Étude de validation de la version française du Sociocultural Attitudes Towards Appearance Questionnaire (SATAQ-3) chez les adolescents garçons

A Spanish version of the Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3): translation and psychometric evaluation

OBJECTIVE

The goal of this study was to translate the Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3; Thompson, van den Berg, Roehrig, Guarda, & Heinberg, 2004) into Spanish and psychometrically evaluate the comparability of the Spanish translation to the original English version.

METHOD

638 female college students from Spain and the United States completed the SATAQ-3 in Spanish and English, respectively.

RESULTS

Internal consistency was high in both languages. Tests of factor equivalence suggested that the four pre-established factors of the SATAQ-3 (i.e., knowledge, perceived pressure, thin-ideal internalization, athletic-ideal internalization) were relatively similar between the two groups. Differences that emerged between groups (on items 6 and 20) were in the expected direction and appeared to be influenced by reverse-scoring or item wording.

CONCLUSIONS

Results support the psychometric properties of this Spanish translation of the SATAQ-3 and support its use to measure endorsement of Western values and ideals of appearance in adult women.

Analysis of the factor structure of the Sociocultural Attitudes Towards Appearance Questionnaire (SATAQ-3) in Spanish secondary-school students through exploratory structural equation modeling

The aims of the present study were: (1) to assess the factor structure of the SATAQ-3 in Spanish secondary-school students by means of exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM) models; and (2) to study its invariance by sex and school grade. ESEM is a technique that has been proposed for the analysis of internal structure that overcomes some of the limitations of EFA and CFA. Participants were 1559 boys and girls in grades seventh to tenth. The results support the four-factor solution of the original version, and reveal that the best fit was obtained with ESEM, excluding Item 20 and with correlated uniqueness between reverse-keyed items. Our version shows invariance by sex and grade. The differences between scores of different groups are in the expected direction, and support the validity of the questionnaire. We recommend a version excluding Item 20 and without reverse-keyed items.