Psychometric Evaluation and Normative Framework for the Movie for the Assessment of Social Cognition in Spanish-Speaking Adults
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Keywords

Theory of mind
Mentalization
Factor analysis
Percentiles Teoría de la mente
Mentalización
Análisis factorial
Consistencia interna
Percentiles

How to Cite

Llompart-Casasnovas, A., Castro, A., Gili, M., Navarra-Ventura, G., Rodriguez-Jimenez, R., Ortega, M. A., Boada, L., Jodar, M., Cardoner, N., Sesé, A., Roca, M., & Lahera, G. (2026). Psychometric Evaluation and Normative Framework for the Movie for the Assessment of Social Cognition in Spanish-Speaking Adults. Psicothema, 38(4), 213–223. Retrieved from https://reunido.uniovi.es/index.php/PST/article/view/25449

Abstract

Background: The Movie for the Assessment of Social Cognition-Spanish (MASC-SP) assesses general mentalization performance and associated error patterns: over-mentalization, under-mentalization, and non-mentalization. This study aims to provide the first large-scale psychometric evaluation and normative framework for MASC-SP scores in Spanish-speaking adults. Method: 2,582 healthy adults completed the MASC-SP via a secure online platform. The psychometric evaluation included factor analysis, measurement invariance, internal consistency, and floor/ceiling effects. Normative data were stratified by demographic variables and are presented as empirical percentiles and z-scores. Results: MASC-SP scores showed a predominantly unifactorial structure, with internal consistency ranging from questionable to good. A floor effect was observed in the non-mentalization error score. Female participants and those with a university education scored higher and made fewer errors than men and those without a university education. Age-related results were heterogeneous. Conclusions: The results support interpreting the MASC-SP total score as a robust quantitative indicator of general mentalization performance and the error scores as secondary qualitative indicators of different error patterns. Normative data stratified by sex and educational level provide a useful reference for research and clinical settings. However, norms stratified by age groups should be applied with caution due to their questionable clinical and developmental relevance.

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