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Realizar la sistematización de la experiencia profesional adquirida en la construcción del manual de práctica “los autoconceptos como una estrategia de fortalecimiento de la identidad de los niños, niñas y adolescentes de la Institución Educativa la Colombia del municipio de Carepa Antioquia” El siguiente escrito es una propuesta de sistematización de la práctica profesional realizada por los estudiantes de psicología de la UNIMINUTO llevada a cabo como medida preventiva ante la emergencia sanitaria que vive el mundo a causa de la covid-19. De igual forma, tiene el objetivo de realizar la sistematización de la experiencia en la construcción de un manual de prácticas, el cual se denominó “los autoconceptos como una estrategia de fortalecimiento de la identidad de los niños, niñas y adolescentes de la Institución Educativa la Colombia del municipio de Carepa Antioquia”. En ese contexto, el presente documento se fundamenta en las etapas que se utilizaron en la construcción del manual de prácticas desde una mirada en prospectiva y desde un enfoque praxeológico que impulse el análisis de este proceso de manera objetiva, en busca de generar aprendizajes que impacten de forma positivas en los practicantes de piscología desde la intervención en el ámbito psicoeducativo a través competencias que permitan ejercer el rol de psicólogo de forma efectiva y por ende, la transformación de realidades. Es importante tener en cuenta que estas realidades serán transformadas en la medida que los practicantes regulen su conductas desde su ética profesional, se interesen por el bienestar de la población intervenida y fomenten en estos habilidades para la vida que les permitan definir sus autoconceptos y fortalecer su identidad. The following writing is a proposal for the systematization of professional practice carried out by the psychology students of UNIMINUTO carried out as a preventive measure in the face of the health emergency that the world is experiencing due to covid-19. Likewise, it has the objective of systematizing the experience in the construction of a practical manual, which was called “self-concepts as a strategy to strengthen the identity of children and adolescents of the Educational Institution la Colombia from the municipality of Carepa Antioquia”. In this context, this document is based on the stages that were used in the construction of the practice manual from a prospective perspective and from a praxeological approach that encourages the analysis of this process in an objective way, in search of generating learning that has an impact in a positive way in psychology practitioners from the intervention in the psychoeducational field through competencies that allow them to exercise the role of psychologist effectively and therefore, the transformation of realities. It is important to bear in mind that these realities will be transformed as the practitioners regulate their conduct from their professional ethics, take an interest in the well-being of the intervened population and promote in these life skills that allow them to define their selfconcepts and strengthen their identity

“Sense of agency” (SoA), the feeling of control for events caused by one's own actions, is deceived by visuomotor incongruence. Sensorimotor networks are implicated in SoA, however little evidence exists on brain functionality during agency processing. Concurrently, it has been suggested that the brain's intrinsic resting‐state (rs) activity has a preliminary influence on processing of agency cues. Here, we investigated the relation between performance in an agency attribution task and functional interactions among brain regions as derived by network analysis of rs functional magnetic resonance imaging. The action‐effect delay was adaptively increased (range 90–1,620 ms) and behavioral measures correlated to indices of cognitive processes and appraised self‐concepts. They were then regressed on local metrics of rs brain functional connectivity as to isolate the core areas enabling self‐agency. Across subjects, the time window for self‐agency was 90–625 ms, while the action‐effect integration was impacted by self‐evaluated personality traits. Neurally, the brain intrinsic organization sustaining consistency in self‐agency attribution was characterized by high connectiveness in the secondary visual cortex, and regional segregation in the primary somatosensory area. Decreased connectiveness in the secondary visual area, regional segregation in the superior parietal lobule, and information control within a primary visual cortex‐frontal eye fields network sustained self‐agency over long‐delayed effects. We thus demonstrate that self‐agency is grounded on the intrinsic mode of brain function designed to organize information for visuomotor integration. Our observation is relevant for current models of psychopathology in clinical conditions in which both rs activity and sense of agency are altered., We investigated the relation between agency and functional interactions among brain regions using network analysis. Self‐agency is grounded on the intrinsic mode of brain function designed to organize information for visuomotor integration. This is relevant for current models of psychopathology in clinical conditions in which both brain functional activity and sense of agency are altered.

The purpose of this study is to know and analyze the influence of Parenting Patterns and Self-Concepts on Entrepreneurial Interests both partially and simultaneously. Research is included in quantitative descriptive research. The results showed there is a real influence of parenting patterns on entrepreneurial interests can be shown with the value of R square = 0.361 or 36.1 %. So, if the parenting pattern is raised it will increase the interest of students by 36.1% or the contribution of parenting patterns to entrepreneurial interests by 36.1%. The influence of self-concept on students' entrepreneurial interests can be shown by a value of R sqaure= 0.347 or 34.7%. this means that the concept of self-concept to the entrepreneurial interests of students by 34.7% and the influence of parenting patterns and self-concepts have an influence on students' entrepreneurial interests by 36.3% and the remaining 63.7% is influenced by other factors that are not studied.

The relationships among self-concepts, future job, and values were investigated in 230 students attending humanities and sciences, polytechnic, and vocational high schools in Catania (Italy). Measures: Semantic Differentials for Self-concepts and Future Job, and Inventory of Professional Values. Results Vocational students judged as more important relationship, self- improvement, innovation, variety, and physical activity than the others; polytechnic students valued as more important leadership and salary than the others; humanities and sciences students judged as more important responsibility than the others. Vocational students considered Actual Self-concept and Future Job more positively than the others. Positive relationships among values, Self-concepts and Future Job were discussed.

espanolIntroduccion. La imputacion multiple (IM) es uno de los metodos mas recomendados para sustituir valores perdidos en datos de investigacion. Este articulo se dedica al manejo de los valores perdidos en MES, analizando dos bases de datos de Psicologia Educativa y a recomendaciones para investigadores orientados a las aplicaciones. Metodo. Presentamos dos muestras de estudiantes (N = 589 y N = 621, respectivamente) de estudios anteriores que se dedicaron al autoconcepto, a las metas de aprendizaje y de evitacion, y al rendimiento en un tutorial de siete pasos. En los datos de las dos muestras producimos artificilamente un 20 y un 40 por ciento de valores perdidos. Luego analizamos estos datos utilizando (1) eliminacion de los casos (listwise) y modelos de ecuaciones estructurales (MES), (2) maxima verosimilitud con informacion completa (MVIC) con MES, y (3) IM con MES e agrupamiento de datos (Pooling). Por lo tanto los resultados proceden de un diseno de 2 x 3 x 3 condiciones. Resultados. Replicamos investigaciones anteriores para ilustrar una manera practica de combinar IM con MES e Pooling. Imputando valores multiples en las dos muestras, podemos confirmar la estructura supesta de la MES. Discusion. Recomendamos anadir variables para aclarar el mecanismo de datos perdidos,sobre todo para variables dependentes que se refieren a la motivacion. Estos tipos de variablespodrian indicar que los valores perdidos en variables dependentes estan en correlacion convariables independentes (por ejemplo interes) o con la variable dependente en si (por ejemplo falta de motivacion, con independicia de interes). EnglishIntroduction. Multiple imputation (MI) is one of the most highly recommended methods for replacing missing values in research data. The scope of this paper is to demonstrate missing data handling in SEM by analyzing two modified data examples from educational psychology, and to give practical recommendations for applied researchers. Method. We provide two examples (N = 589 and N = 621, respectively) based on previous studies of students’ self-concepts, mastery goals and performance avoidance goals, and a 7-step tutorial. Then, we produced 20% and 40% missing data under three missing mechanisms by these complete, genuine data sets. The resulting datasets were then analyzed by (1) listwise deletion and structural equation models (SEM), (2) full information maximum likelihood (FIML) with SEM, and (3) MI combined with SEM and pooling. Thus, the results stem from 2 × 3 × 3 conditions. Results. Previous research was replicated by illustrating a practical way to combine MI with SEM and pooling. The assumed factor structure was depicted in both examples with multiplyimputed values applied. Discussion. We suggest adding variables to clarify the missing data mechanism, especially for dependent variables as motivation. Such variables might indicate whether missing values in dependent variables are correlated with independent variables (e.g., interest) or the dependent variable itself (e.g. lack of motivation independently of interest).

This study attempted to investigate the relationship of occupational choice to ego identity achievement, to self-concept, and to academic achievement, as these are related to Eric Erikson's contention that is adolescents' inability to settle on an occupational choice which disturbs them and results in a sense of identity diffusion (lack of solidified ideas of self, goals for life, and a need to seek external supports). The sample consisted of 320 senior high school boys in the tenth, eleventh, and twelfth grades. Variables considered included: level of vocational commitment; ego identity; self-regard, i.e., self-concept, self-acceptance, ideal self and adjustment (sum of discrepancies between self and ideal self); and academic achievement, i.e., achievers or underachievers. The variables were treated by means of analysis of covariance, controlling for intelligence, Duncan range test, chi-square analysis, and Pearson product-moment correlations. Results of the analysis of data revealed that significant differences existed between adolescents who had expressed vocational commitments and adolescents who were vocationally undecided on (a) ego identity achievement, and (b) self-concept. In considering characteristics of those making or not making a vocational choice, it was found that level of vocational commitment of senior high school boys tends to be dependent on length of time the choice is considered, the amount of feedback and discussion with parents concerning the choice, father's occupation, and the influence of significant others. Another finding was that the verbalized vocational choice of adolescents is consistent with their measured interest. Ego identity was found to be nonsignificantly correlated with achievement and intelligence. Ego identity, self-concept, and self-acceptance have positive and significant intercorrelations (.01 level). It was concluded that adolescents who have not made a vocational commitment, demonstrate a greater degree of identity diffusion--lower ego identity achievement and lower self-concept--than adolescents who have expressed a vocational commitment. It was felt that the data supported Erikson's formulations concerning the period of adolescence to the extent that a positive and predictive relationship was found between level of occupational commitment and ego identity achievement, and between the level of occupation commitment and self-concept. It was felt that ego identity was not significantly related to intelligence or achievement. It was further concluded that ego identity, self-concept, and self-acceptance are related measures dealing with level of maturity and ego integration in adolescence.

Background: Premarital counseling equips couples with information about all aspects of sexuality and the related health issues. This study was aimed to assess the quality of premarital counseling services in health care centers in Tabriz. Methods: A cross-sectional study was conducted on 236 randomly selected women from premarital counseling centers in Tabriz was carried out and a self-structured instrument including items on demographic characteristics, the quality of counseling condition and providers, family planning, genetic and thalassemia counseling and sexual health was used for data gathering. Results: The results showed that the viewpoint of clients about relationship with health care provider and condition of consultation was suitable in 75.8% and 85.2% of women, respectively. It was found that in 72.5%, 38.1% and 49.6% of clients the counseling areas were in moderate level respectively for counseling about importance of family planning, genetic counseling and thalassemia. It was indicated that 58.5% of participants expressed the sexual health aspect of the premarital classes as poor or completely poor. Conclusions: Our study results can provide suitable information for health policy providers to improve the quality of premarital counseling classes. In order to develop a relatively stable behavior in young couples, it is recommended that the quality of the classes would be overemphasized.