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CORRECTION article

Front. Psychiatry, 22 October 2025

Sec. Autism

Volume 16 - 2025 | https://doi.org/10.3389/fpsyt.2025.1722457

This article is part of the Research TopicEnhancing Quality of Life in Individuals with Neurodevelopmental Disorders: Pathways to Inclusion and Well-BeingView all 4 articles

Correction: Design and psychometric evaluation of RES-PRIM: a resilience scale for primary education students with and without neurodevelopmental disorders

This article is a correction to:

  1. Design and psychometric evaluation of RES-PRIM: a resilience scale for primary education students with and without neurodevelopmental disorders

    1. Read original article
Raquel Flores-Buils*Raquel Flores-Buils1*Clara Andrs-Roqueta*Clara Andrés-Roqueta1*Rosa Mateu-Prez*Rosa Mateu-Pérez2*
  • 1Department of Developmental, Educational Social and Methodological Psychology, Universitat Jaume I, Castellón de la Plana, Spain
  • 2Department of Pedagogy and Didactics of Social Sciences, Language and Literature, Universitat Jaume I, Castellón de la Plana, Spain

A Correction on
Design and psychometric evaluation of RES-PRIM: a resilience scale for primary education students with and without neurodevelopmental disorders

By Flores-Buils R, Andrés-Roqueta C and Mateu-Pérez R (2025). Front. Psychiatry 16:1663460. doi: 10.3389/fpsyt.2025.1663460

There was a mistake in Figure 3 as published. The right panel was missing the English translation of the Likert scale. The corrected Figure 3 appears below.

The figures were in the wrong order in the paper. Figures 1 and 3 were swapped, though their captions were correct. The order of the figures has now been corrected.

Figure 1
Flowchart illustrating a research process with four steps: 1. Instrument design and development, including construct, items, experts, visuals, pilot, implementation. 2. Participants, specifically TD, ADHD, and ASD. 3. Administration procedure involving schools, RES-PRIM, and convergent measures. 4. Data analysis, covering CFA, reliability, and evidence of validity.

Figure 1. Methodological sequence of the study.

Figure 3
Cartoon divided into two panels. Left panel: a red-haired child tries talking about problems to an adult, depicted by symbols in a speech bubble. Text states, “There is an adult I can talk to and tell my problems to.” Response options: Always, Many times, Few times, Never. Right panel: the same child is playing with another child outdoors, showing a playground with trees, ball, and swing set. Text states, “I have a friend to play with.” Response options: Always, Many times, Few times, Never.

Figure 3. Examples of items on contextual factors.

The original version of this article has been updated.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Keywords: resilience, children, primary education, typical development, neurodevelopmental disorders, individual and contextual protective factors, quality of life, psychometric evaluation

Citation: Flores-Buils R, Andrés-Roqueta C and Mateu-Pérez R (2025) Correction: Design and psychometric evaluation of RES-PRIM: a resilience scale for primary education students with and without neurodevelopmental disorders. Front. Psychiatry 16:1722457. doi: 10.3389/fpsyt.2025.1722457

Received: 10 October 2025; Accepted: 13 October 2025;
Published: 22 October 2025.

Approved by:

Frontiers Editorial Office, Frontiers Media SA, Switzerland

Copyright © 2025 Flores-Buils, Andrés-Roqueta and Mateu-Pérez. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Raquel Flores-Buils, ZmxvcmVzQHVqaS5lcw==; Clara Andrés-Roqueta, Y2FuZHJlc0B1amkuZXM=; Rosa Mateu-Pérez, cm1hdGV1QHVqaS5lcw==

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.