounted for 41.4% of the variance in teacher self-regulation. Relations with colleague strongly predicted belonging and value consonance, which was the strongest predictor of teacher self-regulation. Moreover, analyses revealed that relations with colleagues and supervisory support had a statistically significant indirect effect on teacher self-regulation through value consonance. The result of this study implies that when a teacher’s beliefs, norms and values are aligned with those the school has, she is more willing to monitor, control and regulate her teaching practice.

Currently, the literature is inconclusive regarding the role of typography in reading and writing performance of primary school students. This study aimed to investigate the impact of the typography used by students (uppercase, script, cursive) on spelling, use of punctuation and capital letters, richness of composition, and writing-reading fluency. A total of 152 second-grade students from middle socioeconomic level schools in Buenos Aires, Argentina, participated. The students completed tasks involving the dictation of words and pseudowords, writing, writing fluency, graphomotor skills and reading fluency. Results showed that students who used script typography wrote a greater number of correct words and sentences, made fewer spelling errors, wrote more letters per minute, and read with greater fluency compared to those who used uppercase or cursive, all with p < .045. Accuracy in pseudowords and phonological errors were explained by graphomotor development, both with p < .007. The results provide evidence to the debate on which typography to use and are discussed based on its application to the school environment.

University students face challenges that can generate high levels of stress, which may have negative consequences for both their health and academic performance. However, resilience plays a key role in students' ability to cope with and overcome the difficulties of this educational stage. One of the most commonly used tools to assess resilience is the Brief Resilience Scale (BRS). The present study investigated the psychometric properties of the BRS in a sample of Honduran university students. The sample included 791 students (Mage = 26.29 years, SD = 8.02). The reliability, construct validity, as well as concurrent and divergent validity of the BRS were evaluated. Additionally, measurement invariance by sex and floor and ceiling effects were analyzed. Exploratory and confirmatory factor analyses supported the two-factor structure of the BRS, and the results showed acceptable reliability indices. Measurement invariance was observed between men and women. This study provides preliminary evidence that the Spanish version of the BRS is a reliable and valid instrument for assessing resilience in university students in Honduras.

Subclinical psychopathy is an issue of interest for various psychological fields (human resources, forensic context, clinical psychology, etc.). The aim of this study was to construct a scale for the assessment of subclinical psychopathy and to use it to obtain psychopathic profiles in the general adult Spanish population. To achieve this, a set of items evaluating 3 dimensions (Manipulation, Insensitivity, Reckless Impulsivity) was generated and reviewed by a panel of experts in psychometrics and psychological assessment. The pilot study was completed by 436 subjects, and the main study by 536. The internal structure of the scale was explored using various Exploratory Factor Analyses and a final Confirmatory Factor Analysis. Cluster analysis resulted in 5 subject groupings (Psychopathic, Non-Psychopathic, Manipulative, Callous, and Reckless), which showed differential relationships with Psychopathy, Dark Triad, Agreeableness, Honesty-Humility, and Self-Interest. The developed scale provides valid and reliable scores for assessing subclinical psychopathy in the general adult Spanish population, as well as the possibility of establishing 5 psychopathic profiles in this population.