Estudio de validación y propiedades psicométricas de la DASS-21 en población universitaria hondureña
Validation Study and Psychometric Properties of the Depression Anxiety Stress Scales-21 (DASS-21) in a Honduran University Sample
Estudo de validação e propriedades psicométricas da DASS-21 em população universitária hondurenha
Resumen (es)
Objetivo: la elevada prevalencia de síntomas de depresión, ansiedad y estrés en estudiantes universitarios subraya la necesidad de instrumentos psicométricamente sólidos para su evaluación. El presente estudio tuvo como objetivo analizar las propiedades psicométricas de la Depression Anxiety Stress Scale-21 (DASS-21) en una muestra de estudiantes universitarios hondureños. Método: participaron 751 estudiantes (77.1 % mujeres; Medad = 26.78) de la Universidad Pedagógica Nacional Francisco Morazán. Se evaluó la estructura factorial mediante Análisis Factorial Confirmatorio que comparó cinco modelos teóricos. Asimismo, se examinó la fiabilidad mediante el coeficiente omega, la presencia de funcionamiento diferencial de los ítems (DIF) por sexo y la validez basada en la relación con otras variables (autoestima, resiliencia y uso problemático de internet). Resultados: se encontró que el modelo de dos factores, que agrupa ansiedad y estrés en un único factor y mantiene la depresión como factor independiente, presentó el mejor ajuste. No se detectó DIF según sexo y la consistencia interna fue excelente (ω = .97 para ansiedad/estrés; ω = .95 para depresión). Además, ambos factores mostraron correlaciones negativas significativas con la autoestima y la resiliencia, y positivas con el uso problemático de internet. Conclusión: la DASS-21 evidencia adecuadas propiedades psicométricas en estudiantes universitarios hondureños, lo que respalda su uso para la evaluación del malestar psicológico en este contexto.
Resumen (en)
Aim: The high prevalence of depressive, anxiety, and stress symptoms among university students underscores the need for psychometrically sound assessment instruments. The present study aimed to examine the psychometric properties of the Depression Anxiety Stress Scale-21 (DASS-21) in a sample of Honduran university students. Method: A total of 751 students (77.1% women; Mage = 26.78) from the Universidad Pedagógica Nacional Francisco Morazán participated in the study. The factorial structure was evaluated through Confirmatory Factor Analysis by comparing five theoretical models. Reliability was assessed using McDonald’s omega coefficient, and differential item functioning (DIF) by sex was examined. Evidence of validity based on relations with other variables (self-esteem, resilience, and problematic Internet use) was also analyzed. Results: Results indicated that a two-factor model—combining anxiety and stress into a single factor while retaining depression as an independent factor—showed the best fit. No evidence of DIF by sex was found, and internal consistency was excellent (ω = .97 for anxiety/stress; ω = .95 for depression). Additionally, both factors were significantly negatively correlated with self-esteem and resilience and positively correlated with problematic Internet use. In conclusion, the DASS-21 demonstrates adequate psychometric properties in Honduran university students, supporting its use for the assessment of psychological distress in this population.
Resumen (pt)
Objetivo. A elevada prevalência de sintomas de depressão, ansiedade e estresse em estudantes universitários evidencia a necessidade de instrumentos psicometricamente sólidos para sua avaliação. O presente estudo teve como objetivo analisar as propriedades psicométricas da Depression Anxiety Stress Scale-21 (DASS-21) em uma amostra de estudantes universitários hondurenhos. Método. Participaram 751 estudantes (77,1% mulheres; Midade = 26,78) da Universidade Pedagógica Nacional Francisco Morazán. Avaliou-se a estrutura fatorial por meio de Análise Fatorial Confirmatória, comparando-se cinco modelos teóricos. Examinaram-se ainda a fidedignidade por meio do coeficiente ômega, a presença de funcionamento diferencial dos itens (DIF) segundo o sexo e a validade baseada na relação com outras variáveis (autoestima, resiliência e uso problemático da Internet). Resultados. Os resultados indicaram que o modelo de dois fatores, que agrupa ansiedade e estresse em um único fator e mantém a depressão como fator independente, apresentou o melhor ajuste. Não se detectou DIF segundo o sexo e a consistência interna foi excelente (ω = 0,97 para ansiedade/estresse; ω = 0,95 para depressão). Além disso, ambos os fatores apresentaram correlações negativas significativas com a autoestima e a resiliência, e positivas com o uso problemático da Internet. Conclusão. A DASS-21 evidencia propriedades psicométricas adequadas em estudantes universitários hondurenhos, respaldando seu uso para a avaliação do mal-estar psicológico nesse contexto.
Referencias
Ahmed, I., Hazell, C., Edwards, B., Glazebrook, C. y Davies, E. (2023). A systematic review and meta-analysis of studies exploring prevalence of non-specific anxiety in undergraduate university students. BMC Psychiatry, 23(1). https://doi.org/10.1186/s12888-023-04645-8
American Educational Research Association, American Psychological Association y National Council on Measurement in Education [AERA, APA y NCME]. (2014). Standards for educational and psychological testing. American Educational Research Association.
Antony, M. M., Bieling, P. J., Cox, B. J., Enns, M. W. y Swinson, R. P. (1998). Psychometric properties of the 42-item and 21-item versions of the Depression Anxiety Stress Scales in clinical groups and a community sample. Psychological Assessment, 10(2), 176-181. https://doi.org/10.1037//1040-3590.10.2.176
Ato, M., López, J. J. y Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511
Asghar, M., Minichiello, A. y Ahmed, S. (2024). Mental health and wellbeing of undergraduate students in engineering: A systematic literature review. Journal of Engineering Education, 113(4), 1046-1075. https://doi.org/10.1002/jee.20574
Bados, A., Solanas, A. y Andre´s, R. (2005). Psychometric properties of the Spanish version of Depression, Anxiety and Stress Scales (DASS). Psicothema, 17, 679-683. https://www.psicothema.com/pii?pii=3165
Castillo-Díaz, M. A., Martínez, M. C., Periañez, C. A. H. y Sauceda-Acosta, D. (2024). Psychological distress, health-promoting lifestyle and sociodemographic factors in Honduran university students: a structural equation model. Health Promotion International, 39(4). https://doi.org/10.1093/heapro/daae082
Castillo-Díaz, M. A., Mendoza-Aly, J. L., Martínez-Martínez, C. V. y Martínez-Gonzales, L. E. (2022). Alteraciones de salud mental y adaptación universitaria en estudiantes hondureños: un análisis de grupos con rendimiento académico diferenciado. REOP - Revista Española de Orientación y Psicopedagogía, 33(3), 144-161. https://doi.org/10.5944/reop.vol.33.num.3.2022.36466
Choi, S. W., Gibbons, L. E. y Crane, P. K. (2011). lordif: An R Package for Detecting Differential Item Functioning Using Iterative Hybrid Ordinal Logistic Regression/Item Response Theory and Monte Carlo Simulations. Journal of Statistical Software, 39(8). https://doi.org/10.18637/jss.v039.i08
Clark, L. A. y Watson, D. (1991). Tripartite model of anxiety and depression: Psychometric evidence and taxonomic implications. Journal of Abnormal Psychology, 100(3), 316-336. https://doi.org/10.1037//0021-843x.100.3.316
Daviu, N., Bruchas, M. R., Moghaddam, B., Sandi, C. y Beyeler, A. (2019). Neurobiological links between stress and anxiety. Neurobiology of Stress, 11, 100191. https://doi.org/10.1016/j.ynstr.2019.100191
Daza, P., Novy, D. M., Stanley, M. A. y Averill, P. (2002). The depression anxiety stress scale-21: Spanish translation and validation with a Hispanic sample. Journal of Psychopathology and Behavioral Assessment, 24, 195-205. https://doi.org/10.1023/a:1016014818163
Dwight, A. R., Briesch, A. M., Hoffman, J. A. y Rutt, C. (2024). Systematic review of the psychometric evidence supporting use of the depression anxiety stress scales, short form (DASS-21) with youth. Child & Youth Care Forum, 53(5), 1235-1250. https://doi.org/10.1007/s10566-024-09795-8
Fernández-Villa, T., Molina, A. J., García-Martín, M., Llorca, J., Delgado-Rodríguez, M. y Martín, V. (2015). Validation and psychometric analysis of the Internet Addiction Test in Spanish among college students. BMC Public Health, 15(1), 1-9. https://doi.org/10.1186/s12889-015-2281-5
Finney, S. J. y DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. En G. R. Hancock y R. O. Mueller (eds.), Structural equation modeling: A second course (pp. 269-314). Information Age.
Fonseca-Pedrero, E., Paino, M., Lemos-Giráldez, S. y Muñiz, J. (2010). Psychometric properties of the Depression anxiety and stress Scales-21 (dass-21) in Spanish college students. Ansiedad y Estrés, 16, 215-226. https://www.ansiedadyestres.es/sites/default/files/rev/ucm/2010/anyes2010a17.pdf
Gignac, G. E. y Szodorai, E. T. (2016). Effect size guidelines for individual differences researchers. Personality and Individual Differences, 102, 74-78. https://doi.org/10.1016/j.paid.2016.06.069
Gómez-Lugo, M., Espada, J. P., Morales, A., Marchal-Bertrand, L., Soler, F. y Vallejo-Medina, P. (2016). Adaptation, validation, reliability and factorial equivalence of the rosenberg self-esteem scale in colombian and Spanish population. Spanish Journal of Psychology, 19, 1-12. https://doi.org/10.1017/sjp.2016.67
Griffin, S. M., Lebedová, A., Cruwys, T., McMahon, G., Foran, A. M., Skrodzka, Gallagher, S., Ginty, A. y Muldoon, O. T. (2025). Identity change and the transition to university: Implications for cortisol awakening response, psychological well-being and academic performance. Applied Psychology: Health and Well-Being, 17(1). https://doi.org/10.31234/osf.io/ma4xu
Gürbüzer, N. y Gürcan-Yıldırım, D. (2025). Behavioral addictions and psychological distress: Insights from psychology students in Eastern Turkey. Humanities and Social Sciences Communications, 12(1), 1-12. https://doi.org/10.1057/s41599-025-04623-3
Henry, J. D. y Crawford, J. R. (2005). The short-form version of the Depression Anxiety Stress Scales (DASS-21): Construct validity and normative data in a large non-clinical sample. British Journal of Clinical Psychology, 44(2), 227-239. https://doi.org/10.1348/014466505X29657
Hu, L. T. y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
International Test Commission. (2018). The ITC guidelines for translating and adapting tests (Second edition). International Journal of Testing, 18(2), 101-134. https://doi.org/10.1080/15305058.2017.1398166
Jodoin, M. G. y Gierl, M. J. (2001). Evaluating type I error and power rates using an effect size measure with the logistic regression procedure for DIF detection. Applied Measurement in Education, 14(4), 329-349. https://doi.org/10.1207/S15324818AME1404_2
Konstantopoulou, G., Iliou, T., Karaivazoglou, K., Iconomou, G., Assimakopoulos, K. y Alexopoulos, P. (2020). Associations between (sub) clinical stress-and anxiety symptoms in mentally healthy individuals and in major depression: a cross-sectional clinical study. BMC Psychiatry, 20(1). https://doi.org/10.1186/s12888-020-02836-1
Lane, R., Taylor, H., Ellis, F., Rushworth, I. y Chiu, K. (2025). Resilience and its association with mental health among forcibly displaced populations: A systematic review and meta-analyses. Journal of Affective Disorders, 379, 387-400. https://doi.org/10.1016/j.jad.2025.03.015
Lee, J., Lee, E. H. y Moon, S. H. (2019). Systematic review of the measurement properties of the Depression Anxiety Stress Scales–21 by applying updated COSMIN methodology. Quality of Life Research, 28(9), 2325-2339. https://doi.org/10.1007/s11136-019-02177-x
Lee, J. Y., Patel, M. y Scior, K. (2023). Self-esteem and its relationship with depression and anxiety in adults with intellectual disabilities: a systematic literature review. Journal of Intellectual Disability Research, 67(6), 499-518. https://doi.org/10.1111/jir.13025
Lei, Y., Xu, J., & Ma, Y. (2026). The association between psychological distress and internet addiction: A systematic review and three-level meta-analysis. Clinical Psychology Review, 123, 102684. https://doi.org/10.1016/j.cpr.2025.102684
Liu, Z., Xie, Y., Sun, Z., Liu, D., Yin, H. y Shi, L. (2023). Factors associated with academic burnout and its prevalence among university students: a cross-sectional study. BMC Medical Education, 23(1), 317. https://doi.org/10.1186/s12909-023-04316-y
Lovibond, P. F. y Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33(3), 335-343. https://doi.org/10.1016/0005-7967(94)00075-U
Luo, S., Hu, J., Zhang, J., Mei, Z., Tang, Z. y Luo, S. (2025). The correlation between resilience and mental health of adolescents and young adults: a systematic review and meta-analysis. Frontiers in Psychiatry, 16. https://doi.org/10.3389/fpsyt.2025.1536553
Mahmud, S., Mohsin, M., Dewan, M. N. y Muyeed, A. (2023). The global prevalence of depression, anxiety, stress, and insomnia among general population during COVID-19 pandemic: A systematic review and meta-analysis. Trends in Psychology, 31(1), 143-170. https://doi.org/10.1007/s43076-021-00116-9
Martins, L. A., Schiavo, A., Paz, L. V., Xavier, L. L. y Mestriner, R. G. (2024). Neural underpinnings of fine motor skills under stress and anxiety: a review. Physiology & Behavior, 282. https://doi.org/10.1016/j.physbeh.2024.114593
McDonald, R. P. (1999). Test theory: A unified treatment. Lawrence Erlbaum Associates Publishers.
Moreno, E., Corpas, J., Albalat, R., Cuadrado, F., Gálvez-Lara, M., Moriana, J. A. y Jurado-González, F. (2024). Prevalence of emotional distress and use of maladaptive emotional regulation strategies among university students. Ansiedad y Estrés, 30(3), 184-189. https://doi.org/10.5093/anyes2024a23
Muthén, L. K. y Muthén, B. O. (2017). Mplus User's Guide (8.a ed.). Muthén & Muthén.
Necho, M., Tsehay, M., Birkie, M., Biset, G. y Tadesse, E. (2021). Prevalence of anxiety, depression, and psychological distress among the general population during the COVID-19 pandemic: A systematic review and meta-analysis. International Journal of Social Psychiatry, 67(7), 892-906. https://doi.org/10.1177/00207640211003121
Neri de Barros, R. y de Lemos Alves Peixoto, A. (2023). Salud mental de estudiantes universitarios: encuesta de trastornos mentales comunes en estudiantes de una universidad brasileña. Quaderns De Psicologia, 25(2), e1958. https://doi.org/10.5565/rev/qpsicologia.1958
Orth, U. y Robins, R. W. (2022). Is high self-esteem beneficial? Revisiting a classic question. American Psychologist, 77(1), 5-17. https://doi.org/10.1037/amp0000922
Rodríguez-Rey, R., Alonso-Tapia, J. y Hernansaiz-Garrido, H. (2016). Reliability and validity of the brief resilience scale (BRS) spanish version. Psychological Assessment, 28(5), e101. https://doi.org/10.1037/pas0000191
Rosenberg, M. (1965). Rosenberg self-esteem scale (RSES) [registro de base de datos]. APA PsycTest. https://doi.org/10.1037/t01038-000
Ruiz, F. J., García, M. B., Suárez, J. C. y Odriozola, P. (2017). The hierarchical factor structure of the Spanish version of Depression Anxiety and Stress Scale. International Journal of Psychology and Psychological Therapy, 17(1), 97-105. https://www.ijpsy.com/volumen17/num1/460/the-hierarchical-factor-structure-of-the-EN.pdf
Shaw, T., Campbell, M. A., Runions, K. C. y Zubrick, S. (2016). Properties of the DASS-21 in an Australian community adolescent population. Journal of Clinical Psychology, 73(7), 879-892. https://doi.org/10.1002/jclp.22376
Sheldon, E., Simmonds-Buckley, M., Bone, C., Mascarenhas, T., Chan, N., Wincott, M., Gleeson, H., Sow, K., Hind, D. y Barkham, M. (2021). Prevalence and risk factors for mental health problems in university undergraduate students: A systematic review with meta-analysis. Journal of Affective Disorders, 287, 282-292. https://doi.org/10.1016/j.jad.2021.03.054
Shiraly, R., Roshanfekr, A., Asadollahi, A. y Griffiths, M. D. (2024). Psychological distress, social media use, and academic performance of medical students: the mediating role of coping style. BMC Medical Education, 24(1), 999. https://doi.org/10.1186/s12909-024-05988-w
Silva, H., Passos, M., Oliveira, V., Palmeira, A., Pitangui, A. y Araújo, R. (2016). Short version of the Depression Anxiety Stress Scale-21: is it valid for Brazilian adolescents? Einstein (São Paulo), 14(4), 486-493. https://doi.org/10.1590/S1679-45082016AO3732
Simães, C., Couto, A., Morais, C., Gomes, A. R. y Fontes, L. (2024). Stress and cognitive appraisal in university students: explaining burnout over time. Ansiedad y Estrés, 30(2), 63-72. https://doi.org/10.5093/anyes2024a9
Smith, B. W., Dalen, J., Wiggins, K., Tooley, E. M, Christopher, P. J. y Bernard, J. (2008). The brief resilience scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15(3), 194-200. https://doi.org/10.1080/10705500802222972
Soria-Reyes, L. M., Alarcón, R., Cerezo, M. V. y Blanca, M. J. (2024). Psychometric properties of the Depression Anxiety Stress Scales (DASS-21) in women with breast cancer. Scientific Reports, 14(1), 20473. https://doi.org/10.1038/s41598-024-68814-9
Taylor, Z., Yankouskaya, A. y Panourgia, C. (2024). Social media use, loneliness and psychological distress in emerging adults. Behaviour & Information Technology, 43(7), 1312-1325. https://doi.org/10.1080/0144929X.2023.2209797
University of New South Wales. (2025, January 9). DASS translations. https://www2.psy.unsw.edu.au/dass/DASS%20Translations.htm
Wang, X., Cao, C.-H., Liao, X.-L., Jiang, X.-Y., Griffiths, M. D., Chen, I.-H., Lin, C.-Y. y Malas, O. (2025). Comparing the psychometric evidence of the Depression, Anxiety, and Stress Scale-21 (DASS-21) between Spanish and Chinese primary schoolteachers: insights from classical test theory and rasch analysis. BMC Psychology, 13(1), 1-18. https://doi.org/10.1186/s40359-025-02728-7
Worsley, J. D., Pennington, A. y Corcoran, R. (2022). Supporting mental health and wellbeing of university and college students: A systematic review of review-level evidence of interventions. PLoS One, 17(7), e0266725. https://doi.org/10.1371/journal.pone.0266725
Yap, A. U. y Lee, D. Z. R. (2025). Use of the Depression Anxiety Stress Scale-21 in young people with temporomandibular disorders: Reliability and dimensionality. CRANIO®, 43(3), 452-460. https://doi.org/10.1080/08869634.2022.2158259
Young, K. S. (1998). Internet addiction: The emergence of a new clinical disorder. Cyberpsychology, Behavior, and Social Networking, 1(3), 237-244. https://doi.org/10.1089/cpb.1998.1.237
Cómo citar
Licencia
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Si un artículo es aceptado, los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, en este caso los derechos patrimoniales de publicación y reproducción, en medios impresos y digitales que permitan el acceso público a la obra, mediante la licencia Creative Commons, son del editor.
No obstante, un autor o un tercero pordrá adquirir el permiso de reproducción o adaptación siempre y cuando se de el crédito apropiado, proporcione un enlace a la licencia, e indique si se han realizado cambios
- Los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, el cuál estará simultáneamente sujeto a la Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
, que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista. - Los autores/as podrán adoptar otros acuerdos de licencia no exclusiva de distribución de la versión de la obra publicada (p. ej.: depositarla en un archivo telemático institucional o publicarla en un volumen monográfico) siempre que se indique la publicación inicial en esta revista.
- Se permite y recomienda a los autores/as difundir su obra a través de Internet (p. ej.: en archivos telemáticos institucionales o en su página web) después del proceso de publicación, lo cual puede producir intercambios interesantes y aumentar las citas de la obra publicada.
