Psychometric properties and measurement invariance of the RESI-M across educational levels in college students
DOI:
https://doi.org/10.47197/retos.v81.119092Keywords:
Confirmatory factor analysis, factorial invariance , psychometric validation, resilience, university studentsAbstract
Introduction: Resilience is a person’s dynamic ability to cope with and overcome adverse situations, adapt to them, and continue to develop through the interaction of personal and contextual resources.
Objective: The objective of this study was to validate and expand the psychometric evidence for the Mexican Resilience Scale (RESI-M), as educational level- early fourth grade (ECI) and late fourth grade (ECF) – to ensure equivalence in measurement between the two.
Methodology: The total sample consisted of 566 participants from the Faculty of Physical Culture Sciences at the Autonomous University of Chihuahua, Mexico; 322 (56.9%) belonged to ECI and 244 (43.1%) to ECF.
Results: The results of the confirmatory factor analysis supported the validity of the previously proposed five-factor structure, comprised of strength and confidence, social competence, family support, social support, and structure. Furthermore, factorial invariance between groups was confirmed in terms of configuration, factor loadings, and intercepts, revealing significant differences in factor means; ECF showed higher levels of strength and confidence, while ECI presented higher scores in social support.
Discussion: Taken together, these findings support the relevance of the RESI-M in educational contexts and provide evidence of variations in the perception of resilience according to educational level.
Conclusions: Future research is encouraged to further explore its validity and its use in designing interventions aimed at strengthening resilience and mental health in university students.
References
Abalo, J., Lévy, J., Rial, A., & Varela, J. (2006). Invarianza factorial con muestras múltiples. En J. Lévy (Ed.), Modelización con Estructuras de Covarianzas en Ciencias Sociales (pp. 259-278). Net-biblo.
Alvarán-López, S., Bedoya-Mejía, S., & Grisales-Romero, H. d. J. (2021). Valoración de la resiliencia en escolarizados: línea base para programas de intervención, Antioquia, 2018. Hacia la Promoción de la Salud, 26(2), 83-101. https://doi.org/10.17151/hpsal.2021.26.2.7
Blanco, H., Ornelas, M., Tristán, J. L., Cocca, A., Mayorga-Vega, D., López-Walle, J., & Viciana, J. (2013). Editor for creating and applying compute rise surveys [Arbitrado]. Procedia Social and Behav-ioral Sciences, 106, 935-940. http://dx.doi.org/10.1016/j.sbspro.2013.12.105
Blanco, J., Jurado, P., Aguirre, S., & Aguirre, J. (2018). Composición factorial de la Escala de Resiliencia Mexicana en universitarios mexicanos Formación Universitaria, 11(6), 99-106. http://dx.doi.org/10.4067/S0718-50062018000600099
Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and pro-gramming. Routledge. https://doi.org/10.4324/9781315757421
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255. https://doi.org/10.1207/s15328007SEM0902_5
Debelu, E. A., & Goshu, A. T. (2025). Analyzing Academic Resilience: A Quantitative Study of University Students using Linear Regression Model. Ethiopian Journal of Education and Sciences, 20(2), 84-100. https://journals.ju.edu.et/index.php/ejes/article/view/6334
Elosua, P., & Zumbo, B. D. (2008). Coeficientes de fiabilidad para escalas de respuesta categórica orde-nadas. Psicothema, 20(4), 896-901.
García-Parra, M., Negre, F., & Verger, S. (2021). Educational programs to build resilience in children, adolescent or youth with disease or disability: A systematic review. Education Sciences, 11(9), 464. https://doi.org/10.3390/educsci11090464
García-Vesga, M., & Domínguez-de la Ossa, E. (2013). Desarrollo teórico de la resiliencia y su aplicación en situaciones adversas: Una revisión analítica. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 11(1), 63-77. https://doi.org/10.11600/1692715x.1113300812
García, D., Cobo, R., & Hernández, J. (2022). Validez, fiabilidad e invarianza factorial de las escalas de autoeficacia general y autoeficacia académica en estudiantes universitarios. Retos: Nuevas Ten-dencias en Educación Física, Deporte y Recreación (46), 1093-1104. https://doi.org/10.47197/retos.v46.94281
Gelabert, E., García-Esteve, L., Martín-Santos, R., Gutiérrez, F., Torres, A., & Subirà, S. (2011). Psycho-metric properties of the Spanish version of the Frost Multidimensional Perfectionism Scale in women. Psicothema, 23(1), 133-139.
González, M. T., Crespo, A., & Madrid, E. J. (2024). Actitudes resilientes y el nivel metacognitivo como resultado de la práctica docente en estudiantes universitarios. En Transforming Education: Technological tools for effective learning (pp. 335-344). Editorial de la Asociación Profesional CIATA.
Hannush, M. (2021). Resilience: The capacity for resilience. En Markers of Psychosocial Maturation (pp. 251-257). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-74315-4_16
Kline, R. B. (2023). Principles and practice of structural equation modeling (5ta ed.). Guilford Press.
Monzón, L., Dávila, J., Rodríguez, E., & Pérez, A. (2023). La resiliencia en el contexto universitario, un estudio mixto exploratorio. Pensamiento Americano, 16(31), 1-15. https://doi.org/10.21803/penamer.16.31.636
Morales, M., & Díaz, D. (2011). Estudio comparativo de la resiliencia en adolescentes: el papel del géne-ro, la escolaridad y procedencia. Uaricha, 8(17), 62-77.
Nunnally, J. C., & Bernstein, I. H. (1995). Teoría psicométrica. McGraw-Hill.
Lerma, A., Ordónez, G., Mendoza, L., Salazar-Robles, E., Rivero, J., Pérez-Granados, E., Pérez-Grovas, H., Ruiz-Palacios, P., Ibarra, A., & Lerma, C. (2019). Psychometric properties of the resilience scale in Mexican patients with chronic hemodialysis. Salud mental, 42(3), 121-129. https://doi.org/10.17711/sm.0185-3325.2019.016
Palomar, J., & Gómez, N. E. (2010). Desarrollo de una escala de medición de resiliencia con mexicanos (RESI-M). Interdisciplinaria, 27(1), 7-22.
Pendergast, L., Von der Embse, N., Kilgus, S., & Eklund, K. (2017). Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology. Journal of School Psychology, 60, 65-82. https://doi.org/10.1016/j.jsp.2016.11.002
Quezadas, A. L., Baeza, E., Ovando, J., Gómez, C. d. C., & Bracqbien, C. (2023). Educación para la resilien-cia, un análisis desde la perspectiva de niñas, niños y docentes. Revista Latinoamericana de Es-tudios Educativos, 53(1), 155-178. https://doi.org/10.48102/rlee.2023.53.1.534
Revelle, W., & Zinbarg, R. E. (2009). Coefficients alpha, beta, omega and the glb: comments on Sijtsma. Psychometrika, 74(1), 145-154. https://doi.org/10.1007/s11336-008-9102-z
Rodríguez, M. N., & Ruiz, M. A. (2008). Atenuación de la asimetría y de la curtosis de las puntuaciones observadas mediante transformaciones de variables: Incidencia sobre la estructura factorial. Psicológica, 29, 205-227.
Rokach, A., & Clayton, S. (2023). Resilience: what it is, and how to develop it. En Adverse Childhood Ex-periences and their Life-Long Impact (pp. 379-418). Academic Press. https://doi.org/10.1016/B978-0-323-85853-3.00009-4
Ruiz-Román, C., Pérez-Cea, J., & Molina, L. (2020). Evolución y nuevas perspectivas del concepto de resiliencia: de lo individual a los contextos y a las relaciones socioeducativas. Educatio Siglo XXI, 38(2), 213-232. https://doi.org/10.6018/educatio.432981
Sanjuan-Meza, X., Landeros-Olvera, E., & Cossio-Torres, P. (2018). Validez de una escala de resiliencia (RESI-M) en mujeres indígenas de México. Cadernos de Saúde Pública, 34(10). https://doi.org/10.1590/0102-311X00179717
Santiago, M., Gallardo, H., & Vergel, M. (2020). Resiliencia en estudiantes exitosos en matemáticas. Prax-is & Saber, 11(26), 1-14. https://doi.org/10.19053/22160159.v11.n26.2020.9973
Sijtsma, K. (2009). On the use, the misuse, and the very limited usefulness of Cronbach’s alpha. Psy-chometrika, 74(1), 107-120. https://doi.org/10.1007/s11336-008-9101-0
Steel, A., Karunaratne, N., Exintaris, B., James, S., Al-Juhaishi, A., Don, A., Dai, D. W., & Lim, A. (2024). The impact of resilience on academic performance with a focus on mature learners. BMC Medical Education, 24(1), 1105. https://doi.org/10.1186/s12909-024-06099-2
Thompson, B. (2004). Exploratory and confirmatory factor analysis. Understanding concepts and ap-plications. American Psychological Association. https://doi.org/10.1037/10694-000
Triguero, M. J., & Triguero-Sánchez, R. (2024). Modelos ecuaciones estructuras con AMOS. Manual práctico para la investigación. Independently published. https://www.researchgate.net/publication/382801669_Modelos_Ecuaciones_Estructuras_con_AMOS_Manual_practico_para_la_investigacion
Tuz, M., García, L., Estrada, S., & Pérez, G. (2024). Características de resiliencia en estudiantes universi-tarios. Ciencia Latina: Revista Multidisciplinar, 8(2), 6213-6226. https://doi.org/10.37811/cl_rcm.v8i2.11043
Ububakar, U., Mond, N. A. S., Hashim, I. A., Adlin, N. F., Abdul, N. A. I,, Mohamad, A. R., Zaidan, N. A. (2021). The relationship between academic resilience and academic performance among pharmacy students. Pharmacy Education, 21, 705-712. https://doi.org/10.46542/pe.2021.211.705712
Ventura-León, J., Caycho-Rodríguez, T., & Domínguez-Lara, S. (2019). Invarianza factorial según sexo de la Basic Empathy Scale Abreviada en adolescentes peruanos. Psykhe, 28(2), 1-11. https://doi.org/10.7764/psykhe.28.2.1418
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Michelle Anahí Canales-Acosta, Perla Jannet Jurado García, Susana Ivonne Aguirre Vásquez, José René Blanco Ornelas, Fernando Israel Ponce-Ramírez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
