Abstract The School Anxiety Scale – Teacher Report (SAS-TR) assesses children’s anxiety from the teacher’s perspective. Originally developed in English and subsequently validated in Spanish and Iranian populations, a validated Italian version is still lacking. The current study aimed to translate, adapt and validate the SAS-TR into Italian. The SAS-TR was translated from English into Italian following 5 stages of cross-cultural adaptation and was assessed for face and content validity by five primary school teachers. A sample of 66 teachers completed the SAS-TR in a community sample of 201 children aged 6–11 years. Exploratory and confirmatory factor analysis were performed. To investigate the concurrent validity, teachers also completed the Strengths and Difficulties Questionnaire-Teacher (SDQ-T). After four weeks, the teachers re-provided ratings on the SAS-TR to assess test-retest reliability. SAS-TR ratings for the same children provided by permanent teachers (who have ≥ 10 teaching hours in classroom) and specialist teachers (who have < 10 teaching hours in classroom) were compared. Exploratory and confirmatory factor analysis confirmed the two-factor structure and the goodness fit of the scale, excluding item 12. The Italian SAS-TR exhibited strong face and content validity (mean = 3.71 ± 0.57), excellent internal consistency (α = 0.902) and almost perfect test-retest reliability over 4-weeks (ICC = 0.829). Additionally, moderate and statistically significant correlations between SAS-TR and SDQ-T “Emotional symptoms” subscale (ρ s = 0.62) supported concurrent validity. Finally, permanent teachers reported higher levels of anxiety symptoms compared to specialist teachers ( p < 0.05). Overall, the Italian version of SAS-TR demonstrates adequate psychometric properties, suggesting its suitability for assessing anxiety symptoms in children aged 6–11 by teachers.
Felisi et al. (Sat,) studied this question.