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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 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.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) 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 Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Emotional intelligence is the ability to manage emotions, feelings, to differentiate between them, to channel and conduct one's thoughts and actions. On the other hand, self-efficacy, related to performance, is the personal impression or conviction regarding one's own abilities in a specific context. The present study aimed to determine whether or not there is a relationship between emotional intelligence and self-efficacy in adolescents, for which a correlational study design was used, with a quantitative approach, non-experimental and cross-sectional scope. To achieve this objective, standardized items such as the Emotional Intelligence Scale TMMS-24 and the General Self-Efficacy Scale (GSES) were applied to a sample of 90 adolescents. The results showed a slight positive relationship between Self-Efficacy and the dimensions of emotional intelligence such as Perception (Rho=0.425, p<0.001), Understanding (Rho=0.314, p<0.001) and Regulation (Rho=0.410, p<0.001). [ABSTRACT FROM AUTHOR]

Introduction. This study aimed to assess the effectiveness of a multicomponent nursing intervention using mindfulness and brief advice for the reduction of tobacco use, anxiety, stress, depressive symptoms, and the improvement of self-efficacy. Method. This was a quasi-experimental study with 41 participants, and the treatment consisted of an intervention composed of two strategies: the protocol "Programa de Intervención Breve para Adolescentes que Inician el Consumo de Alcohol y otras Drogas" for the brief advice" while the Mindfulness Based Cognitive Therapy program was used for mindfulness. The intervention lasted 10 weekly sessions; participants received phone calls and were given an audio CD to perform the mindfulness practices at home and a work manual to conductself-records of consumption as well as guidance from reinforcement to help maintain motivation to behavior change. Results. The results show that these interventions were effective tools to reduce nicotine dependence (p=.001, d=1.14), the number of cigarettes smoked (p=.001, d=1.60), levels of cotinine in urine (p=.001), stress (p=.001, d=1.42), anxiety (p=.001, d=.90), and depressive symptoms (p=.001, d=.81), and increase self-efficacy (p=.001, d=1.48). Conclusions. The findings show that a multicomponent nursing intervention incorporating brief advice and mindfulness can be an effective treatmentfor people wishing to reduce or cease tobacco consumption. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) 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 REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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 research purpose is to analyse the importance of STEM education for college students and its influence on their intercultural self-awareness and self-efficacy. The study used analytical, statistical, psychodiagnostic research methods. The methodological framework was based on the understanding of STEM as an integrative educational approach within socio-cultural and cross-cultural contexts, as well as considering social-cognitive theory and Albert Bandura's concept of self-efficacy. The research used the following methods: research methodology for measuring individual self-efficacy (Schwarzer, Yerusalem, Romek); test to measure the level of self-efficacy (Maddux, Scheer, revised by Boyarintseva and Krichevsky); Integrative Questionnaire of Intercultural Competence (Khukhlaev, Gritsenko, Makarchuk, etc.); and Transcultural Self-Efficacy Tool (TSET). Both STEM education and foreign language teaching are important aspects which help to improve the students' self-awareness and self-efficacy in intercultural communication, as well as increasing intercultural stability and cross-border interests and managing intercultural relations. The indicator of the interpersonal communication scale (Student's t-test = 4.89898, p <.05) was statistically significantly different in the repeated test. The score increased more significantly in the control than in the experimental group. The practical significance of the results of the study lies in the possibility of their application for the development of intercultural self-awareness and increasing the self-efficacy of college students. Prospective research is planned to be directed to the study of racial and gender characteristics of the impact of STEM education on intercultural self-awareness and self-efficacy of students. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 Iberoamericana de Enfermería Comunitaria (RIdEC) is the property of Revista Iberoamericana de Enfermeria Comunitaria de la Asociacion de Enfermeria Comunitaria 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 GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

Teachers' self-efficacy and access to resources can influence the transition to emergency remote teaching. This study aimed to build and verify validity evidences of the Self-Efficacy and Access to Resources scales of Higher Education Teachers who underwent the transition to remote classes. The scales were constructed and submitted to semantic and expert validation. Data collection was carried out remotely with 135 teachers. Descriptive, exploratory and confirmatory analyzes were carried out. Both scales presented factor loadings above 0.4. The Teacher Self-Efficacy scale was unifactorial with a good internal consistency index (α = 0.95) and good adjustment indicators (χ²: 256.794; df: 131; CMIN/DF: 1.96; GFI: 0.89; RMSR: 0.05; CFI: 0.93; TLI: 0.91; RMSEA: 0.07). The access to resources scale had two factors and obtained good internal consistency indexes (α between 0.80 and 0.88) and good adjustment indicators (χ²: 67.99; df: 31; CMIN/DF: 2.19; GFI: 0.90; RMSR: 0.12; CFI: 0.94; TLI: 0.92; RMSEA: 0.094). This study expands knowledge regarding the transition from faceto-face teaching to remote teaching, and brings practical implications that may help in the planning and development of educational actions. [ABSTRACT FROM AUTHOR]

The positions athletes play on the court have different requirements for the optimal performance of the players. However, no studies have yet examined volleyball to determine whether there are differences in athletes' self-efficacy depending on the position they play. Therefore, the study aimed to analyze the differences in self-efficacy according to the volleyball players' positions, specifically, whether a defensive (libero) position is associated with self-efficacy to a greater degree than offensive positions (e.g., attack players [hitters]). The sample was 300 high-performance volleyball athletes (Mage = 24.88 years, SD = 5.51; 55% male) with a mean practice time of 11.07 years (SD = 5.24). The Volleyball Self-Efficacy Scale was administered, and a one-way analysis of variance and a Tukey post hoc test was conducted to observe differences in levels of self-efficacy. The results showed that, in general, the self-efficacy dimensions and global self-efficacy in volleyball discriminated the athletes according to their positions. Differences in three dimensions were highlighted: Dimension 1, Self-Efficacy in the Game; Dimension 2, Defensive Self- Efficacy in Volleyball; and Dimension 3, Offensive Self-Efficacy in Volleyball. In D1, higher self-efficacy values were observed in the setters; in D2, higher self-efficacy values were observed in the liberos; and in D3, higher self-efficacy values were observed in the attackers, mainly opposite hitters. Overall, the results revealed differences in athletes' responses to the self-efficacy dimensions of the scale, which differentiated the players according to the particularities of their positions and demonstrated that, in certain positions, more than one type of efficacy is needed to achieve high performance. [ABSTRACT FROM AUTHOR]

This article deals with the use of information and communication technologies in the teachinglearning process of Social Sciences. From this educational context, their use is part of the didactic means as a component. The research is based on the practical need that reveals the existing insufficiencies in its use by teachers. To improve this difficulty, a didactic intervention is proposed that integrates information and communication technologies with the theory of self-efficacy. The sample was composed of 20 Social Science teachers from the Dr. Rashid Torbay public school. The instruments used were a survey to evaluate the use of ICT in the referred process of Social Sciences and the General Self-Efficacy Scale that evaluates the levels of this aspect. The results obtained were as expected, insofar as the association between the variables ICT use and self-efficacy was confirmed. [ABSTRACT FROM AUTHOR]

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria 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.)

Teachers tend to suffer high levels of emotional exhaustion, a variable that is associated with poor mental health and lower job performance. The present study analyzed how emotional demands, emotional dissonance, and self-efficacy to cope with stress interact in predicting teachers' emotional exhaustion. To conduct this longitudinal research, 108 Andalusian teachers (57.3% women; mean age = 45.30, SD = 8.68) completed an online survey at three different time points. Moderated mediation analysis suggested that emotional dissonance mediated the relationship between emotional demands and emotional exhaustion, with self-efficacy acting as a moderator between the two. Teachers who perceived high emotional demands saw their levels of emotional dissonance increase, which in turn led to an increase in emotional exhaustion. In addition, self-efficacy acted as a protective factor against emotional exhaustion, buffering the negative effect of emotional dissonance. Strengthening these protective variables through interventions that increase levels of self-efficacy to cope with stress and reduce levels of emotional dissonance could help prevent teachers' emotional exhaustion. [ABSTRACT FROM AUTHOR]

The modalities of physical training, in principle, are practiced according to objectives of aesthetics, health, leisure, social integration and others. The choice may be related to psychological and emotional aspects. The objective was to analyze the profile of training practitioners regarding self-esteem and self-efficacy, and to check if there is a relationship with the modality. It was carried out a cross-sectional, descriptive and quantitative study in which participated individuals of both genders between 20 and 45 years old, practitioners of running, weight training, functional training or CrossFit. Questionnaires about the practitioner's profile, Subjective Perception of Effort (SPE; Borg Scale), Rosenberg's Self-Esteem Scale and General Self-Efficiency Scale were answered. The functional training and CrossFit showed higher values for PSE (15.32±1.62 and 15.62±2.33) and self-efficacy (68.91±5.76 and 67.95±4.66). For self-esteem, the highest values were for functional training (25.32±1.67) and weight training (25.29±2.43), but there were no statistically significant differences. It was concluded that self-esteem and self-efficacy scores were considered high compared to other populations, but without differences between modalities. [ABSTRACT FROM AUTHOR]

Objective: Return to work and permanence in employment of women who survive breast cancer are topics that become important as incidence and survival rates increase. Self-efficacy as a modifiable element is of special interest in this process. The objective of this study is to measure the level of self-efficacy in female breast cancer survivors, according to sociodemographic, work and treatment characteristics and their relationship with return to work. Methods: This was a cross-sectional study, based on a survey of breast cancer patients about their demographic and work characteristics, the return to work process, permanence in the same job and the level of work self-efficacy. Differences in the level of self-efficacy with respect to characteristics were evaluated using bivariate analyses and hypothesis statistical testing. A value of p<0.05 was considered statistically significant. Results: One hundred and twenty-four women were included, 87.9% had returned to work, the majority (56.4%) between one and six months after treatment, 67.7% remained in the same job. Higher levels of work self-efficacy were related to a higher probability of returning to work and staying there, and a shorter time to return to work; these differences were statistically significant. Conclusion: Occupational health and risk prevention services must consider and strengthen work self-efficacy and organizational support in breast cancer survivors to achieve a successful return to work [ABSTRACT FROM AUTHOR]

Self-efficacy is a mediating variable of behavioral change in psychosocial interventions for the management of health problems. Objective: To determine the level of self-efficacy in users of general hospitals and peripheral health care centers in Lima and to evaluate its relationship with prevalent mental problems. Methods: Secondary data analysis was carried out from the epidemiologic study of mental health in general hospitals and peripheral health care centers conducted in Lima in 2015. The Schwarzer y Jerusalem's scale of general self-efficiency (GSE) was used and correlated with socio-demographics and common clinical diagnoses such as anxiety, depression, and alcohol abuse. Descriptive and inferential statistics were used. Results: The mean GSE was 30.89 ± 6,29; it was lower in patients attending medical specialties, psychiatry, neurology, and psychology. The self-efficiency inversely correlated with depression and anxiety but not with alcohol abuse. GSE values on patients having the six most common diagnoses were not different but in patients with HIV. Conclusions: Sel-efficacy varies according to socioeconomic status. The mean GSE is lower than reported in the general population and is lowest in patients with anxiety and depression. We reinforce the need to implement interventions to enhance self-efficacy among patients attending the health care system in Lima. [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 purpose of this study was to explore the effects of an educational video game on high school students' motivation, self-efficacy and knowledge. The game tells the story of Mariano Melgar, a Peruvian thinker, patriot and hero. The authors used a quasi-experimental design and conducted pre- and post-tests to estimate the effect of the video game. The sample consisted of 67 students from two schools in Lima. The students were randomly assigned to one of two conditions: playing a video game or watching a documentary. Results show that playing the video game was more effective in increasing students' knowledge, whereas watching a documentary increased demotivation and decreased self-efficacy through vicarious experience. In view of this, it is important to explore further video games' usefulness as educational materials. [ABSTRACT FROM AUTHOR]

Introduction. The prevalence of suicidal behavior in university students ranges from 14.1% to 27.9%, with suicide being the fourth leading cause of death among young people ages 15 to 29. Hopelessness, decreased self-efficacy, depression, anxiety, and emotional dysregulation are among the main risk factors. Objective. To determine the effect of hopelessness, depression, anxiety, stress, drug use, and self-efficacy on suicide attempts in Mexican psychology students. Method. A quantitative, cross-sectional study was undertaken with a sample of 3,438 students from sixty-two universities accredited by the National Council for Teaching and Research in Psychology (CNEIP) from six regions in Mexico. Results. A total of 19.9% reported attempted suicide (85.1% women and 14.9% men); 36.4% drug use; 40.2% moderate to extreme stress; 50.1% anxiety, and 40.7% depression; 74.1% medium to high emotional dysregulation; 30.2% moderate to high hopelessness, and 32.9% low self-efficacy. Drug use (OR 1.897), sex (OR 1.756), anxiety (OR 1.218), hopelessness (OR 1.209), depression (OR 1.756), and stress (OR 1.050) respectively account for 17.2% of the variability of suicide attempts. Discussion and conclusion. Confirmation of the effect of the variables analyzed on the suicide attempts of psychology students underlines the importance of incorporating actions that will contribute to controlling the incidence of suicide. [ABSTRACT FROM AUTHOR]

This document provides a list of references for research articles on the topic of transformational leadership and its impact on various outcomes such as employee behavior, job performance, innovation, and organizational commitment. The articles cover a range of industries and contexts, including knowledge-intensive industries, higher education institutes, healthcare, SMEs, and hospitality organizations. The studies explore factors such as self-efficacy, creativity, psychological capital, job satisfaction, and organizational support as potential mediators or moderators of the relationship between transformational leadership and these outcomes. The articles offer valuable insights for researchers and practitioners interested in understanding the role of transformational leadership in different settings. [Extracted from the article]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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.)

Self-efficacy has been studied due to its influences on teachers' ways of thinking and acting, as well as on students' learning,however, in the Brazilian Higher Education context, it has been little explored and the existing studies used instruments developed to measure the self-efficacy of Basic Education teachers. Considering that Higher Education activities are multiple and diverse from Basic Education, this is inadequate. In this paper, the aim was to review the main measuring instruments used to investigate lecturers self-efficacy beliefs on the international literature and to present a new instrument developed by the authors, the Brazilian Lecturer Self-Efficacy Scale, made up of 30 items and four dimensions: teaching, research, extension and university management. The results of the exploratory (n=854) and confirmatory (n=855) factor analysis are presented, as well as its validity and reliability data. The results point to a reliable and adequate instrument for the Brazilian context, which enables its use in future studies. [ABSTRACT FROM AUTHOR]

Palliative care (PC) is a differentiated healthcare area focused on promoting comfort, and preventing and alleviating suffering. End-of-life (EOL) care is integrated into this branch of medicine and will have great relevance in the near future as a result of increased life expectancy and highly disabling chronic diseases. It is imperative that healthcare professionals have the capacity and preparation to guarantee this care. The objective of this work is to propose a model that relates spirituality, emotional intelligence, PC knowledge, self-efficacy, and the ability of doctors and nurses to provide EOL care. A questionnaire was applied to collect data. The relationships between these latent variables were evaluated using structural equation models. The results indicate that self-efficacy, spirituality and knowledge positively influence the ability to provide EOL care. Emotional intelligence and spirituality directly and positively affect self-efficacy. Emotional intelligence has an indirect effect, mediated by self-efficacy, on the ability to provide EOL care. [ABSTRACT FROM AUTHOR]

Introduction. Brief interventions are used to prevent alcohol abuse in university students, but the effect of their application in different formats needs to be studied. Method. Randomized clinical trial with three groups: brief four-session program, brief advice and control group, in 50 participants, evaluated before the intervention, and at three and six months of follow-up. Results. Students who drank 100 or fewer standard drinks in the three months prior to the intervention decreased the amount of consumption in both interventions, but the change was not significant compared to the control group; On the other hand, the frequency of consumption decreased significantly in the second follow-up, when comparing the brief advice with the control group; There were also no significant differences for situational self-efficacy and negative consequences between both interventions and the control group. Students who drank more than 100 standard drinks at the initial evaluation and received intervention significantly reduced the amount and frequency of consumption, and the negative consequences, mainly in the brief advice; Situational self-efficacy increased, but not significantly. Conclusions. Brief advice has a greater impact on change in students with risky and harmful alcohol consumption. [ABSTRACT FROM AUTHOR]

Higher education can be hugely transformative for students and has an important role in empowering human capital, innovation, and society's social, cultural, and environmental development. The expansion of higher education has promoted access for a more heterogeneous mix of students, but ensuring access does not guarantee academic success. This paper aims to analyse predictors of academic achievement in 447 first-year students in their 1st and 2nd semesters, considering variables including sex, age, parents' educational level and grades on entering higher education, along with levels of students' academic engagement and self-efficacy after some weeks at university. Results show statistically significant paths for sex, age, and GPA to 1st-semester achievement, for parent's educational levels to perceived self-efficacy, for students' academic engagement to 1stsemester achievement, and 1st-semester achievement to 2nd-semester achievement. Students' academic engagement also had an indirect effect on the 2nd-semester achievement. The correlation between academic engagement and self-efficacy was positive, strong, and statistically significant. The model explained 35.2% of the variance in 2nd-semester achievement and 15.0% of the variance in 1st-semester achievement. Knowledge about predictors of academic achievement and the importance of engagement and self-efficacy will support timely interventions, promoting success and preventing failure and dropout. [ABSTRACT FROM AUTHOR]

This article explores contemporary approaches to teaching and assessing L2 pronunciation, acknowledging a shift from prioritizing native-like pronunciation to emphasizing intelligibility. Leveraging this transition, the study introduces a Multimodal Assessment Task (MAT) aimed at assessing English pronunciation. The MAT empowers learners to handle the intricacies of spoken language with confidence through a number of structured activities. The participants were twenty-three pre-service teachers taking a pronunciation course in a TEFL program at a state-owned university in Argentina. Their responses to a self-assessment report revealed important advancements in their awareness of pronunciation, bolstered self-confidence, and self-efficacy in relation to learning L2 pronunciation. However, some students pinpointed certain challenges associated with the MAT, including the necessity for additional practice time and guidance, ongoing focus on certain sounds, and some difficulties related to prosody. This article advocates for further research to refine pronunciation teaching and assessment methods in language education, emphasizing ongoing exploration and improvement in this domain. [ABSTRACT FROM AUTHOR]

Objective. Investigate the psychometric properties of the Emotion Regulation Questionnaire Frequency (ERQ-FR) and Self-Efficacy (ERQ-SE) scales in a Mexican sample. Method. A non-experimental, ex post facto exploratory study was carried out to assess the internal consistency and validity of both questionnaires, 471 adults participated. Results. The analysis of the internal consistency of both scales showed acceptable reliability (ERQ-FR: Chronbach's alpha =.71; and ERQ-SE Chronbach's alpha = .87). An exploratory factor analysis found two factors that explained 56,0 % of the variance in the ERQ-FR and 62,4 % of the variance in the ERQ-SE. The confirmatory factor analysis showed acceptable indexes of adjustment and confirmed a two-factor structure for each scale, factor one was named cognitive reappraisal, and factor two was named expressive suppression. Conclusion. The ERQ-FR and ERQ-SE are instruments to assess frequency of use and perceived ability to implement cognitive reappraisal and expressive suppression as emotion regulation strategies in the Mexican population. [ABSTRACT FROM AUTHOR]

Objective: to evaluate the perception of self-efficacy to provide humanized care by the nursing staff of a health institution specialized in rehabilitation in the city of Buenos Aires, Argentina, during the first semester of 2023. Methods: descriptive, cross-sectional, and quantitative study. Coates' Caring Efficacy Scale instrument was implemented in its Spanish version with a Cronbach's alpha of 0.91. Informed consent was obtained, and no data were collected. Results: the participants were 95 nurses with a mean age of 38.29 years (SD: 8.00), female (82.11%), single (57.89%), with children (62.11%), trained as a nurse technician (73.68%), performing nursing activities (86.32%), and with more than 5 years of work experience (64.21%). The item with the best rating was "If I think a client/patient is uncomfortable or may need help, I approach that person" with a mean of 5.07 (SD:1.52) categorized as "moderately agree", while the item with the worst rating was "I often find it difficult to make my point to patients/clients when I need to" with a mean of 2.44 (SD:1.56) categorized as "moderately disagree". The mean self-efficacy to provide humanized care was 148.13 (SD:23.75), categorized as moderately positive. Conclusions: the perception of self-efficacy to provide humanized care was positive and negatively related to the performance of care activities. There is a need to implement strategies to prevent dehumanization among caregivers and to implement training activities to improve care. [ABSTRACT FROM AUTHOR]

Copyright of Avances en PsicologÍa Latinoamericana 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.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

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