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Reliability and Factor Structure of the Kessler’s Psychological Distress Scale among university students from Arequipa (Peru)

Confiabilidad y Estructura Factorial de la Escala de Malestar Psicológico de Kessler en estudiantes universitarios de Arequipa (Perú)





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Research Articles

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Arias Gallegos, W. L., Rivera Calcina, R. ., & Ceballos Canaza, K. . (2019). Reliability and Factor Structure of the Kessler’s Psychological Distress Scale among university students from Arequipa (Peru). Archivos De Medicina (Manizales), 19(2). https://doi.org/10.30554/archmed.19.2.2854.2019
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Arias Gallegos, W. L., Rivera Calcina, R. ., & Ceballos Canaza, K. . (2019). Reliability and Factor Structure of the Kessler’s Psychological Distress Scale among university students from Arequipa (Peru). Archivos De Medicina (Manizales), 19(2). https://doi.org/10.30554/archmed.19.2.2854.2019

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Walter Lizandro Arias Gallegos
Renzo Rivera Calcina
Karla Ceballos Canaza

Walter Lizandro Arias Gallegos,

Doctor en psicología y profesor titular de la Universidad Continental, Arequipa, Perú


Renzo Rivera Calcina,

Psicólogo, Facultad de Ciencias Económico Empresariales y Humanas Universidad Católica San Pablo, Arequipa, Perú


Karla Ceballos Canaza,

Estudiante de Psicología, Facultad de Ciencias Económico Empresariales y Humanas Universidad Católica San Pablo, Arequipa, Perú.


Objective: To test the reliability and one-factor structure of the PDS among university students from Arequipa in Peru. Materials and methods: This is an instrumental study. A non-probability sample of 165 university students from a private university at Arequipa was collected. The PDS was applied. This scale is composed of 10 items and counts with adequate values of validity and reliability. Results: We found that the scale have a one-factor structure and adequate levels of reliability computed through α and ω coefficients. Conclusions: The PDS is reliable and the one-factor structure is valid, but it is necessary to provide more evidences of validity, such as testing its relationship with family and academic achievement variables.


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