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La “a-motivación”1 académica puede configurarse como un indicador muy valido para detectar el fracaso y el abandono escolar en las escuelas secundarias. A pesar de eso, la investigación académica se ha centrado principalmentesobrela motivación intrínseca y extrínseca,y ha dedicado pocaatención alaa-motivación. En este estudio se ha investigado la relación entre la a-motivación, la autoeficacia y la orientación a meta en una muestra de 207 estudiantes de escuela secundaria en el Sur Italia, que presenta un alto porcentaje de fracaso y abandono escolar. Los resultados de regresión múltiple muestran que la autoeficacia y las metas de aprendizaje predicen negativamente la a-motivación mientras que las metas de evitación tienen un valor predictivo positivo. Por lo tanto, la autoeficacia y las metas de aprendizaje se confirman constructos muy importantes también para reducir la a-motivación y consecuentemente prevenir el fracaso escolar. Se han alcanzado importantes implicaciones practicas.

Losestudiossobreestrésacadémico constatan el importanterol desempeñado por la autoeficacia y las estrategias de afrontamiento en la prevención de estados patológicos en los estudiantes. Sin embargo, hasta la fecha carecemos de evidencias respecto a la posible existencia de perfiles diferenciados de estudiantes en función de la forma en que conjugan diferentes estrategias de afrontamiento con sus expectativas de autoeficacia. Este planteamiento basado en la persona permitiría, por tanto, determinar qué estudiantes se encontrarían en una situación de mayor y menor vulnerabilidad ante el estrés. 1072 estudiantes de la Universidade da Coruña (España), con edades comprendidas entre los 18 y los 48 años (M = 21.09; DT = 3.16) participaron en la investigación. 729 participantes (68%) eran mujeres y 343 (32%), hombres. Mediante un análisis de perfiles latentes (LPA) se identificaron tres perfiles de estudiantes: un grupo de afrontamiento adaptativo (alta autoeficacia y alta utilización de estrategias de reevaluación positiva, búsqueda de apoyo y planificación), un grupo de afrontamiento desadaptativo (baja autoeficacia y baja utilización de estrategias de reevaluación positiva, búsqueda de apoyo y planificación) y un grupo con elevada búsqueda de apoyo y baja autoeficacia combinada con baja reevaluación positiva y planificación. Los resultados de este estudio evidencian la existencia de diferentes tipologías de estudiantes en función de la forma en que conjugan su autoeficacia y sus estrategias de afrontamiento. Por tanto, estos hallazgos parecen refrendar la conveniencia de analizar el afrontamiento del estrés académico universitario desde la flexibilidad de estrategias de afrontamiento en combinación con las creencias de competencia autopercibida.

Self-efficacy constitutes one of the most decisive motivational variables of students’ achievement behaviors, significantly influencing the level of effort and persistence in tasks, as well as academic performance. Its important contribution in the academic field has promoted a growing interest in the identification of psychological resources that would favor selfefficacy expectations in the academic field. In line with this proactive approach, the objective of the present study was to analyze the relationship between self-efficacy and positive relationships with others, the latter erected in one of the core dimensions of psychological well-being. The research involved 630 students (427 women and 203 men) from the University of Corunna (Spain), aged between 18 and 46 years (M = 21.17; DT = 3.31). A non experimental study was conducted with a transverse cohort design. Three levels (low, medium, and high) were established in the variable positive relationships with others, taking the 33 and 66 percentiles as cut-off points. The differences in self-efficacy between these three levels were determined by a one-way ANOVA. The results showed statistically significant differences between thethreelevels,so that the group with higher levels of positive relationships with others showed higher levels of general self-efficacy than the middle and low groups. The magnitude of the effect was medium. These findings suggest that having significant emotional ties with other people would favor higher students’ self-perceived competencies to face their day-to-day life.

espanolResumen La autoeficacia se refiere a las creencias que cada individuo tiene acerca de sus propias capacidades para ejecutar una tarea, mientras que la motivacion para aprender se considera un constructo de notoria importancia debido a que estimula al individuo a realizar sus tareas. Teniendo en cuenta estos dos conceptos, el objetivo de este estudio fue identificar la correlacion entre la autoeficacia y la motivacion intrinseca y extrinseca en adolescentes por medio de un analisis de las posibles diferencias en las medias por genero y por franjas etarias -adolescentes de 14 a 16 anos y de 17 a 19 anos-. En total, participaron 296 adolescentes de 14 a 19 anos (M = 16.03; DE = .96) -57 % de genero femenino-, estudiantes de educacion media de escuelas publicas (66 %) y privadas (34 %). Especificamente, se utilizo una ficha de datos sociodemograficos, la Escala de Autoeficacia General Percibida (EAGP) y la Escala de Motivacion para Aprender (EMA-EM), instrumentos con los que se realizo un analisis de correlacion de Pearson y el test t de Student para muestras independientes. Como resultados, se observo una correlacion positiva entre la autoeficacia y la motivacion intrinseca, una correlacion negativa entre la autoeficacia y la motivacion extrinseca, medias mas altas para la motivacion intrinseca en las mujeres y para la motivacion extrinseca en los hombres, y medias mas altas en autoeficacia en los hombres. No se encontraron diferencias estadisticamente significativas entre las franjas etarias. Con esto, resulta fundamental establecer estrategias para las escuelas que tengan en cuenta que la autoeficacia y la motivacion pueden interferir en el proceso de aprendizaje de los adolescentes. EnglishAbstract Self-efficacy is the belief each one has about their performance abilities. Motivation to learn is considered an important construct that encourages individuals to perform their tasks. This study aimed to verify the correlation between self-efficacy and intrinsic and extrinsic motivation in teenagers, investigating potential differences related to gender and age - younger (14 to 16 years) and older (17 to 19 years) teenagers. 296 adolescents from 14 to 19 years old (M=16.03; SD=0.96) participated in the study, 57% female, 66% were students from public schools and 34% from private schools. The instruments used were: a sociodemographic data questionnaire, the Perceived General Self-Efficacy Scale and the Scale for Evaluation of Motivation to Learn for high school students. Descriptive analyses, Pearson correlation and Student's t-test for independent samples were performed. The results indicated a positive correlation between self-efficacy and intrinsic motivation, and a negative correlation between self-efficacy and extrinsic motivation. Girls showed higher averages in intrinsic motivation and boys higher averages in extrinsic motivation. Male participants achieve higher means of self-efficacy when compared to girls, and there was no statistically significant difference regarding age. The establishing of strategies in schools is important, once self-efficacy and motivation can interfere in the teenagers' learning process. portuguesResumo A autoeficacia diz respeito as crencas que cada individuo tem sobre suas capacidades de desempenho. Ja a motivacao para aprender e considerada um construto importante que estimula o individuo a realizar suas tarefas. Neste estudo, objetivou-se verificar a correlacao entre autoeficacia e motivacao intrinseca e extrinseca em adolescentes, investigando possiveis diferencas nas medias por genero e faixas etarias distintas -adolescentes mais novos (de 14 a 16 anos) e mais velhos (de 17 a 19 anos). Participaram do estudo 296 adolescentes de 14 a 19 anos (M = 16.03; DP = 0.96), 57 % do genero feminino, estudantes de Ensino Medio de escolas publicas (66 %) e privadas (34 %). Foram utilizadas uma ficha de dados sociodemograficos, a Escala de Autoeficacia Geral Percebida e a Escala de Motivacao para Aprender. Analises descritivas, correlacao de Pearson e teste t de Student para amostras independentes foram realizados. Houve correlacao positiva entre autoeficacia e motivacao intrinseca, e correlacao negativa entre autoeficacia e motivacao extrinseca, sendo que as meninas apresentaram medias mais altas na motivacao intrinseca e os meninos medias mais altas na motivacao extrinseca. Os adolescentes do genero masculino obtiveram maiores medias de autoeficacia quando comparados com as meninas, e nao houve diferenca estatisticamente significativa quanto as faixas etarias dos adolescentes. Portanto, estabelecer estrategias nas escolas e fundamental, uma vez que a autoeficacia e a motivacao podem interferir no processo de aprendizagem dos adolescentes.

El sobrepeso y la obesidad presentan causas multifactoriales y su control y/o adhesión al tratamiento nutri- cional pueden estar relacionados con las estrategias de afrontamiento y la autoeficacia. Objetivo: El objetivo de este estudio fue investigar la relación entre estrategias de afrontamiento y autoefi- cacia entre mujeres que estaban en atención nutricional en un servicio-escuela interdisciplinario. Método: Se trata de una investigación descriptiva y correlacional, de abordaje cuantitativo y corte trans- versal, de la cual participaron 24 mujeres adultas con sobrepeso y obesidad, que respondieron al Cuestio- nario en Datos Sociodemográficos y Clínicos; Weigth Efficacy Lifestyle Questionnarie (WEL- Bellace, 2005; Clark et al., 1991); y Escala Modos de Enfrentamiento de problemas (Seidl, Trócolli, & Zannon, 2001). Resultados: Los análisis descriptivos indicaron mayores medias en el afrontamiento enfocado en el problema, mayor autoeficacia frente a actividades positivas y menor autoeficacia en resistir al alimento frente a emociones negativas. También hubo asociación negativa entre focalización en la emoción y emociones negativas, incomodidad física y presión social. Discusión y Conclusión: Se destaca la importancia de la promoción de estrategias de afrontamiento que propicien mayor percepción de autoeficacia, con el objetivo de promover mayor adhesión al tratamiento y mantenimiento de ganancias.

Effective teachers should believe in his or her capability to strongly influence students’ performance and learning methods, even among those students who may be difficult or unmotivated (Guskey and Passaro, 1994). Self-efficacy enhances motivation, affects the amount of effort and persistence that a person devotes to a task and, on workplace environment, improves job satisfaction. By examining the relationship between selfefficacy and the continuous teacher’s training, this paper’s overall aim is to demonstrate how attending training courses, post-graduate diplomas or master’s degrees helps to increase teachers’ sense of efficacy. Moreover, the impact of precariousness on self-efficacy will be analyzed going through the variables influencing teachers’ perceived self-efficacy. This research is based on 225 Italian teachers, who filled out an online research protocol which includes the following measurement scales: School Self-Efficacy Scale (Borgogni, Petitta, Steca, 2001), School Perceived Collective Efficacy Scale (Borgogni, Petitta, Steca, 2001), Schwarzer Generalized Self-Efficacy Scale in its Italian adaptation by Lucio Sibilia, Ralf Schwarzer Matthias Jerusalem (1995), Job Satisfaction Questionnaire developed by Weiss et al. (1967) adapted and validated in Italian by Di Nuovo and Alba (1990), Survey of Perceived Organizational Support of Eisenberg et al. (1986) adapted and validated in Italian by Battistelli and Mariani in 2011, Organizational Commitment and Employee Engagement Scale by Barbaranelli and Fida (2004). Results show that teachers who have attended training courses and masters during the last three years, have obtained significantly higher scores on School Self-Efficacy Scale than teachers who have not attended such courses; furthermore, school’s self-efficacy level is considerably higher among tenured teachers than in those who have fixed-term contracts. Moreover, a linear regression analyses reveals that school collective efficacy, generalized self-efficacy and employee engagement are all significant predictors of self-efficacy in school settings. In conclusion, since self-efficacy is also affected by collective efficacy, it is found necessary to focus the learning environment on collaborative and cooperative learning strategies that enhance the sense of belonging, organizational identification, internal and external communication.

Resumen: En este trabajo se estudia la actitud hacia las matemáticas de 194 estudiantes de quinto grado. Adicionalmente, se estudia las medias aritméticas entre las creencias de la enseñanza de las matemáticas de los profesores y la actitud de los estudiantes. Se utiliza la Escala de Actitud hacia las Matemáticas (EAM) para medir la actitud de los estudiantes. El Instrumento de Creencias de Eficacia en la Enseñanza de Matemáticas (Mtebi, por su sigla en inglés) se utiliza para medir las creencias de eficacia de los profesores. Los resultados indican que los estudiantes tienen una actitud positiva hacia las matemáticas. El factor confianza tiene puntuaciones más altas. El estudio de las medias indica que los estudiantes con mayor actitud positiva tienen profesores de matemáticas con mayor autoeficacia de la enseñanza de las matemáticas. Los profesores deben considerar a la actitud como un factor importante en el desarrollo cognitivo del estudiante. Resumo: Nesta investigação se estuda a atitude em relação à matemática de 194 alunos do quinto ano. Adicionalmente, são estudadas as médias aritméticas entre as crenças do ensino de matemática dos professores e a atitude dos alunos. A Escala de Atitude em relação à Matemática (EAM) é usada para medir a atitude dos alunos. O Instrumento de Crenças de Eficácia do Ensino de Matemática (Mtebi, por sua sigla em inglês) é usado para medir as crenças de eficácia dos professores. Os resultados indicam que os alunos apresentam uma atitude positiva em relação à matemática. O fator confiança tem pontuações mais altas. O estudo das médias indica que os alunos com atitude mais positiva possuem professores de matemática com maior autoeficácia no ensino de matemática. Os professores devem considerar a atitude como um fator importante no desenvolvimento cognitivo do aluno. Abstract: In this research work, the attitude towards mathematics of 194 fifth grade students is studied. Additionally, the arithmetic mean between teachers' beliefs about mathematics teaching and students' attitudes is studied. The Mathematics Attitude Scale (MAS) is used to measure students' attitudes. The Mathematics Teaching Efficacy Belief Instrument (Mtebi) is used to measure the teachers' efficacy beliefs. The results indicate that students have a favorable level of attitude towards mathematics. The confidence factor has higher scores. The study of means indicates that students with a higher attitude have mathematics teachers with greater teachers' self-efficacy in teaching mathematics. Teachers should consider attitude as an important factor in student cognitive development.

Resumen: Objetivo: Confirmar la estructura unifactorial de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas (Eapesa), su fiabilidad y validez en relación con otras variables en universitarios ecuatorianos. Metodología: Estudio instrumental factorial de fiabilidad y validez de convergencia de la Eapesa. Participantes: 466 universitarios del Ecuador, 35.2 % hombres y 64.8 % mujeres, con edades entre 17 a 39 años (M= 21.27; DE= 2.9). Resultados: Se confirma el modelo unifactorial de la Eapesa con 7 ítems que presenta un adecuado ajuste: χ2= 40.01; p< .05; gl= 14; χ2/gl= 2.9; CFI= .966; TLI= .950; SRMR= .034; RMSEA= .063 IC95% (.050 - .076) por encima de las versiones de 10 y 9 ítems. Una fiabilidad alta de ω= .92 (.90 - .94) y convergencia moderada de r= .685; p< .01. Conclusiones: La Eapesa de 7 ítems es la versión de mejor rendimiento psicométrico para su aplicabilidad en universitarios del Ecuador. Resumo: Objetivo:Confirmar a estrutura unifatorial da Escala de Autoeficácia Específica Percebida de Situações Acadêmicas (Eapesa), sua confiabilidade e validade em relação a outras variáveis em estudantes universitários equatorianos. Metodologia: validade de convergência da Eapesa, confiabilidade e estudo fatorial instrumental. Participantes: 466 estudantes universitários do Equador, 35,2 % homens e 64,8 % mulheres, com idade entre 17 e 39 anos (M= 21,27; DP= 2,9). Resultados: o modelo unifatorial da Eapesa é confirmado com 7 itens que apresentam um ajuste adequado: χ2= 40,01; p< 0,05; gl= 14; χ2/gl= 2,9; CFI= 0,966; TLI= 0,950; SRMR= 0,034; RMSEA= 0,063 IC95% (0,050 - 0,076) acima das versões de 10 e 9 itens. Uma alta confiabilidade de ω= 0,92 (0,90 - 0,94) e convergência moderada de r= 0,685; p< 0,01. Conclusões: O Eapesa de 7 itens é a versão com melhor desempenho psicométrico para sua aplicabilidade em estudantes universitários em Equador. Abstract: Objective:To confirm the unifactorial structure of the Scale of Specific Perceived Self-Efficacy of Academic Situations (Eapesa, by its acronym in Spanish), its reliability and validity in relation to other variables in Ecuadorian university students. Methodology: Eapesa's convergence validity, reliability and factorial instrumental study. Participants: 466 university students from Ecuador, 35.2% men and 64.8% women, aged between 17 to 39 years (M= 21.27; SD= 2.9). Results: Eapesa's unifactorial model is confirmed with 7 items that presents an adequate adjustment: χ2= 40.01; p< .05; gl= 14; χ2/gl= 2.9; CFI= .966; TLI= .950; SRMR= .034; RMSEA= .063 IC95% (.050 - .076) above the versions of 10 and 9 items. A high reliability of ω= .92 (.90 - .94) and moderate convergence of r= .685; p< .01. Conclusions: The 7-item Eapesa is the version with the best psychometric performance for its applicability in university students in Ecuador.

Objetivo: Estudios realizados con pacientes adultos oncológicos revelan el efecto protector y terapéutico que la autoeficacia tiene en el afrontamiento de dicha enfermedad. No habiéndose estudiado la influencia de dicha variable en el cáncer infantil, se plantea este estudio con el objeto de evaluar la percepción de autoeficacia en estos pacientes. Método: Para ello se ha creado la Escala de Autoeficacia en Pacientes de Oncología Infantil (EAPOI) que arroja un índice de consistencia interna alfa de Cronbach de 0,889. Resultados: Los resultados evidencian que la población objeto de estudio manifiesta una adecuada percepción de autoeficacia al situarse el 85% entre los niveles medio y muy alto; tan solo un 15% se sitúa en el nivel bajo. Conclusión: Estos resultados confirman la tendencia observada en los estudios de los últimos años que muestran una adecuada adaptación psicosocial del niño oncológico ante la enfermedad y sus tratamientos.

Perceived environmental mastery is one of the core dimensions of psychological well-being. Environmental mastery refers to the degree to which the person feels responsible for the events that occur in his/her life and, therefore, he/she is competent to choose and create enabling environments to meet his/her own personal development needs. The present work analyzes the relationship between this dimension of psychological well-being and the motivated behavior in university students. Specifically, it is studied if the degree (low, medium, or high) of perceived environmental mastery influences the students

The purpose of this research was to examine the contribution made by the self-efficacy training (independent variable) on keeping alcoholic addicts in treatment and on changing/rising their life quality, the main aim of the treatment and the proof of its effectiveness. For this purpose, we inquired 146 alcoholic addicts that started treatment in the UAC. From these, only 21 (14,4%) remained in treatment, 90 (61,6%) abandoned the treatment during the internment period and 35 (24%) after the first consultation. Being this still a problem related to gender, most of the inquired were men (87% of our sample) in the age range of 23 to 68, with an average age value of 44,7 (Standard Deviation=9,127). To assess the study variables we used: Brief Symptom Inventory (BSI) (Canavarro, 1999) and the Clinic Inventory of Self-efficacy (Vaz Serra, 1985) and the World Health Organization Quality of Life, brief version. The results of our study made us conclude that more precisely the self-efficacy is a variable predictor of the treatment success such as of the quality of life improvement.

The teaching staff is a particularly vulnerable group to develop the burnout syndrome, due to the affective and emo- tional components inherent in the professional profile. The incidence is higher in those who work in the stage of compulsory secondary education (12-16a) and post-compulsory (16-18a), with adolescent population, given the moment of vital changes of students and intense exposure to social interests on the one hand and, on the other hand, to the organizational idiosyncrasy of the educational centers and to the demands and academic pressures that the imminent access to the labor or training world entails for Higher Education. The objective of the study is to measure and interpret the experience of burnout in the participating teachers. It is a descriptive transversal design. The invited sample is composed of the high school teachers of the twenty-four Institutes of the province of Huesca (N=1.268) belonging to the public education network in the 2014/15 academic year, the voluntary participation forms an accepting sample of n=167 teachers (13.17%). For the measurement of burnout, the adaptation to Spanish (MBI-GS) of Salanova, Schaufeli, Llorens, Peiró and Grau (2000) is used through an on-line survey. The results indicate that the participating teachers have low burnout rates (1.20%), with high exhaustion and cynicism and low efficiency. One can think of a sub-declaration that would require complementary studies.

Background: In Spain, Alzheimer’s disease is the first of degenerative diseases by number of patients, as well as the first cause of dementia in the elderly population. In a high percentage of these cases, it is the families who take care of these patients. And of these caregivers, 65% of them will suffer vital changes and a decrease in their psycho-physical health, reaching 20% to develop pictures of Burnout. Objectives: To find out the levels of anxiety and self-efficacy in caregivers of Alzheimer patients. Raising the hypothesis that there are differences in the variables under study depending on the aid, hours of dedication and seniority in care. Sample: We selected a sample of 56 caregivers of Alzheimer’s patients through the Alzheimer’s Association of Salamanca. Method: They were given a test of anxiety STAI (Spielberger) and another of self-efficacy (Sherer) and collected demographic data, daily dedication, caregiver seniority and external AIDS received. Data were tabulated and descriptive and inferential statistics were found through the SPSS. Results: The results indicate that variables such as self-efficacy and anxiety are modulated with respect to time of dedication to care, reducing anxiety and increasing self-efficacy with their duration. The same thing happens with these variables regarding the antiquity of caregiver. And according to the aid they receive, the psychologists provide more self-efficacy while medical aid gives less anxiety. Conclusions: The research hypothesis has been verified so the greater antiquity in the care facilitates to improve its anxiety and to increase the self-efficacy. Dedication time provides greater self-efficacy and less anxiety. And professional external aids are positive for the caregiver’s health, although they provide greater self- efficacy and less anxiety depending on the specialty of those who provide them.

The objective of this study is to observe the relationships of the variables of teaching self-efficacy and the levels of emotional intelligence (EI) of university professors. Previous research has shown that high levels of teacher self-efficacy correlate positively with a positive class climate. On the one hand, it has been found that teachers with higher levels of self-efficacy are more innovative in their classes. On the other hand, it has been shown that teachers with a high EI would motivate their students more because they are more enthusiastic about their work. The sample with which was counted were 40 teachers of the Faculty of Education Sciences of the University of Granada to which they were applied the Teaching Self-Efficacy Scale of the University Professor of Prieto (2007) and the EI Scale Trait Meta-Mood Scale (TMMS-24). The results show that university teachers have high levels of self-efficacy and emotional intelligence. In addition, statistically significant correlations between these two variables were found, specifically with two of the three TMMS-24 Subscales, attention and clarity. We conclude by pointing out the importance of assessing self-efficacy in university teaching students by analysing the relationship with EI due to the benefits that this can bring to the students.

The aim of this study is to examine evidence of content and face validity, construct validity, the internal consistency of the dimensions that compose the instrument, and concurrent validity. The sample included 333 students from a private Argentine university. Content and face validity was carried out by expert judges and a pilot test. Subsequently, a confirmatory factor analysis was carried out, comparing two factor models of first and second order. The results showed a proper adjustment of the first-order factor model, adequate internal consistency and evidence of concurrent validity. These results are discussed using the two dominant conceptions of self-efficacy. El presente trabajo tiene por objetivos examinar las evidencias de validez de contenido y aparente, analizar evidencias de validez de constructo, estudiar la consistencia interna de las dimensiones que integran el instrumento e investigar evidencias de validez concurrente de la Escala de Autoeficacia para el Afrontamiento del Estrés en estudiantes universitarios. La muestra se conformó por 333 alumnos de una universidad privada argentina. Para esto, se realizó procedimientos de juicio experto y una prueba piloto. Posteriormente se efectuó un estudio factorial confirmatorio comparando dos modelos factoriales de primer orden y de segundo orden. Los resultados evidenciaron un adecuado ajuste del modelo de primer orden, registrando una adecuada consistencia interna y evidencias de validez concurrente. Estos resultados fueron discutidos utilizando las dos concepciones dominantes sobre la autoeficacia. Le présent travail vise à examiner les preuves de validité de contenu et apparentes, à analyser les preuves de validité de construction, à étudier la cohérence interne des dimensions composant l’instrument et à rechercher les preuves de validité concurrente de l’échelle d’auto-efficacité pour faire face au stress chez les étudiants universitaires. L’échantillon était composé de 333 étudiants d’une université privée argentine. Pour cela, des procédures de jugement d’experts et un essai pilote ont été effectués. Par la suite, une étude factorielle de confirmation a été réalisée comparant deux modèles factoriels de premier et second ordre. Les résultats ont mis en évidence un ajustement adéquat du modèle de premier ordre, en enregistrant une cohérence interne adéquate et des preuves de validité concurrente. Ces résultats ont été discutés en utilisant les deux conceptions dominantes de l’auto-efficacité. O presente trabalho tem como objetivos: examinar evidências de validade de conteúdo e aparente, analisar evidências de validade de construto, estudar a consistência interna das dimensões que compõem o instrumento e investigar evidências de validade concorrente. A amostra incluiu 333 estudantes de uma universidade privada argentina. O estudo de validade de conteúdo e aparente foi realizado através do julgamento de especialistas e um teste piloto. Posteriormente, foi realizado um estudo fatorial confirmatório comparando dois modelos fatoriais de primeira e segunda ordem. Os resultados evidenciaram um ajuste adequado do modelo de primeira ordem, registrando uma consistência interna adequada e evidências de validade concorrente. Esses resultados foram discutidos usando as duas concepções dominantes de autoeficácia.

El presente estudio analiza el papel del tecnoflow (flow con tecnologías) en las creencias de eficacia y el desarrollo del engagement en las organizaciones. Se pretende confirmar el papel mediador de la experiencia de tecnoflow entre la autoeficacia profesional y el engagement y entre la autoeficacia profesional y la eficacia con tecnologías. El presente estudio también tiene como objetivo identificar la frecuencia de dicho estado en una muestra de 195 empleados de la administración pública aragonesa. Los Modelos de Ecuaciones Estructurales muestran que el ajuste del modelo es válido y confirma tres de nuestras cuatro hipótesis, ampliando así el estudio del tecnoflow en entornos laborales. Señalar que mientras la autoeficacia profesional se relaciona de manera positiva y significativa con el tecnoflow, éste lo hace con la eficacia con tecnologías, pero no se relaciona con el engagement. Las implicaciones teóricas y prácticas se discuten también en este trabajo.

Self-efficacy is a widely used concept in the discussion of healthy aging, because it can be considered a protective factor. This model was formulated by Bandura to propose a Social Cognitive Theory. The objective was to identify how self-efficacy has been discussed by aging research, what are the main findings about this construct in the elderly and the most used instruments. A systematic review of the last 10 years in the PubMed, Medline Complete and PsycInfo databases, evaluated by 3 judges, independent study-level researchers at the study. Data were systematized in the research design, measurement instruments and results of the studies. The instruments were mainly validated measures and ranged between evaluation of general self-efficacy and intellectual self-efficacy or functionality. The perception of the evaluation of self-efficacy was obtained as a predictive characteristic of well-being, quality of life and mental health. Interventions that considered self-efficacy were indicated. We conclude that the natural decline of self-efficacy as a function of the passage of time and the consequent need for further research that considers specific aspects of aging in the study of the self-efficacy of the elderly.

Resumen Actualmente, la práctica de Pilates carece de fundamentación científica sólida que establezca beneficios sobre la salud psicológica. El objetivo principal del presente trabajo fue analizar si los participantes que combinan Pilates con otras Actividades Físico-Deportivas (AFD) presentaban puntuaciones más altas en las variables psicosociales y laborales estudiadas que practicantes de Pilates, practicantes de otras AFD diferentes al Pilates y participantes sedentarios. El segundo objetivo fue comprobar si los años de experiencia practicando Pilates, de forma aislada, influían positivamente sobre las variables estudiadas. El cuestionario de autoeficacia (AEG), autoestima (RSE), personalidad situacional (CPS), optimismo (LOT-R), satisfacción laboral (S10/12) y engagement (UWES) fueron completados por 212 participantes con una edad media de 41.83 años (DT = 12.41). Los practicantes de Pilates asistían a centros especializados en la técnica Pilates original. La metodología empleada fue de corte transversal. Las puntuaciones más altas en autoeficacia, estabilidad emocional, autoconcepto, optimismo y satisfacción con las prestaciones recibidas obtenidas por el grupo que combina Pilates con otras AFD no son estadísticamente significativas frente al resto de los grupos. Sin embargo, los minutos semanales de AFD correlacionan significativamente con la autoeficacia, el autoconcepto y la tendencia optimista. Los resultados del segundo objetivo muestran diferencias significativas en las variables autoeficacia y autoconcepto entre los practicantes más expertos de Pilates con respecto a los principiantes. Como conclusión, no se detectan diferencias significativas entre los grupos analizados, pero una práctica continuada y regular de Pilates en el tiempo, superior a 5 años, puede reportar interesantes beneficios psicológicos. Abstract: Currently, the practice of Pilates lacks a solid scientific foundation that establishes benefits on psychological health. The main objective of the present work was to analyze whether participants who combine Pilates with otherPhysical Sports Activities (PSA) had higher scores in psychosocial and work variables studied than Pilates adherents, devotees of other PSAs other than Pilates and sedentary participants. The second objective was to check whether years of experience practicing Pilates, in isolation, had a positive influence on the variables studied. Two hundred twelve participants completed the self-efficacy questionnaire (GSE), self-esteem (RSE), situational personality (CPS), optimism (LOT-R), job satisfaction (S10/12) and engagement (UWES) questionnaires with an average age of 41.83 years (SD = 12.41). Adherents of Pilates attended centers specialized in original Pilates techniques. The methodology used was cross-sectional. The highest scores on self-efficacy, emotional stability, self-concept, optimism and satisfaction with the benefits received by the group that combines Pilates with other PSAs are not statistically significant compared to the rest of the groups. However, the weekly minutes of PSA correlate significantly with self-efficacy, self-concept and optimistic tendency. The results of the second objective show significant differences in the self-efficacy and self-concept variables among the most expert Pilates adherents with respect to beginners. In conclusion, no significant differences were detected between the analyzed groups, but a continued and regular practice of Pilates over time (more than 5 years), may provide interesting psychological benefits

Majority of Malaysians do not meet the recommendation of adequate and regular physical activity, with about 61.4 % (aged 15 and above) considered inactive. This study examined the differences of psychosocial determinants of physical activity in undergraduates according to gender and physical activity index category. Self-efficacy Assessment, Social Support for Exercise, Motivation and Physical Activity Enjoyment Scales were used to measure the psychosocial determinants of physical activity. The Physical Activity Index (PAI) was determined by multiplying exercise intensity, duration and frequency. The total PAI score was categorized as 'Needs improvement' [NI], 'Fair' [F], 'Average' [A], 'Good' [G] and 'Excellent' [E]. A total of 359 undergraduates (male = 74.4%, female = 25.6%) were conveniently surveyed. Result in physical index category revealed that 25% of the undergraduates each was in the 'fair' and 'average' category. About 15% of the undergraduates needs improvement and 34.8% was in the 'good' and 'excellent' category. Inferential statistics analyses showed psychosocial determinants of 'self-efficacy', 'exercise enjoyment', 'motivation' and 'support from family' were significant according to gender. Males involved in physical activity due to 'self-efficacy', 'motivation' and 'enjoyment' while females were more influenced by family support. Significant results on PAI category and psychosocial determinants were shown in self-efficacy, social support from friends, motivation, and exercise enjoyment. For 'self-efficacy' and 'social support from friend' factors, the 'Need Improvement' group had low self-efficacy and low social support from friends. However, for the 'motivation' and 'exercise enjoyment' factors, the 'Needs Improvement' was more motivated and enjoyed exercise more than other groups. La mayoría de Malasios no cumplen las recomendaciones sobre una actividad física adecuada y regular, ya que 61.4% (edad ≥ 15 años) son considerados inactivos. Este estudio examinó las diferencias de los determinantes psicosociales de la actividad física en estudiantes de grado según su género y su categoría del nivel de actividad física. Para medir los determinantes de actividad física se aplicaron: Evaluación de la Auto-eficacia, Evaluación del Soporte Social al Ejercicio, Escalas de Motivación y de Disfrute de la Actividad Física. El índice de Actividad Física (IAF) fue determinado multiplicando la intensidad de ejercicio, su duración y frecuencia. La puntuación total del IAF fue categorizada como: 'Necesita Mejorar' [NM], 'Justo' [J], 'Medio' [M], 'Bueno' [B] y 'Excelente' [E]. Un total de 359 estudiantes por conveniencia (hombres = 74.4%, mujeres = 25.6%) fueron encuestados. Los resultados de las categorías del IAF mostraron que un 25% de los estudiantes se encontraba en la categoría 'justo' y 'medio'; un 15% de los estudiantes necesita mejorar y un 34.8% se encontraba en las categorías 'bueno' y 'excelente'. El análisis estadístico inferencial mostró que los determinantes psicosociales de 'auto-eficacia', 'disfrute del ejercicio', motivación' y 'soporte de la familia' eran significativos en relación al género. Los hombres se involucraban en actividad física debido a 'auto-eficacia', 'motivación' y 'disfrute' mientras que las mujeres estaban más influenciadas por el soporte familiar. Se obtuvieron resultados significativos en la categoría IFA y determinantes psicosociales tanto en auto-eficacia como en soporte de los amigos, motivación y disfrute del ejercicio. Para los factores 'auto-eficacia' y 'soporte social de los amigos', el grupo 'Necesita Mejorar' tenía una baja auto-eficacia y bajo soporte social de los amigos. Sin embargo, para los factores 'motivación' y 'disfrute del ejercicio', el grupo 'Necesita Mejorar' estaba más motivado y disfrutaba más del ejercicio que los otros grupos.

Resumen: Diversos organismos alertan sobre el incremento del consumo de alcohol y de su uso extendido en los adolescentes. Algunas investigaciones dan cuenta de la relevancia que posee la inteligencia emocional (IE) como nuevo constructo que puede ayudar a explicar esta problemática. El objetivo de este estudio es analizar la contribución de la IE rasgo y habilidad a la comprensión del consumo de alcohol respecto a otros factores protectores personales previamente estudiados como la autoestima, la autoeficacia y la asertividad. Esta investigación desarrolla una metodología de corte cuantitativo y de tipo correlacional en una muestra de 799 estudiantes. Los resultados revelan que los factores de percepción emocional, claridad emocional, reparación emocional, autoestima y asertividad se asociaron de manera significativa e inversamente con las conductas de consumo de alcohol, al contrario que el componente de atención emocional. Estos hallazgos proporcionan nueva evidencia empírica que podría orientar intervenciones preventivas a edades tempranas. Abstract: A lot of public bodies have warned against an increase in alcohol intake and its extended use among adolescents. Some studies have revealed the relevance of emotional intelligence (EI) as a novel construct that may be useful in explaining this problem. The objective of this study is to analyze the contribution of trait and ability EI to the understanding of alcohol consumption with respect to other personal protective factors such as self-esteem, selfefficacy, and assertiveness previously studied. A correlational and quantitative methodology was used on a sample of 799 students. The results suggest that the factors of emotional perception, emotional clarity, emotional repair, self-esteem, and assertiveness were significantly and inversely related to alcohol consumption behaviors, unlike the emotional attention component. These findings offer new empirical evidence that may assist in establishing preventive interventions targeting young people.

El objetivo de esta investigación es evaluar la relación entre las atribuciones que se realizan de una competición, la percepción de autoeficacia en la misma, y las emociones que se experimentan durante aquella. Se ha utilizado, un inventario de evaluación de emociones elaborado ad-hoc que contiene 48 ítems con un sistema de respuesta tipo likert de 0 a 4, en función de la intensidad de la emoción experimentada. Así mismo, las atribuciones han sido medidas mediante un ítem cerrado que recoge estas posibles opciones de respuestas, empleando los ejes locus de control y estabilidad. Por último, la percepción de autoeficacia se ha evaluado mediante un ítem con cuatro alternativas de respuesta. En ambos casos, se ha partido de los fundamentos conceptuales de estas variables para construir el reactivo. La muestra esta formada por 60 deportistas, futbolistas y karatecas, con una media de edad de 21,87 años. Los resultados en la competición percibida como exitosa demuestran diferencias significativas en la experimentación de emociones positivas (F = 5,664; p = .002), en función de las atribuciones realizadas. En cuanto a la autoeficacia, encontramos correlación positiva entre emociones agradables y autoeficacia (r = .402; p = .001) y una correlación negativa entre experimentación de emociones desagradables de arousal alto (ira y miedo) y autoeficacia percibida (r = -.263; p = .043). Todas las relaciones van en la dirección que indica el marco conceptual de partida de las teorías motivacionales en que se sustentan y se presentan también algunas líneas de futuro.

Physical activity practice is a classic behaviour of the healthy lifestyle. Nonetheless, it is difficult for general population to have this behaviour among their habits. From the decision-making model, decisional balance has been identified as a relevant process in relation to doing physical activity. On the other hand, self-efficacy has been pointed out as a key point in relation to practice, adherence and enjoyment in physical activity. The aim of this study was to examine decisional balance and self-efficacy as a predictor of exercise enjoyment in a sample of 530 participants (48.2% male) between the ages of 11 and 76 (M = 33.22; SD = 15.27) from Monterrey (Mexico). Hierarchical regression analysis was conducted to predict exercise enjoyment. Results showed that decisional balance and self-efficacy predicted enjoyment, additionally, self-efficacy played a mediational role between decisional balance and enjoyment. La práctica de actividad física es considerada una conducta clásica de los estilos de vida saludable. A pesar de ello, sigue habiendo dificultades para que la población general adquiera esta conducta entre sus hábitos. Desde el modelo de toma de decisiones, el balance decisional se ha identificado como un proceso relevante para la realización de actividad física. Por otro lado, la autoeficacia ha sido señalada como un aspecto clave para la práctica, adherencia y disfrute de la actividad física. El propósito del presente estudio fue examinar el rol predictor del balance decisional y la autoeficacia en el disfrute del ejercicio en una muestra de 530 personas (48.2% hombres) cuyas edades se encontraban entre los 11 y 76 años (M = 33.22; DT = 15.27) de Monterrey (México). Se realizaron análisis de regresión jerárquica para predecir el disfrute con el ejercicio. Los resultados indican que el balance decisional y la autoeficacia predice el disfrute con el ejercicio, con un papel mediador de la autoeficacia entre el balance decisional y el disfrute.

The ongoing pandemic of COVID-19 has already had serious worldwide health, socio-economic, political, and educational consequences. In the present study, we investigated what factors can motivate young adults to comply with the recommended preventive measures against coronavirus infection. Even though young people are less likely to suffer severe medical consequences from the virus, they can still transmit it to more vulnerable individuals. Surprisingly, we found no significant effects of previously successful experimental manipulations (e.g., enhancing self-efficacy, and visual aids) that aimed to improve risk understanding and impact COVID-19 related behavioral intentions. Instead, intentions toward preventive behaviors were predicted by self-reported worry, perceived controllability of the pandemic, and risk perception. Interestingly, worry about health, and worry about restricting personal freedom predicted behavioral intentions in diverging directions. In particular, participants who were worried about health, were more willing to obey strict hygiene and social distancing restrictions. In contrast, participants who were worried about personal restrictions, were less ready to adopt these preventive actions., National Science Center, Poland National Science Centre, Poland 2018/31/D/HS6/02899 2019/33/B/HS6/01920, Ministerio de Economia y Competitividad (Spain) PSI2014-51842-R

Resumo: Apego é um construto individual associado ao comportamento interpessoal e vínculo afetivo-emocional estabelecido entre o indivíduo e outras pessoas. Em estudos no contexto das organizações e carreira o apego demonstra relações preditivas de civilidade, burnout, sucesso e performance laboral. A presente pesquisa buscou investigar como o apego influencia a expectativa de sucesso de carreira de universitários, a partir da mediação dos construtos satisfação com a vida e autoeficácia. O presente estudo foi conduzido a partir de escalas psicológicas para avaliação dos construtos e contou com 110 estudantes universitários brasileiros. Os resultados apontaram que estudantes com perfil de apego seguro possuem indicadores mais elevados de autoeficácia, satisfação com a vida e expectativa futura de sucesso de carreira. Evidencia-se também que apego prediz a perspectiva de êxito no futuro profissional, diante da mediação seriada de satisfação com a vida e autoeficácia. Considerações para a prática de aconselhamento de carreira com universitários são apresentadas baseadas no modelo testado na pesquisa. Resumen: El apego es un constructo individual asociado al comportamiento interpersonal y al vínculo afectivo-emocional establecido entre el individuo y otras personas. En estudios en el contexto de las organizaciones y desarrollo profesional, el apego demuestra relaciones predictivas de civilidad, burnout, éxito y desempeño laboral. La presente investigación busca investigar cómo influye el apego en la expectativa de terminar con éxito la carrera universitaria, a partir de la mediación de los constructos satisfacción con la vida y autoeficacia. El presente estudio utilizó escalas psicológicas para la evaluación de los constructos y tuvo una muestra de 110 estudiantes universitarios brasileños. Los resultados indican que los estudiantes con un perfil de apego seguro tienen niveles más elevados de autoeficacia, satisfacción con la vida y expectativa futura de éxito en la carrera. Se evidencia también que el apego predice la perspectiva de éxito en el futuro profesional, con la mediación seriada de la satisfacción con la vida y autoeficacia. Se presentan consideraciones para la práctica de orientación profesional con universitarios basadas en el modelo establecido en la investigación. Abstract: Attachment is an individual construct associated with interpersonal behavior and affectional-emotional bond established between the individual and other persons. In the field of organization and career studies, attachment shows predictive relationships of civility, burnout, success and labor performance. The present research investigates how attachment influences the expectation of career success in college students from a mediation process of life-satisfaction and self-efficacy. This study was conducted from psychological scales and had a sample of 110 Brazilian university students. The results analyzed show that students with a secure attachment profile have higher indicators of self-efficacy, satisfaction with life and future expectation of career success. It is also evidenced that attachment predicts the prospect of success in the professional future, from the serial mediation of satisfaction with life and self-efficacy. Considerations for the practice of career counseling with university students are presented based on the model tested in the research.

Resumen El objetivo de este estudio fue determinar la relación entre identidad profesional, identidad estudiantil universitaria, autoeficacia académica, autoeficacia profesional, créditos cursados y dificultad percibida ante la carrera, en estudiantes de psicología tradicionales y no tradicionales. Se utilizó un diseño transversal y un muestreo no probabilístico de 136 estudiantes de psicología de una universidad pública del norte chileno. Se aplicaron cuatro escalas y una encuesta sociodemográfica. Se realizó estadística descriptiva, análisis de correlación de Pearson, análisis de varianza (ANOVA) y análisis de senderos. Se encontraron diferencias significativas en la autoeficacia académica y profesional de estudiantes tradicionales y no tradicionales, y un modelo que predice la identidad profesional a partir de las variables identidad estudiantil universitaria, autoeficacia académica, autoeficacia profesional, créditos cursados y dificultad percibida ante la carrera (R 2 = .24). Los resultados se discuten en función de la literatura existente. Abstract The aim of this study was to determine the relationship between professional identity, university student identity, academic self-efficacy, professional self-efficacy, credits taken and difficulty perceived in the career, in traditional and non-traditional psychology students. We used a cross-sectional design and a non-probabilistic sample of 136 psychology students from a public university in the north of Chile. Four scales and a sociodemographic survey were used. Descriptive statistics, Pearson correlation analysis, analysis of variance (ANOVA) and path analysis were performed. Results showed significant differences in the academic and professional self-efficacy grouped into traditional and non-traditional students and a model that predicts professional identity based on the variables of university student identity, academic self-efficacy, professional self-efficacy, credits taken and perceived difficulty in the career (R 2 = .24). Outcomes are discussed according to the existing literature.

Con el objetivo de explorar las relaciones entre la autoeficacia académica y la ansiedad, como incidente crítico, el presente estudio descriptivo-correlacional incluyó una muestra de 310 estudiantes (183 mujeres y 127 hombres), quienes respondieron a la Escala de Autoeficacia en Conductas Académicas (EACA), la Escala de Ansiedad ZUNG y el Inventario de Ansiedad Estado-Rasgo (IDARE). La prueba de Pearson indicó una correlación positiva significativa entre las puntuaciones de autoeficacia percibida, deseable y alcanzable en EACA, pero una correlación negativa con el índice de mejora de la misma prueba; es decir, los puntajes de autoeficacia percibida, deseable y alcanzable se comportan de manera similar; pero, a medida en que los puntajes de estos tres indicadores disminuyen, la puntuación del índice de mejora es mayor. Por lo tanto, la autoeficacia percibida se tomó como el principal indicador de EACA, la cual se correlacionó inversamente con los puntajes de las escalas de ZUNG e IDARE; es decir, cuanto menor es la autoeficacia percibida mayor es el nivel de ansiedad. En un segundo análisis, un criterio arbitrario permitió definir tres rangos de puntuaciones en autoeficacia percibida: baja (puntuación 1-7.4), intermedia (puntuación 7.5-8.9) y alta (puntuación 9.0-10.0). Un ANOVA de dos vías indicó que los estudiantes, con niveles de autoeficacia percibida baja, obtuvieron los niveles de ansiedad más altos con la conocida tendencia del género femenino a desarrollar mayores puntajes de ansiedad. En conclusión, los estudiantes con baja autoeficacia percibida manifiestan ansiedad en el momento de la prueba. Permanece pendiente la exploración de una relación causa-efecto.

espanolResumen: La presente investigacion analizola relacion entre los niveles de Autoeficacia presentes en estudiantes universitarios y los Estilos de Afrontamiento al Estres utilizados para hacer frente a demandas internas y externas. Se selecciono una muestra de 126 estudiantes a quienes se les administro la Escala de Autoeficacia General, el Cuestionario de Estilos de Afrontamiento al Estres y un cuestionario sociodemografico. Los resultados indican que quienes presentan un mayor nivel de Autoeficacia utilizan los Estilos de Afrontamiento al Estres Focalizado en la solucion del problema y Reevaluacion positiva. Por otro lado, quienes presentaron menor nivel de Autoeficacia recurren al estilo de afrontamiento Autofocalizacion negativa EnglishAbstract: The present investigation analyzed the relationship between the levels of Self efficacy that students of the bachelor´s degree on Psychology have and the Coping Styles that they use to face internal or external requests. A sample of 126 students was selected. They were given the General Self Efficacy Scale, the Coping Strategies Questionnaire and a social demographic questionnaire. The results show that those students that have more Self-efficacy use the Coping Strategy focused on solving the problem and Positive reappraisal. On the other hand, students that have lower Self-efficacy levels use the Negative self-blameway of coping with stress.

In the field of science, the interest of students begins soon, but it becomes decreasing in the secondary stage, considering Science as something boring and unhelpful. The present research, included in the National Plan project (EDU2016-77007-R), is focused on Primary Education, at which point the emotions of the students begin to crystallize. The objectives of this research are to know the level of self-esteem and self-efficacy of Primary Education students, in addition to trying to find differences in sociodemographic variables such as sex and the course of students. The sample of our study is constituted by 151 students of 4th, 5th and 6th grade from different public schools of Extremadura and the sampling process that has been carried out to select the subjects surveyed has consisted in a non-probabilistic sampling of convenience or incidental . To carry out our research we opted for a non-experimental design, since we have not had control of an independent variable, nor have we carried out any intervention or treatment. In addition, it is a cross-sectional or transectional study, since the level and / or state of various variables are analyzed at a specific point in time. Among the most relevant results stand out the statistically significant differences in the course in which the students are enrolled.

Este estudo teve por objetivo correlacionar as habilidades sociais educativas dos professores (HSE), o Burnout e a relacao professor-aluno. Participaram 400 professores ( M = 36,08 anos, DP = 9,94), de ambos os sexos (348 mulheres e 52 homens), os quais lecionavam no 7o, 8o e 9o ano do Ensino Fundamental, provenientes de oito escolas, sendo quatro publicas e quatro particulares, situadas em cidades do Estado do Rio de Janeiro. Os professores responderam ao Questionario com informacoes demograficas e nivel socioeconomico, a Escala da Relacao Professor-Aluno (IHSE-Del-Prette), ao Inventario de Habilidades Sociais Educativas (IHSE-Del-Prette) e ao Inventario de Burnout de Maslach (MBI). Os resultados indicaram que as HSE dos professores se associaram positivamente com a relacao professor-aluno e negativamente com o Burnout , sendo esse correlacionado negativamente com a relacao professor-aluno. O modelo de regressao evidenciou que as HSE dos professores tem maior poder preditivo sobre as relacoes entre professores e alunos nos Anos Finais do E.F. Conclui-se que intervencoes com foco na aprendizagem de HSE dos professores podem contribuir para a prevencao de Burnout , assim como promover o desenvolvimento academico e socioafetivo de seus alunos.

Resumo No Brasil a mão de obra juvenil apresenta uma relação exploratória e sem foco na qualidade da formação profissional. Esta pesquisa objetivou avaliar a contribuição do Programa Jovem Aprendiz na vida de adolescentes de 15 a 18 anos, em termos de desenvolvimento profissional, empregabilidade e autoeficácia. Foi realizado um estudo quase-experimental, com dois momentos de coleta de dados - no início da formação e seis meses depois. Foram pesquisados 250 adolescentes participantes do programa (grupo experimental) e 259 não participantes (grupo controle). As escalas de desenvolvimento profissional, empregabilidade e autoeficácia apresentavam evidências de validade psicométrica. Para comparar os grupos de pesquisa, utilizou-se a ANOVA mista 2 (grupo) X 2 (tempo) com medidas repetidas (intra-sujeitos). Os resultados indicaram que o programa favorece o desenvolvimento profissional, a empregabilidade e a autoeficácia. São apresentadas sugestões para melhoria do Programa Jovem Aprendiz e reflexões para as políticas públicas voltadas para a formação profissional e para o Ensino Médio. Resumen En Brasil la mano de obra juvenil tiene una relación de explotación y no enfoca la calidad de la formación profesional. Esta investigación objetivó evaluar la contribución del Programa Joven Aprendiz en la vida de adolescentes de 15 a 18 años, en los términos del Desarrollo Profesional, Empleabilidad y Autoeficacia. Se realizó un estudio casi-experimental, con dos momentos de recolección de datos - al inicio de la formación y seis meses después. Se investigaron a 250 adolescentes participantes del programa (grupo experimental) y 259 no participantes (grupo control). Las escalas de desarrollo profesional, empleabilidad y autoeficacia presentaban evidencias de validad psicométrica. Para comparar los grupos de estudio, se utilizó la ANOVA mixta 2 (grupo) X 2 (tiempo) con medidas repetidas (intra-sujetos). Los resultados indicaron que el programa favorece el desarrollo profesional, la empleabilidad y la autoeficacia. Se presentan sugestiones para mejorar el Programa y reflexiones dirigidas a las políticas públicas de la Enseñanza Secundaria. Abstract In Brazil, the youth workforce presents an exploratory relationship, without focus on the quality of professional training. This study aimed to evaluate the contribution of the Young Apprentice Program in the life of adolescents, 15 to 18 years of age, in terms of professional development, employability, and self-efficacy. A quasi-experimental study was carried out, with two data collection moments - at the start of the training and six months later. A total of 250 adolescents from the program (experimental group) and 259 non-participants (control group) were studied. The professional development, employability, and self-efficacy scales presented evidence of psychometric validity. To compare the research groups, mixed ANOVA, 2 (group) X 2 (time), with repeated measures (intra-subject), was used. The results indicated that the program aids professional development, employability and self-efficacy. Suggestions for improving the program and reflections regarding public policies aimed at High School Education are presented.

In this study, the effectiveness of an educational programme for enhancing social self-efficacy prepared for basketball-playing students was investigated. Fifty-four male basketball-playing students (Mage = 16.47; SD = .73), practicing on two teams, participated in this study. The teams were randomly assigned into an experimental (n=26) and a control (n=28) group. The intervention was designed to help basketball-playing students to determine their social self-efficacy by engaging in interactive activities and role play scenarios. To assess the effectiveness, a Social Self-efficacy Subscale, and a Multi-dimensional Control, Agency, and Means-ends Inventory for Friends were used. The findings showed that this educational programme for enhancing social self-efficacy was effective for basketball-playing students' social self-efficacy, and social self-efficacy beliefs in personal controllability and in control expectancy. En este estudio, se investigó la efectividad de un programa educativo para mejorar la autoeficacia social preparado para los estudiantes que practican baloncesto. Participaron en este estudio cincuenta y cuatro estudiantes masculinos que practican baloncesto (Mage = 16.47; SD = .73), divididos en dos equipos. Los equipos fueron asignados aleatoriamente a un grupo experimental (n = 26) y uno de control (n = 28). La intervención fue diseñada para ayudar a los estudiantes que practican baloncesto a determinar su autoeficacia social al participar en actividades interactivas y escenarios de juego de roles. Para evaluar la efectividad, se usó una subescala de autoeficacia social, un control multidimensional, agencia y un inventario de medios y fines para amigos. Los resultados mostraron que este programa educativo para mejorar la autoeficacia social fue efectivo para los estudiantes que practican baloncesto, y las creencias de autoeficacia social en la capacidad de control personal y en la expectativas de control.

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. 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. El objetivo de este estudio es: analizar la relación entre (1) Las estrategias disposición al estudio, (2) atribuciones causales (al esfuerzo, capacidad y causas externas) y (3) la percepción de autoeficacia que tienen los estudiantes sobre su capacidad de autorregular sus procesos de disposición al estudio. Método: Se aplicó un instrumento construido por los investigadores denominado Cuestionario de Autorregulación de la Disposición al Estudio a una muestra no probabilística por conveniencia de 695 estudiantes universitarios chilenos de 5 universidades de la provincia de Concepción. Resultados: Se encontraron correlaciones fuertes entre la autoeficacia para la autorregulación de la disposición al estudio y las estrategias de disposición al estudio (r=0.54 a r=0.55). Las estrategias de disposición al estudio presentan correlaciones positivas y moderadas (r=0.38 a r= 0.42) con las atribuciones causales de éxito al esfuerzo, débiles (r=0.15 a r= 0.28) con las atribuciones causales de éxito a la habilidad como a las atribuciones causales de éxito a causas externas, y correlaciones negativas, de débiles a moderadas (r=-0.19 a r= -0.38), con las atribuciones causales de fracaso al esfuerzo, a la habilidad y a causas externas. Conclusiones: Los estudiantes con altos niveles de estrategias de disposición al estudio presentan creencias positivas acerca de la propia capacidad para autorregular sus procesos de disposición al estudio, realizan atribuciones causales de sus éxitos principalmente al esfuerzo y disminuyen las explicaciones de fracasos académicos a su esfuerzo, su capacidad y a causas externas.

A autoeficácia consiste em crenças acerca das próprias capacidades e habilidades. O estudo reuniu evidências de validade da Escala de Autoeficácia de Professores (EAP) no contexto brasileiro. A amostra foi composta por 395 professores, de ambos os sexos, (61,5% feminino), com idades variando entre 20 e 69 anos (M = 40,83; SD = 10,84), que responderam à versão brasileira da escala e a outros instrumentos a ela correlatos. As análises fatoriais confirmatórias confirmaram o modelo original do instrumento, composto por vinte e quatro itens, distribuídos em seis fatores, com bons índices de consistência interna. A escala apresentou ainda correlação positiva alta com a autoeficácia geral, correlações positivas moderadas com o engajamento no trabalho e a satisfação no trabalho, e correlação negativa baixa com a exaustão emocional. As boas qualidades psicométricas da escala recomendam seu uso futuro na pesquisa e diagnóstico.

It is necessary that Psychology continues to devote efforts to map psychosocial risks in different occupations, as well as to facilitate the understanding of the relationship between risks and consequences, including the role of vulnerability and protective factors. This study brings as a novelty the evaluation of psychosocial risks in a group that has not been studied until now: the technical staff of a service of information, training, assessment of suitability and post-adoption follow-ups in international adoption procedures. The objectives of this research are: to determine the proportion of professionals exposed to psychosocial risk working conditions; to establish the level of self-efficacy of these professionals for working under conditions of psychosocial risk; to establish the relationship between the degree of exposure to psychosocial risks and the level of self-efficacy of these professionals. A cross-sectional study was carried out through a survey in which a sample of 51 technicians participated, out of a total of 72 people who composed the service in the Autonomous Community of Andalusia. The instruments used, in addition to a sociodemographic data form, were the Inventory of Psychosocial Risks (León Avargues, 2004) and the Professional Self-Efficacy under Psychosocial Risk Conditions Scale (Sánchez-Sevilla, Guillén León-Rubio, 2006). The results showed that almost half of the people evaluated are exposed to very stressful working conditions that are a risk to work life quality and health related to work stress. Regarding professional self-efficacy under psychosocial risk conditions, the sample as a whole had a moderate-high score. On the possible relationship of self-efficacy with the level of psychosocial risk borne by the professionals evaluated, an inverse relationship was found between both variables.

In this investigation we tried to analyze the importance of training self-efficiency (independent variable) for the treatment of alcohol dependency, seen in maintenance treatment and modification/ improvement of the quality of life, this last one being the ultimate goal of the intervention and measure their effectiveness (dependent variable). In this sense, we interviewed 146 alcohol addicts being treated in AUC, 90 (61.6%) of whom abandoned treatment after the inpatient phase, 35 (24%) after the 1st consultation and 21 (14.4%) were kept under treatment. This is still a problem with gender, and most individuals are men constituting 87% of the sample. Ages are between 23 and 68 years, with a median value of 44.7 (SD = 9, 127). To assess the study variables were used: the English version of the Brief Symptom Inventory (BSI) (Canavarro, 1999) to assess the psychopathological symptoms; the Portuguese version of the Clinical Inventory of the Self-concept (ICAC) (Vaz Serra, 1985), to assess aspects and the Portuguese version of the World Health Organization Quality of Life, brief version (WHOQOL-Bref) “is intended to evaluate the quality of life, as defined by the WHO: the individual perception of their position in life, within the context of culture and value systems in which it is inserted and in relation to their goals, expectations, standards and concerns “(Canavarro, Simões, Vaz Serra Pereira, Rijo, Pint, Gameiro, Walls Ride, 2007, p.77). The results allow us to conclude that the problem of alcohol abuse is still a problem related to the male gender, with our sample consisting of 87% of males and 13% of females. This study was designed so that we can understand and clarify which variable (s) more precisely the self-efficacy and the psychopathology interfere in the treatment and quality of life the dependent alcoholic.

Pesquisas têm investigado aspectos do Transtorno do Déficit de Atenção/Hiperatividade (TDAH) no contexto universitário, mas permanecem pouco exploradas as relações entre os sintomas de TDAH, as dimensões da adaptação acadêmica e a autoeficácia profissional dos estudantes. O objetivo desse estudo foi testar um modelo teórico em que dimensões da adaptação acadêmica medeiam a relação entre sintomas do TDAH e autoeficácia profissional. Participaram do estudo 509 estudantes universitários de duas universidades públicas brasileiras. Os dados foram coletados por meio de questionários e analisados por meio de um modelo de path analysis. Os sintomas do TDAH interferiram na autoeficácia profissional exclusivamente por meio de problemas de adaptação acadêmica. O aumento do bem-estar, da rede de apoio social, dos hábitos de estudo e dos sentimentos frente ao curso e à universidade dos estudantes pode reduzir as potenciais desvantagens na autoeficácia profissional causadas pelos sintomas do TDAH. Estudios han abordado características del Trastorno por Déficit de Atención con Hiperactividad (TDAH) en el contexto universitario, pero siguen poco exploradas las posibles relaciones entre los síntomas del TDAH, dimensiones de ajuste académico y la autoeficacia profesional de los estudiantes. El objetivo de este estudio fue testar un modelo teórico en que dimensiones de la adaptación académica medían la relación entre síntomas del TDAH y autoeficacia profesional. Participaron del estudio 509 estudiantes universitarios de dos universidades públicas brasileñas. Los datos fueron recolectados a través de cuestionarios y analizados mediante un modelo de path analysis. Los síntomas del TDAH interfirieron en la autoeficacia profesional exclusivamente por medio de problemas de adaptación académica. El aumento del bienestar, la red de apoyo social, los hábitos de estudio y los sentimientos ante la carrera y la universidad de los estudiantes pueden disminuir las potenciales desventajas en la autoeficacia profesional, causadas por los síntomas del TDAH. Studies have addressed features of Attention Deficit/Hyperactivity Disorder (ADHD) in higher education, but the potential relationships between ADHD symptoms, dimensions of college adjustment and students' work self-efficacy remain scarcely explored. The aim of this study was to test a theoretical model in which the dimensions of college adjustment mediate the relationship between ADHD symptoms and work self-efficacy. Participants were 509 college students from two Brazilian public universities. Data were collected using questionnaires and analyzed using a path analysis model. The ADHD symptoms affected work self-efficacy exclusively through college adjustment problems. Improving students' well-being, social support networks, study habits, and feelings regarding their majors and the university may reduce the potential disadvantages in work self-efficacy caused by ADHD symptoms.

Resumo Este estudo tem como objetivo avaliar se a autoeficácia na formação superior pode predizer a satisfação com a experiência acadêmica. Participaram do estudo 372 universitários (66,4% do sexo feminino) de uma instituição de ensino superior paulista, com idade entre 17 e 53 anos (M = 22,84; DP = 6,09). Os instrumentos utilizados foram as Escalas de Autoeficácia na Formação Superior e a Escala de Satisfação com a Experiência Acadêmica. Uma análise de regressão múltipla indicou que o conjunto das facetas da autoeficácia acadêmica explicou grande parte da variância da satisfação acadêmica total (aproximadamente 64%), sendo que a faceta interação social apresentou coeficiente de regressão elevado (β = 0,79; p < 0,001). Esses resultados indicam que a autoeficácia é uma importante preditora da satisfação acadêmica.

Disciplining a child is one of the most challenging parental tasks. Efficacy beliefs contribute to make this experience more or less successful. The purpose of this study is to examine the predictive role of efficacy beliefs on maternal disciplinary behavior. A total of 128 mothers of pre-school aged children participated in this study. They were asked to complete the Parental Disciplinary Behavior Scale and the Efficacy Subscale of the Parenting Sense of Competence. Results showed that mothers use inductive behavior more frequently and perceive these behaviors as the most effective ones. Power assertion is explained by the child’s age, the mother’s educational level, her perception of parental self-efficacy and also by her maternal beliefs about the effectiveness of both power assertion and non-physical punishment. Non-physical punishment is explained by maternal beliefs regarding the effectiveness of both non-physical punishment and inductive behavior. Finally, induction is explained according to the child’s gender and the maternal belief about the effectiveness of these inductive behaviors. These results are especially relevant to the field of parenting intervention, underlining the importance of addressing efficacy beliefs to promote behavioral change. Resumo Disciplinar uma criança é uma das tarefas parentais mais difíceis. As crenças de eficácia contribuem para o (in)sucesso dessa experiência. Este estudo pretende analisar o papel preditivo das crenças de eficácia nos comportamentos disciplinares maternos. Participaram neste estudo 128 mães de crianças de idade pré-escolar, a quem foi pedido que respondessem a um Questionário de Comportamentos Disciplinares Parentais e à Subescala de Eficácia da Escala Ser Mãe/Pai. Os resultados mostram que as mães usam mais frequentemente os comportamentos indutivos, avaliando-os como mais eficazes. Os comportamentos de afirmação do poder são explicados pela idade da criança, nível educativo materno, percepção de auto-eficácia e crença na eficácia das estratégias de afirmação do poder e de punição não-física. Os comportamentos de punição não-física são explicados pelas crenças acerca da eficácia destes comportamentos e dos comportamentos indutivos. Finalmente, os comportamentos indutivos são explicados pelo género da criança e pelas crenças acerca da sua eficácia. No âmbito da intervenção na parentalidade, estes resultados sublinham a importância de intervir nas crenças de eficácia, para promover a mudança comportamental.

La envidia constituye una emoción de carácter social y desagradable con numerosas consecuencias perniciosas a nivel individual, interpersonal e intergrupal. En una reciente investigación examinamos la relación existente entre la envidia y otros constructos psicológicos como la autoeficacia, la autoestima, la sensación de control y la propensión a la emisión de comportamientos agresivos. Los resultados revelaron que una menor autoeficacia, autoestima y sensación de control predecían mayores niveles de envidia, así como que dicha emoción mediaba la relación entre la sensación de control y la proclividad a la manifestación de comportamientos agresivos de tipo verbal.

Este projeto de investigação no âmbito do Doutoramento em Psicologia, pretende analisar a importância do treino da autoeficácia (variável independente) para o tratamento da dependência alcoólica, observável na manutenção em tratamento e na modificação/elevação da qualidade de vida, objetivo último da intervenção e medida da sua eficácia (variável dependente). Neste sentido foram inquiridos de 146 dependentes alcoólicos que iniciaram tratamento na UAC, 90 (61,6%) dos quais abandonaram o tratamento após a fase de internamento, 35 (24%) após a 1ª consulta e 21 (14,4 %) se mantivera em tratamento. Este ainda é um problema ligado ao género, sendo que a maioria dos indivíduos são homens constituindo assim 87% da nossa amostra. As idades situam-se entre os 23 e os 68 anos, com um valor mediano de 44,7 (DP= 9, 127). Para avaliar as variáveis em estudo foram utilizados: a versão portuguesa do Brief Symptom Inventory (BSI) (Canavarro, 1999) para avaliar a sintomatologia psicopatológica; a versão portuguesa do Inventário Clínico do Autoconceito (ICAC) (Vaz Serra, 1985), para avaliar aspetos e a versão portuguesa da World health Organization Quality of Life, versão breve (WHOQOL-Bref) “destina-se à avaliação da qualidade de vida, tal como foi definida pela OMS: perceção do indivíduo sobre a sua posição na vida, dentro dos contextos dos sistemas de cultura e valores nos quais está inserido e em relação aos seus objetivos, expetativas, padrões e preocupações” (Canavarro, Simões, Vaz Serra, Pereira, Rijo, Quartilho, Gameiro, Paredes & Carona, 2007, p. 77).Palavras Chave: Autoeficácia, Psicopatologia, QV e Tratamento da Síndrome Alcoólica

Daily stressors, compared to traumatic events, are increasingly recognized as important risk factors for mental health. The role of general self-efficacy on the relationship between daily stress and aspects of mental health has not yet been examined. Taking into account the dual factor model of mental health, which postulates that mental health is more than the absence of psychopathological symptoms, we tested mediation effects of self-efficacy separately for positive and negative mental health. Total, direct and indirect effects were estimated using data from a large nationally representative German population sample (N = 1,031) by bootstrapped mediation analyses providing 95% bias corrected bootstrap confidence intervals. Results indicated self-efficacy as a mediator of the effects of daily stressors on mental health, with superior effect sizes for positive compared to negative mental health. Mediation effects were replicated in student samples from Germany (N=394), Russia (N=604) and China (N=8,669). Findings suggest that self-efficacy operates as a buffer of daily stress. However, a full mediation model was not supported as multiple psychological resources can have protective effects. This study provides the first transnational evidence for different stress-buffer effects for the two dimensions of mental health.

ResumoEste trabalho tem por objetivo testar a hipótese de que a autoeficácia atua como mediador entre o bem-estar subjetivo e o burnout. Participaram 228 cadetes, com idade média de 24 anos (DP = 0,85), sendo 148 policiais e 80 bombeiros. As análises de regressão demonstram que as variáveis do bem-estar subjetivo, principalmente a vitalidade subjetiva e os afetos negativos, predizem significativamente o burnout e suas subdimensões. As análises de mediação feitas provêm evidências empíricas satisfatórias para o papel mediador desempenhado pela autoeficácia. Esses resultados poderão apoiar o planejamento de intervenções que visem o fortalecimento da autoeficácia em cadetes. A academia deve fornecer aos cadetes não apenas as técnicas e conhecimentos imprescindíveis para a atuação profissional, mas também proporcionar o desenvolvimento de mecanismos de autorregulação que possibilitem um senso maior de autoeficácia, além de condições educacionais e laborais adequadas. Abstract This study aimed to test the hypothesis of the mediating role of self-efficacy between subjective well-being and burnout in military cadets. The participants were 228 cadets at a military academy, 148 police offices and 80 firefighters, at a mean age of 24 years (SD= .85). Regression analyses showed that the subjective well-being variables, mainly subjective vitality and negative affects, significantly predict burnout and its subdimensions. The analyses of mediation provide satisfactory empirical evidence for the mediating role played by belief in self-efficacy. These results can support the planning of interventions aimed at strengthening self-efficacy in cadets. The academy should provide cadets not only with the technical and essential knowledge for professional practice, but also provide the development of self-regulation mechanisms that allow for a greater sense of self-efficacy, in addition to appropriate educational and working conditions.

Vocational guidance (VG) involves several variables that can help the individual to make a professional choice and build his or her career. The purpose of this study was to analyze the relationship between self-efficacy for professional choice and career adaptability in high school students, as well as to verify possible differences regarding the intention or not to participate in a VG process. 272 students participated in this study, from a public school, aged between 14 and 19 years, 51.5% female. A Sociodemographic Questionnaire, the Self-efficacy Scale for Professional Choice (EAE-EP) and the Career Adapt-Abilities Scale (CAAS-Brazil) were applied. From the Pearson correlation analysis, ANOVA and Cohen’s d, the results indicated positive correlations between the constructs, in addition, it was observed the difference between the students who would like or not to undergo a VG process. Implications for the practice are discussed.

This study’s objective is to the mediating role of self-efficacy, hope, and vitality in the relationship that future timeperspective has with job satisfaction and organizational commitment. A self-reported survey was applied to 299 MBA studentswith work experience. The hypotheses were tested by means of a mediation analysis utilizing linear regression. Theresults suggest that the three factors taken into consideration mediate the relationship between future time perspectiveand job satisfaction. Also, findings indicate that while self-efficacy and hope mediate the relationship between future timeperspective and organizational commitment, vitality does not. This study suggests that association between future timeperspective and the attitudes under examination is not direct, but rather, is conveyed, to a higher or lower degree, throughvarious factors that differ in mediating power. El objetivo de este trabajo es examinar el efecto mediador de la autoficacia, la esperanza y la vitalidad en la relación dela perspectiva futura de tiempo con la satisfacción laboral y el compromiso organizacional. Se aplicó un cuestionarioautoinformado a 299 estudiantes de máster con experiencia laboral. Las hipótesis se probaron mediante un análisis demediación utilizando regresión lineal. Los resultados indican que los tres factores considerados median la relación entre laperspectiva futura de tiempo y la satisfacción laboral. También se encontró que mientras que la autoeficacia y la esperanzamedian la relación entre la perspectiva futura de tiempo y el compromiso organizacional, la vitalidad no lo hace. Esteestudio sugiere que la asociación entre la perspectiva futura de tiempo y las actitudes analizadas no es directa, sino que setransmite, en mayor o menor medida, a través de factores que varían en poder de mediación.

Este artículo presenta al CMSc Centro Joven del Ayuntamiento de Madrid, lugar donde se está implementando el Taller MARIPOSAS. TRANSFORMACIÓN INTERIOR A TRAVÉS DEL ARTE. El texto recoge las diferentes fases de este proceso: la detección de la necesidad percibida por el equipo multidisciplinar, las reuniones de coordinación con las profesionales implicadas, la definición de objetivos y el diseño del Taller a partir del conocimiento de las características de las jóvenes, los criterios e instrumentos de evaluación y las conclusiones y prospectiva de esta investigación. This paper presents the CMSc Centro Joven of Madrid city hall, place where the workshop BUTTERFLIES. INNER TRANSFORMATION THROUGH ART is being implemented. The text comprehends the different stages of this process: the detection of the necessity noticed by the multidisciplinary team, the coordination meetings with the implicated professionals, the definition of objectives and the workshop design from the knowledge of the young women characteristics, the criteria and assessment resources and future-oriented reflection of this research.

A motivação é um tema essencial quando se reflete sobre a aprendizagem e o sucesso escolar. A autorregulação da motivação na aprendizagem (AMA) é identificada como um aspeto fundamental das competências de autorregulação da aprendizagem. O processo de AMA inclui o metaconhecimento sobre a motivação e as estratégias de regulação da motivação. Neste estudo, a Escala de Autorregulação da Motivação na Aprendizagem (EAMA) foi aplicada a 316 estudantes entre o 7º e o 9º ano de Escolaridade. Os resultados obtidos indicam que as expectativas de autoeficácia, o valor da tarefa e as metas de realização são bons preditores do uso de estratégias de AMA. Foram encontradas diferenças entre os géneros e o ano escolar na utilização de estratégias e nas crenças motivacionais. Motivation is a key element regarding learning and school success. Self-regulation of motivation (SRM) is identified as a fundamental aspect of self-regulated learning. The SRM process includes metamotivational knowledge and regulation of motivation strategies. In this study, the Self-Regulation of Motivation in Learning Scale (SRMS) was applied to 316 students from 7th to 9th grades. Results demonstrate that self-efficacy expectations, task value, and achievement goals are good predictors for the use of SRM strategies. Gender and grade differences were found in the use of strategies and motivational beliefs.

Antecedentes: Numerosos textos y artículos relacionan distintos aspectos psicológicos con el emprendimiento, por ejemplo podemos hablar de autoeficacia, locus de control, expectativas, propensión al riesgo. Objetivos: El objetivo de este trabajo consiste en comprender cómo distintos procesos psicológicos influyen en el fomento del espíritu emprendedor en población joven. Método: Para ello hemos llevado a cabo una revisión bibliográfica analizando distintos trabajos y estudios científicos que abordan esta temática desde el año 2008 hasta la actualidad. Resultados y Conclusiones: Tras el análisis realizado observamos que distintos aspectos psicológicos se asocian de manera positiva con las habilidades emprendedoras, reflejando la importancia de que en las prácticas educativas se incluyan estos factores.

This study examines the role of supporting leadership and self-efficacy in the development of work engagement. We evaluate the mediating role of self-efficacy between leadership and work engagement in a sample of 271 employees from a Public Administration (City Hall). Results from the Structural Equation Modeling Analysis reveal that self-efficacy mediates the relationship between leadership and work engagement. The perception of having supporting leaders relates significantly with employees’ self-efficacy, which in turns, positively relates to work engagement. This study examines the role of supporting leadership and self-efficacy in the development of work engagement. We evaluate the mediat-ing role of self-efficacy between leadership and work engagement in a sam-ple of 271 employees from a Public Administration (City Hall). Results from the Structural Equation Modeling Analysis reveal that self-efficacy mediates the relationship between leadership and work engagement. The perception of having supporting leaders relates significantly with employ-ees‟ self-efficacy, which in turns, positively relates to work engagement. Este estudio está subvencionado por el Minis-terio de Economía y Competitividad (PSI2011-22400).

This article aims to present the adaptation and the search for psychometrics evidence of an academic self-efficacy scale. High school students (N = 453) participated of the research (mean age 15.93; SD 1.2). The Academic Self-efficacy Scale for High School is an adapted scale composed of 16 items and organized into three factors: self-efficacy for learning, self-efficacy to act in school life, and self-efficacy for the career decision. Through exploratory factor analysis, a KMO = 0.90 was verified, and 56.57% of the variance was explained. The internal consistency was 0.88. The scale demonstrated good conditions to identify academic self-efficacy of high school students.

The objective of this research was to evaluate the relationship of subjective norms, self-efficacy and perceived value of knowledge on the knowledge sharing intention and behavior in leaders and collaborators in organizations. Data were obtained from 1027 participants, 23.1% leaders and 76.9% collaborators. All the hypotheses were consistent with the data. A model of the relationship between variables was proposed. This study aims to contribute to the understanding of human factors involved in the behavioral approach to knowledge management.