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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 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 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.)

The present study proposes, through the analysis of the choice of professions by 45 young university students with intellectual disabilities, using an ex post facto research design. The EFAI and Jobpics questionnaires are used, looking for a possible relationship between aptitudes, choice of professions and vocational profiles. Regarding the results, it is notable that, although they do not clearly discriminate between some professional interests over others, they primarily choose artistic, social, scientific or entrepreneurial professions, to the detriment of realistic and conventional professions. We must highlight the need to continue perfecting new educational spaces to promote the development of their vocational maturity. [ABSTRACT FROM AUTHOR]

The article aims to adapt and validate an instrument to measure students’ attitudes towards artificial intelligence, developed by Schepman and Rodway (2020). This is due to the lack of sufficient instruments at the time of this research that could collect valuable information for designing educational interventions tailored to these specific attitudes. A quantitative and descriptive research was conducted with 411 students from seventeen universities in Peru. The instrument consists of 32 items, evaluating both positive and negative attitudes towards AI. The hypothesis tested was that the Schepman and Rodway (2020) instrument would demonstrate high reliability after being adapted and validated in the Peruvian context. Following adjustments, improvements in the instrument’s values were observed. The results indicate that the overall reliability of the instrument was acceptable, with values ranging between 0.806 and 0.938, depending on the dimensions considered. The item-total correlation and the determinant of the matrix suggested the possibility of grouping the items into dimensions. These results support the internal structure of the instrument. The diversity of dimensions highlights the complexity of attitudes towards AI, underscoring the need for further research. In conclusion, the adaptation and validation of the questionnaire showed high reliability, whether with the original two dimensions and 32 items or with the proposed four dimensions and 26 items. The instrument can be effectively used to measure the attitudes of Peruvian students towards AI. Further research is suggested to better understand the identified dimensions and their impact on the use of AI in education [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte is the property of Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 article is to report on the investigation of the relationships between perfectionism, academic self-efficacy, and active/passive procrastination using two mediation models. It also investigates possible differences in the manifestation of these constructs according to the time of the course. The sample consisted of 376 Brazilian university students (Mean age=24 years; SD=7.34), with the majority being female (72.6%). Self-report questionnaires measured the variables. Data was analyzed using inferential statistics. The results showed that perfectionism and self-efficacy significantly explained the variance in active and passive procrastination. The model with perfectionism as mediator proved to be more plausible. Freshman and intermediate students significantly differed in perfectionism and active procrastination. In conclusion, these findings suggest that perfectionism and self-efficacy play a role in active and passive procrastination among university students. [ABSTRACT FROM AUTHOR]

This article aims to investigate the impacts of the COVID-19 pandemic on the lives and mental health of students studying Business Administration at a public university. To this end, the work is based on a quantitative and descriptive approach. 160 university students participated in this research, who completed the sociodemographic and behavioral questionnaire, as well as the anxiety, depression and stress scales, consisting of 21 items that focus on identifying emotional symptoms experienced by students during the pandemic. The data were processed and analyzed using the SPSS 20 statistical software, and descriptive and inferential statistics. The majority of students were female (54.4%), with an average age of 24 years old, single (88.7%) and living with their parents (51.3%). The majority said they had been exposed to the risk of contagion (78.9%). Given the results obtained, it can be seen that signs of depressive symptoms, anxiety and stress were found in the students who participated in this research. Periodic monitoring of university students and the implementation and expansion of new health strategies are suggested. [ABSTRACT FROM AUTHOR]

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.)

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.)

Copyright of Revista de Enfermagem e Atenção à Saúde (REAS) is the property of Revista de Enfermagem e Atencao a Saude - Reas 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.)

As competências autorregulatórias são cada vez mais necessárias no meio acadêmico universitário, contudo os modelos presenciais para a promoção da autorregulação da aprendizagem não conseguem atender a demanda de estudantes que precisam desenvolver essas competências, devido à escassez de intervenções oferecidas. Para ampliar as possibilidades, modelos de intervenção on-line têm sido usados como aliados da autorregulação entre os estudantes universitários. Apesar dos esforços nessa direção, poucas iniciativas foram encontradas na literatura brasileira. Este estudo objetiva examinar a literatura nacional sobre ferramentas on-line voltadas para a promoção do desenvolvimento da autorregulação da aprendizagem de estudantes no Ensino Superior. Fez-se uma revisão sistemática de natureza empírica de trabalhos publicados entre 2017 e 2023, nas seguintes bases de dados: SciELO, Redalyc, Portal de Periódicos da Capes e Catálogo de Teses e Dissertações da Capes. Foram analisados oito trabalhos, sendo seis dissertações e duas teses. Os resultados indicaram a prevalência de ferramentas que abordam a autorregulação da aprendizagem de forma indireta, além de uma tendência em incorporar recursos que permitem estimular o desenvolvimento dos processos autorregulatórios nas plataformas virtuais de aprendizagem. Espera-se que novas ferramentas on-line sejam implementadas, para que os processos autorregulatórios se tornem cada vez mais acessíveis aos estudantes universitários.

La crisis sanitaria provocada por el Covid-19, trajo consigo diversos retos para la formación electrónica en las universidades, pero al mismo tiempo aportó innovación para afrontarla. La presente investigación tuvo como objetivo crear un modelo adecuado para el diseño de servicios de formación en canales digitales a partir de fundamentos teóricos y resultados de investigación. La investigación, se enmarcó bajó un enfoque cualitativo, desde una perspectiva fenomenológica. El diseño de la investigación es abierto y flexible, de carácter descriptivo e interpretativo. Se utilizó la entrevista semiestructurada como técnica de recolección de información. Las entrevistas fueron aplicadas a seis informantes clave. Los resultados muestran que comprender cómo las partes interactúan entre sí, es esencial para crear un modelo que respalde los objetivos de la formación autodirigida y el aprendizaje electrónico. Se concluye que la capacidad de ser consciente de sus propias necesidades y las experiencias de posicionarse dentro de las situaciones de aprendizaje, caracteriza la autodirección, por un lado, como un ejercicio continúo realizado por el alumno que tiene un control sobre las decisiones relacionadas con el aprendizaje y, por otro lado, como la capacidad de acceder y elegir entre los recursos disponibles en el Ecosistema del entorno e-learning de aprendizaje.

La integración de las tecnologías de información y comunicación a la enseñanza y aprendizaje, así como el uso de la inteligencia artificial por los estudiantes y profesores, están trastocando estructuralmente a la educación superior. El objetivo de este estudio fue analizar las percepciones de los estudiantes universitarios sobre las competencias digitales, teniendo en cuenta los factores de: Conocimiento, seguridad, importancia y la funcionalidad de los recursos; además, se determinó en qué medida dichos factores son condiciones necesarias en el nivel de competencia digital autoinformada. Se aplicó el diseño descriptivo, con el método Survey y un cuestionario con una escala de Likert; la muestra fue no probabilística e incidental conformada por 2.321 estudiantes de 17 universidades ubicadas en diversas regiones del Perú, los datos fueron procesados mediante el análisis de varianza, el análisis de componentes principales, regresión lineal y el análisis de condiciones necesarias. Los resultados indican que los estudiantes tienen un dominio medio con tendencia al nivel alto de la competencia digital autoinformada, sin diferencias significativas en cuanto al género. Se concluye que el conocimiento sobre tecnologías digitales es una condición necesaria, pero no suficiente para desarrollar un buen nivel de competencia digital.

El estudiantado universitario está padeciendo de Burnout. Primero, la pérdida de vínculos familiares y personales, debido al traslado de los estudiantes de sus lugares de origen a la universidad es una variable social que sirve como catalizadora. Segundo, los estudiantes universitarios pueden tener algunas funciones ejecutivas aún no desarrolladas; lo cual se convierte en un factor interno que refuerza el burnout; al no lograr el estudiante administrar su tiempo y tareas de manera eficiente. Y adicionalmente el burnout puede alterar las funciones ejecutivas. Tercero, los dos años de virtualidad han aportado a los estudiantes vivencias de estilos de instrucción flexibles y que requieren una menor inversión en temas de tiempo y dinero, que pueden estar desestabilizando a los individuos; que ahora encuentran los estilos tradicionales de aprendizaje más rígidos e ineficientes. Frente a todos los problemas expuestos, los estudiantes desarrollan estrategias de carácter productivo o centradas en la resolución de la situación, seguido de la búsqueda del soporte social y como última estrategia, las no productivas o de evitación; que claramente empeoran su problema.

Academic stress is suffered by secondary and higher education students, whose stressors are related to the academic demands they will face during their school/university activities. The objective of the present study was to describe and compare the level of academic stress among physical education pedagogy students in Chile according to sex and year of study. For this purpose, the SISCO Academic Stress Inventory was applied to a sample of 286 students from two universities in Santiago, Chile. The results reveal mild stress levels in the sample, with higher levels in women and during the last years of the teaching degree. The main stressful situation is not understanding the topics addressed in class. The most common physical reaction to stress is scratching and biting nails, the most common psychological reaction to stress is concentration problems, and the most common behavioural reaction to stress is to increase or decrease food consumption. Finally, assertive skills are the most used strategy to face stressful situations. More research is recommended with samples from other universities and other teaching programmes to delve deeper into this topic. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychology is the property of International Journal of Educational Psychology 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 Index.Comunicación is the property of Index.comunicacion 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

Psychological flexibility is the ability to connect in the present with emotions, thoughts, feelings, bodily sensations, to face difficult situations; while coping with stress is a set of cognitive and behavioral efforts to resolve stressful situations. The main objective of the present study was to determine the relationship between psychological flexibility and stress coping in university students. The research was carried out by means of a descriptive correlational methodology, non-experimental design, longitudinal scope, quantitative type and with a cross-sectional cut. It was carried out in 98 university students with an age range of 18 to 28 years. The stress coping questionnaire (CAE) was applied, which was used to evaluate coping styles to stress and to evaluate psychological flexibility, the Acceptance Action Questionnaire II (AAQ-II) was used. The results showed a slight positive relationship between psychological flexibility and four stress coping styles: religion (RLG) (Rho=0.358 p<0.001) and search for social support (BAS) (Rho=0.522 p<0.001). It was concluded that the greater the psychological flexibility, the greater the variety of coping styles used. [ABSTRACT FROM AUTHOR]

Academic motivation and resilience are key elements in the academic field. This study investigated the relationship between these two variables in university students, using a sample of 200 participants aged 18 to 25. It has a quantitative-non-experimental design with a cross-sectional and correlational scope. The Academic Motivation Scale (EMA) and the Resilience Scale (ER) were used. The results, through Spearman's correlation, showed a mild negative correlation between resilience and amotivation (Rho = -0.221, p > 0.05), and mild to moderate positive correlations between resilience and various dimensions of extrinsic motivation regarding external regulation, introjected and identified regulation, and intrinsic motivation regarding achievement, knowledge, and stimulating experiences, with Rho values ranging from 0.514 to 0.677, suggesting that there is significant statistical evidence (p < 0.001). Based on these results, it was concluded that academic motivation is related to resilience as it drives students to overcome difficulties and achieve good academic performance, even in unfavorable environments. [ABSTRACT FROM AUTHOR]

Perceived social support is defined as the subjective evaluation of the effectiveness of social support and its resources, and addiction to social networks is a compulsive dependence on the use of digital platforms. The objective of this study was to determine the relationship between perceived social support and addiction to social networks in university students. The sample used was 135 students with an age range between 18 and 25 years from the Faculty of Human Sciences and Education of the Technical University of Ambato. The research had a quantitative-non-experimental approach with cross-sectional and correlational scope. To measure the variables studied, the MOS Questionnaire of Perceived Social Support (MOS) developed by Sherbourne and Stewart (1991) and the Addiction to Social Networks Questionnaire (ARS) made by Escurra and Salas in 2014 were used. The results showed that there is a slight negative correlation between the dimensions of perceived social support and addiction to social networks and in terms of gender means, there were statistically significant differences between the means of men (41.2) and women (34.5). In conclusion, as perceived social support increases, social media addiction decreases. [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.)

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia 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 Complutense de Educación is the property of Universidad Complutense de Madrid 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 Enfermagem e Atenção à Saúde (REAS) is the property of Revista de Enfermagem e Atencao a Saude - Reas 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 Nutrición Clínica y Dietética Hospitalaria is the property of Sociedad Espanola de Dietetica y Ciencias de la Alimentacion 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 Nutrición Clínica y Dietética Hospitalaria is the property of Sociedad Espanola de Dietetica y Ciencias de la Alimentacion 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 Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades 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 Brazilian Business Law Journal / Administração de Empresas em Revista is the property of Administracao de Empresas em Revista 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.)

La pandemia originada por el COVID-19 obligó temporalmente a transformar los modelos educativos presenciales a uno con énfasis en mediaciones virtuales, lo que significó un reto para profesores y estudiantes en la mayoría de países latinoamericanos. El objetivo de nuestro estudio fue efectuar un análisis de sentimientos de universitarios latinoamericanos sobre la percepción de la educación remota en tiempo de pandemia con la finalidad de identificar factores de estrés psicológico asociados. Se analizaron 7.240 comentarios y opiniones de redes sociales (Twitter y Facebook) referidos a impresiones del COVID-19 en la educación superior en Chile, Perú, Argentina, Puerto Rico, Guatemala, Bolivia, Colombia, Panamá, Costa Rica, Ecuador y México. Se empleó el software Rcran 4.2.1 y las librerías tm, Snowballc, Wordcloud, RColorBrewer, Syuzhet, ggplot2. Se identificó que la mayoría de las acotaciones se asocian a sentimientos negativos, esto obedece a las dificultades que se presentaron en la incorporación de la educación virtual, el bajo nivel de competencias en el empleo de las Tecnologías de la Información y la Comunicación (TIC) y problemas de conectividad. Es necesario brindar apoyo emocional a estudiantes de países en proceso de desarrollo donde la implementación de la virtualidad es deficiente y el impacto psicológico fue significativo.

Objetivo: Esta pesquisa objetivou verificar o efeito das percepções de barreiras de carreira sobre as estratégias funcionais de enfrentamento, por meio da autoeficácia na formação superior e do apoio social emocional, entre estudantes universitários. Metodologia: Os participantes foram 163 graduandos da área de Negócios e Administração vinculados a instituições da região sudeste no Brasil. A pesquisa foi do tipo survey, com coleta presencial e on-line, e em instituições de educação públicas e privadas. Os procedimentos de análise contemplaram estatísticas descritivas, análises fatoriais e processos condicionais de mediação. Principais resultados: Os resultados principais revelaram que as influências contextuais analisadas impactam de formas distintas as estratégias funcionais de enfrentamento. Barreiras impactaram apenas indiretamente, e apoio social impactou diretamente. Contribuições acadêmicas: Ao contrário do que é assumido pela teoria de embasamento, a autoeficácia não teve papel mediador na relação entre barreiras e enfrentamento. Por sua vez, como contribuição teórica, o apoio social emocional teve papel mediador na relação, e foi preditor da autoeficácia no modelo de mediação seriada. Contribuições práticas: Ao considerar o cenário de desafios da transição universidade ao universo do trabalho, é destacada a importância do apoio social para ações de enfrentamento funcional de barreiras. Conclui-se que o enfrentamento de barreiras contextuais não deve ser gerenciado unicamente na ação do próprio indivíduo, e o apoio social aprimora o autogerenciamento da carreira pelos universitários.

El objetivo del presente estudio fue determinar la influencia del bienestar espiritual en la gratitud, el perdón y la resiliencia en estudiantes universitarios de la ciudad de Lima. Se utilizó un diseño explicativo con variables latentes. La muestra estuvo conformada por 957 estudiantes universitarios (29.5 % varones y 70.5 % mujeres, de 13 universidades (públicas 22.36 % y privadas 77.64 %) de Lima Metropolitana. Se utilizaron la Escala de Bienestar Espiritual (SWBS), la Escala de Disposición al Perdón (TFS), la Escala de Gratitud (EG) y la Escala Breve de Resiliencia (EBR). Entre los hallazgos se encontró que el modelo estimado con el método DWLS permite señalar que el bienestar espiritual tiene efectos directos sobre el perdón, la gratitud y la resiliencia. A su vez, la covarianza entre perdón y gratitud fue .090 (p > .05), entre perdón y resiliencia de .236 (p < .01), y entre gratitud y resiliencia fue igual a .122 (p < .01). Se discuten la implicancias de los resultados.

Esta investigación buscaba describir las consecuencias físicas, psicológicas, sociales y académicas de los estudiantes universitarios durante el primer año de confinamiento, e identificar las principales estrategias de afrontamiento utilizadas. Siguiendo una metodología cualitativa, se entrevistó a 67 estudiantes universitarios procedentes de distintas regiones del país. Los resultados mostraron que hubo una aceptación inicial del confinamiento por parte de estudiantes, como medida sanitaria extrema necesaria para reducir los casos de contagio, pero que con el pasar del tiempo empezó a ser percibida como una experiencia terrible caracterizada por la pérdida de rutinas, falta de control y una permanente incertidumbre que terminó afectando distintos ámbitos de su funcionamiento. Para afrontar estas consecuencias, los estudiantes utilizaron diversas estrategias, principalmente aquellas centradas en la resolución activa de los problemas (mantener horarios fijos, procurar el contacto con personas significativas, implementar rutinas de actividad física y solicitar ayuda profesional, entre otras) y el desarrollo de una mayor autoconsciencia (técnicas de relajación, mindfulness y autocompasión, entre otras). Se discuten la relevancia e implicancias futuras de estos resultados.

Este artículo tiene por propósito reportar las propiedades psicométricas de la Escala de Actitudes hacia la Investigación-Versión revisada en una muestra poblacional colombiana. Se realizaron dos estudios cuantitativos utilizando una metodología de encuesta transversal. En el primer estudio, se aplicó el cuestionario a 141 universitarios, y en el segundo a 159 estudiantes, todos ellos pertenecientes al programa de Trabajo Social de una institución universitaria privada en Cartagena de Indias. Los datos fueron sometidos a un análisis de consistencia interna y estructura factorial a través de análisis factorial exploratorio (AFE) y confirmatorio (AFC). Los resultados del AFE permitieron reducir la escala manteniendo tres dimensiones, que fueron sometidas a prueba mediante el AFC. La versión final del instrumento consistió en 27 ítems y tres dimensiones. El modelo resultó apropiado según los índices de bondad de ajuste y los coeficientes de confiabilidad obtenidos para cada subescala y la escala total. Este instrumento es una herramienta fiable y válida para evaluar la predisposición a la investigación en estudiantes universitarios de Trabajo Social de la ciudad.

El propósito de este estudio fue examinar la relación entre el aprendizaje cooperativo y la actitud hacia la investigación en estudiantes universitarios de ciencias empresariales en Tacna, Perú. Basándose en la literatura existente, se identificaron las dimensiones de estas variables, utilizando como marco conceptual la Teoría Constructivista del Aprendizaje y la Teoría del Reforzamiento de Actitudes, con el fin de proponer un modelo de relaciones hipotéticas entre ellas. Para validar este modelo, se empleó un enfoque de ecuaciones estructurales, utilizando una muestra probabilística de 614 estudiantes universitarios. Los hallazgos revelaron una correlación positiva significativa entre el aprendizaje cooperativo y la actitud hacia la investigación (rs=.663), indicando además un alto nivel de ajuste entre los datos empíricos y el modelo teórico propuesto, fundamentado en ecuaciones estructurales, para explicar la relación entre el aprendizaje cooperativo y la actitud hacia la investigación. Estos resultados poseen implicaciones prácticas relevantes tanto para los estudiantes universitarios como para los educadores de las instituciones de educación superior en Tacna.

Este estudio analiza las propiedades psicométricas de validez y fiabilidad del Inventario de Expresión de Ira Estado-Rasgo-STAXI-2 de 49 ítems de la versión española de Miguel-Tobal, Casado, Cano-Vindel y Spielberger (2009). Se aplicó a estudiantes de una universidad pública de Lambayeque, cuya población de estudio se conformó de 2,205 universitarios hombres y mujeres, matriculados en el periodo 2018-II. La validez de contenido se realizó con 10 jueces expertos y la confiabilidad se realizó con una muestra piloto de 30 estudiantes. El análisis factorial (AF) se trabajó con una muestra de 285 estudiantes seleccionados mediante muestreo no probabilístico simple; con un nivel de significancia de 0.05 y un nivel de confianza de 95% (0.95). Se reportó la validez y confiabilidad del instrumento, según V de Aiken y Coeficiente de Alpha de Cronbach, encontrándose evidencias de validez de contenido, así como una buena consistencia interna. El AFC, por medio del método de estimación de los mínimos cuadrados resultó bueno, arrojando un modelo de tres factores: estado de ira, rasgo de ira y expresión y control de la ira. Se concluyó que el STAXI-2 es un instrumento válido y confiable para medir la expresión de la ira estado- rasgo en estudiantes de una universidad pública de Lambayeque.

Se ha observado un efecto de memoria congruente con el estado de ánimo en sujetos depresivos, pero los hallazgos son desiguales en cuanto a memoria explícita y memoria implícita. Con el fin de analizar las relaciones existentes entre la depresión y los sesgos de cada modalidad mnémica, se diseñó un estudio correlacional para una muestra de estudiantes del programa de Derecho de una universidad pública. Se emplearon el Inventario de Depresión de Beck (BDI – II) y tareas específicas para cada tipo de memoria, hallándose una correlación débil y significativa entre el estado de ánimo depresivo y el recuerdo explícito de palabras con carga negativa, así como evidencia contraria al planteamiento de un sesgo mnémico congruente. Las relaciones de estas variables con la edad, el sexo y la dependencia económica plantean nuevos interrogantes que son discutidos junto con las implicaciones de los resultados y los factores relevantes para su comprensión.

El estudio tuvo como objetivo principal analizar la relación del optimismo y autoeficacia académica en estudiantes universitarios Lima Metropolitana en contexto de educación virtual. Se utilizó un estudio no experimental con diseño correlacional y comparativo, con una muestra conformada por 361 estudiantes de ambos sexos, mayores de 18 años, de Lima Metropolitana. Los resultados mostraron que ambas variables de estudio se relacionan significativamente, asimismo se evidenció que los estudiantes varones presentaron mayores puntuaciones de autoeficacia académica que las mujeres, además, se encontró que los estudiantes adultos (25 a 43 años) evidenciaron mayores puntuaciones de autoeficacia académica a diferencia de los estudiantes más jóvenes (18 a 24 años). Se concluye que el optimismo está asociado a la autoeficacia académica y que existe diferencia significativa a nivel de sexo y edad en estudiantes universitarios de Lima Metropolitana.

El sentimiento de inseguridad es un fenómeno que afecta a parte de la población del Estado de México, particularmente por los elevados índices de criminalidad. Sin embargo, hasta el momento no se conoce suficiente sobre la forma en que este sentimiento es manejado y procesado por grupos específicos, como son los estudiantes universitarios. Por ello, el presente trabajo se orienta a dar un acercamiento, mostrando dónde sienten mayor inseguridad estos estudiantes, así como las acciones y estrategias que se despliegan para gestionar estas vivencias y protegerse ante situaciones de delito. El estudio empírico se basa en grupos de enfoques realizados con estudiantes de la universidad estatal, dentro del marco de una investigación mayor. Entre los hallazgos más relevantes destacan diversas prácticas de evitación y protección que los estudiantes universitarios llevan a cabo, quedando patente la necesidad de atender este fenómeno y que las autoridades comprendan su gravedad y, en su caso, definan las acciones y políticas para aumentar la protección y la seguridad.

Around social networks, contradictions can be established with which one lives: individual identity versus social identity, exhibitionism versus privacy and satisfaction versus evasion, among others. Between both extremes there are shadows in the form of misinformation processes, a naive vision of the influence of social networks or lack of awareness about its repercussions, which prevent young people from integral development. It is necessary to identify factors involved in the flow and directionality of these contradictions. The study presented follows a quantitative research design, of a non-experimental, transversal, descriptive, inferential and correlational nature. The technique used was the survey and the instrument used was a questionnaire composed of sociodemographic questions and six scales: Motivation-avoidance, motivation-self-expression, satisfaction-addiction, privacy on social networks, online images/videos and digital identity impact. The participating sample was 658 students from different Spanish universities. The results show a correlation with different degrees of intensity between the six scales. Likewise, the Kruskal Wallis test showed that factors such as gender, age, daily frequency of use of social networks, number of followers, profile privacy on networks, similarity between the real and virtual image and social awareness and personal image on the networks affect the six dimensions studied. Everything points to the need to continue working at university levels on the use that students make of these networks through the implementation of educommunication processes, since the management of privacy, self-presentation and the configuration of identity in these networks are necessary and fundamental areas in today's society. [ABSTRACT FROM AUTHOR]

To assess self-medication among humanities students during the COVID-19 pandemic. The study was conducted at the Federal University of Western Bahia (UFOB). Of the 863 humanities students who met the pre-established inclusion and exclusion criteria, 270 students formed the sample. A questionnaire was administered covering demographic characteristics, knowledge, causes and practices of self-medication. The study was approved by the UFOB Research Ethics Committee, CAAE No. 59217822.0.0000.8060. The majority of participants were aged between 18 and 24, predominantly female and single. Although the majority reported knowledge, the results of the questionnaire showed little or insufficient knowledge. The main reasons for self-medication were fear of infection and influence from friends and the media. Among the main drugs mentioned, there was a high prevalence of self-medication with the use of vitamin C and azithromycin. The need to raise awareness about the risks of self-medication and interventions to promote the responsible use of medicines among students during the pandemic is highlighted. [ABSTRACT FROM AUTHOR]

Introduction: Studies on alcohol consumption in university students generally include a single instrument to classify them. This limits the detection of other substances, conditioning the brief interventions and other preventive measures. This study aims to review the patterns of alcohol by integrating the information provided simultaneously by several screening instruments. Method: The results of test AUDIT and Weekly Consumption Diary for the screening of alcohol problems and the DAST-10 test for drugs in 1309 university students were analyzed. The latent class analysis identifies subgroups with- in heterogeneous populations from multivariate data. Results: The method identified three latent classes or patterns: low alcohol consumption (75.2%); weekend consumption (18%); and high alcohol consumption with probable dependence (6.7%). The main finding is that drug use and binge drinking episodes appear in all categories of drinkers, including those traditionally considered low-risk or non problematic. Conclusions: the patterns found with the latent class analysis show the need to review preventive practices in reducing alcohol consumption, even with low consumption. [ABSTRACT FROM AUTHOR]

Self-esteem is a psychological term that since its emergence in 1890 with William James has been widely studied, the most used concept being that of Rosenberg (1965) who defines it as that positive or negative attitude towards oneself. In addition, this construct has been studied in different areas of psychology, including the clinical field, where its relationship with mental health has been demonstrated. One of the most widely used instruments for measuring this construct is the Rosenberg Self-Esteem Scale (EAR), made up of 10 items that measure the positive or negative assessment of oneself. The EAR has been adapted in different countries worldwide where psychometric studies were carried out in adolescents, university students, adults and older adults. Despite its wide use, the EAR has shown variations in terms of factorial structure. In this way, different positions are held on whether the scale is two-dimensional or one-dimensional. Part of this problem is due to the negative wording of the items that favors the appearance of a new dimension. In addition, other studies found the presence of a method effect associated with the negative items that has been examined by applying statistical procedures. To this end, the Rosenberg-P Scale (EAR-P) was proposed as a new version of only positive items that made it possible to overcome the method effect associated with the negative wording of the items and provided a one-dimensional measurement of the self-esteem construct as proposed by Rosenberg. However, the EAR-P presented limitations given that no evidence was shown to identify the relationship between self-esteem and other similar constructs, and it is also added that the sample could have been larger in order to obtain better results of psychometric properties. The objective of the study was to evaluate the validity based on the internal structure from a Classical Test Theory (CTT) and Item Response Theory (IRT) approach, obtain evidence of validity based on the relationship with other variables and estimate reliability. of the Rosenberg Self-Esteem Scale-P (EAR-P). For this, 797 Peruvian university students were evaluated, of which 235 were men (29.49%) and 562 women (70.51%) with an age range of 18 to 35 years (M = 22.55, SD = 3.32). The results show that the unidimensional structure of the EAR-P presents adequate adjustment indices (CFI=.98, TLI=.97, SRMR=.05), the parameters of difficulty and discrimination showed favorable values and an acceptable value was found in internal consistency (ω = .96; α =.97). In addition, the EAR-P was found to be negatively related to anxiety depression (-.45), anxiety (-.33), and stress (-.30). It is also positively related to life satisfaction (.69). The findings of the one-dimensional model were adequate. However, it was found that one of the indices did not provide a good fit (RMSEA=.164). One of the possible explanations is related to the small degrees of freedom identified in the model (df=35), because small values in the degrees of freedom cause inappropriate adjustments in the RMSEA. In addition, it has been found that its operation is altered when there are few response categories, specifically when there are 4, as is the case of the EAR. Faced with the limitations of the RMSEA, support has been given to other adjustment indices such as the SRMR and CFI, which are robust to being influenced in their values when the model shows small degrees of freedom. Likewise, the SRMR is considered as an index that allows to adequately evaluate the fit of the model regardless of the estimation method used. Therefore, it is concluded that the EAR-P presents adequate psychometric properties of validity and reliability, this allows to have a useful and pertinent instrument for the measurement of self-esteem in the Peruvian university students. [ABSTRACT FROM AUTHOR]

Objective: To learn about the factorial structure of the Inventory of Self-Regulation of Learning Processes (IPAA) in a sample of university students in Ecuador. Method: The study was based on a descriptive and instrumental design of the IPAA. Participants: 570 students from public universities in Ecuador. Seventy-six percent were women and 24% were men. Ages ranged from 17 to 56 years (M= 25.29; SD= 6.5 years). Results: The IPAA is best interpreted among the university sample through a hierarchical factorial model of three firstorder factors and one second-order factor with adequate adjustment. In addition, it converges moderately and positively with the Academic Situations Specific Perceived Self-Efficacy Scale and has high internal consistency reliability. Conclusion: Structural and external evidence of IPPA measurements in a university sample from Ecuador is reported. [ABSTRACT FROM AUTHOR]

This article is part of the findings of an investigation on the ideological processes of environmental conscience in undergraduate students of the Autonomous University of Zacatecas. The objective of this research was to know, to explain and analyze environmental conscience (also called "ecological") in its political and social issues. It is considered that the concept of "sustainability" is an obligatory reference in contemporary societies to think and act with respect to the different environmental problems on global and local levels. The technique of natural semantic networks was applied to obtain information on the psychosocial meaning of sustainability among students from six different academic units. Although the results and their interpretation are typical of the delimited social group, there are some inferences that would be worth reflecting on more broadly. In this way, it is concluded that sustainability serves as a macrocultural device to promote a new model of economic development that seeks to resolve the contradictions of contemporary capitalism. [ABSTRACT FROM AUTHOR]

The objective of this study is to analyze the response of university students in relation to the perception, assimilation, understanding and regulation of their emotions in the face of diverse situations that arise, using a quantitative approach and an exploratory design of a sample of two groups of two, generations with a total of 62 participants, the survey technique was applied and a questionnaire was used to measure emotional intelligence using the scale (ESCQ) Emotional skills and competencies that explored four categories in particular from the Mayer and Salovey model (1997): perception, assimilation, understanding and regulation of emotions. It consists of 45 items, on a Likert-type scale with a rating from 1 to 5. To process the information, the data were analyzed by comparing means in the Anova test. The results indicate that the generation factor does not influence the behavior of the EI dimensions, so a significant difference is not reported. The conclusions indicate that there are more latent needs in the perception and regulation of emotions, which could have certain effects on personal and professional life. After entering the field, it is considered essential to continue with this line of research and incorporate new hypotheses of study. [ABSTRACT FROM AUTHOR]