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Recent Submissions
Greek Translation and Preliminary Test–Retest Reliability of the AQUA CHILD Questionnaire in Children With Developmental Disabilities
(2026) Triantafyllidou, Stavroula; Tsangala, Michaela Christina; Argyroula Tsounica, Eleni; Moscholori, Chrysoula; Besios, Thomas; Paras, George; Trinidad Morales, Alfonso; Chandolias, Konstantinos; Sin información
AQUA CHILD is a parent-proxy questionnaire for pre-aquatic assessment. This study describes its Greek translation and examines preliminary test–retest agreement, with explicit verification of response coding and the limits of score interpretation.
Methods
In a methodological repeated-measures study, 47 parents completed the questionnaire 7 days apart. The retained electronic paired files contained 99 of the 102 numbered items on the supplied forms. Swimming responses were analysed categorically; 20 non-swimming domain summaries were analysed as exploratory raw-code sums, excluding non-applicable responses and using complete domain pairs (n = 43–47). Intraclass correlation coefficients for absolute agreement, ICC(A, 1), and 95% confidence intervals (CIs), systematic differences, measurement-error estimates, and participant-level Bland–Altman analyses were calculated. No overall score was retained.
Results
Swimming-item exact agreement was 91.5%–97.9% (unweighted kappa, 0.899–0.974). Non-swimming ICCs ranged from 0.878 to 0.968, with lower 95% CI limits of 0.786–0.942. Only undertaking a single task retained a mean retest increase after Holm adjustment: 0.22 raw-code points (95% CI, 0.09–0.34; adjusted p = 0.019). Baseline domain alpha coefficients ranged from −0.375 to 0.329. At T2, 41 non-swimming responses from 24 of 47 participants were ‘not relevant’, all ‘not capable’ at T1; none were ‘not relevant’ at T1. Two domain analyses used incomplete item sets. Normal-theory limits of agreement were sensitive to the discrete, zero-heavy differences.
Discussion
These estimates describe the retained electronic records. The original paper questionnaires are no longer available, so the accuracy and origin of the 41 transitions could not be independently verified; this unresolved data-quality issue may bias reliability estimates. Unconfirmed clinical stability, incomplete adaptation records, and missing items further limit inference. The findings do not establish validated domain scales, diagnosis-specific reliability, or an overall score. Prospective validation with independent source-data verification remains necessary before individual treatment decisions.
A multidimensional analysis of children’s connection with nature: Associations with age, gender, and frequency of nature contact
(2026) Murillo Jiménez, Tamara; Remesal González, Manuel Ángel; Carpio Camargo, Antonio J.; Serrano Rodríguez, Rocío
Connection with nature (CN) is increasingly recognised as a key construct in environmental education and a predictor of pro-environmental behaviour. However, empirical evidence on agerelated patterns in CN during childhood and its associations with sociodemographic and contextual factors remains inconsistent. This study examines the affective, behavioural, and cognitive dimensions of CN in a sample of 1375 children aged 6–11 years from C´ordoba, Spain. A validated multidimensional instrument was administered, and data were analysed using betabinomial Generalised Linear Mixed Models, with school-level random intercepts to account for
the clustering of pupils within schools. Age-related patterns were examined using spline-based modelling to capture potential non-linear associations. Findings revealed dimension-specific patterns. Affective CN was lower among older children, whereas behavioural CN was higher in early and middle childhood, showing only a slight attenuation at the oldest ages in spline-based estimates. Cognitive CN showed a positive overall age-related association, particularly among
boys in the oldest age group. Because the design was cross-sectional, these findings describe agerelated differences within the sample rather than intra-individual change over time. Gender differences were slight in the affective and behavioural components. Frequent contact with nature was strongly and consistently associated with overall, affective and behavioural CN, with a weaker association for the cognitive dimension. No robust differences were found between
urban–rural places of residence. These results support a multidimensional understanding of CN.
The findings have implications for environmental education policy and practice, suggesting the need for sustained and structured nature-based learning opportunities during middle childhood.
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