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Dependence on video games implies a pattern of behavior that people have characterized by poor control of said practice, as well as the priority given to it over other activities, to the point of neglecting domestic or academic responsibilities despite knowing the negative consequences it could cause. In this sense, the objective of this research was to analyze the dependence on video games in secondary school students in the Peruvian Amazon. The approach was quantitative, the design was non-experimental, and the type was cross-sectional descriptive. The sample consisted of 356 students to whom the Video Game Dependence Test was applied, an instrument with adequate psychometric properties (validity based on content and reliability). According to the results, 43.5% of the students had low levels of dependence on video games, 37.4% had moderate levels and 19.1% had high levels. Similarly, it was determined that some sociodemographic variables such as gender and the number of hours per day spent playing video games were significantly associated with such dependence It was concluded that the students were characterized by showing low levels of dependence on video games, however, it is necessary to carry out preventive measures, such as making the potentially vulnerable population (adolescents and young people) aware of the risk of playing video games in an uncontrolled manner, and corrective measures, such as the identification of dependent persons and the development of intervention programs. [ABSTRACT FROM AUTHOR]

Introduction: Rumination leads students to show negative and depressive moods of long duration and of great magnitude, affecting anxiety that are stimulated by an over-activation of the nervous system as a receptor for the spontaneous problems that precede it. Methods: For the present study, a non-experimental design was used with a population of 850 university students of both sexes. Likewise, the instruments used were subjected to content validity with experts from the study area and the reliability was Cronbach's Alpha, with a value of .852 for the rumination variable, interpreted as high reliability and with adequate internal consistency. Results: The hypothesis test analysis was ordinal logistic regression. The results indicated that rumination affects the anxiety of university students, because the proposed model explains 93.5% of the dependent variable student anxiety and reflective thinking, with Wald = 796.558 and p = 0.000 <0, 05; better predicts anxiety in college students. [ABSTRACT FROM AUTHOR]

Among the primary objectives of higher education is to train researchers capable of providing solutions to specific problems. In this task, there are a series of events that need to be elucidated. The purpose of the research work was to explain the factors that determine cognitive research abilities. The study was developed with a mixed approach and a concurrent triangulation design that allowed corroborating qualitative and quantitative data simultaneously. The sample consisted of 303 university students from a public institution to whom two questionnaires were applied linked to factors that determine cognitive abilities in research, which were subjected to construct validity through the exploratory analysis of the factor with the theta coefficient (θ = 0.790) and omega (ω = 0.778); while, in the case of investigative capacities, it was theta (θ = 0.650) and omega (ω = 0.692). Both cases showed an acceptable level of reliability. The semi-structured interview was used for experts and students. The factor that determined the research capacity was the orientation of the teacher of the research methodology in 29% and the initial research training factor in 16%; while the factor that did not determine the investigative capacity was research ethics. 32.3% of the students have developed research skills of reflection, specifically, in the search, choice and argumentation of the background of the research work and the problematic situation. [ABSTRACT FROM AUTHOR]

Peterson & Seligman's model of character strengths and virtues is the basis for the "growing up strong" scale used in this work. The objectives were to determine the psychometric properties, to compare these strengths according to sex and age, and to specify which of these predict psychological wellbeing. Instrumental, cross-sectional, descriptive and non-experimental research involving 257 adolescents from Montevideo. The findings confirmed factorial and convergent validity of the scale and showed internal consistency values of 0.91. Women scored higher on curiosity (Z = 2.81, p<0.01), perspective (Z = 3.97, p<0.001), kindness (Z = 3.20, p<0.01), love (Z = 4.09, p<0.001) and equity (Z = 3.33, p<0.01), while men scored higher on enthusiasm (Z = 3.35, p<0.01) and leadership (Z = 2.38, p<0.05). Differences according to age were found in persistence (H = 8.80, p<0.05), teamwork (H = 9.51, p<0.05), prudence (H = 13.19, p<0.01) and self-regulation (H = 11.61, p<0.01). Strengths such as creativity (OR = 2.38, p<0.001), courage (OR = 2.05, p<0.001), kindness (OR = 3.48, p<0.001) and gratitude (OR = 2.83, p<0.001) predicted high scores of psychological well-being, correctly classifying 89.92% of the subjects. Similar results were found in the other dimensions of this construct. It is concluded: (a) the "growing up strong" scale presents adequate psychometric properties that suggest its use to measure the construct in adolescents; (b) there are differences in some character strengths according to sex and age; and (c) the promotional role of character strengths in psychological wellbeing is verified. [ABSTRACT FROM AUTHOR]

The "growing up strong" scale is based on Peterson y Seligman's (2004) theoretical model of the character strengths and virtues. As it's a recent proposal, it lacks formal psychometric studies to support its use. The aim of this work was to determine the psychometric properties of this scale in a sample of university students from Maracaibo. It's an instrumental Investigation which involved 967 students. The results of the confirmatory factor analysis validate the underlying theoretical structure of six factors. In addition, high indexes of internal consistency were found, as well as positive correlations with self-esteem, self-efficacy, psychological well-being, life satisfaction and optimism; and negative correlations with pessimism. These results constitute evidence of reliability and factorial, convergent and discriminant validity. It's concluded that the "growing up strong" scale can be a short, useful and economical alternative to evaluate the construct both in basic and applied research. Future studies are recommended that will continue to provide evidence about the operation of the instrument. [ABSTRACT FROM AUTHOR]