Skip to main content
SpringerLink
Log in

Assessment of Anxiety Symptoms in School Children: A Cross-Sex and Ethnic Examination

  • Published:
Journal of Abnormal Child Psychology Aims and scope Submit manuscript

Abstract

We evaluated the cross-sex and -ethnic (Hispanic/Latino, non-Hispanic White) measurement invariance of anxiety symptoms based on the Spence Children’s Anxiety Scale (SCAS) as well as SCAS anxiety symptoms’ correspondence with scores on the 5-item Screen for Child Anxiety Related Emotional Disorders (SCARED) and teacher ratings of child anxiety. Based on data corresponding to 702 children (M age = 9.65, SD = 0.70; 51.9 % girls; 55 % Hispanic/Latino), findings showed some sex and ethnic variations in SCAS measured anxiety at the item and scale levels. Moreover, SCAS correspondence to the 5-item SCARED was found across ethnicity and sex. SCAS correspondence to teacher ratings was found for non-Hispanic White boys and non-Hispanic White girls, marginally in Hispanic/Latino boys, and poorly in Hispanic/Latino girls.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. Chi-square differences using the WLSMV estimator were ascertained from an algorithm based on Asparouhov, Muthén, and Muthén (2006).

  2. Sass et al. (2014) found that change in chi-square fit was most reliable when using the WLSMV estimator in CFAs to test measurement invariance, and change in AFIs were less reliable.

  3. Because reference group item residuals are constrained to identify multi-group models, we could not use Wald difference tests to identify specific non-invariant item residuals. Instead we used chi-square difference testing in nested models.

    4 Panic item 25 and physical injury fears item 16 were excluded from sex by ethnicity MI testing because an extreme item response was not represented in one sub-group.

References

  • Albano, A. M., & Krain, A. (2005). Anxiety and anxiety disorders in girls. In D. J. Bell, S. L. Foster, & E. J. Mash (Eds.), Handbook of behavioral and emotional problems in girls (pp. 79–116). New York: Kluwer Academic/Plenum Publishers.

    Chapter  Google Scholar 

  • American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

    Book  Google Scholar 

  • Arizona Anxiety Resilience Building Project. (2011). Brief Teacher Rating Scale. Unpublished instrument.

  • Asparouhov, T., Muthén, L. & Muthén, B.O. (2006). Robust chi square difference testing with mean and variance adjusted test statistics. Retrieved from http://www.statmodel.com/download/webnotes/webnote10.pdf.

  • Barrett, P., & Turner, C. (2001). Prevention of anxiety symptoms in primary school children: Preliminary results from a universal school-based trial. British Journal of Clinical Psychology, 40, 399–410. doi:10.1348/014466501163887.

    Article  PubMed  Google Scholar 

  • Barrett, P., Lock, S., & Farrell, L. J. (2005). Developmental differences in universal preventive intervention for child anxiety. Clinical Child Psychology and Psychiatry, 10, 539–555. doi:10.1177/1359104505056317.

    Article  Google Scholar 

  • Barrett, P., Farrell, L. J., Ollendick, T. H., & Dadds, M. (2006). Long-term outcomes of an Australian universal prevention trial of anxiety and depression symptoms in children and youth: An evaluation of the friends program. Journal of Clinical Child and Adolescent Psychology, 35, 403–411. doi:10.1207/s15374424jccp3503_5.

    Article  PubMed  Google Scholar 

  • Beidel, D. C., Turner, S. M., & Morris, T. L. (1995). A new inventory to assess childhood social anxiety and phobia: The Social Phobia and Anxiety Inventory for Children. Psychological Assessment, 7, 73–79.

    Article  Google Scholar 

  • Birmaher, B., Khetarpal, S., Brent, D., Cully, M., Balach, L., Kaufman, J., & Neer, S. M. (1997). The screen for child anxiety related emotional disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 545–553.

    Article  PubMed  Google Scholar 

  • Birmaher, B., Brent, D. A., Chiappetta, L., Bridge, J., Monga, S., & Baugher, M. (1999). Psychometric properties of the screen for child anxiety related emotional disorders (SCARED): A replication study. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1230–1236.

    Article  PubMed  Google Scholar 

  • Brown, T. (2006). CFA with equality constraints, multiple groups, and mean structures. In Confirmatory factor analysis for applied research (pp. 236–319). New York: Guilford Press.

    Google Scholar 

  • Byrne, B. M., Shavelson, R. J., & Muthén, B. (1989). Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin, 105, 456–466. doi:10.1037/0033-2909.105.3.456.

    Article  Google Scholar 

  • Campbell, M. A. (2004). Identification of “at-risk” students for prevention and early intervention programs in secondary schools. Australian Journal of Guidance and Counseling, 14, 65–77.

    Google Scholar 

  • Capps, R., Fix, M., Ost, J., Reardon-Anderson, J., & Passel, J. S. (2005). The health and well-being of young children of immigrants. Washington, DC: Urban Institute.

    Google Scholar 

  • Carter, R., Silverman, W. K., & Jaccard, J. (2011). Sex variations in youth anxiety symptoms: Effects of pubertal development and gender role orientation. Journal of Clinical Child & Adolescent Psychology, 40, 730–741. doi:10.1080/15374416.2011.597082.

    Article  Google Scholar 

  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255. doi:10.1207/S15328007SEM0902_5.

    Article  Google Scholar 

  • Chorpita, B. F., Yim, L., Moffitt, C., Umemoto, L. A., & Francis, S. E. (2000). Assessment of symptoms of DSM-IV anxiety and depression in children: A revised child anxiety and depression scale. Behaviour Research and Therapy, 38, 835–855. doi:10.1016/S0005-7967(99)00130-8.

    Article  PubMed  Google Scholar 

  • Cross, S. E., & Madson, L. (1997). Models of the self: Self-construals and gender. Psychological Bulletin, 122, 5. doi:10.1037//0033-2909.122.1.5.

    Article  PubMed  Google Scholar 

  • Dadds, M. R., Spence, S. H., Holland, D. E., Barrett, P. M., & Laurens, K. R. (1997). Prevention and early intervention for anxiety disorders: A controlled trial. Journal of Consulting and Clinical Psychology, 65, 627–635. doi:10.1037/0022-006X.65.4.627.

    Article  PubMed  Google Scholar 

  • De Los Reyes, A., & Kazdin, A. E. (2005). Informant discrepancies in the assessment of childhood psychopathology: A critical review, theoretical framework, and recommendations for further study. Psychological Bulletin, 131, 483–509. doi:10.1037/0033-2909.131.4.483.

    Article  PubMed  Google Scholar 

  • De Los Reyes, A., Thomas, S. A., Goodman, K. L., & Kundey, S. M. (2013). Principles underlying the use of multiple informants’ reports. Annual Review of Clinical Psychology, 9, 123–149. doi:10.1146/annurev-clinpsy-050212-185617.

    Article  PubMed Central  PubMed  Google Scholar 

  • DiNardo, P. A., Barlow, D. H., & Barlow, D. H. (1988). Anxiety disorders interview schedule-revised (ADIS-R). Albany: Phobia and Anxiety Disorders Clinic, State University of New York.

    Google Scholar 

  • Duchesne, S., Vitaro, F., Larose, S., & Tremblay, R. E. (2008). Trajectories of anxiety during elementary-school years and the prediction of high school noncompletion. Journal of Youth and Adolescence, 37, 1134–1146. doi:10.1007/s10964-007-9224-0.

    Article  Google Scholar 

  • Ebesutani, C., Reise, S. P., Chorpita, B. F., Ale, C., Regan, J., Young, J., & Weisz, J. R. (2012). The revised child anxiety and depression scale-short version: Scale reduction via exploratory bifactor modeling of the broad anxiety factor. Psychological Assessment, 24, 833–845. doi:10.1037/a0027283.

    Article  PubMed  Google Scholar 

  • Essau, C. A., Conradt, J., Sasagawa, S., & Ollendick, T. H. (2012). Prevention of anxiety symptoms in children: Results from a universal school-based trial. Behavior Therapy, 43, 450–464. doi:10.1016/j.beth.2011.08.003.

    Article  PubMed  Google Scholar 

  • Flora, D. B., & Curran, P. J. (2004). An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data. Psychological Methods, 9, 466–491. doi:10.1037/1082-989X.9.4.466.

    Article  PubMed Central  PubMed  Google Scholar 

  • Ghorpade, J., Hattrup, K., & Lackritz, J. R. (1999). The use of personality measures in cross-cultural research: A test of three personality scales across two countries. Journal of Applied Psychology, 84, 670–679. doi:10.1037/0021-9010.84.5.670.mi.

    Article  Google Scholar 

  • Ginsburg, G. S., & Silverman, W. K. (1996). Phobic and anxiety disorders in Hispanic and Caucasian youth. Journal of Anxiety Disorders, 10, 517–528. doi:10.1016/S0887-6185(96)00027-8.

    Article  Google Scholar 

  • Grover, R. L., Ginsburg, G. S., & Ialongo, N. (2007). Psychosocial outcomes of anxious first graders: A seven‐year follow‐up. Depression and Anxiety, 24, 410–420. doi:10.1002/da.20241.

    Article  PubMed Central  PubMed  Google Scholar 

  • Hing, J. (2012, July 19). Does Arpaio racially profile? A federal court will decide. Color Lines: News from Action. Retrieved from http://colorlines.com/.

  • Hu, L., & Bentler, P. (1998). Fit indices in covariance structure modeling: Sensitivity to under parameterized model misspecification. Psychological Methods, 3, 424–453. doi:1082-989X/98/J3.00.

    Article  Google Scholar 

  • Hui, C. H., & Triandis, H. C. (1989). Effects of culture and response format on extreme response style. Journal of Cross-Cultural Psychology, 20, 296–309. doi:10.1177/0022022189203004.

    Article  Google Scholar 

  • Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004).

  • Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among youth people: Progress and possibilities. Washington, DC: The National Academies Press.

    Google Scholar 

  • Israel, A. C., Becker, R. E., & Neilans, T. H. (1977). Contribution of pretesting to several measures of semantic desensitization effectiveness. Journal of Consulting and Clinical Psychology, 45, 1197–1198. doi:10.1037/0022-006X.45.6.1197.

    Article  PubMed  Google Scholar 

  • Kearney, C. A. (2008). School absenteeism and school refusal behavior in youth: A contemporary review. Clinical Psychology Review, 28, 451–471. doi:10.1016/j.cpr.2007.07.012.

    Article  PubMed  Google Scholar 

  • Kendall, P. C., & Ollendick, T. H. (2004). Setting the research and practice agenda for anxiety in children and adolescence: A topic comes of age. Cognitive and Behavioral Practice, 11, 65–74. doi:10.1016/S1077-7229(04)80008-7.

    Article  Google Scholar 

  • Knight, G. P., Roosa, M. W., & Umaña-Taylor, A. J. (2009). Methodological challenges in studying ethnic minority or economically disadvantaged populations. Washington, DC: American Psychological Association.

    Book  Google Scholar 

  • Knight, G. P., Gonzales, N. A., Saenz, D. S., Bonds, D. D., German, M., Deardorff, J., & Updegraff, K. A. (2010). The Mexican American cultural values scales for adolescents and adults. Journal of Early Adolescence, 30, 444–481. doi:10.1177/0272431609338178.

    Article  PubMed Central  PubMed  Google Scholar 

  • Kovacs, M. (1992). Children’s Depression Inventory. North Tonawanda, NY: Multi-Health Systems.

    Google Scholar 

  • Labouvie, E., & Ruetsch, C. (1995). Testing for equivalence of measurement scales: Simple structure and metric invariance reconsidered. Multivariate Behavioral Research, 30, 63–76. doi:10.1207/s15327906mbr3001_4.

    Article  Google Scholar 

  • Lewinsohn, P. M., Gotlib, I. H., Lewinsohn, M., Seeley, J. R., & Allen, N. B. (1998). Gender differences in anxiety disorders and anxiety symptoms in adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 107, 109–117. doi:10.1037/0021-843X.107.1.109.

    Google Scholar 

  • March, J. S., Parker, J. D. A., Sullivan, K., Stallings, P., & Conners, K. (1997). The multi-dimensional anxiety scale for children (MASC): Factor structure, reliability, and validity. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 554–565. doi:10.1097/00004583-199704000-00019.

    Article  PubMed  Google Scholar 

  • Marin, G., Gamba, R. J., & Marin, B. V. (1992). Extreme response style and acquiescence among Hispanics: The role of acculturation and education. Journal of Cross-Cultural Psychology, 23, 498–509. doi:10.1177/0022022192234006.

    Article  Google Scholar 

  • Mash, E. J., & Hunsley, J. (2005). Evidence-based assessment of child and adolescent disorders: Issues and challenges. Journal of Clinical Child & Adolescent Psychology, 34, 362–379. doi:10.1207/s15374424jccp3403_1.

    Article  Google Scholar 

  • Mash, E. J., & Terdal, L. G. (Eds.). (1997). Assessment of childhood disorders (3rd ed.). New York: Guilford Press.

    Google Scholar 

  • McLeod, B. D., Jensen-Doss, A., & Ollendick, T. H. (Eds.). (2013). Diagnostic and behavioral assessment in children and adolescents: A clinical guide. New York: Guilford Press.

    Google Scholar 

  • Meade, A. W., Johnson, E. C., & Braddy, P. W. (2008). Power and sensitivity of alternative fit indices in tests of measurement invariance. Journal of Applied Psychology, 93, 568–592. doi:10.1037/0021-9010.93.3.568.

    Article  PubMed  Google Scholar 

  • Millsap, R. E. (2007). Invariance in measurement and prediction revisited. Psychometrika, 72, 461–473.

    Article  Google Scholar 

  • Millsap, R. E. (2010). Testing measurement invariance using item response theory in longitudinal data: An introduction. Child Development Perspectives, 4, 5–9. doi:10.1111/j.1750-8606.2009.00109.x.

    Article  Google Scholar 

  • Millsap, R. E. (2011). Statistical approaches to measurement invariance. New York: Routledge.

    Google Scholar 

  • Millsap, R. E., & Tein, J. (2004). Assessing factorial invariance in ordered-categorical measures. Multivariate Behavioral Research, 39, 479–515. doi:10.1207/S15327906MBR3903_4.

    Article  Google Scholar 

  • Muris, P., Merckelbach, H., Ollendick, T., King, N., & Bogie, N. (2002). Three traditional and three new childhood anxiety questionnaires: Their reliability and validity in a normal adolescent sample. Behaviour Research and Therapy, 40, 753–772. doi:10.1016/S0005-7967(01)00056-0.

    Article  PubMed  Google Scholar 

  • Muris, P., Meesters, C., & Knoops, M. (2005). The relation between gender role orientation and fear and anxiety in nonclinic-referred children. Journal of Clinical Child and Adolescent Psychology, 34, 326–332. doi:10.1207/s15374424jccp3402_12.

    Article  PubMed  Google Scholar 

  • Muthén, L. K., & Muthén, B. O. (1998–2011). Mplus User’s Guide (6th ed.). Los Angeles, CA: Muthén & Muthén.

    Google Scholar 

  • Neil, A. L., & Christensen, H. (2009). Efficacy and effectiveness of school-based prevention and early intervention programs for anxiety. Clinical Psychology Review, 29, 208–215. doi:10.1016/j.cpr.2009.01.002.

    Article  PubMed  Google Scholar 

  • No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107–110, § 115, Stat. 1425 (2002).

  • Ollendick, T. H. (1983). Reliability and validity of the revised fear survey schedule for children (FSSC–R). Behaviour Research and Therapy, 21, 685–962. doi:10.1016/0005-7967(83)90087-6.

    Article  PubMed  Google Scholar 

  • Perrin, S., & Last, C. G. (1992). Do childhood anxiety measures measure anxiety? Journal of Abnormal Child Psychology, 20, 567–578. doi:10.1007/BF00911241.

    Article  PubMed  Google Scholar 

  • Pina, A. A., & Silverman, W. K. (2004). Clinical phenomenology, somatic symptoms, and distress in Hispanic/Latino and European American youths with anxiety disorders. Journal of Clinical Child and Adolescent Psychology, 33, 227–236. doi:10.1207/s15374424jccp3302_3.

    Article  PubMed  Google Scholar 

  • Pina, A. A., Little, M., Knight, G. P., & Silverman, W. K. (2009). Cross-ethnic measurement equivalence of the RCMAS in Latino and White youth with anxiety disorders. Journal of Personality Assessment, 91, 58–61. doi:10.1080/00223890802484183.

    Article  PubMed Central  PubMed  Google Scholar 

  • Pina, A. A., Gonzales, N., Holly, L. E., Zerr, A., & Wynne, H. (2013a). Toward evidence-based assessment of ethnic minority youth. In B. D. McLeod, A. Jensen-Doss, & T. Ollendick (Eds.), Handbook of child and adolescent diagnostic and behavioral assessment (pp. 348–376). New York: Guilford.

    Google Scholar 

  • Pina, A.A., Little, M., Wynne, H., & Beidel, D.C. (2013b). Assessing social anxiety in African American youth using the Social Phobia and Anxiety Inventory. Journal of Abnormal Child Psychology, 41, doi: 10.1007/s10802-013-9775-3

  • President’s Commission on Excellence in Special Education. (2002). A New Era: Revitalizing Special Education for Children and Their Families. Washington, DC. Retrieved from http://www.ed.gov/inits/commissionsboards/whspecialeducation/.

  • Raykov, T. (2004). Behavioral scale reliability and measurement invariance evaluation using latent variable modeling. Behavior Therapy, 35, 299–331. doi:10.1016/S0005-7894(04)80041-8.

    Article  Google Scholar 

  • Reynolds, C., & Richmond, B. (1978). “What I think and feel”: A revised measure of children’s manifest anxiety. Journal of Abnormal Child Psychology, 6, 271–280. doi:10.1007/BF00919131.

    Article  PubMed  Google Scholar 

  • Rudolph, K. D., & Conley, C. S. (2005). The socioemotional costs and benefits of social‐evaluative concerns: Do girls care too much? Journal of Personality, 73, 115–138. doi:10.1111/j.1467-6494.2004.00306.x.

    Article  PubMed Central  PubMed  Google Scholar 

  • Santos, F. (2013, May 25). Judge finds violations of rights by sheriff. The New York Times, pp. A14.

  • Santos, C. E., & Menjívar, C. (2013). Youths’ perspective on Senate Bill 1070 in Arizona: The socio-emotional effects of immigration policy. Association of Mexican American Educators Journal, 7(2), 7–17.

    Google Scholar 

  • Santos, C., Menjívar, C., & Godfrey, E. (2013). Effects of SB 1070 on children. In L. Magaña & E. Lee (Eds.), Latino politics and Arizona’s immigration law SB 1070 (pp. 79–92). New York: Springer.

    Chapter  Google Scholar 

  • Sass, D. A., Schmitt, T. A., & Marsh, H. W. (2014). Evaluating model fit with ordered categorical data within a measurement invariance framework: A comparison of estimators. Structural Equation Modeling, 21, 167–180. doi:10.1080/10705511.2014.882658.

    Article  Google Scholar 

  • Silverman, W. K., & Albano, A. M. (1996). Anxiety disorders interview schedule for children. San Antonio: Psychological Corporation.

    Google Scholar 

  • Silverman, W. K., & Carter, R. (2006). Anxiety disturbance in girls and women. In J. Worell & C. D. Goodheart (Eds.), Handbook of girls’ and women’s psychological health: Gender and well-being across the lifespan (pp. 60–68). New York: Oxford University Press.

    Google Scholar 

  • Silverman, W. K., & Ollendick, T. H. (2005). Evidence-based assessment of anxiety and its disorders in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 380–411. doi:10.1207/s15374424jccp3403_2.

    Article  PubMed  Google Scholar 

  • Silverman, W. K., Saavedra, L. M., & Pina, A. A. (2001). Test-retest reliability of anxiety symptoms and diagnoses with the anxiety disorders interview schedule for DSM-IV: Child and parent versions. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 937–944. doi:10.1097/00004583-200108000-00016.

    Article  PubMed  Google Scholar 

  • Spence, S. H. (1997). Structure of anxiety symptoms among children: A confirmatory factor-analytic study. Journal of Abnormal Psychology, 106(2), 280–297. doi:10.1037/0021-843X.106.2.280.

    Article  PubMed  Google Scholar 

  • Spence, S. H. (1998). A measure of anxiety symptoms among children. Behaviour Research and Therapy, 36, 545–566. doi:10.1016/S0005-7967(98)00034-5.

    Article  PubMed  Google Scholar 

  • Spence, S.H. (2008). Spence Children’s Anxiety Scale: Norms for Total Scores. Retrieved from http://www.scaswebsite.com/index.php?p=1_8.

  • Spence, S. H., Barrett, P. M., & Turner, C. M. (2003). Psychometric properties of the Spence children’s anxiety scale with young adolescents. Journal of Anxiety Disorders, 17, 605–625. doi:10.1016/S0887-6185(02)00236-0.

    Article  PubMed  Google Scholar 

  • Trent, L. R., Buchanan, E., Ebesutani, C., Ale, C. M., Heiden, L., Hight, T. L., Damon, J. D., & Young, J. (2013). A measurement invariance examination of the revised child anxiety and depression scale in a southern sample: Differential item functioning between African American and Caucasian youth. Assessment, 20, 175–187. doi:10.1177/1073191112450907.

    Article  PubMed  Google Scholar 

  • Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3, 4–69. doi:10.1177/109442810031002. DOI:10.1177%2F109442810031002.

    Article  Google Scholar 

  • Varela, R. E., Vernberg, E. M., Sanchez-Sosa, J. J., Riveros, A., Mitchell, M., & Mashunkashey, J. (2004). Parenting style of Mexican, Mexican American, and Caucasian-Non-Hispanic families: Social context and cultural influences. Journal of Family Psychology, 18, 651–657. doi:10.1037/0893-3200.18.4.651.

    Article  PubMed  Google Scholar 

  • Varela, R. E., Weems, C. F., Berman, S. L., Hensley, L., & de Bernal, M. C. R. (2007). Internalizing symptoms in Latinos: The role of anxiety sensitivity. Journal of Youth and Adolescence, 36, 429–440. doi:10.1007/s10964-007-9168-4.

    Article  Google Scholar 

  • Varela, R. E., Sanchez-Sosa, J. J., Biggs, B. K., & Luis, T. M. (2008). Anxiety symptoms and fears in Hispanic and European American children: Cross-cultural measurement equivalence. Journal of Psychopathology and Behavioral Assessment, 30, 130–142. doi:10.1007/s10862-007-9056-y.

    Article  Google Scholar 

  • Warren, S. L., & Sroufe, L. A. (2004). Developmental issues. In T. H. Ollendick & J. S. March (Eds.), Phobic and anxiety disorders in children and adolescents: A clinician’s guide to effective psychosocial and pharmacological interventions (pp. 92–115). New York: Oxford University Press.

    Google Scholar 

  • Weems, C. F., & Stickle, T. R. (2005). Anxiety disorders in childhood: Casting a nomological net. Clinical Child and Family Psychology Review, 8, 107–134. doi:10.1007/s10567-005-4751-2.

    Article  PubMed  Google Scholar 

  • Westenberg, P. M., Siebelink, B. M., & Treffers, P. D. A. (2001). Psychosocial developmental theory in relation to anxiety and its disorders. In W. K. Silverman & P. D. A. Treffers (Eds.), Anxiety disorders in children and adolescents: Research, assessment and intervention (pp. 72–89). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Widaman, K. F., & Reise, S. P. (1997). Exploring the measurement invariance of psychological instruments: Applications in the substance abuse domain. In K. J. Bryant (Ed.), Alcohol and substance abuse research (pp. 281–324). Washington, D.C.: American Psychological Association.

    Chapter  Google Scholar 

  • Wolf, E. J., Harrington, K. M., Clark, S. L., & Miller, M. W. (2013). Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety. Educational and Psychological Measurement, 73, 913–934.

    Article  Google Scholar 

  • Yoshikawa, H., & Kalil, A. (2011). The effects of parental undocumented status on the developmental contexts of young children in immigrant families. Child Development Perspectives, 5, 291–297. doi:10.1111/j.1750-8606.2011.00204.x.

    Article  Google Scholar 

Download references

Acknowledgments

This work was supported in part by grant number K01MH086687 awarded to A. Pina as well as a prevention science fellowship awarded to L. Holly, T32 MH018387 27 from the National Institute of Mental Health. The content is solely the responsibility of the authors and does not represent the official views of the funding agency. We would like to thank the schools that participated in the current research project: Harris Elementary School and Superstition Elementary School (Gilbert School District); Brisas Elementary School and Estrella Elementary School (Kyrene School District); Rose Linda Elementary School and Valley View Elementary School (Roosevelt School District); Pueblo Elementary School, Tonalea Elementary School, and Yavapai Elementary School (Scottsdale Unified School District).

Conflict of Interest

The authors declare that they have no conflict of interest.

Author information

Authors and Affiliations

  1. Prevention Research Center, Department of Psychology, Arizona State University, P.O. Box 871104, Tempe, AZ, 85287, USA

    Lindsay E. Holly & Armando A. Pina

  2. Psychology Department, University of Texas at San Antonio, San Antonio, TX, 78209, USA

    Michelle Little

  3. Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ, 85287, USA

    Linda C. Caterino

Authors
  1. Lindsay E. Holly
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Michelle Little
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Armando A. Pina
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Linda C. Caterino
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Armando A. Pina.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Holly, L.E., Little, M., Pina, A.A. et al. Assessment of Anxiety Symptoms in School Children: A Cross-Sex and Ethnic Examination. J Abnorm Child Psychol 43, 297–309 (2015). https://doi.org/10.1007/s10802-014-9907-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10802-014-9907-4

Keywords

Search

Navigation