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This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.

This case study aimed to change the construction of teachers' written tests so that items were designed to assess competencies in an authentic and challenging way. A small group of five psychology teachers participated in 10 sessions of an authentic assessment faculty-training program, to learn to assess problem-solving competencies for situations typically faced by professionals in the workplace. The authentic assessment training emphasized the incorporation of three main characteristics: (1) inclusion of a realistic context, (2) measurement of higher order thinking skills, and (3) development of evaluative judgment, concerning the quality of their own performance. Post-training the items´ construction was analysed, according to their type and authenticity. Mixed effects logistic regression showed a statistically significant increase in open-response items, and two-way ANOVA indicated that cognitive challenge improved. The results showed written tests had: a) more open-response items of higher cognitive complexity, b) fewer items requiring closed, memorized responses, c) more use of realistic contexts to measure knowledge in a situated way, and d) improvement in curriculum alignment of tests and greater consistency in measuring competencies. These advances validate the authentic-assessment training program for a better written assessment design.

The purpose of this research was to study the effect of the changes in the strategies to stimulate self-concept used by teachers, that received training, in the academic self-concept of its students. A quasi-experimental design with pre- and post-application measures was used. A total of 36 secondary school teachers and 814 students participated. The program consisted of four months of workshop sessions and accompaniment in the classroom. It was found that changes in the teaching strategies mediated the effect of the intervention on students' self-concept. In addition, the change in the students' type of self-concept depended on the change in the teachers' specific strategies. In conclusion, the training program designed for stimulating academic self-concept was effective in promoting strategies in teachers that increased student's self-concept. Thus, it can be concluded that the intervention is an approachable methodology to support the development of self-concept, potentially impacting students' academic success. The findings contribute to the design of future interventions in school contexts for the improvement of students' self-concept.

Research on the multidimensionality of hallucination-like experiences (HLEs) can contribute to the study of psychotic risk. The Launay-Slade Hallucinations Scale-Extended (LSHS-E) is one of the most widely used tools for research in HLEs, but the correspondence of its paper and online formats has not been established yet. Therefore, we studied the factorial structure and measurement invariance between online and paper-and-pencil versions of LSHS-E in a Chilean population. Two thousand eighty-six completed the online version, and 578 students completed the original paper-and-pencil version. After matching by sex, age, civil status, alcohol and cannabis consumption, and psychiatric treatment received, we selected 543 students from each group. We conducted a confirmatory factor analysis of a four-factor model and a hierarchical model that included a general predisposition to hallucination, explaining the strong relationship between the different types of hallucinations. Both models showed a good fit to the data and were invariant between paper-and-pencil and online versions. Also, the LSHS-E has good reliability in both online and paper-and-pencil formats. This study shows that the online LSHS-E possesses psychometric properties equivalent to the paper-and-pencil version. It should be considered a valuable tool for research of psychosis determinants in the COVID-19 era., Author(s): Yanet Quijada [sup.1] , Sandra Saldivia [sup.2] , Claudio Bustos [sup.2] , Antonio Preti [sup.3] , Susana Ochoa [sup.4] , Elvis Castro-Alzate [sup.2] [sup.5] , Sara Siddi [sup.4] Author [...]

Health care providers have been shown to stigmatize mental disorders, which has serious consequences in the care, treatment and recovery of people. The instruments that have been developed to assess stigma in this population are few in number; some do not specifically focus on health workers, are aimed at a reduced range of professionals, and lack robust psychometric analyses. The aim of this study was to develop and evaluate the psychometric properties of an instrument meant to assess the stigmatizing attitudes of health care providers toward people with mental illnesses. An instrumental design with two independent convenience samples of health care providers who worked in primary and secondary health care centers was used. The first sample (n = 272) was used for exploratory factor analysis, and the second sample (n = 419) was used for confirmatory analysis. Each subject received the studied scale, a sociodemographic background survey and the Social Distance Scale (SD), which were all used for the concurrent validity analysis. To evaluate concurrent validity, the Pearson correlation index was used, while internal consistency was evaluated via Cronbach's alpha and McDonald's total omega coefficient. The final instrument includes 2 dimensions: stigmatizing beliefs (12 items) and infantilization and relational distance (6 items). Reliability indexes (Cronbach's alpha and McDonald's total omega) are between 0.73 and 0.86, respectively. Moreover, concurrent validity present moderated and significant correlations ranging from r.sub.p = 0.28 (p < .001) to r.sub.p = 0.45 (p < .001). The instrument has a robust factor structure and suitable levels of internal consistency and concurrent validity, which support its use in studying the attitudes of health care providers., Author(s): Alexis Vielma-Aguilera [sup.1] , Claudio Bustos [sup.2] , Sandra Saldivia [sup.1] , Pamela Grandón [sup.2] Author Affiliations: (1) grid.5380.e, 0000 0001 2298 9663, Psychiatry and Mental Health Department, Faculty [...]

Background: Mental disorders in university students are a growing attention problem in the international community due to their high prevalence and serious consequences. One possible reason is university students' difficulties in coping with stress. Repetitive negative thinking (RNT) is a transdiagnostic process that, when combined with stress, can lead to the development of various disorders. We aim to determine the effect of stress and RNT on predicting various mental health syndromes in university students across 7 days. Method: Prospective observational study using Momentary Ecological Assessment (EMA) with the OURMIND Mobile App. On day one, 238 university students responded to the SCL-90R questionnaire for symptoms of depression, anxiety, hostility, obsession, psychoticism, paranoia, somatization, and interpersonal sensitivity; RNT styles questionnaires, RRS for rumination and negative reflection, PSWQ for worry; SISCO-II for term academic stress, and sociodemographic. EMA consisted of five assessments a day for 6 days; each time, the students answered items about academic and non-academic stress (EMA-stress), reactive RNT duration and intrusiveness (EMA-RNT process), and reactive RNT rumination, reflection, and worry (EMA-RNT content). On day eight, symptoms were re-assessed. Seven hierarchical stepwise linear regression models were used to test the predictive power of the study variables in the development of SCL-90R symptoms. Results: When comparing models, adding baseline symptoms increased the models' predictive power in all symptom groups. In most cases, including EMAstress generated greater predictive power, except for paranoia and interpersonal sensitivity. Adding the EMA-RNT process increased the prediction of paranoia and obsessive symptoms; for hostility symptoms, RNT styles increased predictive power. For the final regression models, considering the initial symptoms, the EMA-RNT process predicted the progression of symptoms in six out of eight groups, while EMA-non-academic stress predicted the remaining two. Additionally, living with other relatives or friends was a predictor of depressive symptoms. Discussion: The stress of university life impacts the development of psychiatric symptoms in university students. These results provide evidence of RNT as a transdiagnostic process in several syndromic groups. Universal preventive programs should consider the impact of academic and non-academic stress on university students' mental health. Targeting RNT would also benefit selective preventive interventions. [ABSTRACT FROM AUTHOR]

Introduction: Current research based on observational design studies characterized the teaching practices that stimulate the development of academic self-concept, but there is a need for experimental and quasi-experimental studies to validate those findings. The present research evaluate the impact of a teacher training program based on academic self-concept stimulation strategies on academic self-concept, attendance and grades of their students. Method: 36 teachers of primary level and 819 students from public schools of the Province of Concepción, Chile, participated. A quasi-experimental design with pre and post measures was applied. Information was collected through self-report and information available on official records. Results: After the intervention, teachers in the experimental group have greater capacity to stimulate the self-concept of their students, D(1, 41700.91)=17.09, p < 0.001, encouring self-concept related to capacity, work procedures and class participation. Also, the students on experimental group have a greater perception about their capacity to participate in classes after the intervention, dependent on the pre-test perceived capacity, D(1, 983-22)=6.10, p=0.014, and higher attendance rates, D(1, 691.34)=82.50, p<0.001, than control group. Discussions and conclusions: The teacher training program is effective to improve the teaching strategies of stimulating the academic self-concept, the perception of competence to participate in classes of the students and to increase the levels of attendance.

Despite the increase in research on suicide bereavement, the effectiveness of peer-support group programs in promoting the grief process and mental health of suicide loss survivors remains unclear. The goal of our study was to determine the effectiveness of peer-support group programs for suicide loss survivors. A systematic review (PROSPERO ID: CRD42022307591) of articles published from January 2000 to December 2021 was applied in the databases PubMed, Web of Science, Scopus, and SciELO. Articles written in English, Spanish, or Portuguese with full text availability were included in this review to perform a narrative synthesis of the results and a bias analysis. 12 qualitative and two quantitative studies, were selected. No evidence of efficacy in reducing suicidal behavior was found. Qualitative studies highlighted that these types of groups provide social support, enabling individuals to cope with grief and mitigating psychological discomfort. In conclusion, from evidence-based medicine, results on peer-support groups for suicide loss survivors has a low level of certainty and an insufficient grade of recommendation. Nevertheless, qualitative studies indicate the potential benefits of these programs. The prevailing use of qualitative methodologies accounts for a participatory and subjective epistemology, typical of community programs such as peer-support programs. Finally, both quantitative and qualitative perspectives are necessary for the integration and validation of mutual support groups for suicide survivors in public mental health services. [ABSTRACT FROM AUTHOR]

The problem of reading comprehension at the university level has not been sufficiently explored in the field of education research. Understanding written texts is an essential prerequisite for academic success during university. Consequently, reading comprehension challenges can influence the dropout rate at the university level. On the other hand, research has been conducted from a cognitive perspective, without considering affective variables such as reading motivation and its relationship with linguistic and psychological variables. In this study, five questionnaires were administered to a sample of 65 teaching students from different disciplines. The questionnaires dealt with linguistic dimensions such as reading comprehension, at lexical, textual, and discursive levels; psychological aspects such as reading motivation; and cognitive aspects such as working memory. The results obtained through bivariate and mediation analyses show the mediating role of vocabulary in reading comprehension and other cognitive and affective variables. In this context, working memory has a positive indirect effect on more explicit processing tasks in reading comprehension of long texts associated with discourse comprehension. Finally, intrinsic motivation has a positive indirect effect on reading fluency and also on the comprehension of short texts. It also correlates positively with vocabulary tasks. These results are relevant in order to establish a reading profile of university students who have reading comprehension problems, as found in this study. [ABSTRACT FROM AUTHOR]

In a competitive and demanding world, academic stress is of increasing concern to students. This systemic, adaptive, and psychological process is composed of stressful stimuli, imbalance symptoms, and coping strategies. The SISCO-II Academic Stress Inventory (SISCO-II-AS) is a psychometric instrument validated in Chile. It evaluates stressors, symptoms, and coping, both individually and globally. For its practical interpretation, a scale is required. Therefore, this study aims to descriptively analyze the SISCO-II-AS and to obtain its corresponding scales. Employing a non-experimental quantitative approach, we administered the SISCO-II-AS to 1,049 second and third-year students from three Chilean universities, with a disproportionate gender representation of 75.21% female to 24.79% male participants. Through descriptive and bivariate analysis, we established norms based on percentiles. For the complete instrument and its subscales, significant differences by sex were identified, with magnitudes varying from small to moderate. For the full instrument and its subscales, bar scale norms by percentile and sex are presented. Each subscale (stressors, physical and psychological reactions, social behavioural reactions, total reaction, and coping) has score ranges defined for low, medium, and high levels. These ranges vary according to the sex of the respondent, with notable differences in stressors and physical, psychological, and social behavioural reactions. This study stands out for its broad and heterogeneous sample, which enriches the representativeness of the data. It offers a comprehensive view of academic stress in college students, identifying distinctive factors and highlighting the importance of gender-sensitive approaches. Its findings contribute to understanding and guide future interventions. By offering a descriptive analysis of the SISCO-IIAS inventory and establishing bar norms, this research aids health professionals and educators in better assessing and addressing academic stress in the student population. [ABSTRACT FROM AUTHOR]

Self-efficacy is a cognitive-emotional factor that is consistently associated with behavioral change and, in particular, with changes in health behavior. Eating self-efficacy, understood as adopting and maintaining behaviors such as controlling one's weight and trusting in one's ability to control one's eating behavior, has been proposed for managing obesity. This study aimed to validate the Chilean version of the Weight Efficacy Lifestyle Questionnaire (WEL) in a sample of adults from the general population. Four hundred sixty-nine individuals (69.08% women, mean age = 38.02; SD = 10.31) participated in the study. An instrumental design was used geared toward developing tests and psychometric instruments, including adapting existing ones. Exploratory and confirmatory factor analyses were performed. The instrument version validated in Spain was applied in the study. The analysis obtained an instrument of 11 items with adequate psychometric properties allowing its use in clinical and research settings. It can help assess eating self-efficacy in the general population. [ABSTRACT FROM AUTHOR]

Introduction. Academic stress (AS) is a prevalent challenge faced by university students, potentially affecting molecular indicators such as brain-derived neurotrophic factor (BDNF) and global DNA methylation (G-DNA-M). These indicators could illuminate the physiological ramifications of academic stress. Study Design and Methods. This research followed a quantitative, non-experimental, longitudinal panel design spanning two academic semesters, observing phenomena in their natural context. Students from the Medical Technology program at Universidad de Concepción, Chile were involved, with assessments at the beginning and during heightened academic stress periods. Sample. Of the total participants, 63.0% were females, with an average age of 21.14 years at baseline, and 36.92% were males, averaging 21.36 years. By the study's conclusion, female participants averaged 21.95 years, and males 22.13 years. Results. Significant differences were observed between initial and final assessments for the SISCO-II Inventory of Academic Stress and Beck Depression Inventory-II, notably in stressor scores, and physical, and psychological reactions. Gender differences emerged in the final physical and psychological reactions. No significant changes were detected between the two assessments in plasma BDNF or G-DNA-M values. A refined predictive model showcased that, on average, there was a 3.56% decrease in females' plasma BDNF at the final assessment and a 17.14% decrease in males. In the sample, the G-DNA-M percentage at the final assessment increased by 15.06% from the baseline for females and 18.96% for males. Conclusions. The study underscores the physiological impact of academic stress on university students, evidenced by changes in markers like BDNF and G-DNA-M. These findings offer an in-depth understanding of the intricate mechanisms regulating academic stress responses and highlight the need for interventions tailored to mitigate its physiological and psychological effects. [ABSTRACT FROM AUTHOR]

Background: This study aims to describe the relationship between life satisfaction, positive affect, depression and anxiety symptoms with sociodemographic, psychosocial and clinical variables, and to identify the relative importance of these predictor groups. Methods: We evaluated life satisfaction (SWLS), positive affect (PANAS), depressive (PHQ-9), and anxiety (GAI) symptoms and their association with sociodemographic, psychosocial and clinical variables in a multistage, random general population sample of fully functioning individuals aged 60-80 years from the Concepción province and Gran Santiago, Chile (n = 396). We performed weighted multiple regression analysis, considering the complex sample structure with age group, sex, and geographical area, complemented with general and conditional dominance analyses to estimate the relevance of the predictor groups. Results: We found significant associations with the geographical area, sex, age, education level, household members, having a partner, employment status, caregiver status, economic satisfaction, presence of chronic diseases, medication use, and alcohol use. Satisfaction with health was the most important predictor for positive affect (p < 0.001), depressive (p < 0.001), and anxiety (p < 0.001) symptoms, while alcohol use was the most significant predictor for life satisfaction (p < 0.001). Conclusion: Simultaneously studying the positive and negative dimensions of wellbeing and mental health in older adults allows for a more comprehensive perspective on the challenges faced during this stage of life. This study accounts for previously unknown associations and contributes to the identification of common and specific predictors in both dimensions. [ABSTRACT FROM AUTHOR]

The purpose of this research was to study the effect of the changes in the strategies to stimulate self-concept used by teachers, that received training, in the academic self-concept of its students. A quasi-experimental design with pre- and post-application measures was used. A total of 36 secondary school teachers and 814 students participated. The program consisted of four months of workshop sessions and accompaniment in the classroom. It was found that changes in the teaching strategies mediated the effect of the intervention on students' self-concept. In addition, the change in the students' type of self-concept depended on the change in the teachers' specific strategies. In conclusion, the training program designed for stimulating academic self-concept was effective in promoting strategies in teachers that increased student's self-concept. Thus, it can be concluded that the intervention is an approachable methodology to support the development of self-concept, potentially impacting students' academic success. The findings contribute to the design of future interventions in school contexts for the improvement of students' self-concept. [ABSTRACT FROM AUTHOR]

Introduction: Brain-derived neurotrophic factor (BDNF) is essential for brain physiological processes influencing memory and learning. BDNF levels can be affected by many factors, including stress. Stress increase serum and salivary cortisol levels. Academic stress is of the chronic type. BDNF levels can be measure from serum, plasma or platelets, and there is still no standard methodology, which is relevant to ensure reproducibility and comparability between studies. Hypothesis: (i) BDNF concentrations in serum show greater variability than in plasma. (ii) In college students with academic stress, peripheral BDNF decreases and salivary cortisol increases. General objective: To standardize plasma and serum collection for BDNF levels and to determine whether academic stress affects peripheral BDNF and salivary cortisol levels. Design: Quantitative research, with a non-experimental cross-sectional descriptive design. Participants: Student volunteers. Under convenience sampling, 20 individuals will be included for standardization of plasma and serum collection and between 70 and 80 individuals to determine the effect of academic stress on BDNF and salivary cortisol. Peripheral blood and salivary cortisol sampling, measurements: 12 mL of peripheral blood (with and without anticoagulant) will be drawn per participant, separated from plasma or serum and cryopreserved at -80°C. Additionally, they will be instructed in the collection of 1 mL of saliva samples, which will be centrifuged. Val66Met polymorphism will be performed by allele-specific PCR, while BDNF and salivary cortisol levels will be determined by ELISA. Statistical analysis: (i) descriptive analysis of the variables, through measures of central tendency and dispersion, and the categorical variables through their frequency and percentage. (ii) Then a bivariate analysis will be performed comparing groups using each variable separately. Expected results: We expect to (i) determine the analytical factors that allow a better reproducibility in the measurement of peripheral BDNF, and (ii) the effect of academic stress on BDNF and salivary cortisol levels. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciencias de la Salud is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The coronavirus disease has exposed the population to psychosocial threats that could increase mental health problems. This research analyzed the relationships between emotional states (negative [−EWB] and positive [+EWB] experienced well-being), personal resources (resilient coping [RC]), dispositional resources (control beliefs about stress [BAS]), and social resources (social support [SS]), and anxiety and depressive symptoms in a sample of the Chilean population (n = 592), who answered an online questionnaire. Multiple and moderated multiple regression analyses were carried out. Depressive symptoms showed a positive relationship with −EWB (β = 0.805; p < 0.001) and negative relationship with +EWB (β = −0.312; p < 0.001), RC (β = −0.089; p < 0.01), BAS (β = −0.183; p < 0.001) and SS (β = −0.082; p < 0.001). Anxiety symptoms showed a positive relationship with −EWB (β = 0.568; p < 0.001), and a negative relationship with +EWB (β = −0.101; p < 0.03) and BAS (β = −0.092; p < 0.001). BAS moderated the relationship between experienced well-being and depression symptoms, and RC moderated the relationship between experienced well-being with both depression and anxiety symptoms. Findings confirm the buffering effect of personal and dispositional resources when facing a sanitary and social crisis. Moreover, they help to understand the role of internal psychological processes during a crisis and how to cope with life-threatening events. [ABSTRACT FROM AUTHOR]

This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciencias de la Salud is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This case study aimed to change the construction of teachers’ written tests so that items were designed to assess competencies in an authentic and challenging way. A small group of five psychology teachers participated in 10 sessions of an authentic assessment faculty-training program, to learn to assess problem-solving competencies for situations typically faced by professionals in the workplace. The authentic assessment training emphasized the incorporation of three main characteristics: (1) inclusion of a realistic context, (2) measurement of higher order thinking skills, and (3) development of evaluative judgment, concerning the quality of their own performance. Post-training the items´ construction was analysed, according to their type and authenticity. Mixed effects logistic regression showed a statistically significant increase in open-response items, and two-way ANOVA indicated that cognitive challenge improved. The results showed written tests had: a) more open-response items of higher cognitive complexity, b) fewer items requiring closed, memorized responses, c) more use of realistic contexts to measure knowledge in a situated way, and d) improvement in curriculum alignment of tests and greater consistency in measuring competencies. These advances validate the authentic-assessment training program for a better written assessment design. [ABSTRACT FROM AUTHOR]

Copyright of Revista de la CEPAL is the property of United Nations Publications and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ciencias de la Salud is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: This study aimed to assess the measurement properties (reliability, factor structure, and criterion validity) of the Patient Health Questionnaire (PHQ-9) as an instrument for screening major depressive disorder (MDD) in elderly primary care users in Chile. Method: About 582 participants aged between 65 and 80 years were enrolled from primary care centers. They completed the Composite International Diagnostic Interview (CIDI), a survey with sociodemographic characteristics and the PHQ-9. Results: The PHQ-9 revealed an acceptable internal consistency (ω = 0.79 [95% CI: 0.75–0.80] and α = 0.78 [95% CI: 0.75–0.81]); confirmatory factor analysis demonstrated a good fit for both 1- and 2-factor solutions. The chi-square difference test (χ2 = 0.61, gl = 1, p = 0.43) and correlation between the somatic and the cognitive-effective latent factors were very high (r = 0.97, p < 0.001), indicating that the 1 factor model was more parsimonious. Utilizing the CIDI as the gold standard, the area under the curve (AUC) was 0.88 (SE = 0.04, 95% CI: 0.84–0.90). The optimal cut-off score of ≥ 6 yielded good sensitivity and specificity for detecting MDD (0.95 and 0.76, respectively). However, considering the clinical utility index, the cut-off score of ≥9 proved to be a more effective marker for discarding cases of MDD. Conclusion: The PHQ-9 has adequate psychometric properties for elderly primary care users. In clinical settings, it showed its greatest utility in ruling out the presence of an MDD, however, its clinical value for identifying possible cases of MDD is limited. In cases above the cut-off point, it is recommended to perform a more thorough evaluation. [ABSTRACT FROM AUTHOR]

Background: Parenting training is a proven strategy for the promotion of positive parenting practices and for the prevention and treatment of behavior problems in children. The processes that explain this efficacy are less clear. The aim of this study was to assess the mediating role of parenting practice modification, encouraged through the implementation of a universal parenting training program, for the decrease of behavior problems in 3- to 6-year-old children. Method: A cluster randomized trial was carried out in 19 educational centers in low and middle socioeconomic areas. A total of 178 families received the program and 154 of them were the control group. The following parenting practices were assessed: positive reinforcement, involvement, inconsistency, unsuitable treatment behaviors and physical punishment, as well as hostility and humiliation behaviors. Parent–child interaction was also assessed using an observational instrument. A multiple mediation analysis was carried out, identifying the indirect effects. Results: Reduction of harsh discipline and physical punishment, and parental inconsistency mediated the effects observed in the reduction of child behavior problems during the program. Conclusion: Within Chilean families, harsh discipline, physical punishment, and parental inconsistency are important aspects to be considered in the implementation of universal parenting training programs. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Alabama Parenting Questionnaire (APQ) is a widely used instrument to assess parenting practices. Recent studies show positive psychometric qualities and a robust factorial structure of a brief form. The aim of this study was to assess the psychometric properties of this brief form with parental figures of children from two to six years old in Chile. Participants were parental figures, mainly mothers, from a sample of 558 boys and girls from 2 to 6 years old. The confirmatory factor analysis showed a good adjustment for the factor (positive reinforcement, parental involvement, disciplinary inconsistency and punitive practices) proposed four-factor structure. Disciplinary inconsistency, punitive practice and positive reinforcement were related to disadaptative behavior in children. Overall, results support the use of Alabama's brief form in the assessment of parental practices in Chilean preschoolers' families. [ABSTRACT FROM AUTHOR]

The aim of this study was to describe the lifestyles of undergraduate students, examine patterns and identify predictor variables and specific subpopulations at risk. The participants were 1,879 students from a Chilean university who answered an online survey. Overall results indicated that the participants' dietary patterns were unhealthy with some gender-based differences. Only 23.7% of the sample exercised regularly, 30% exhibited problematic alcohol consumption and 90.5% claimed responsible sexual behavior. The latent class analysis identified four homogenous lifestyle classes. There is only one group that represents the 17.20% of the sample, which met the majority of the healthy behavior criteria. One group was characterized as highly risky, their members exhibited poor diet; lack of exercise; and higher prevalence of smoking, drug use and problematic alcohol consumption. Students who lived with families and engaged in religious and sporting activities had a greater likelihood of belonging to the groups with healthier lifestyles. Being male, between the ages of 22 and 24 with a higher level of social self-concept were more likely to belong to the group that exhibit high-risk lifestyle behavior. These findings reinforce the need to address health promotion in a meaningful manner and may help in the identification of high-risk students. [ABSTRACT FROM AUTHOR]

The aim of this study is to analyze the relationship between (1) willingness to study strategies, (2) causal attributions (to effort, ability and external causes) and (3) student's perception of self-efficacy about their ability to self-regulate their processes of willingness to study. Method: An instrument built by the researchers called Willingness to the Study Self-Regulation Questionnaire was applied to a non-probabilistic convenience sample of 695 Chilean university students from 5 universities of the Province of Concepción. Outcomes: Strong correlations were found between selfefficacy for the willingness to study self-regulation and the willingness to study strategies (r=0.54 to r =0.55). the willingness to study strategies had positive and moderate correlations (r=0.38 to r=0.42) with causal attributions for success to effort, weak correlations (r=0.15 to r=0.28) with causal attributions for success to ability and to external factors, and negative weak to moderate correlations (r=-0.19 to r =-0.38) with causal attributions for failure to effort, ability, and external factors. Conclusions: Students with high levels of willingness to study strategies show positive beliefs about their own ability to self-regulate their processes of willingness to study, they make causal attributions for their success mainly to effort, and they attribute their academic failure less and less to ability and external factors. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Diagncstico y Evaluacicn Psicolcgica is the property of Asociacion Iberoamericana de Diagnostico y Evaluacion Psicologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT The Alabama Parenting Questionnaire (APQ) is a well-known tool to assess empirically identified aspects of positive and negative parenting practices. This study evaluates the psychometric properties of an adapted version of the APQ for its use with parents of children between 2 and 6 years of age in Chile. The participants were 557 parents of children aged 2 to 6 years. A confirmatory factor analysis showed that the best fit was obtained by a four-factor model (positive reinforcement, parental involvement, inconsistency of disciplinary practices, and punitive practices). The invariance analysis for this model by sex and social composition was positive. Disciplinary inconsistency and punitive practices were correlated with externalized and internalized behaviors in children. Results suggest that this adaptation of the APQ may result in a useful tool for clinical and research purposes in this age group. [ABSTRACT FROM AUTHOR]

This work presents experiments, modelling and numerical simulation aimed at describing the mechanical response of human ascending aortas in the ring opening test. The objective is to quantify, from the opening angles measured in the test, the residual stress distribution along the artery wall and, afterwards, how this stress pattern changes when the artery is subjected to standard physiological pressures. The cases studied correspond to four groups including both healthy and pathological arteries. The tissues are characterized via tensile test measurements that enable to derive the material parameters of two constitutive models adopted in the present analysis. Overall, the numerical results obtained for all groups were found to be a useful data that allow to estimate the residual stress and their influence on the vessels under normal and hypertension physiological conditions. [ABSTRACT FROM PUBLISHER]

Experiments and modeling aimed at assessing the mechanical response of latex balloons in the inflation test are presented. To this end, the hyperelastic Yeoh material model is firstly characterized via tensile test and, then, used to numerically simulate via finite elements the stress-strain evolution during the inflation test. The numerical pressure-displacement curves are validated with those obtained experimentally. Moreover, this analysis is extended to a biomedical problem of an eyeball under glaucoma conditions. [ABSTRACT FROM AUTHOR]