A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z  

  First | 1 2 3 4 5        [Sort alphabetically]   [Restore default list]

  Subjects -> PSYCHOLOGY (Total: 983 journals)
Showing 601 - 174 of 174 Journals sorted by number of followers
Nature Human Behaviour     Hybrid Journal   (Followers: 53)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 50)
American Journal of Applied Psychology     Open Access   (Followers: 50)
Frontiers in Behavioral Neuroscience     Open Access   (Followers: 30)
Violence and Gender     Full-text available via subscription   (Followers: 22)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 20)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 19)
Sport, Exercise, and Performance Psychology     Full-text available via subscription   (Followers: 15)
Current Opinion in Psychology     Hybrid Journal   (Followers: 15)
Current Addiction Reports     Hybrid Journal   (Followers: 14)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 14)
Review Journal of Autism and Developmental Disorders     Hybrid Journal   (Followers: 13)
Journal of Gender-Based Violence     Hybrid Journal   (Followers: 13)
Glossa Psycholinguistics     Open Access   (Followers: 13)
Journal of Music Therapy     Hybrid Journal   (Followers: 13)
Journal of Social and Political Psychology     Open Access   (Followers: 12)
Psychology of Sexual Orientation and Gender Diversity     Full-text available via subscription   (Followers: 12)
Journal of Experimental Psychology : Animal Learning and Cognition     Full-text available via subscription   (Followers: 11)
Case Studies in Sport and Exercise Psychology     Hybrid Journal   (Followers: 11)
Autism's Own     Open Access   (Followers: 11)
Health Psychology Open     Open Access   (Followers: 11)
Clinical Psychology and Special Education     Open Access   (Followers: 10)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 10)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 10)
Journal of Psychosocial Rehabilitation and Mental Health     Hybrid Journal   (Followers: 10)
Addictive Behaviors Reports     Open Access   (Followers: 8)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 8)
Evolutionary Behavioral Sciences     Full-text available via subscription   (Followers: 7)
Psychology of Consciousness : Theory, Research, and Practice     Full-text available via subscription   (Followers: 7)
Music Therapy Perspectives     Hybrid Journal   (Followers: 7)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 7)
Internet Interventions : The application of information technology in mental and behavioural health     Open Access   (Followers: 6)
Evolutionary Psychological Science     Hybrid Journal   (Followers: 6)
Behavior Analyst     Hybrid Journal   (Followers: 6)
Contemporary School Psychology     Hybrid Journal   (Followers: 6)
Creativity. Theories ? Research ? Applications     Open Access   (Followers: 6)
Qualitative Psychology     Full-text available via subscription   (Followers: 6)
Psychomusicology : Music, Mind, and Brain     Full-text available via subscription   (Followers: 6)
Review of Behavioral Economics     Full-text available via subscription   (Followers: 6)
Decision     Full-text available via subscription   (Followers: 6)
International Journal of Yoga : Philosophy, Psychology and Parapsychology     Open Access   (Followers: 6)
Neurology, Neuropsychiatry, Psychosomatics     Open Access   (Followers: 6)
Porn Studies     Hybrid Journal   (Followers: 6)
Revista Científica Arbitrada de la Fundación MenteClara     Open Access   (Followers: 5)
Archives of Scientific Psychology     Open Access   (Followers: 5)
Counselling and Values     Hybrid Journal   (Followers: 5)
European Journal of Investigation in Health, Psychology and Education     Open Access   (Followers: 5)
Cognitive Research : Principles and Implications     Open Access   (Followers: 5)
Journal of Individual Psychology     Full-text available via subscription   (Followers: 5)
OA Autism     Open Access   (Followers: 5)
Journal of Behavioral Addictions     Open Access   (Followers: 5)
Journal of Social, Behavioral, and Health Sciences     Open Access   (Followers: 5)
Journal of Cognitive Historiography     Full-text available via subscription   (Followers: 5)
Voices : A World Forum for Music Therapy     Open Access   (Followers: 4)
Psyke & Logos     Open Access   (Followers: 4)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 4)
Cultural-Historical Psychology     Open Access   (Followers: 4)
Policy Insights from the Behavioral and Brain Sciences     Full-text available via subscription   (Followers: 4)
SUCHT - Zeitschrift für Wissenschaft und Praxis / Journal of Addiction Research and Practice     Hybrid Journal   (Followers: 4)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 4)
Drama Therapy Review     Hybrid Journal   (Followers: 4)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 4)
Spirituality in Clinical Practice     Full-text available via subscription   (Followers: 3)
Psychology and Law     Open Access   (Followers: 3)
Phenomenology and Mind     Open Access   (Followers: 3)
Inquiry : Critical Thinking Across the Disciplines     Full-text available via subscription   (Followers: 2)
Nigerian Journal of Guidance and Counselling     Full-text available via subscription   (Followers: 2)
Language and Text     Open Access   (Followers: 2)
Research in Psychology and Behavioral Sciences     Open Access   (Followers: 2)
Social Psychology and Society     Open Access   (Followers: 2)
European Journal of Behavior Analysis     Hybrid Journal   (Followers: 2)
Sexual Offending : Theory, Research, and Prevention     Open Access   (Followers: 2)
Lebenswelt : Aesthetics and philosophy of experience     Open Access   (Followers: 2)
Journal of Dynamic Decision Making     Open Access   (Followers: 2)
Multisensory Research     Hybrid Journal   (Followers: 2)
Zeitschrift für Neuropsychologie     Hybrid Journal   (Followers: 2)
Zeitschrift für Psychiatrie, Psychologie und Psychotherapie     Hybrid Journal   (Followers: 2)
Couple and Family Psychoanalysis     Full-text available via subscription   (Followers: 2)
Social Action : The Journal for Social Action in Counseling and Psychology     Free   (Followers: 2)
Phenomenology & Practice     Open Access   (Followers: 2)
Social Inclusion     Open Access   (Followers: 2)
Journal of Language Aggression and Conflict     Hybrid Journal   (Followers: 2)
Journal of Amateur Sport     Open Access   (Followers: 2)
Journal of Psychology in Africa     Full-text available via subscription   (Followers: 1)
Brain Informatics     Open Access   (Followers: 1)
Russian Psychological Journal     Open Access   (Followers: 1)
Psychological Science and Education     Open Access   (Followers: 1)
Undecidable Unconscious : A Journal of Deconstruction and Psychoanalysis     Full-text available via subscription   (Followers: 1)
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Acta de Investigación Psicológica     Open Access   (Followers: 1)
Epiphany     Open Access   (Followers: 1)
Psychosomatic Medicine and General Practice     Open Access   (Followers: 1)
Journal of Mind and Medical Sciences     Open Access   (Followers: 1)
Psychological Science and Education psyedu.ru     Open Access   (Followers: 1)
International Review of Social Psychology / Revue Internationale de Psychologie Sociale     Open Access   (Followers: 1)
Canadian Journal of Art Therapy : Research, Practice, and Issues     Hybrid Journal   (Followers: 1)
Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie     Hybrid Journal   (Followers: 1)
Zeitschrift für Pädagogische Psychologie     Hybrid Journal   (Followers: 1)
Neuropsychoanalysis : An Interdisciplinary Journal for Psychoanalysis and the Neurosciences     Hybrid Journal   (Followers: 1)
Voices : The Art and Science of Psychotherapy     Full-text available via subscription   (Followers: 1)
Activités     Open Access   (Followers: 1)
Tempo Psicanalitico     Open Access   (Followers: 1)
Journal of Educational, Cultural and Psychological Studies     Open Access   (Followers: 1)
Quantitative Methods for Psychology     Open Access   (Followers: 1)
FLEKS : Scandinavian Journal of Intercultural Theory and Practice     Open Access   (Followers: 1)
Canadian Art Therapy Association     Hybrid Journal   (Followers: 1)
Journal of Numerical Cognition     Open Access   (Followers: 1)
Wawasan     Open Access   (Followers: 1)
Zeitschrift für Gerontopsychologie und -psychiatrie     Full-text available via subscription   (Followers: 1)
Psicologia e Saber Social     Open Access   (Followers: 1)
Pragmatic Case Studies in Psychotherapy     Open Access   (Followers: 1)
Behavioral Development Bulletin     Full-text available via subscription   (Followers: 1)
Journal of Addiction & Prevention     Open Access  
Revista de Estudios e Investigación en Psicología y Educación     Open Access  
Persona Studies     Open Access  
Indigenous : Jurnal Ilmiah Psikologi     Open Access  
Intuisi : Jurnal Psikologi Ilmiah     Open Access  
Setting     Full-text available via subscription  
Revista de Psicologia     Open Access  
Behaviormetrika     Hybrid Journal  
European Yearbook of the History of Psychology     Full-text available via subscription  
Interacciones. Revista de Avances en Psicología     Open Access  
Psicologia     Open Access  
Journal für Psychoanalyse     Open Access  
Siglo Cero. Revista Española sobre Discapacidad Intelectual     Open Access  
Miscelánea Comillas. Revista de Ciencias Humanas y Sociales     Open Access  
New School Psychology Bulletin     Open Access  
TESTFÓRUM     Open Access  
S : Journal of the Circle for Lacanian Ideology Critique     Open Access  
International Journal of Psychoanalysis and Education     Open Access  
Quaderns de Psicologia     Open Access  
Satir International Journal     Open Access  
Mudanças - Psicologia da Saúde     Open Access  
Journal of Creating Value     Full-text available via subscription  
Tajdida : Jurnal Pemikiran dan Gerakan Muhammadiyah     Open Access  
Estudos Interdisciplinares em Psicologia     Open Access  
Psychologie du Travail et des Organisations     Hybrid Journal  
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Visnyk of NTUU - Philosophy. Psychology. Pedagogics     Open Access  
Revista Costarricense de Psicología     Open Access  
Informes Psicológicos     Open Access  
Jurnal Psikologi     Open Access  
Zeitschrift für Differentielle und Diagnostische Psychologie     Full-text available via subscription  
Klart språk i Norden     Open Access  
Revista Pequén     Open Access  
Pensando Psicología     Open Access  
Ciencias Psicológicas     Open Access  
Revista de Cultura Teológica     Open Access  
Journal of Modern Foreign Psychology     Open Access  
Experimental Psychology (Russia)     Open Access  
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
International Journal of Comparative Psychology     Open Access  
Гуманітарний вісник Запорізької державної інженерної академії     Open Access  
Revista Latinoamericana de Psicología     Open Access  
Cogent Psychology     Open Access  
Ajayu Órgano de Difusión Científica del Departamento de Psicología UCBSP     Open Access  
Psicologia     Open Access  
Análise Psicológica     Open Access  
Rivista Internazionale di Filosofia e Psicologia     Open Access  
Facta Universitatis, Series : Philosophy, Sociology, Psychology and History     Open Access  
Universal Journal of Psychology     Open Access  
Revista Internacional de Psicologia     Open Access  
Terapia familiare     Full-text available via subscription  
Studi Junghiani     Full-text available via subscription  
Ruolo Terapeutico (IL)     Full-text available via subscription  
Rivista Sperimentale di Freniatria     Full-text available via subscription  
Rivista di Psicoterapia Relazionale     Full-text available via subscription  
Ricerche di psicologia     Full-text available via subscription  
Ricerca Psicoanalitica : Journal of the Relationship in Psychoanalysis     Open Access  
Quaderni di Gestalt     Full-text available via subscription  
Psicoterapia e Scienze Umane     Full-text available via subscription  
Psicologia di Comunità. Gruppi, ricerca-azione, modelli formativi     Full-text available via subscription  
Psicologia della salute     Full-text available via subscription  
Psicobiettivo     Full-text available via subscription  
Psicoanalisi     Full-text available via subscription  
Ipnosi     Full-text available via subscription  
Interazioni     Full-text available via subscription  
Gruppi     Full-text available via subscription  
Forum : Journal of the International Association of Group Psychoterapy     Full-text available via subscription  
Educazione sentimentale     Full-text available via subscription  
Revista Wímb Lu     Open Access  
International Perspectives in Psychology : Research, Practice, Consultation     Full-text available via subscription  
Lernen und Lernstörungen     Hybrid Journal  
Inkanyiso : Journal of Humanities and Social Sciences     Open Access  
Online Readings in Psychology and Culture     Open Access  
Winnicott e-prints     Open Access  
Trivium : Estudos Interdisciplinares     Open Access  
Temas em Psicologia     Open Access  
Stylus (Rio de Janeiro)     Open Access  
Salud & Sociedad: investigaciones en psicologia de la salud y psicologia social     Open Access  
Revista Psicopedagogia     Open Access  
Revista Psicologia Política     Open Access  
Revista Psicologia e Saúde     Open Access  
Revista Psicologia     Open Access  
Revista Mexicana de Orientación Educativa     Open Access  
Revista do NUFEN     Open Access  
Revista de Etologia     Open Access  
Revista da SPAGESP     Open Access  
Revista da SBPH     Open Access  
Revista da Abordagem Gestáltica     Open Access  

  First | 1 2 3 4 5        [Sort alphabetically]   [Restore default list]

Similar Journals
Journal Cover
Revista Latinoamericana de Psicología
Journal Prestige (SJR): 0.299
Citation Impact (citeScore): 1
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 0120-0534
Published by Elsevier Homepage  [2906 journals]
  • Netiquette, implication of online emotional content and empathy in
           adolescents according to gender
    • Netiquette, implication of online emotional content and empathy in adolescents according to gender

      Netiqueta, implicación del contenido emocional en línea y empatía en adolescentes según el género

      Ana Cebollero-Salinas , Jacobo Cano-Escoriaza , Santos Orejudo , Tatiana Íñiguez-Berrozpe
      Revista Latinoamericana de Psicología, (2022), 54, pp. 104-111.
      Received 15 May 2022
      Accepted 28 July 2022

      https://doi.org/10.14349/rlp.2022.v54.12

      Resumen

      Introducción: Educar en la netiqueta (normas sociales que promueven la ciberconvivencia) se ha convertido en una propuesta alternativa para ayudar a prevenir las expresiones de discriminación y violencia online. En concreto, la empatía y el contenido emocional online son claves en los comportamientos antisociales. Método: Nuestro objetivo es, por tanto, analizar de forma diferencial las relaciones entre la netiqueta, el contenido emocional online y la empatía en adolescentes según el género. Participaron 774 adolescentes (55,4% chicas) matriculados en 13 centros educativos españoles (M = 13,82 y SD = 1345). Resultados: Los resultados mostraron que las chicas alcanzan mayores puntuaciones en netiqueta, contenido emocional online y empatía. Además, la expresión e-emocional en las chicas y la facilitación del uso de las e-emociones en los chicos son factores amortiguadores de la netiqueta; sin embargo, la compresión y regulación de las e-emociones para ambos géneros, así como la empatía cognitiva en los chicos, son factores promotores. Conclusiones: Sería recomendable educar a los jóvenes en la netiqueta donde el uso moderado de la manifestación emocional en la red puede ser una estrategia eficaz para promoverla.

      Palabras clave:
      Ciberconvivencia, clima escolar, netiqueta, empatía, emoción, género, adolescencia

      Abstract

      Introduction: Education in netiquette (social norms that promote cyber coexistence) has become an alternative proposal for helping prevent online expressions of discrimination and violence. Specifically, empathy and online emotional content are key in antisocial behaviours. Method: Our objective is thus to differentially analyse the relationships between netiquette, online emotional content, and empathy in adolescents according to gender. 774 adolescents (55.4% girls) enrolled in 13 Spanish educational centres participated (M = 13.82 and SD = 1345). Results: Results show that girls achieve higher scores in netiquette, online emotional content, and empathy. E-emotional expression in girls and the facilitating use of e-emotions in boys are exclusionary factors of netiquette; however, the understanding and management of e-emotions for both genders, as well as cognitive empathy in boys, are promoter factors. Conclusions: It would be advisable to educate young people in netiquette, where the moderate use of emotional expression online can be an effective strategy to promote it.

      Keywords:
      Cyber coexistence, school climate, netiquette, empathy, emotion, gender, adolescence

      Artículo Completo
      Bibliografía

      Ang, R. P. (2015). Adolescent cyberbullying: A review of characteristics, prevention and intervention strategies. Aggression and Violent Behavior, 25, 35-42. https://doi.org/10.1016/j.avb.2015.07.011

      Ang, R. P., & Goh, D. H. (2010). Cyberbullying among adolescents: The role of affective and cognitive empathy, and gender. Child Psychiatry & Human Development, 41(4), 387-397. https://doi.org/10.1007/s10578-010-0176-3

      Bailen, N. H., Green, L. M., & Thompson, R. J. (2019). Understanding emotion in adolescents: A review of emotional frequency, intensity, instability, and clarity. Emotion Review, 11(1), 63-73. https://doi.org/10.1177/1754073918768878

      Best, P., Manktelow, R., & Taylor, B. (2014). Online communication, social media and adolescent wellbeing: A systematic narrative review. Children and Youth Services Review, 41, 27-36. https://doi.org/10.1016/j.childyouth.2014.03.001

      Brewer, G., & Kerslake, J. (2015). Cyberbullying, self-esteem, empathy and loneliness. Computers in Human Behavior, 48, 255-260. https://doi.org/10.1016/j.chb.2015.01.073

      Christov-Moore, L., Simpson, E. A., Coudé, G., Grigaityte, K., Iacoboni, M., & Ferrari, P. F. (2014). Empathy: Gender effects in brain and behavior. Neuroscience and Biobehavioral Reviews, 46(P4), 604-627. https://doi.org/10.1016/j.neubiorev.2014.09.001

      Cebollero-Salinas, A., Cano-Escoriaza, J., & Orejudo, S. (2022). Impact of online emotions and netiquette on phubbing from a gender perspective: Educational challenges. Journal of New Approaches in Educational Research, 11(1), 64-78. https://doi.org/10.7821/naer.2022.1.848

      Cohen, D., & Strayer, J. (1996). Empathy in conduct-disordered and comparison youth. Developmental Psychology, 32(6), 988-998. https://doi.org/10.1037/0012-1649.32.6.988

      Decety, J. (2011). Dissecting the neural mechanisms mediating empathy. Emotion Review, 3(1), 92-108. https://doi.org/10.1177/1754073910374662

      Derks, D., Fischer, A. H., & Bos, A. E. R. (2008). The role of emotion in computer-mediated communication: A review. Computers in Human Behavior, 24(3), 766-785. https://doi.org/10.1016/j.chb.2007.04.004

      Díaz-López, A., Maquilón-Sánchez, J.-J., & Mirete-Ruiz, A.-B. (2020). Maladaptive use of ICT in adolescence: Profiles, supervision and technological stress. Comunicar, 28(64), 29-38. https://doi.org/10.3916/C64-2020-03

      Eckler, P., & Bolls, P. (2011). Spreading the virus. Journal of Interactive Advertising, 11(2), 1-11. https://doi.org/10.1080/15252019.2011.10722180

      Estévez, E., Flores, E., Estévez, J. F., & Huéscar, E. (2019). Programas de intervención en acoso escolar y ciberacoso en educación secundaria con eficacia evaluada: una revisión sistemática. Revista Latinoamericana de Psicología, 51(3), 210-225. https://doi.org/10.14349/rlp.2019.v51.n3.8

      Flores, J. (2010). Netiqueta joven para redes sociales: ciudadanía digital y ciberconvivencia. https://bit.ly/3QwumaZ

      Garaigordobil, M., & Maganto, C. (2011). Empatía y resolución de conflictos durante la infancia y la adolescencia. Revista Latinoamericana de Psicologia, 43(2), 255-266.

      Guadagno, R. E., Rempala, D. M., Murphy, S., & Okdie, B. M. (2013). What makes a video go viral?. An analysis of emotional contagion and Internet memes. Computers in Human Behavior, 29(6), 2312-2319. https://doi.org/10.1016/j.chb.2013.04.016

      Hair, J. F., Anderson, R E., Tatham, R L., & Black, W. C. (1999). Análisis multivariante. Prentice Hall.

      Hammond, L., & Moseley, K. (2018). Reeling in proper “netiquette.” Nursing Made Incredibly Easy!, 16(2), 50-53. https://doi.org/10.1097/01.NME.0000529952.99334.e4

      Jibril, T. A., & Abdullah, M. H. (2013). Relevance of emoticons in computer-mediated communication contexts: An overview. Asian Social Science, 9(4) 201-207. https://doi.org/10.5539/ass.v9n4p201

      Jolliffe, D., & Farrington, D. P. (2006). Development and validation of the Basic Empathy Scale. Journal of Adolescence, 29(4), 589-611. https://doi.org/10.1016/j.adolescence.2005.08.010

      Knafo, A., Zahn-Waxler, C., Van Hulle, C., Robinson, J. L., & Rhee, S. H. (2008). The developmental origins of a disposition toward empathy: Genetic and environmental contributions. Emotion, 8(6), 737-752. https://doi.org/10.1037/a0014179

      Kokkinos, C. M., & Voulgaridou, I. (2019). Relational aggressors’ coping: The moderating role of empathy. Journal of School Violence, 18(4), 536-549. https://doi.org/10.1080/15388220.2019.1597728

      Kokkinos, C. M., Voulgaridou, I., & Despoti, G. (2021). The indirect effects of anger on relational aggression through anger rumination. Journal of School Violence, 20(4), 511-522. https://doi.org/10.1080/15388220.2021.1969242

      Konrath, S.H. (2012). The empathy paradox: Increasing disconnection in the age of increasing connection. In R. Luppicini (Ed.), Handbook of research on Technoself: Identitiy in a technological society. (pp. 967–991). IGI Global.

      Kowalski, R. M., Limber, S. P., & McCord, A. (2019). A developmental approach to cyberbullying: Prevalence and protective factors. Aggression and Violent Behavior, 45, 20-32. https://doi.org/10.1016/j.avb.2018.02.009

      Kumazaki, A., Suzuki, K., Katsura, R., Sakamoto, A., & Kashibuchi, M. (2011). The effects of netiquette and ICT skills on school-bullying and cyber-bullying: The two-wave panel study of japanese elementary, secondary, and high school students. Procedia – Social and Behavioral Sciences, 29, 735–741. https://doi.org/10.1016/j.sbspro.2011.11.299

      Linek, S. B., & Ostermaier-Grabow, A. (2018). Netiquette between students and their lecturers on Facebook: Injunctive and descriptive social norms. Social Media and Society, 4(3), 1-17. https://doi.org/10.1177/2056305118789629

      Lowry, R. (2021). Significado de la diferencia entre dos coeficientes de correlación. VassarStats:Website for Statistical Computation. http://vassarstats.net/rdiff.html

      Marín-López, I., Zych, I., Ortega-Ruiz, R., Hunter, S. C., & Llorent, V. J. (2020). Relations among online emotional content use, social and emotional competencies and cyberbullying. Children and Youth Services Review, 108, Article 104647. https://doi.org/10.1016/j.childyouth.2019.104647

      Mistretta, S. (2021). The new netiquette: Choosing civility in an age of online teaching and learning. International Journal on E-Learning, 20(3), 323-345. https://www.learntechlib.org/primary/p/217270/

      Nasaescu, E., Marín-López, I., Llorent, V. J., Ortega-Ruiz, R., & Zych, I. (2018). Abuse of technology in adolescence and its relation to social and emotional competencies, emotions in online communication, and bullying. Computers in Human Behavior, 88, 114–120. https://doi.org/10.1016/j.chb.2018.06.036

      National Institute of Statistics (INE). (2020). Encuesta sobre equipamiento y uso de tecnologías de información y comunicación en los hogares. https://bit.ly/3vUdF1v

      Oliva, A., Pertegal, M. A., Antolín, L., Reina, M. C., Ríos, M., & Hernando, A. (2011). Desarrollo positivo adolescente y los activos que lo promueven: un estudio en centros docentes andaluces. Junta de Andalucía, Secretaría General de Salud Pública y Participación. https://issuu.com/irefuca/docs/des_pos_activos_promueven/4

      Ortega, R., Del Rey, R., & Sánchez, V. (2012). Nuevas dimensiones de la convivencia escolar y juvenil. Ciberconducta y relaciones en la red: ciberconvivencia. Ministerio de Educación, Cultura y Deporte. Gobierno de España. https://doi.org/10.13140/2.1.3141.1520

      Pardo, A., & Ruiz, M. A. (2013). Análisis de datos con SPSS 13 Base. McGraw-Hill.

      Park, S., Na, E. Y., & Kim, E. mee. (2014). The relationship between online activities, netiquette and cyberbullying. Children and Youth Services Review, 42, 74-81. https://doi.org/10.1016/j.childyouth.2014.04.002

      Pręgowski, M. (2009). Rediscovering the netiquette: The role of propagated values and personal patterns in defining identity of the Internet user. Observatorio (OBS) Journal, 3(1), 353-367. https://bit.ly/3A1NY1w

      Rosenthal-von der Pütten, A. M., Hastall, M. R., Köcher, S., Meske, C., Heinrich, T., Labrenz, F., & Ocklenburg, S. (2019). “Likes” as social rewards: Their role in online social comparison and decisions to like other People’s selfies. Computers in Human Behavior, 92, 76-86. https://doi.org/10.1016/j.chb.2018.10.017

      Serrano-Puche, J. (2016). Internet and emotions: New trends in an emerging field of research. Comunicar, 46, 19-26. https://doi.org/10.3916/C46-2016-02

      Shepherd, R. P. (2016). Men, women, and Web 2.0 writing: Gender difference in Facebook composing. Computers and Composition, 39, 14-26. https://doi.org/10.1016/j.compcom.2015.11.002

      Smahel, D., Zlamal, R., Machackova, HanaAbramczuk, K., Ólafsson, K., & Staksrud, E. (2020). EU Kids Online 2020: Technical Report. [Monograph Report] 1-47. https://doi.org/10.21953/lse.47fdeqj01ofo

      Silvers, J. A., McRae, K., Gabrieli, J. D. E., Gross, J. J., Remy, K. A., & Ochsner, K. N. (2012). Age-related differences in emotional reactivity, regulation, and rejection sensitivity in adolescence. Emotion, 12(6), 1235-1247. https://doi.org/10.1037/a0028297

      Soler-Costa, R., Lafarga-Ostáriz, P., Mauri-Medrano, M., & Moreno-Guerrero, A.-J. (2021). Netiquette: Ethic, education, and behavior on Internet—a systematic literature review. International Journal of Environmental Research and Public Health, 18(3), Article 1212. https://doi.org/10.3390/ijerph18031212

      Stieglitz, S., & Dang-Xuan, L. (2013). Emotions and information diffusion in social media—sentiment of microblogs and sharing behavior. Journal of Management Information Systems, 29(4), 217-248. https://doi.org/10.2753/MIS0742-1222290408

      Suler, J. (2004). The online disinhibition effect. Cyberpsychology and Behavior, 7(3), 321-326. https://doi.org/10.1089/1094931041291295

      Svensson, J. (2014). Power, Identity, and Feelings in Digital Late Modernity: The Rationality of Reflexive Emotion Displays Online. In & E. F. T. Benski (Ed.), Internet and emotions (pp. 17-32). Routledge.

      Tifferet, S. (2019). Gender differences in privacy tendencies on social network sites: A meta-analysis. Computers in Human Behavior, 93(October 2018), 1-12. https://doi.org/10.1016/j.chb.2018.11.046

      Tur-Porcar, A. M., Doménech, A., & Jiménez, J. (2019). Achievement perceived, parenting, internet use and adolescent behavior. Revista Latinoamericana de Psicologia, 51(1), 38-47. https://doi.org/10.14349/rlp.2019.v51.n1.5

      Twenge, J. M., & Martin, G. N. (2020). Gender differences in associations between digital media use and psychological well-being: Evidence from three large datasets. Journal of Adolescence, 79, 91-102. https://doi.org/10.1016/j.adolescence.2019.12.018

      Valkenburg, P. M., & Peter, J. (2011). Online communication among adolescents: An integrated model of its attraction, opportunities, and risks. Journal of Adolescent Health, 48(2), 121-127. https://doi.org/10.1016/j.jadohealth.2010.08.020

      Vossen, H. G. M., & Valkenburg, P. M. (2016). Do social media foster or curtail adolescents’ empathy? A longitudinal study. Computers in Human Behavior, 63, 118-124. https://doi.org/10.1016/j.chb.2016.05.040

      Wolniewicz, C. A., Tiamiyu, M. F., Weeks, J. W., & Elhai, J. D. (2018). Problematic smartphone use and relations with negative affect, fear of missing out, and fear of negative and positive evaluation. Psychiatry Research, 262(May 2017), 618-623. https://doi.org/10.1016/j.psychres.2017.09.058

      Yepez-Tito, P., Ferragut, M., & Blanca, M. J. (2020). Sexting in adolescence: The use of technology and parental supervision. Revista Latinoamericana de Psicología, 52, 115-130. https://doi.org/10.14349/rlp.2020.v52.12

      Yudes-Gómez, C., Baridon Chauvie, D., & González-Cabrera, J. (2018). Cyberbullying and problematic Internet use in Colombia, Uruguay and Spain: Cross-cultural study. Comunicar, 56, 49-58. https://doi.org/10.3916/C56-2018-05

      Zych, I., Farrington, D. P., & Ttofi, M. M. (2019). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses. Aggression and Violent Behavior, 45, 4-19. https://doi.org/10.1016/j.avb.2018.06.008

      Zych, I., Ortega-Ruiz, R., & Marín-López, I. (2017). Emotional content in cyberspace: Develpment and validation of E-motions Questionnaire in adolescentes and young people. Psicothema, 29(4), 563-569. https://doi.org/10.7334/psicothema2016.340

      PDF
      Sat, 27 Aug 2022 16:36:54 +000
       
  • Work orientation and flourishing life in twelve Ibero-American countries
    • Work orientation and flourishing life in twelve Ibero-American countries

      Orientación laboral y vida floreciente en doce países iberoamericanos

      Belén Mesurado , Sandra Idrovo Carlier , Omar Rodríguez , Patricia Debeljuh , Ricardo F. Crespo
      Revista Latinoamericana de Psicología, (2022), 54, pp. 94-103.
      Received 18 February 2022
      Accepted 15 June 2022

      https://doi.org/10.14349/rlp.2022.v54.11

      Resumen

      Introducción/Objetivo: La orientación laboral incluye las creencias del individuo sobre el papel del trabajo en su vida como un todo y lo que está buscando en su carrera. La orientación laboral examina cómo el trabajo se conecta con la vida de las personas y es un constructo apropiado para evaluar el efecto del trabajo en el florecimiento humano. Se propone explorar la orientación laboral en 12 países iberoamericanos; e investigar si la orientación laboral afecta el florecimiento humano. Método: Tres mil adultos participaron en este estudio. Se utilizó el Work-Life Questionnaire para evaluar el tipo de relación que los empleados informan tener con su trabajo, de acuerdo con las distinciones entre trabajo, carrera y vocación. Se utilizó la Escala de Florecimiento Multidimensional para medir tres aspectos del florecimiento: bienestar social, psicológico y emocional. Resultados: La mayoría de los participantes informaron un alto nivel de orientación laboral como vocación. En la mayoría de los países, aquellos que trabajan por vocación informaron niveles más altos de bienestar social y psicológico que aquellos que trabajan solo por una motivación económica. Conclusiones: Esta investigación es la primera en comparar la relación entre la orientación al trabajo y el florecimiento humano en Iberoamérica. Los hallazgos nos ayudan a comprender que la orientación al trabajo no es un aspecto secundario de la vida de una persona, sino que tiene implicaciones fundamentales en los trabajadores.

      Palabras clave:
      Orientación al trabajo, florecimiento, bienestar, felicidad, Iberoamérica

      Abstract

      Introduction/Objetive: Work orientation includes the individual’s beliefs regarding the role of work in his/her life as a whole and what they are searching for in their careers. There are three types of orientation to work: job, career, and vocation. Work orientation has the distinction of examining how work connects with people’s lives and is, therefore, an appropriate construct for evaluating the impact of work on human flourishing. The aims of this study are first to explore work orientation in twelve Ibero-American countries; and second, to investigate whether work orientation affects flourishing in the lives of adults in twelve Ibero-American countries. Method: A total of 3000 adults participated in this study. The University of Pennsylvania Work-Life Questionnaire was used to evaluate the type of relationship that employees reported having with their work, according to the distinctions between job, career, and calling. A 12-item version of the Multidimensional Flourishing Scale was used to measure three aspects of flourishing: social, psychological, and emotional well-being. Results: Most participants reported a high level of calling in their work orientation. In most countries, those with a calling orientation reported higher levels of social and psychological well-being than those with a job orientation. The results indicate a clear relationship between a calling orientation and social and psychological well-being. Conclusion: This research is the first to compare the relationship between work-orientation and flourishing in Ibero-America. The findings help us understand that work-orientation is not a secondary aspect of a person’s life but has fundamental implications in the lives of workers.

      Keywords:
      Work orientation, flourishing, well-being, happiness, Ibero-America

      Artículo Completo
      Bibliografía

      Agarwal, U. A., Gupta, M., & Cooke, F. L. (2022). Knowledge hide and seek: Role of ethical leadership, self-enhancement and job-involvement. Journal of Business Research, 141, 770-781. https://doi.org/10.1016/j.jbusres.2021.11.074

      American Educational Research Association (2018). Standards for educational and psychological testing. American Educational Research Association.

      Bacher, J., Beham-Rabanser, M., & Forstner, M. (2022). Can work value orientations explain the gender wage gap in Austria? International Journal of Sociology, 52(3), 208-228. https://doi.org/10.1080/00207659.2022.2042114

      Bellah, R., Madsen, R., Sullivan, W., Swidler, A., & Tipton, M. (1985). Habits of the Heart. Harper & Row.

      Bunderson, J. S., & Thompson, J. A. (2009). The call of the wild: Zookeepers, callings, and the double-edged sword of deeply meaningful work. Administrative Science Quarterly, 54(1), 32-57. https://doi.org/10.2189/asqu.2009.54.1.32

      Burns, R. A., Windsor, T., Butterworth, P., & Anstey, K. J. (2022). The protective effects of wellbeing and flourishing on long-term mental health risk. SSM-Mental Health, 2, 100052. https://doi.org/10.1016/j.ssmmh.2021.100052

      Cardador, M. T., Dane, E., & Pratt, M. G. (2011). Linking calling orientations to organizational attachment via organizational instrumentality. Journal of Vocational Behavior, 79(2), 367-378. https://doi.org/10.1016/j.jvb.2011.03.009

      Crespo, R., & Mesurado, B. (2015). Happiness economics, eudaimonia and positive psychology: From happiness economics to flourishing economics. Journal of Happiness Studies, 16(4), 931-946. https://doi.org/10.1007/s10902-014-9541-4

      Csikszentmihalyi, M., & LeFevre, J. (1989). Optimal experience in work and leisure. Journal of Personality and Social Psychology, 56(5), 815-822. https://doi.org/10.1037/0022-3514.56.5.815

      Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276-302. https://doi.org/10.1037/0033-2909.125.2.276

      Dobrow, S. R., & Tosti-Kharas, J. (2011). Calling: The development of a scale measure. Personnel Psychology, 64(4), 1001-1049.
      https://doi.org/10.1111/j.1744-6570.2011.01234.x

      Duffy, R. D., & Dik, B. J. (2013). Research on calling: What have we learned and where are we going? Journal of Vocational Behavior, 83(3), 428-436. https://doi.org/10.1016/j.jvb.2013.06.006

      Duffy, R. D., Douglass, R. P., & Autin, K. L. (2015). Career adaptability and academic satisfaction: Examining work volition and self efficacy as mediators. Journal of Vocational Behavior, 90, 46-54. https://doi.org/10.1016/j.jvb.2015.07.007

      Duffy, R. D., & Sedlacek, W. E. (2010). The salience of a career calling among college students: Exploring group differences and links to religiousness, life meaning, and life satisfaction. The Career Development Quarterly, 59(1), 27-41. https://doi.org/10.1002/j.2161-0045.2010.tb00128.x

      Erum, H., Abid, G., Contreras, F., & Islam, T. (2020). Role of family motivation, workplace civility and self-efficacy in developing affective commitment and organizational citizenship behavior. European Journal of Investigation in Health, Psychology and Education, 10(1), 358-374.

      Fowers, B. J., Mollica, C. O., & Procacci, E. N. (2010). Constitutive and instrumental goal orientations and their relations with eudaimonic and hedonic well-being. The Journal of Positive Psychology, 5(2), 139-153. https://doi.org/10.1080/17439761003630045

      Fredrickson, B. L., & Losada, M. F. (2005). Positive affect and the complex dynamics of human flourishing. American Psychologist, 60(7), 678-686. https://doi.org/10.1037/0003-066X.60.7.678

      Huppert, F. A., & So, T. T. (2013). Flourishing across Europe: Application of a new conceptual framework for defining well-being. Social Indicators Research, 110(3), 837-861. https://doi.org/10.1007/s11205-011-9966-7

      Ignacio, D. A., Emick-Seibert, J., Serpas, D. G., Fernandez, Y. S., Bargotra, S., & Bush, J. (2022). Individual, family, and social correlates of flourishing outcomes among youth: Findings from the 2016-2017 National Survey of Children’s Health. Child Abuse & Neglect, 127, 105560.

      Irmayani, I., Nasution, S. L. a., & Halim, A. (2022). Work involvement, work attitude, discipline and commitment to employee productivity office regional revenue agency Labuhanbatu Regency. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 5(1), 2679-2690. https://www.bircu-journal.com/index.php/birci/article/view/3877/pdf

      Jiang, W. Y., & Wrzesniewski, A. (2022). Misaligned meaning: Couples’ work-orientation incongruence and their work outcomes. Organization Science, 33(2), 785-809.

      Kanungo, R. N., & Hartwick, J. (1987). An alternative to the intrinsic-extrinsic dichotomy of work rewards. Journal of Management, 13(4), 751-766.

      Keyes, C. L. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behav­ior,
      43
      (2), 207-222.

      Keyes, C. L., & Simoes, E. J. (2012). To flourish or not: Positive mental health and all-cause mortality. American Journal of Public Health, 102(11), 2164-2172. https://doi.org/10.2105/AJPH.2012.300918

      Keyes, C. L. M. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73(3), 539-548

      Keyes, C. L. M. (2013). Mental Well-Being.  International Contributions to the Study of Positive Mental Health.  Springer.

      Malka, A., & Chatman, J. A. (2003). Intrinsic and extrinsic work orientations as moderators of the effect of annual income on subjective well-being: A longitudinal study. Personality and Social Psychology Bulletin, 29(6), 737-746. https://doi.org/10.1177/0146167203029006006

      Mantler, J., Campbell, B., & Dupré, K. E. (2021). Jobs, careers, and callings: Exploring work orientation at mid-career. Journal of Career Development, 1-16. https://doi.org/10.1177/08948453211022845

      Mesurado, B., Crespo, R. F., Rodríguez, O., Debeljuh, P., & Carlier, S. I. (2021). The development and initial validation of a multidimensional flourishing scale. Current Psychology, 1-10. https://doi.org/10.1007/s12144-018-9957-9

      Park, Y., & Rothwell, W. J. (2009). The effects of organizational learning climate, career-enhancing strategy, and work orientation on the protean career. Human Resource Development International, 4(12), 387-405.

      Piqueras Rodríguez, J. A., Vidal Arenas, V., Falcó García, R., Moreno Amador, B., Marzo Campos, J. C., & Keyes, C. L. (2022). Validation of the Mental Health Continuum-Short Form (MHC-SF) for multidimensional assessment of subjective well-being in Spanish adolescents. Psicothema, 34(2), 332-343. https://www.psicothema.com/pdf/4753.pdf

      Pratt, M. G., & Ashforth, B. E. (2003). Fostering meaningfulness in working and work. In K. S. Cameron, J. E. Dutton, & R. E. Quinn (Eds.), Positive organizational scholarship: Foundations of a new discipline (pp. 309-327). Berrett-Koehler.

      Rodríguez, O., Mesurado, B., & Crespo, R. F. (2017). Calling. Making the world a better place from within multinational corporations. Current Psychology, 38, 821–828. https://doi.org/10.1007/s12144-017-9658-9

      Sainz, M., Lobato, R. M., & Porras-Caballero, F. (2021). Adaptation and validation into Spanish of the workplace dignity scale. Revista Latinoamericana de Psicología, 53, 64-72. https://doi.org/10.14349/rlp.2021.v53.8

      Seligman, M. E. (2011). Flourish: The new positive psychology and the search for well-being. Free Press.

      Timms, N. (2018). Social work values: An enquiry. Routledge. https://doi.org/10.4324/9780429427749

      VanderWeele, T. J. (2017). On the promotion of human flourishing. Proceedings of the National Academy of Sciences, 114(31), 8148-8156. https://doi.org/10.1073/pnas.1702996114

      Warr, P., & Inceoglu, I. (2018). Work orientations, well-being and job content of self-employed and employed professionals. Work, Employment and Society, 32(2), 292-311. https://doi.org/10.1177/0950017017717684

      Willen, S. S., Williamson, A. F., Walsh, C. C., Hyman, M., & Tootle, W. (2022). Rethinking flourishing: Critical insights and qualitative perspectives from the US Midwest. SSM-Mental Health, 2, 100057. https://doi.org/10.1016/j.ssmmh.2021.100057

      Wrzesniewski, A. (2003). Finding positive meaning in work. In K. S. Cameron, J. E. Dutton, & R. E. Quinn (Eds.), Positive organizational scholarship: Foundations of a new discipline (pp. 327-347). Berrett-Koehler.

      Wrzesniewski, A., McCauley, C., Rozin, P., & Schwartz, B. (1997). Jobs, careers, and callings: People’s relations to their work. Journal of Research in Personality, 31(1), 21-33. https://doi.org/10.1006/jrpe.1997.2162

      Wrzesniewski, A. E. (1999). Jobs, careers, and callings: Work orientation and job transitions. University of Michigan.

      Yulianto, E., Sanosra, A., & Herlambang, T. (2022). Analysis of the effect of competence and education and training on employee performance through work commitment as intervening variable. International Journal of Management Science and Information Technology, 2(1), 12–18. https://journal.lembagakita.org/index.php/IJMSIT/article/view/460

      Zhang, J. H. (2022). Times of uncertainty: The psychological and behavioral impact of employment uncertainty on furloughed workers and the moderating effect of work orientation [Doctoral Disertation, Washington University in St. Louis]. ProQuest Dissertations Publishing. https://bit.ly/3Qk1OBt

      PDF
      Fri, 12 Aug 2022 19:54:55 +000
       
  • El impacto de la soledad y la fragilidad en el bienestar de los mayores
           europeos
    • El impacto de la soledad y la fragilidad en el bienestar de los mayores europeos

      The impact of loneliness and frailty on the well-being of older Europeans

      Patricia Sancho , Trinidad Sentandreu-Mañó , Irene Fernández , José M. Tomás
      Revista Latinoamericana de Psicología, (2022), 54, pp. 86-93.
      Recibido el 14 de abril de 2022
      Aceptado el 9 de junio de 2022

      https://doi.org/10.14349/rlp.2022.v54.10

      Resumen

      Introducción: El bienestar es un constructo importante cuyos determinantes asociados deben ser identificados para comprender con mayor profundidad los procesos para envejecer de forma saludable. El estudio del impacto de la fragilidad en el bienestar de las personas mayores requiere incorporar los dominios físico, psicológico y social. Así, el adulto mayor frágil puede definirse a partir de la fragilidad física, junto con la soledad como fragilidad social. Este estudio propone un modelo para estudiar el impacto de la fragilidad física y la soledad sobre el bienestar de las personas mayores, diferenciando entre control, autonomía, placer y autorrealización. Método: Se realizó un estudio de carácter transversal con una muestra de 13569 personas mayores provenientes de la encuesta SHARE, para estimar un modelo de ecuaciones estructurales en el que se contemplaban los efectos de la fragilidad y la soledad en el bienestar (cuestionario CASP), controlado por el género, la edad y la salud percibida. Resultados: El modelo final contemplaba el efecto del género sobre el indicador de fuerza de prensión de fragilidad. Los resultados mostraron un ajuste adecuado del modelo a los datos y consiguieron explicar un 80.1% de la varianza de control, un 48.6% de la de autonomía, un 43.6% de la de placer y un 61.3% de la varianza de autorrealización. Conclusiones: La soledad y la fragilidad presentaron efectos diferenciales en función del componente de bienestar. Se discuten las implicaciones de dichos efectos en el desarrollo de intervenciones.

      Palabras clave:
      Bienestar, envejecimiento exitoso, factores físicos, factores psicosociales, personas mayores

      Abstract

      Introduction: Well-being is an important construct whose associated determinants must be identified in order to further understand the processes for healthy aging. The study of the impact of frailty on older people’s wellbeing requires the incorporation of physical, psychological and social domains. Hence, frail older adults can be defined from physical frailty, together with loneliness as social frailty. This study proposes a model to study the impact of frailty and loneliness on well-being of older adults, differentiating among control, autonomy, pleasure and self-realization. Method: A cross-sectional study was carried out with a sample of 13569 older adults from the SHARE project was employed in order to estimate a structural equation model in which frailty and loneliness affected well-being (CASP questionnaire), while controlling for gender, age and perceived health. Results: The final model additionally contemplated the effect of gender on the grip strength frailty indicator. Results showed a good fit of the model to the data and could explain 80.1% of the variance of control, 48.6% of autonomy’s, 43.6% of pleasure’s and 61.3% of the variance of self-realization. Conclusions: Loneliness and frailty showed differential effects on the different components of well-being. Implications of these effects on intervention development are discussed.

      Keywords:
      Well-being, successful aging, physical factors, psychosocial factors, older adults

      Artículo Completo
      Bibliografía

      Alpert, P. T. (2017). Self-perception of social isolation and loneliness in older adults. Home Health Care Management & Practice, 29(4), 249–252. https://doi.org/10.1177/1084822317728265

      Andrew, M. K., Fisk, J. D., & Rockwood, K. (2012). Psychological well-being in relation to frailty: A frailty identity crisis? International Psychogeriatrics, 24(08), 1347-1353. https://doi.org/10.1017/S1041610212000269

      Bao-lin, L., Wei, L., Jia-Qi, B., Qing-gang, M., & Jian-feng, F. (2016). Predicting factors associated with frailty in aged patients with bone-arthrosis pain in the clinic. Phys Sportsmed, 44(4), 391-396. https://doi.org/10.1080/00913847.2016.1247678

      Barbosa, B., Sandersb, A., & Kokanovićc, R. (2019). It’s the worst bloody feeling in the world: Experiences of loneliness and social isolation among older people living in care homes. Journal of Aging Studies 49, 74-84. https://doi.org/10.1016/j.jaging.2019.100785

      Bergmann, M., Scherpenzeel, A., & Börsch-Supan, A. (Eds.). (2019). SHARE Wave 7 Methodology: Panel Innovations and Life Histories. Munich Center for the Economics of Aging (MEA).

      Bollen, K. A. (1989). Structural Equation Modeling with latent variables. John Wiley and Sons, Inc.

      Börsch-Supan, A. (2020). Survey of Health, Ageing and Retirement in Europe (SHARE) Wave 7. Release version: 7.1.1. SHARE-ERIC. Data set. https://doi.org/10.6103/SHARE.w7.711

      Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5

      Clegg, A., Young, J., Iliffe, S., Olde Rikkert, M., & Rockwood, K. (2013). Frailty in elderly people. Lancet, 381(9868), 752-762.

      De Jong Gierveld, J. (1998). A review of loneliness: Concepts and definitions, determinants and consequences. Reviews in Clinical Gerontology, 8(1), 73-80. https://doi.org/10.1017/S0959259898008090

      Dent, E., Morley, J. E., Cruz-Jentoft, A. J., Woodhouse, L., Rodríguez-Mañas, L., Fried, L. P., Woo, J., Aprahamian, I., Sanford, A., Lundy, J., Landi, F., Beilby, J., Martin, F. C., Bauer, J. M., Ferrucci, L., Merchant, R. A., Dong, B., Arai, H., Hoogendijk, E. O., … Vellas, B. (2019). Physical Frailty: ICFSR International Clinical Practice Guidelines for Identification and Management. The Journal of Nutrition, Health & Aging, 23(9), 771-787. https://doi.org/10.1007/s12603-019-1273-z

      Dykstra, P. A., Van Tilburg, T., & de Jong Gierveld, J. (2005). Changes in older adults loneliness: Results from a seven-year longitudinal study. Research on Aging, 27(6), 725-747. https://doi.org/10.1177/0164027505279712

      Freedman, A., & Nicolle, J. (2020). Social isolation and loneliness: the new geriatric giants: Approach for primary care. Canadian Family Physician, 66(3), 176-182.

      Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. En G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (pp. 269-314). Information Age.

      Fried, L. P., Tangen, C. M., Walston, J., Newman, A. B., Hirsch, C., Gottdiener, J., Seeman, T., Tracy, R., Kop, W. J., Burke, G., & McBurnie, M. A. (2001). Frailty in older adults: evidence for a phenotype. Journal of Gerontology: Medical Sciences, 56(3), 146-156. https://doi.org/10.1093/gerona/56.3.m146

      Gobbens, R. J., Luijkx, K. G., Wijnen-Sponselee, M. T., & Schols, J. M. (2010). In search of an integral conceptual definition of frailty: Opinions of experts. Journal of the American Medical Directors Association, 11(5), 338-343. https://doi.org/10.1016/j.jamda.2009.09.015

      Griffin, S. C., Williams, A. B., Mladen, S. N., Perrin, P. B., Dzierzewski, J. M., & Rybarczyk, B. D. (2020). Reciprocal effects between loneliness and sleep disturbance in older Americans. Journal of Aging and Health, 32(9), 1156-1164. https://doi.org/10.1177/0898264319894486

      Gwozdz, W., & Sousa-Poza, A. (2010). Ageing, health and life satisfaction of the oldest old: An analysis for Germany. Social Indicators Research, 97, 397-417.

      Han, S. Y., & Ko, Y. (2021). A structural equation model of successful aging in Korean older women: using selection-optimization-compensation (SOC) strategies. Journal of Women and Aging, 33(1), 84-99. https://doi.org/10.1080/08952841.2019.1681883

      Hawkley, L. C., Thisted, R. A., & Cacioppo, J. T. (2009). Loneliness predicts reduced physical activity: Cross-sectional and longitudinal analyses. Health Psychology, 28(3), 354-363. https://doi.org/10.1037/a0014400

      Hoogendijka, E. O. Suanetc, B., Dentd, E., Deege, D. J. H., & Aartsen, M. J. (2016). Adverse effects of frailty on social functioning in older adults: Results from the Longitudinal Aging Study Amsterdam. Maturitas, 83, 45-50. https://doi.org/10.1016/j.maturitas.2015.09.002

      Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118

      Hubbard, R. E., Andrew, M. K., Fallah, N., & Rockwood, K. (2010). Comparison of the prognostic importance of diagnosed diabetes, co-morbidity and frailty in older people. Diabetic Medicine, 27(5), 603-606. https://doi.org/10.1111/j.1464-5491.2010.02977.x

      Hughes, M. E., Waite, L. J., Hawkley, L. C., & Cacioppo, J. T. (2004). A short scale for measuring loneliness in large surveys results from two population-based studies. Research on Aging, 26(6), 655-672. https://doi.org/10.1177/0164027504268574

      Hyde, M., Wiggins, R. D., Higgs, P., & Blane, D. B. (2003). A measure of quality of life in early old age: The theory, development and properties of a needs satisfaction model (CASP-19). Aging & Mental Health, 7(3), 186-194. https://doi.org/10.1080/1360786031000101157

      Jakobsson, U., & Hallberg, I. R. (2013). Loneliness, fear, and quality of life among elderly in Sweden: A gender perspective. Aging Clinical and Experimental Research, 17, 494-501. https://doi.org/10.1007/BF03327417

      Jylha, M. (2004). Old age and loneliness: Cross-sectional and longitudinal analyses in the Tampere longitudinal study on aging. Canadian Journal on Aging, 23, 157-168. https://doi.org/10.1353/cja.2004.0023

      Maharani, A., Pendleton, N., & Leroi, I. (2019). Hearing Impairment, Loneliness, Social Isolation, and Cognitive Function: Longitudinal Analysis Using English Longitudinal Study on Ageing. American Journal of Geriatric Psychiatry, 27(12), 1348-1356. https://doi.org/10.1016/j.jagp.2019.07.010

      Morais, D., Terassi, M., Inouye, K., Luchesi, B. M., & Pavarini, S. C. I. (2016). Chronic pain in elderly caregivers at different levels of frailty. Revista Gaúcha de Enfermagem, 37(4), 1-7. https://doi.org/10.1590/1983-1447.2016.04.60700

      Mulasso, A., Roppolo, M., Giannotta, F., & Rabaglietti, E. (2015). Associations of frailty and psychosocial factors with autonomy in daily activities: a cross-sectional study in Italian community-dwelling older adults. Clinical Interventions in Aging, 11, 37-45. https://doi.org/10.2147/CIA.S95162

      Muñoz, J., & Alix, C. (2002). Psicología del envejecimiento e intervención psicosocial. En J. Muñoz (Ed.), Psicología del envejecimiento (pp. 19-28). Pirámide.

      Muthén, L. K., & Muthén, B. O. (1998-2017). Mplus User’s Guide, 8.ª ed. Muthén & Muthén.

      Nilsson, I., Bernspang, B., Fisher, A.G., Gustafson, Y., & Löfgren, B. (2007). Occupational Engagement and Life Satisfaction in the Oldest-Old: The Umeå 85+ Study. OTJR: Occupation, Participation and Health, 27(4), 131-139. https://doi.org/10.1177/153944920702700403

      Oksuzyan, A., Singh, P. K., Christensen, K., & Jasilionis, D. (2018). A cross-national study of the gender gap in health among older adults in India and China: Similarities and disparities. Gerontologist, 58(6), 1156-1165. https://doi.org/10.1093/geront/gnx111

      Oude Voshaar, R. C., Dimitriadis, M., vandenBrink, R., Aprahamian, I., Borges, M. K., Marijnissen, R. M., Hoogendijk, E. O., Rhebergen, D., & Jeuring, H. W. (2021). A 6-year prospective clinical cohort study on the bidirectional association between frailty and depressive disorder. International Journal of Geriatric Psychiatry, 36(11), 1699-1707. https://doi.org/10.1002/gps.5588

      Ožić, S., Vasiljev, V., Ivković, V., Bilajac, L., & Rukavina, T. (2020). Interventions aimed at loneliness and fall prevention reduce frailty in elderly urban population. Medicine, 99(8), 1-8. https://doi.org/10.1097/MD.0000000000019145

      Palomo-Vélez, G., García, F., Araúna, D., Muñoz-Mendoza, C. L., Fuentes, E., & Palomo, I. (2020). Effects of frailty status on happiness and life satisfaction: The mediating role of self-perceived health. Revista Latinoamericana de Psicología, 52, 95103. https://doi.org/10.14349/rlp.2020.v52.10

      Penninx, B. W. J. H., Van Tilburg, T., Kriegsman, D. M. W., Deeg, D. J. H., Boeke, A. J. P., & Van Eijk, J. T. M. (1997). Effects of social support and personal coping resources on mortality in older age: the longitudinal aging study Amsterdam. American Journal of Epidemiology, 146(6), 510-519. https://doi.org/10.1093/oxfordjournals.aje.a009305

      Pethtel, O., & Chen, Y. (2010). Cross-cultural aging in cognitive and affective components of subjective well-being. Psychology and Aging, 25(3), 725-729. https://doi.org/10.1037/a0018511

      Pinquart, M., & Sörensen, S. (2003). Risk factors for loneliness in adulthood and old age. A meta-analysis. En S. Shohov (Ed.), Advances in psychology research (pp. 111-143). Nova Science.

      Pitkala, K. H., Routasalo, P., Kautiainen, H., & Tilvis, R. S. (2009). Effects of psychosocial group rehabilitation on health, use of health care services, and mortality of older persons suffering from loneliness: a randomized, controlled trial. Journal of Gerontology: Medical Sciences, 64A(7), 792-800. https://doi.org/10.1093/gerona/glp011

      Russel, D., Peplau, L. A. & Cutrona, C. E. (1980). The revised UCLA Loneliness Scale: concurrent and discriminant validity evidence. Journal of Personality and Social Psychology, 39(3), 472-480. https://doi.org/10.1037/0022-3514.39.3.472

      Santos-Eggimann, B., Cuenoud, P., Spagnoli, J., & Junod, J. (2009). Prevalence of Frailty in Middle-Aged and Older Community-Dwelling Europeans Living in 10 Countries. The Journals of Gerontology Series A: Biological Sciences and Medical Sciences, 64A (6), 675-681. https://doi.org/10.1093/gerona/glp012

      Sentandreu-Mañó, T., Badenes-Ribera, L., Fernández, I., Oliver, A., Burks, D. J., & Tomás, J. M. (2022). Frailty in the old age as a direct marker of quality of life and health: Gender differences. Social Indicators Research, 160, 429-443. https://doi.org/10.1007/s11205-019-02246-1

      Smith, L., White, S., Stubbs, B., Hu, L., Veronese, N., Vancampfort, D., Hamer, M., Gardner, B., & Yang, L. (2018). Depressive symptoms, handgrip strength, and weight status in US older adults. Journal of Affective Disorders, 238, 305-310. https://doi.org/10.1016/j.jad.2018.06.016

      Steverink, N., & Lindenberg, S. (2006). Which social needs are important for subjective well-being? What happens to them with aging? Psychology and Aging, 21(2), 281-290. https://doi.org/10.1037/0882-7974.21.2.281

      Studenski, S., Hayes, R. P., Leibowitz, R. Q., Bode, R., Lavery, L., Walston, J., Duncan, P., & Perera, S. (2004). Clinical global impression of change in physical frailty: Development of a measure based on clinical judgment. Journal of the American Geriatrics Society, 52(9), 1560-1566. https://doi.org/10.1111/j.1532-5415.2004.52423.x

      Tilvis, R. S., Laitala, V., Routasalo, P. E., & Pitkälä, K. H. (2011). Suffering from loneliness indicates significant mortality risk of older people. Journal of Aging Research, 2011, 1-5. https://doi.org/10.4061/2011/534781

      Tomás, J. M., Oliver, A., Navarro, E., Meléndez, J. C., & Molina, C. (2009). Comparación del bienestar psicológico de personas mayores dominicanas y españolas. Revista Española de Geriatría y Gerontología, 44(4), 180-185. https://doi.org/10.1016/j.regg.2009.01.004

      Urtamo, A., Jyväkorpi, S. K., & Strandberg, T. E. (2019). Definitions of successful ageing: a brief review of a multidimensional concept. Acta bio-medica: Atenei Parmensis, 90(2), 359-363. https://doi.org/10.23750/abm.v90i2.8376

      Van de Schoot, R., Lugtig, P., & Hox, J. (2012). A checklist for testing measurement invariance. European Journal of Developmental Psychology, 9(4), 486-492. https://doi.org/10.1080/17405629.2012.686740

      Van Oostrom, S. H., Van der, D. L., Rietman, M, L., Picavet, H. S. J., Lette, M., Verschuren, W. M. M., de Bruin, S. R., & Spijkerman, A. M. W. (2017). A four-domain approach of frailty explored in the Doetinchem Cohort Study. BMC Geriatrics, 17(1), 196-207. https://doi.org/10.1186/s12877-017-0595-0

      Vestjens, L., Cramm, J. M., & Nieboer, A. P. (2016). An evaluation of an integrated primary care approach to improve well-being among frail community-dwelling older people. International Journal of Integrated Care, 16(6), 1-8. https://doi.org/10.5334/ijic.2694

      Vestjens, L., Cramm, J. N., Birnie, E., & Nieboer, A. P. (2018). Evaluating an integrated primary care approach to improve well-being among frail community-living older people: A theory-guided study protocol. Geriatrics, 18, 173-190. https://doi.org/10.1186/s12877-018-0832-1

      Ware, J. E., & Gandek, B. (1998). Overview of the SF-36 health survey and the international quality of life assessment (IQOLA) project. Journal of Clinical Epidemiology, 51(11), 903-912. https://doi.org/10.1016/s0895-4356(98)00081-x

      Wyshak, G. (2003). Health ratings in relation to illnesses, physical functioning, general mental health and well-being: self-reports of college alumnae, ages <40-80 and older. Quality of Life Research, 12, 667-674. https://doi.org/10.1023/A:1025153718661

      Xue, Q. L. (2010). The frailty syndrome: Definition and natural history. Clinics in Geriatric Medicine: Home Page, 27(1), 1-15. https://doi.org/10.1016/j.cger.2010.08.009

      Zebhauser, A., Hofmann-Xu, L., Baumert, J., Häfner, S., Lacruz, M. E., Emeny, R. T., Döring, A., Grill, E., Huber, D., Peters, A., & Ladwig, K. H. (2014). How much does it hurt to be lonely? Mental and physical differences between older men and women in the KORA-Age Study. International Journal of Geriatric Psychiatry, 29(3), 245-252. https://doi.org/10.1002/gps.3998

      Zhou, Z., Wang, P., & Fang, Y. (2018). Loneliness and the risk of dementia among older Chinese adults: Gender differences. Aging and Mental Health, 22(4), 519-525. https://doi.org/10.1080/13607863.2016.1277976

      PDF
      Tue, 02 Aug 2022 16:57:50 +000
       
  • Sexismo y tríada oscura de la personalidad en adolescentes: el rol
           mediador de la desconexión moral
    • Sexismo y tríada oscura de la personalidad en adolescentes: el rol mediador de la desconexión moral

      Sexism and dark triad of personality on adolescents: The mediator role of moral disengagement

      María Patricia Navas , José Antonio Gómez-Fraguela , Jorge Sobral
      Revista Latinoamericana de Psicología, (2022), 54, pp. 76-85.
      Recibido el 24 de enero de 2022
      Aceptado el 25 de mayo de 2022

      https://doi.org/10.14349/rlp.2022.v54.9

      Resumen

      Introducción: La Organización Mundial de la Salud indica que es necesario eliminar los valores, las actitudes y los estereotipos basados en el género que afectan la salud y el bienestar de las niñas y mujeres en el mundo. Desde la psicología de la personalidad, algunos trabajos científicos han demostrado que rasgos como la triada oscura de la personalidad (maquiavelismo, psicopatía y narcisismo) y la desconexión moral aumentan la susceptibilidad al sesgo de género, la amenaza y la agresión interpersonal. Como contribución al diseño de un perfil personológico propenso a aceptar y justificar las actitudes sexistas, el objetivo principal de este trabajo fue estudiar el rol mediador de la desconexión moral entre la triada oscura de la personalidad y el sexismo ambivalente en adolescentes. Método: La muestra estuvo compuesta por 803 adolescentes (M = 15.33, DT = 0.99; 50.3% chicos) tras utilizar un muestreo por conveniencia para realizar un análisis de la varianza y la comparación de varios modelos mediacionales a partir de la técnica de bootstrapping. Resultados: Los rasgos de la triada oscura de la personalidad se relacionan directa y significativamente con el sexismo hostil y benevolente de los/as adolescentes, y la desconexión moral tiene un efecto mediador importante en esta relación. Conclusiones: Finalmente, se discute cómo trabajar la desconexión moral para la transformación de estas creencias y actitudes de género que perpetúan la discriminación hacia las adolescentes en programas de prevención.

      Palabras clave:
      Sexismo ambivalente, triada oscura de la personalidad, desconexión moral, bienestar de las niñas y las mujeres, adolescentes

      Abstract

      Introduction: The World Health Organization indicates that gender-based values, attitudes and stereotypes that affect the health and well-being of girls and women around the world need to be eliminated. From personality psychology, scientific studies have shown that traits such as the dark personality triad (Machiavellianism, psychopathy, and narcissism) and moral disengagement increase susceptibility to gender bias, threat, and interpersonal aggression. As a contribution to the design of a personological profile prone to accept and justify sexist attitudes, the main aim of this paper was to study the mediating role of moral disengagement between the dark personality triad and ambivalent sexism in a sample of adolescents. Methods: The sample consisted of 803 adolescents (M = 15.33, SD = 0.99; 50.3% boys) using convenience sampling to assess ambivalent sexism, dark personality triad and moral disengagement. An analysis of variance and comparison of various mediational models was carried out using the bootstrapping technique. Results: The dark personality triad traits are directly and significantly related to adolescents’ hostile and benevolent sexism, and that moral disengagement has a relevant mediating effect on this relationship. Conclusions: Finally, the implications of these findings for the transformation of these gendered beliefs and attitudes that perpetuate discrimination against girls and women are discussed in relation with prevention programs.

      Keywords:
      Ambivalent sexism, dark personality triad, moral disengagement, girls’ and women’s well-being, adolescents

      Artículo Completo
      Bibliografía

      Agadullina, E., Lovakov, A., Balezina, M., & Gulevich, O. (2022). Ambivalent sexism and violence toward women: A meta-analysis. European Journal of Social Psychology (in press). https://doi.org/10.1002/ejsp.2855

      Akrami, N., Ekehammar, B., & Yang-Wallentin, F. (2011). Personality and social psychology factors explaining sexism. Journal of Individual Differences, 32, 153-160. https://doi.org/10.1027/1614-0001/a000043

      Aluja, A., García, L. F., Rossier, J., Ostendorf, F., Glicksohn, J., Oumar, B., Bellaj, T., Ruch, W., Wang, W., Suranyi, Z., ŚCigała, D., ČEkrlija, O., Stivers, A. W., Blas, L. D., Valdivia, M., ben Jemaa, S., Atitsogbe, K. A., & Hansenne, M. (2022). Dark Triad Traits, Social Position, and Personality: A Cross-Cultural Study. Journal of Cross- Cultural Psychology, 53(3), 380–402. https://doi.org/10.1177/00220221211072816

      Anacona, C. A. R., Cruz, Y. C. G., Jiménez, V. S., & Guajardo, E. S. (2017). Sexismo y agresiones en el noviazgo en adolescentes españoles, chilenos y colombianos. Behavioral Psychology/Psicología Conductual, 25, 297-314.

      Anderson, J., & Cheers, C. (2018). Does the dark triad predict prejudice? The role of Machiavellianism, psychopathy, and narcissism in explaining negativity toward asylum seekers. Australian Psychologist, 53(3), 271-281. https://doi.org/10.1111/ap.12283

      Atari, M., & Chegeni, R. (2017). The Dark Triad and long-term mate preferences in Iranian women. Personality and Individual Differences, 104, 333-335. https://doi.org/10.1016/j.paid.2016.08.031

      Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal of Personality and Social Psychology, 71(2), 364-374. https://doi.org/10.1037/0022-3514.71.2.364

      Berger, C., & Caravita, S. C. (2016). Why do early adolescents bully? Exploring the influence of prestige norms on social and psychological motives to bully. Journal of Adolescence, 46, 45-56. https://doi.org/10.1016/j.adolescence.2015.10.020

      Carrera-Fernández, M. V., Lameiras-Fernández, M., Rodríguez-Castro, Y., & Vallejo-Medina, P. (2013). Bullying among Spanish secondary education students: The role of gender traits, sexism, and homophobia. Journal of Interpersonal Violence, 28(14), 2915-2940. https://doi.org/10.1177%2F0886260513488695

      De Lemus, S., Castillo, M., Moya, M., Padilla, J. L., & Ryan, E. (2008). Elaboración y validación del Inventario de Sexismo Ambivalente para Adolescentes. International Journal of Clinical and Health Psychology, 8(2), 537-562. https://www.redalyc.org/pdf/337/33712001013.pdf

      Díaz-Aguado, M. J. & Martínez Arias, R. (2001). La construcción de la igualdad y la prevención de la violencia contra la mujer desde la educación secundaria.  Instituto de la Mujer. http://www.injuve.es/sites/default/files/RJ86-04.pdf

      Fernández, M. L., Castro, Y. R., Otero, M. C., Foltz, M. L., & Lorenzo, M. G. (2006). Sexism, vocational goals, and motivation as predictors of men’s and women’s career choice. Sex Roles, 55, 267-272. https://psycnet.apa.org/doi/10.1007/s11199-006-9079-y

      Fernández-Fuertes, A. A., Carcedo, R. J., Orgaz, B., & Fuertes, A. (2018). Sexualcoercion perpetration and victimization: gender similarities anddifferences in adolescence. Journal of Interpersonal Violence, 33(16), 2467-2485. https://doi.org/10.1177%2F0886260518774306

      Ferrer-Pérez, V. A., Bosch-Fiol, E., & Blahopoulou, I. (2017). Distorsiones cognitivas en los programas de intervención con maltratadores aplicados en España. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 1, 135-147. https://doi.org/10.21865/RIDEP43_135

      Férriz, L., Navas, M. P., Gómez-Fraguela, J. A., & Sobral, J. (2019). Desconexión moral y delincuencia juvenil severa: metaanálisis de su asociación. Revista Latinoamericana de Psicología, 51(3), 162-170. https://doi.org/10.14349/rlp.2019.v51.n3.3

      Furnham, A., Richards, S. C., & Paulhus, D. L. (2013). The Dark Triad of personality: A 10-year review. Social and Personality Psychology Compass, 7, 199-216. https://doi.org/10.1111/spc3.12018

      Galán, C. A., Wang, F. L., Shaw, D. S., & Forbes, E. E. (2019). Early childhood trajectories of conduct problems and hyperactivity/attention problems: Predicting adolescent and adult antisocial behavior and internalizing problems. Journal of Clinical Child & Adolescent Psychology. 49(2), 200-214. https://doi.org/10.1080/15374416.2018.1534206

      Garaigordobil, M., & Aliri, J. (2013). Relaciones del sexismo con justificación de la violencia, y con otras formas de prejuicio como la dominancia social y el autoritarismo. Estudios de Psicología, 34(2), 127-139. https://doi.org/10.1174/021093913806751384

      Glick, P., & Fiske, S. T. (2018). The Ambivalent Sexism Inventory. En S. T. Fiske (Ed.), Social Cognition: Selected works of Susan Fiske (pp. 1-29). Taylor and Francis.

      Gluck, M., Heesacker, M., & Choi, H. D. (2020). How much of the dark triad is accounted for by sexism? Personality and Individual Differences, 154, 109728. https://doi.org/10.1016/j.paid.2019.109728

      Gómez-Fraguela, J. A., Luengo, M. Á, Romero, E., & Villar, P. (2003). El programa construyendo salud: un programa de prevención del abuso de drogas empíricamente fundamentado. Revista Internacional de Ciencias Sociales y Humanidades, Sociotam, 13(1), 165-202.

      Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76, 408-420.

      Hellmer, K., Stenson, J. T., & Jylhä, K. M. (2018). What’s (not) underpinning ambivalent sexism? Revisiting the roles of ideology, religiosity, personality, demographics, and men’s facial hair in explaining hostile and benevolent sexism. Personality and Individual Differences 122, 29-37. https://doi.org/10.1016/j.paid.2017.10.001

      Jonason, P. K., Li, N. P., Webster, G. D., & Schmitt, D. P. (2009). The Dark Triad: Facilitating a short-term mating strategy in men. European journal of personality, 23(1), 5-18. https://doi.org/10.1002%2Fper.698

      Jonason, P. K., & Webster, G. D. (2010). The dirty dozen: A concise measure of the dark triad. Psychological Assessment, 22(2), 420-432. https://doi.org/10.1037/a0019265

      Jones, D. N., & Neria, A. L. (2015). The Dark Triad and dispositional aggression. Personality and Individual Differences, 86, 360-364. https://doi.org/10.1016/j.paid.2015.06.021

      Kraemer, C. H., Kiernan, M., Essex, M., & Kupfer, D. J. (2008). How and why criteria defining moderators and mediators differ between the Baron & Kenny and MacArthur approaches. Health Psychology, 27(2, Suppl), S101-S108. https://psycnet.apa.org/record/2008-03488-002

      Lee, M. S., Begun, S., DePrince, A. P., & Chu, A. T. (2016). Acceptabilityof dating violence and expectations of relationship harm amongadolescent girls exposed to intimate partner violence. Psychological Trauma: Theory, Research, Practice, and Policy, 8(4), 487-494. https://doi.org/10.1037/tra0000130

      Maneiro, L., López-Romero, L., Gómez-Fraguela, J. A., Cutrín, O., & Romero, E. (2019). Pursuing the Dark Triad: Psychometric properties of the Spanish version of the Dirty Dozen. Journal of Individual Differences, 40(1), 36-44. https://doi.org/10.1027/1614-0001/a000274

      Miller, J. D., Vize, C., Crowe, M. L., & Lynam, D. R. (2019). A critical appraisal of the dark-triad literature and suggestions for moving forward. Current Directions in Psychological Science, 28(4), 353-360. https://doi.org/10.1177%2F0963721419838233

      Ministerio de Sanidad, Servicios Sociales e Igualdad. (2019). Documento refundido de medidas del Pacto de Estado en materia de Violencia de Género. Congreso-Senado. Secretaría de Estado de Igualdad-Delegación del Gobierno para la Violencia de Género. España. https://www.mineco.gob.es/stfls/mineco/ministerio/igualdad/ficheros/PactodeEstado.pdf

      Muris, P., Merckelbach, H., Otgaar, H., & Meijer, E. (2017). The malevolent side of human nature: A meta-analysis and critical review of the literature on the dark triad (narcissism, Machiavellianism, and psychopathy). Perspectives on Psychological Science, 12(2), 183-204. https://doi.org/10.1177%2F1745691616666070

      Navas, M. P., Férriz, L., Cutrín, O., Maneiro, L., Gómez-Fraguela, X. A., & Sobral, J. (2020). Cognitions on the dark side: Moral disengagement, dark triad and antisocial behavior in adolescents. Revista Latinoamericana de Psicología, 52, 131-140. https://psycnet.apa.org/doi/10.14349/rlp.2020.v52.13

      Navas, M. P., Maneiro, L., Cutrín, O., Gómez-Fraguela, J. A., & Sobral, J. (2020). Associations between dark triad and ambivalent sexism: Sex differences among adolescents. International Journal of Environmental Research and Public Health, 17(21), 7754-7765. https://doi.org/10.3390/ijerph17217754

      Navas, M. P., Maneiro, L., Cutrín, O., Gómez-Fraguela, J. A., & Sobral, J. (2021a). Contributions of the dark triad to moral disengagement among incarcerated and community adults. Legal and Criminological Psychology, 26(2), 196-214. https://doi.org/10.1111/lcrp.12190

      Navas, M. P., Maneiro, L., Cutrín, O., Gómez-Fraguela, J. A., & Sobral, J. (2021b). Sexism, moral disengagement, and dark triad traits on perpetrators of sexual violence against women and community men. Sexual Abuse, 1-11. https://doi.org/10.1177/10790632211051689

      Organización Mundial de la Salud [OMS] (2013). Violencia contra la mujer. https://acortar.link/Dcpy8a

      Page, T. E., & Pina, A. (2015). Moral disengagement as a self-regulatory process in sexual harassment perpetration at work: A preliminary conceptualization. Aggression and Violent Behavior, 21, 73-84. https://doi.org/10.1016/j.avb.2015.01.004

      Paulhus, D. L., & Williams, K. M. (2002). The dark triad of personality: Narcissism, Machiavellianism, and psychopathy. Journal of Research in Personality, 36(6), 556-563. https://doi.org/10.1016/S0092-6566(02)00505-6

      Pazos, M., Oliva, A., & Hernando, A. (2014). Violencia en relaciones de pareja de jóvenes y adolescentes. Revista Latinoamericana de Psicología, 46(3), 148-159. https://doi.org/10.1016/S0120-0534(14)70018-4

      Pozo, C., Martos, M. L., & Alonso, E. (2010). ¿Manifiesta actitudes sexistas el alumnado de enseñanza secundaria? Electronic Journal of Research in Educational Psychology, 8, 541-560.

      Pradas, E., & Perles, F. (2012). Relación del sexismo y dependencia emocional en las estrategias de resolución de conflictos de los adolescentes. Quaderns de Psicologia, 14, 45-60.

      Ramiro-Sánchez, T., Ramiro, M. T., Bermúdez, M. P., & Buela-Casal, G. (2018). Sexism in adolescent relationships: A systematic review. Psychosocial Intervention, 27(3), 123-132. https://psycnet.apa.org/doi/10.5093/pi2018a19

      Reyes, H. L., Foshee, V. A., Niolon, P. H., Reidy, D. E., & Hall, J. E. (2016). Genderrole attitudes and male adolescent dating violence perpetration: Normative beliefs as moderators. Journal of Youth Adolescence, 45, 350-360.  https://doi.org/10.1007/s10964-015-0278-0

      Richardson, J. T. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135-147. https://doi.org/10.1016/j.edurev.2010.12.001

      Rodríguez-Castro, Y., Lameiras-Fernández, M., Carrera-Fernández, M. V., & Vallejo-Medina, P. (2013). La fiabilidad y validez de la escala de mitos hacia el amor: las creencias de los y las adolescentes. Revista de Psicología Social, 28(2), 157-168. https://doi.org/10.1174/021347413806196708

      Rodríguez-Domínguez, C., Durán-Segura, M., & Martínez-Pecino, R. (2017). Ciberagresores en el noviazgo adolescente y su relación con la violencia psicológica, el sexismo y los celos. Health and Addictions, 18(1), 17-27. https://doi.org/10.21134/haaj.v18i1.329

      Rubio-Garay, F., Amor, P. J., & Carrasco, M. A. (2017). Dimensionality and psychometric properties of the Spanish version of the Mechanisms of Moral Disengagement Scale (MMDS-S). Revista de Psicopatología y Psicología Clínica 22, 43-54.

      Rubio-Garay, F., Carrasco, M. A., Amor, P. J., & López-González, M. A. (2015). Factores asociados a la violencia en el noviazgo entre adolescentes: una revisión crítica. Anuario de Psicología Jurídica, 25(1), 47-56. https://doi.org/10.1016/j.apj.2015.01.001

      Sánchez-Jiménez, V., & Muñoz-Fernández, N. (2021). When Are Sexist Attitudes Risk Factors for Dating Aggression? The Role of Moral Disengagement in Spanish Adolescents. International Journal of Environmental Research and Public Health, 18(4), 1947. https://doi.org/10.3390/ijerph18041947

      Shen, A. C, Chiu, M. Y., & Gao, J. (2012). Predictors of dating violence among Chinese adolescents: The role of gender-role beliefs and justification of violence. Journal of Interpersonal Violence, 27(6), 1066-1089. https://doi.org/10.1177%2F0886260511424497

      Tomaszewska, P., & Schuster, I. (2021). Prevalence of teen dating violence in Europe: A systematic review of studies since 2010. New Directions for Child and Adolescent Development, 11–37. https://doi.org/10.1002/cad.20437

      Travaglia, L. K., Overall, N. C., & Sibley, C. G. (2009). Benevolent and hostile sexism and preferences for romantic partners. Personality and Individual Differences, 47(6), 599-604. https://doi.org/10.1016/j.paid.2009.05.015

      PDF
      Tue, 02 Aug 2022 15:46:15 +000
       
  • The role of cognitive schemas and childhood adversity in the likelihood of
           developing Major Depressive Disorder
    • The role of cognitive schemas and childhood adversity in the likelihood of developing Major Depressive Disorder

      El papel de los esquemas cognitivos y la adversidad infantil en la probabilidad de desarrollar un trastorno depresivo mayor

      Yvonne Gómez-Maquet , María Marcela Velásquez , Catalina Cañizares , Catalina Uribe , Ileana Manzanilla , Eugenio Ferro , Diana María Agudelo , Álvaro Arenas , María Claudia Lattig
      Revista Latinoamericana de Psicología, (2022), 54, pp. 68-75.
      Received 6 November 2021
      Accepted 18 April 2022

      https://doi.org/10.14349/rlp.2022.v54.8

      Resumen

      Introducción/objetivo: el trastorno depresivo mayor (TDM) es un trastorno de salud mental de origen multifactorial. Los eventos estresantes y el maltrato infantil se han incluido en diferentes modelos para explicar su etiología. Sin embargo, hay poca evidencia disponible sobre cómo el estilo atribucional y los dominios de esquemas maladaptativos tempranos se relacionan con el TDM. Método: Se realizó un estudio retrospectivo de casos y controles utilizando un modelo logístico jerárquico de tres etapas para explorar la relación entre el TDM y variables psicosociales como la adversidad infantil, los eventos estresantes, el estilo atribucional y los esquemas cognitivos en una muestra de 171 individuos con un episodio depresivo actual y 171 controles sanos. Resultados: La depresión podría predecirse por la adversidad infantil, un estilo atribucional caracterizado por interpretar los eventos estresantes como negativos e incontrolables y los esquemas cognitivos en los dominios de autonomía/desempeño y límites deteriorados. Conclusiones: Nuestros resultados resaltan la relevancia de identificar factores cognitivos, más allá de los síntomas clínicos, que podrían ser útiles para alcanzar una mejor comprensión del trastorno. Estos hallazgos favorecen el diseño de programas de prevención que enfaticen en el rol de los esquemas cognitivos.

      Palabras clave:
      Trastornos del estado de ánimo, esquemas cognitivos, factores de riesgo, TDM

      Abstract

      Introduction/objective: Major Depressive Disorder (MDD) is a multifactorial mental health disorder. Stressful events and childhood abuse have been included in different models to explain its etiology. However, little evidence is available on how attributional style and early maladaptive schemas are related to MDD. Method: A retrospective case-control study using a three-stage hierarchical logistic model was conducted to explore the relationship between MDD and psychosocial variables such as childhood adversity, stressful life events, attributional style, and cognitive schemas in a sample of 171 individuals with a current depressive episode and 171 healthy controls. Results: Depression could be predicted by childhood adversity, an attributional style characterized by interpreting stressful events as negative and uncontrollable and the cognitive schemas in impaired autonomy/performance domains and impaired limits. Conclusions: Our results highlight the relevance of identifying cognitive factors, beyond clinical symptoms that could be useful to better understand MDD. These findings may result in better preventive programs and create awareness of the role of cognitive domains in MDD.

      Keywords:
      Mood disorders, cognitive schemas, risk factors, MDD

      Artículo Completo
      Bibliografía

      Altintas, M., & Bilici, M. (2018). Evaluation of childhood trauma with respect to criminal behavior, dissociative experiences, adverse family experiences and psychiatric backgrounds among prison inmates. Comprehensive Psychiatry, 82, 100-107. https://doi.org/10.1016/j.comppsych.2017.12.006

      American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders: DSM-IV-TR (text revision). In American Journal of Psychiatry (Fourth).

      American Psychological Association (APA). (2013). Diagnostic and Statistical Manual of Mental Disorders: Depressive Disorders. In Diagnostic and Statistical Manual of Mental Disorders, 5th Edition. American Psychiatric Publishing, Inc. https://doi.org/10.1176/appi.books.9780890425596.dsm04

      Ball, H. A., McGuffin, P., & Farmer, A. E. (2008). Attributional style and depression. The British Journal of Psychiatry: The Journal of Mental Science, 192(4), 275-278. https://doi.org/10.1192/bjp.bp.107.038711

      Beck, A. T., & Bredemeier, K. (2016). A Unified Model of Depression. Clinical Psychological Science, 4(4), 596-619. https://doi.org/10.1177/2167702616628523

      Bishop, A., Younan, R., Low, J., & Pilkington, P. D. (2021). Early maladaptive schemas and depression in adulthood: A systematic review and metaanalysis. Clinical Psychology and Psychotherapy, 29(1), 111-130. https://doi.org/10.1002/cpp.2630

      Calvete, E., Estévez, A., De Arroyabe, E. L., & Ruiz, P. (2005). The schema questionnaire -short form: Structure and relationship with automatic thoughts and symptoms of affective disorders. European Journal of Psychological Assessment, 21(2), 90-99. https://doi.org/10.1027/1015-5759.21.2.90

      Cámara, M., & Calvete, E. (2012). Early maladaptive schemas as moderators of the impact of stressful events on anxiety and depression in university students. Journal of Psychopathology and Behavioral Assessment, 34(1), 58-68. https://doi.org/10.1007/s10862-011-9261-6

      Champely, S. (2020). Pwr: Basic functions for power analysis. https://CRAN.R-project.org/package=pwr

      Chen, K. H., Tam, C.W. C., Chang, K. (2019). Early maladaptive schemas, depression severity, and risk factors for persistent depressive disorder: a cross-sectional study. East Asian Archives Psychiatry, 29(4), 112-117. https://doi.org/10.12809/eaap1821

      Clark, L. A., & Watson, D. (1991). Tripartite model of anxiety and depression: Psychometric evidence and taxonomic implications. Journal of Abnormal Psychology, 100(3), 316-336. https://doi.org/10.1037//0021-843x.100.3.316

      Davoodi, E., Wen, A., Dobson, K. S., Noorbala, A. A., Mohammadi, A., & Farahmand, Z. (2018). Early maladaptive schemas in depression and somatization disorder. Journal of Affective Disorders, 235, 82-89. https://doi.org/10.1016/j.jad.2018.04.017

      Eaton, N. R., South, S. C., & Krueger, R. F. (2010). The meaning of comorbidity among common mental disorders. In Contemporary directions in psychopathology: Scientific foundations of the DSM-V and ICD-11 (pp. 223–241). The Guilford Press.

      Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175–191.

      Ferrando, L., Bobes, J., Gibert, J., Soto, M., & Soto, O. (2000). M.I.N.I. Mini International Neuropsychiatric Interview. Versión en español 5.0.0.DSM-IV. https://www.fundacionforo.com/pdfs/mini.pdf

      Gallo, E. A. G., De Mola, C. L., Wehrmeister, F., Gonçalves, H., Kieling, C., & Murray, J. (2017). Childhood maltreatment preceding depressive disorder at age 18 years: A prospective Brazilian birth cohort study. Journal of Affective Disorders, 217, 218-224. https://doi.org/10.1016/j.jad.2017.03.065

      Global Health Data Exchange (GHDx). (2019). GBD Results Tool GHDx. http://ghdx.healthdata.org/gbd-results-tool?params=gbd-api-2019-permalink/d780dffbe8a381b25e1416884959e88b

      Gómez-Maquet, Y., Ángel, J. D., Cañizares, C., Lattig, M. C., Agudelo, D. M., Arenas, Á., & Ferro, E. (2020). The role of stressful life events appraisal in major depressive disorder. Revista Colombiana de Psiquiatría (English Ed.), 49(2), 67-74. https://doi.org/10.1016/J.RCPENG.2018.07.003

      Halvorsen, M., Wang, C. E., Richter, J., Myrland, I., Pedersen, S. K., Eisemann, M., & Waterloo, K. (2009). Early maladaptive schemas, temperament and character traits in clinically depressed and previously depressed subjects. Clinical Psychology and Psychotherapy, 16(5), 394-407. https://doi.org/10.1002/cpp.618

      Harris, A. E., & Curtin, L. (2002). Parental perceptions, early maladaptive schemas, and depressive symptoms in young adults. Cognitive Therapy and Research, 26(3), 405-416. https://doi.org/10.1023/A:1016085112981

      Hawke, L. D., & Provencher, M. D. (2011). Schema theory and schema therapy in mood and anxiety disorders: A review. Journal of Cognitive Psychotherapy, 25(4), 257-276. https://doi.org/10.1891/0889-8391.25.4.257

      Hovens, J. G. F. M., Giltay, E. J., Wiersma, J. E., Spinhoven, P., Penninx, B. W. J. H., & Zitman, F. G. (2012). Impact of childhood life events and trauma on the course of depressive and anxiety disorders. Acta Psychiatrica Scandinavica, 126(3), 198-207. https://doi.org/10.1111/j.1600-0447.2011.01828.x

      IBM Corp. Released 2019. IBM SPSS Statistics for Windows, Version 26.0. Armonk, NY: IBM Corp.

      Insel, T., Cuthbert, B., Garvey, M., Heinssen, R., Pine, D. S., Quinn, K., Sanislow, C., Wang, P. (2010). Research Domain Criteria (RDoC): Toward a new classification framework for research on mental disorders. American Journal of Psychiatry. 167(7), 748–751. https://doi.org/10.1176/appi.ajp.2010.09091379

      Kuehner, C. (2016). Why is depression more common among women than among men? The Lancet Psychiatry, 4(2), 146-158. https://doi.org/10.1016/S2215-0366(16)30263-2

      Lecrubier, Y., Sheehan, D. V., Weiller, E., Amorim, P., Bonora, I., Sheehan, K. H., Janavs, J., & Dunbar, G. C. (1997). The Mini International Neuropsychiatric Interview (MINI). A short diagnostic structured interview: Reliability and validity according to the CIDI. European Psychiatry, 12(5), 224-231. https://doi.org/10.1016/S0924-9338(97)83296-8

      Levis, B., Benedetti, A., Riehm, K., Saadat, N., Levis, A., Azar, M., Rice, D. B., Chiovitti, M. J., Sanchez, T. A., Cuijpers, P., Gilbody, S., Ionnidis, J. P. A., Kloda, L. A., McMillan, D., Patten, S. B., Shrier, I., Steele, R. J., Ziegelstein, R. C., Akena, D. H., . . . Thombs, B. (2018). Probability of major depression diagnostic classification using semi-structured versus fully structured diagnostic interviews. The British Journal of Psychiatry, 212(6), 377-385. https://doi.org//10.1192/bjp.2018.54

      Li, M., D’Arcy, C., & Meng, X. (2016, March 1). Maltreatment in childhood substantially increases the risk of adult depression and anxiety in prospective cohort studies: Systematic review, meta-analysis, and proportional attributable fractions. Psychological Medicine, 46(4), 717-730. https://doi.org/10.1017/S0033291715002743

      Liu, R. T. (2017). Childhood adversities and depression in adulthood: Current findings and future directions. Clinical Psychology: Science and Practice, 24(2), 140-153. https://doi.org/10.1111/cpsp.12190

      Londoño Arredondo, N. H., Calvete, E., Ferrer, A., Chaves, L., Castrillón, D., Schnitter, M., Marín, C., & Maestre, K. (2010). Young Schema Questionnaire – Short Form, Validación en Colombia. Universitas Psychologica, 11(1), 147–164. https://doi.org/10.11144/Javeriana.upsy11-1.ysqv

      Ministerio de Salud y Protección Social. (2015). Encuesta Nacional de Salud Mental (Tomo I). Bogotá.

      Mitchell, A. J., Vaze, A., & Rao, S. (2009). Clinical diagnosis of depression in primary care: A meta-analysis. Lancet, 374(9690), 609-619. https://doi.org/10.1016/S0140-6736(09)60879-5

      Moreno, X., Gajardo, J., & Monsalves, M. J. (2022). Gender differences in positive screen for depression and diagnosis among older adults in Chile. BMC Geriatr, 22, 54. https://doi.org/10.1186/s12877-022-02751-y

      Nelson, J., Klumparendt, A., Doebler, P., & Ehring, T. (2017, February 1). Childhood maltreatment and characteristics of adult depression: Meta-analysis. British Journal of Psychiatry, 210, 96-104. https://doi.org/10.1192/bjp.bp.115.180752

      Noriega, J., Castellanos, J., Orejuela, D., Cepeda, D., Barajas, S., Fernanda, A., & Rodríguez, U. (2014). Sucesos vitales en jóvenes universitarios de la Universidad Pontificia Bolivariana. Revista Digital Apuntes de Investigación, 9, 1-17.

      RStudio Team (2015) RStudio: Integrated Development for R. RStudio, Inc., Boston, MA (Computer Software v0.98.1074). http://www.rstudio.com/

      Renner, F., Lobbestael, J., Peeters, F., Arntz, A., & Huibers, M. (2012). Early maladaptive schemas in depressed patients: Stability and relation with depressive symptoms over the course of treatment. Journal of Affective Disorders, 136(3), 581-590. https://doi.org/10.1016/j.jad.2011.10.027

      Sandín, B., & Chorot, P. (2017). Cuestionario de Sucesos Vitales (CSV): Estructura factorial, propiedades psicométricas y datos normativos. Revista de Psicopatología y Psicología Clínica, 22(2), 95-115. https://doi.org/10.5944/rppc.vol.22.num.2.2017.19729

      Sanjuán, P., & Magallanes, A. (2007). Estilos explicativos y estrategias de afrontamiento. Clínica y Salud, 18(1), 83-98.

      Soria, M., Otamendi, A., Berrocal, C., Caño, A., & Naranjo, C. R. (2004). Las atribuciones de incontrolabilidad en el origen de las expectativas de desesperanza en adolescentes. Psicothema, 16(3), 476-480.

      Spinhoven, P., Elzinga, B. M., Van Hemert, A. M., De Rooij, M., & Penninx, B. W. (2016). Childhood maltreatment, maladaptive personality types and level and course of psychological distress: A six-year longitudinal study. Journal of Affective Disorders, 191, 100-108. https://doi.org/10.1016/j.jad.2015.11.036

      Willner, C. J., Gatzke-Kopp, L. M., & Bray, B. C. (2016). The dynamics of internalizing and externalizing comorbidity across the early school years. Development and Psychopathology, 28(4), 1033-1052. https://doi.org/10.1017/S0954579416000687

      World Health Organization. (1992). The ICD-10 classification of mental and behavioural disorders: clinical descriptions and diagnostic guidelines. World Health Organization. https://apps.who.int/iris/handle/10665/37958

      World Health Organization. (2017). Depression and other common mental disorders: Global health estimates. World Health Organization. Geneva. https://apps.who.int/iris/bitstream/handle/10665/254610/WHO-MSD-MER-2017.2-eng.pdf.

      World Health Organization. (2021). Depression. https://www.who.int/news-room/fact-sheets/detail/depression

      Young, J. E., Klosko, J. S., & Weishaar, M. E. (2003). Schema therapy: A practitioner’s guide. Guilford Press.

      PDF
      Sun, 10 Jul 2022 21:39:38 +000
       
  • Climas empowering y disempowering, necesidades psicológicas e intención
           de práctica deportiva futura en jóvenes deportistas
    • Climas empowering y disempowering, necesidades psicológicas e intención de práctica deportiva futura en jóvenes deportistas

      Empowering and disempowering climates, psychological needs and future sports practice intention in young athletes

      Sofia Mosqueda , José J. Ramírez , Inés Tomás , Pedro Reynaga-Estrada , Minerva Vanegas-Farfano , Jeanette M. López-Walle
      Revista Latinoamericana de Psicología, (2022), 54, pp. 60-67.
      Recibido el 12 de enero de 2022
      Aceptado el 23 de mayo de 2022

      https://doi.org/10.14349/rlp.2022.v54.7

      Resumen

      Introducción: El objetivo principal de este trabajo es conocer la interrelación entre la percepción de los climas empowering y disempowering generados por los entrenadores (nivel equipo) con la satisfacción y frustración de las necesidades psicológicas básicas, y estas, a su vez, con las intenciones de continuar y abandonar la práctica deportiva (nivel individual) en jóvenes deportistas. Método: Participaron 251 deportistas mexicanos (M = 13.22, DT = 1.28) pertenecientes a 19 equipos. Se les aplicó una batería de cuestionarios para la recolección de datos y se realizó un análisis multinivel de ecuaciones estructuradas. Resultados: El modelo de ecuaciones estructurales reveló asociaciones positivas entre las percepciones de climas empowering desde una perspectiva grupal sobre la satisfacción de necesidades psicológicas básicas y de estas sobre las intenciones de continuar la práctica deportiva desde una perspectiva individual, así como entre las percepciones de un clima disempowering sobre la frustración de las necesidades psicológicas básicas y de estas sobre las intenciones de abandono. Conclusión: Los hallazgos de este estudio sugieren en un nivel aplicado que el clima empowering actúa como catalizador del bienestar psicológico y como protector de la aparición de frustración, mientras que el clima disempowering facilita el desarrollo de respuestas psicológicas desadaptativas en el deporte.

      Palabras clave:
      Clima motivacional, necesidades psicológicas, intención de continuar, análisis multinivel, deportistas jóvenes

      Abstract

      Introduction: The main objective of this work is to know the interrelation between the perception of empowering and disempowering climates generated by coaches (team level) with basic psychological needs satisfaction and frustration, and these in turn, with the intentions to continue and abandon sports practice (individual level) in young athletes. Method: 251 Mexican athletes participated (M = 13. 22, SD = 1.28) belonging to 19 teams. A battery of questionnaires was applied for data collection and a multilevel structured equation analysis was performed. Results: The structural equation model revealed positive associations between perceptions of empowering climates from a group perspective on the satisfaction of basic psychological needs and of these on intentions to continue practicing sports from an individual perspective; as well as between perceptions of a disempowering climate on the frustration of basic psychological needs and of these on intentions to drop out. Conclusion: The findings of this study suggest at an applied level that the empowering climate acts as a catalyst of psychological well-being and as a protector against the occurrence of frustration, while the disempowering climate facilitates the development of maladaptive psychological responses in sport.

      Keywords:
      Motivational climate, basic psychological needs, intention to continue, multilevel analysis, young athletes

      Artículo Completo
      Bibliografía

      Álvarez, M., Balaguer, I., Castillo, I., & Duda, J. L. (2012). The coach-created motivational climate, young athletes’ well-being, and intentions to continue participation. Journal of Clinical Sport Psychology, 6(2), 166-179. https://doi.org/10.1123/jcsp.6.2.166

      Ames, C. (1992). Achievement goals, motivational climate, and motivational processes. In G. C. Roberts (Ed.), Motivation in Sport and Exercise (pp. 161-176). Human Kinetics.

      Appleton, P. R., & Duda, J. L. (2016). Examining the interactive effects of coach created empowering and disempowering climate dimensions on athletes’ health and functioning. Psychology of Sport and Exercise, 26, 61-70. https://doi.org/10.1016/j.psychsport.2016.06.007

      Appleton, P. R., Ntoumanis, N., Quested, E., Viladrich, C., & Duda, J. L. (2016). Initial validation of the coach-created Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C). Psychology of Sport and Exercise, 22, 53-65. https://doi.org/10.1016/j.psychsport.2015.05.008

      Bandalos, D. L., & Finney, S. J. (2010). Factor analysis: Exploratory and confirmatory. En G. R. Hancock & R. O. Mueller (Eds.), Reviewer’s guide to quantitative methods. Routledge.

      Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37(11), 1459-1473. https://doi.org/10.1177/0146167211413125

      Bermejo, J. P., Almagro, B. J., & Rebollo, J. A. (2018). Factores motivacionales relacionados con la intención de seguir practicando ejercicio físico en mujeres adultas. Retos, 34, 117-122. https://doi.org/10.47197/retos.v0i34.50748

      Burke, M. J., & Dunlap, W. P. (2002). Estimating interrater agreement with the average deviation index: A user’s guide. Organizational Research Methods, 5(2), 159-172. https://doi.org/10.1177/1094428102005002002

      Castillo, N. (2018). Climas empowering y disempowering, necesidades psicológicas, motivación, e intenciones futuras de participar en el fútbol (tesis doctoral Universidad Autónoma de Nuevo León).

      Castillo, I., González, L., Fabra, P., Mercé, J., & Balaguer, I. (2012). Estilo interpersonal controlador del entrenador, frustración de las necesidades psicológicas básicas, y burnout en futbolistas infantiles. Cuadernos de Psicología Del Deporte, 12(1), 143-145. https://doi.org/10.4321/s1578-84232012000100014

      Castillo, N., López-Walle, J. M., Tomás, I., & Balguer, I. (2017). Relación del clima empowering con la motivación autodeterminada a través de la satisfacción de las necesidades psicológicas básicas. Revista de Psicología del Deporte, 26(3) 33-39.

      Cantú-Berrueto, A., Castillo, I., López-Walle, J., Tristán, J., & Balaguer, I. (2016). Estilo interpersonal del entrenador, necesidades psicológicas básicas y motivación: un estudio en futbolistas universitarios mexicanos. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 11, 263-270.

      Chu, T. L. (2019). The roles of coaches, peers, and parents in high school athletes’ motivational processes: A mixed-methods study.  International Journal of Sports Science & Coaching, 14(4), 569-588. https://doi.org/10.1177/1747954119858458

      Chu, T. L., Zhang, X., Lee, J., & Zhang, T. (2020). Perceived coach-created environment directly predicts high school athletes’ physical activity during sport. International Journal of Sports Science & Coaching. 16(1), 70-80. https://doi.org/10.1177/1747954120959733

      Cid, L., Pires, A., Borrego. C., Duarte-Mendes. P., Teixeira, D. S., Moutão, J. M., & Monteiro, D. (2019) Motivational determinants of physical education grades and the intention to practice sport in the future. PLoS ONE, 14(5). https://doi.org/10.1371/journal.pone.0217218

      Duda, J. L. (2013). The conceptual and empirical foundations of Empowering Coaching™: Setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11(4), 311-318. https://doi.org/10.1080/1612197X.2013.839414

      Duda, J. L., & Appleton, P. R. (2016). Empowering and disempowering coaching climates: Conceptualization, measurement considerations, and intervention implications. In E. Inc. (Academic Press), Sport and Exercise Psychology Research (pp. 373-388). https://doi.org/10.1016/B978-0-12-803634-1.00017-0

      Duda, J. L., Appleton, P. R., Stebbings, J., & Balaguer, I. (2018). Toward more empowering and less disempowering environments in youth sport. In C. J. Knight, C. G. Harwood, & D. Gould (Eds.), Sport Psychology for Young Athletes (pp. 81-93). Routledge.

      Dunlap, W. P., Burke, M. J., & Smith-Crowe, K. (2003). Accurate tests of statistical significance for r WG and average deviation interrater agreement indexes. Journal of Applied Psychology, 88(2), 356-362. https://doi.org/10.1037/0021-9010.88.2.356

      Erikstad, M. K., Martin, L. J., Haugen, T., & Høigaard, R. (2018). Group cohesion, needs satisfaction, and self-regulated learning: A one-year prospective study of elite youth soccer players’ perceptions of their club team. Psychology of Sport & Exercise, 39, 171 178. https://doi.org/10.1016/j.psychsport.2018.08.013

      Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149-1160.

      González, L., Tomás, I., Castillo, I., Duda, J. L., & Balaguer, I. (2017). A test of basic psychological needs theory in young soccer players: Time-lagged design at the individual and team levels. Scandinavian Journal of Medicine and Science in Sports, 27(11), 1511-1522. https://doi.org/10.1111/sms.12778

      George, D., & Mallery, P. (2001). Reliability analysis. In SPSS for Windows step by step: A simple guide and reference (3rd ed., pp. 207-218). Allyn and Bacon.

      García-Calvo, T., Sánchez, P. A., Leo, F. M., Sánchez, D., & Amado, D. (2011). Incidencia de la Teoría de Autodeterminación sobre la persistencia deportiva. Revista Internacional de Ciencias del Deporte, 25, 266-276. https://doi.org/10.5232/ricyde2011.02502

      Hancox, J. E., Quested, E., Ntoumanis, N., & Duda, J. L. (2016). Teacher-created social environment, basic psychological needs, and dancers’ affective states during class: A diary study. Personality and Individual Differences, 115, 137- 143. https://doi.org/10.1016/j.paid.2016.03.033

      Hernández, R., Fernández, C., & Baptista, M. (2014). Metodología de la investigación. 6.ª ed. McGraw Hill Interamericana Editores.

      James, L. R., Demaree, R. G., & Wolf, G. (1984). Estimating within-group interrater reliability with and without response bias. Journal of Applied Psychology, 69, 85-98. https://doi.org/10.1037/0021-9010.69.1.85

      López-Walle, J., Balaguer, I., Castillo, I., & Tristan, J. (2012). Autonomy support, basic psychological needs and well-being in Mexican athletes. The Spanish Journal of Psychology, 15(3), 1283-1292. https://doi.org/10.5209/rev_SJOP.2012.v15.n3.39414

      López-Walle, J., Tristán, J., Cantú-Berrueto, A., Zamarripa, J., & Cocca, A. (2013). Propiedades psicométricas de la Escala de la Frustración de las Necesidades Básicas en el Deporte. Revista Mexicana de Psicología, 30, 2038-2041.

      Mars, L., Castillo, I., López-Walle, J., & Balaguer, I. (2017). Estilo controlador del entrenador, frustración de las necesidades y malestar en futbolistas. Revista de Psicología del Deporte, 26(2), 119-124.

      McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: a confirmatory factor-analysis. Research Quarterly for Exercise and Sport, 60(1), 48-58. https://doi.org/10.1080/02701367.1989.10607413

      Mosqueda, S., López-Walle, J. M., Gutiérrez-García, P., García-Verazaluce, J., & Tristán, J. (2019). Autonomous motivation as a mediator between an empowering climate and enjoyment in male volleyball players. Sports, 7(153), 2-8. https://doi.org/10.3390/sports7060153

      Murillo, M., Sevil, J., Abós, Á., Samper, J., Abarca-Sos, A., & García-González, L. (2018). Análisis del compromiso deportivo de jóvenes waterpolistas: un estudio basado en la Teoría de la Auto Determinación. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 13(1), 111-119.

      Muthén, B., & Kaplan, D. (1985). A comparison of some methodologies for the factor analysis of non-normal Likert variables. British Journal of Mathematical and Statistical Psychology, 38, 171-189. https://doi.org/10.1111/j.2044-8317.1985.tb00832.x

      Nicholls, J. G. (1989). The competitive ethos and democratic education. Harvard University Press.

      O’Neil, R., & Hodge, K. (2019). Commitment in sport: The role of coaching style and autonomous versus controlled motivation. Journal of Applied Sport Psychology, 32(6), 607-617. https://doi.org/10.1080/10413200.2019.1581302

      Pulido, J. J., García-Calvo, T., Leo, F. M., Figueiredo, A. J., Sarmento, H., & Sánchez-Oliva, D. (2020). Perceived coach interpersonal style and basic psychological needs as antecedents of athlete-perceived coaching competency and satisfaction with the coach: A multi-level analysis. Sport, Exercise, and Performance Psychology, 9(1), 16-28. https://doi.org/10.1037/spy0000165

      Quested, E., Duda, J. L., Ntoumanis, N., & Maxwell, J. P. (2013). Daily fluctuations in the affective states of dancers: A cross-situational test of basic needs theory. Psychology of Sport and Exercise, 14(4), 586-595. https://doi.org/10.1016/j.psychsport.2013.02.006

      Reinboth, M., & Duda, J. L. (2006). Perceived motivational climate, need satisfaction and indices of well-being in team sports: A longitudinal perspective. Psychology of Sport and Exercise, 7(3), 269-286. https://doi.org/10.1016/j.psychsport.2005.06.002

      Richer, S., & Vallerand, R. (1998). Construction et validation de I’Echelle du sentiment d’appartenance social. Revue Européenne de Psychologie Appliquée, 48, 129-137.

      Ryan, R. M., & Deci, E. L. (2000). La teoría de la autodeterminación y la facilitación de la motivación intrínseca, el desarrollo social y el bienestar. American Psychological Association, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68

      Ryan, R. M., & Deci, E. L. (2017). Self-Determination theory: Basic psychological needs in motivation, development and wellness. Guilford.

      Selig, J. P., & Preacher, K. J. (2008). Monte Carlo method for assessing mediation: An interactive tool for creating confidence intervals for indirect effects (Computer software). http://quantpsy.org/

      Spatacioli, E. (2020). Factores motivacionales relacionados con la adherencia a la práctica físico-deportiva en adolescentes de 15 a 19 años de los centros deportivos de la ciudad de Punta Alta (tesis final de grado, Universidad Nacional de Río Negro).

      Valdez, H. F. (2019). Feedback, necesidades psicológicas básicas y bienestar y malestar en futbolistas universitarios (tesis doctoral, Universidad Autónoma de Nuevo León).

      PDF
      Sat, 09 Jul 2022 15:41:09 +000
       
  • Association between teachers’ resilience and emotional intelligence
           during the COVID-19 outbreak
    • Association between teachers’ resilience and emotional intelligence during the COVID-19 outbreak

      Asociación entre la resiliencia y la inteligencia emocional de docentes durante el brote de COVID-19

      Yaranay López-Angulo , Javier Mella-Norambuena , Fabiola Sáez-Delgado , Samuel Alejandro Portillo Peñuelas , Oscar Ulises Reynoso González
      Revista Latinoamericana de Psicología, (2022), 54, pp. 51-59.
      Received 6 March 2022
      Accepted 3 June 2022

      https://doi.org/10.14349/rlp.2022.v54.6

      Resumen

      Introducción/Objetivo: La resiliencia y la inteligencia emocional de los profesores son cruciales para afrontar los retos educativos diarios. Determinar la asociación entre la inteligencia emocional de los profesores y la resiliencia durante la enseñanza remota de emergencia. Método: Se utilizó un enfoque cuantitativo y un diseño no experimental predictivo transversal. Los participantes fueron 1329 profesores de escuelas chilenas. Se utilizó la escala de inteligencia emocional WLEIS y la escala de resiliencia RS-14. Se utilizaron análisis de correlación de Spearman y la prueba de Yuen para el análisis comparativo por sexo, y en el caso de la comparación por especialidad se utilizó la prueba ANOVA de una vía; se realizaron regresiones múltiples. Resultados: Los resultados mostraron niveles altos de resiliencia y entre media y alta inteligencia emocional; relación significativa, positiva y alta entre inteligencia emocional y resiliencia; tanto en la variable de regulación emocional como en la inteligencia emocional se encontraron diferencias significativas respecto al sexo y la especialidad. Los resultados del modelo predictivo con todas las variables de inteligencia emocional como predictores explicaron el 43,5% de la variabilidad observada de la resiliencia. Conclusión: Durante la pandemia, la inteligencia emocional y la resiliencia de los profesores son esenciales para afrontar las adversidades y los retos educativos que surgen como consecuencia de un contexto susceptible de cambios constantes y desreguladores.

      Palabras clave:
      COVID-19, inteligencia emocional, resiliencia, profesores

      Abstract

      Introduction/Objective: The resilience and emotional intelligence of teachers are crucial in order to face the daily educational challenges. To determine the association between teacher’s emotional intelligence and resilience during Emergency Remote Learning. Method: A quantitative approach and a cross-sectional predictive non-experimental design were used. Participants were 1329 teachers from Chilean schools. The WLEIS Emotional Intelligence Scale and the RS-14 resilience scale were used. Spearman correlation analyses and Yuen’s test were used for the comparative analysis by sex, and in the case of comparison by specialty the one-way ANOVA test was used; multiple regressions were performed. Results: High levels of resilience and between medium to high emotional intelligence; significant, positive and high relationship between emotional intelligence and resilience. Both in the emotional regulation variable and in the emotional intelligence variable significant differences were found regarding sex and specialty. The results of the predictive model with all emotional intelligence variables as predictors explained 43.5% of the observed variability of resilience. Conclusion: During the pandemic, teachers’ emotional intelligence and resilience are essential for facing the educational adversities and challenges that arise as a consequence of a context susceptible to constant and deregulatory change.

      Keywords:
      COVID-19, emotional intelligence, resilience, teachers

      Artículo Completo
      Bibliografía

      Akyol, M. A., & Akdemir, E. (2019). Comparison of emotional intelligence levels and problem solving skills of prospective teachers according to different variables. World Journal of Education9(3), 131-141. https://eric.ed.gov/?id=EJ1221448

      Alvarado, D. (2021). Emotional education a complement in the virtual teaching-learning process at a higher level during COVID-19. Journal Scientific, 6(19), 329–348. https://doi.org/10.29394/Scientific.issn.2542-2987.2021.6.19.17.329-348

      APA (2021). Dictionary of Psychology: American Psychological Association. https://dictionary.apa.org/resilience

      Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511

      Barría-Herrera, P., Améstica-Abarca, J., & Miranda-Jaña, C. (2021). Educación socioemocional: discutiendo su implementación en el contexto educativo chileno. Revista Saberes Educativos, (6), 59-75. https://sabereseducativos.uchile.cl/index.php/RSED/article/view/60684

      Bermejo-Martins, E., Luis, E. O., Fernández-Berrocal, P., Martínez, M., & Sarrionandia, A. (2021). The role of emotional intelligence and self-care in the stress perception during COVID-19 outbreak: An intercultural moderated mediation analysis. Personality and Individual Differences177, 1-9. https://doi.org/10.1016/j.paid.2021.110679

      Blanco, M. A., & Blanco, M. E. (2021). Bienestar emocional y aprendizaje significativo a través de las TIC en tiempos de pandemia. Ciencia Unemi, 14(36), 21-33. https://doi.org/10.29076/issn.2528-7737vol14iss36.2021pp21-33p

      Buitrago, R., & Molina, G. (2021). Profesorado, emociones y escuela. Reflexiones en tiempo de pandemia covid-19. Revista Habitus: Semilleros de Investigación, 1(1), 1-16. https://doi.org/10.19053/22158391.12551

      Carlotto, M., & Câmara, S. (2015). Prevalence and risk factors of common mental disorders among teachers. Revista de Psicología del Trabajo y de las Organizaciones. 31(3), 201-206. https://doi.org/10.1016/j.rpto.2015.04.003

      Cejudo, J., & López-Delgado, M. (2017). Importance of emotional intelligence in the teaching practice: A study with primary education teachers. Educational Psychology, 23(1), 29-36. https://doi.org/10.1016/j.pse.2016.11.001

      Cornejo-Chávez, R., Araya-Moreno, R., Vargas-Pérez, S., & Parra-Moreno, D. (2021). La educación emocional: paradojas, peligros y oportunidades. Revista Saberes Educativos, (6), 01-24. https://sabereseducativos.uchile.cl/index.php/RSED/article/view/60681

      Costa-Rodríguez, C., Palma-Leal, X., & Salgado-Farías, C. (2021). Emotionally intelligent teachers: Importance of emotional intelligence for application of emotional education in pedagogical work. Estudios Pedagógicos, 47(1), 219-233. https://doi.org/10.4067/S0718-07052021000100219

      De Vera, M., & Gabar, M. (2020). Associated factors with resilience and burnout: a cross-sectional study in a teaching group in Spain. Aula Abierta, 49(2), 117-184. https://doi.org/10.17811/rifie.49.2.2020.177-184

      Extremera, N., Rey, L., & Sánchez, N. (2019). Validation of the Spanish version of the Wong Law emotional intelligence scale (WLEIS-S). Psicothema, 31(1), 94-100. https://doi.org/10.7334/psicothema2018.147

      Fan, L., Ma, F., Liu, Y., Liu, T., Guo, L., & Wang, L. (2021). Risk factors and resilience strategies: Voices from Chinese novice foreign language teachers. Frontiers in Education, 5, 1-10. https://doi.org/10.3389/feduc.2020.565722

      Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1–12. https://doi.org/10.1016/j.ijer.2017.04.001

      Jiménez-Consuegra, M. A., Flórez-Maldonado, E., Domenech-Pantoja, G., Berrio-Valbuena, J., Rodríguez-Nieto, C. A., Cervantes-Barraza, J. A., & Aroca-Araújo, A. (2021). Estrategias y organización digital de los profesores universitarios en enseñanza y conectividad en el contexto de la pandemia generada por el COVID-19. Academia y Virtualidad, 14(1), 63-85. https://doi.org/10.18359/ravi.5027

      Kamboj, K., & Garg, P. (2021). Teachers’ psychological well-being role of emotional intelligence and resilient character traits in determining the psychological well-being of Indian school teachers. International Journal of Educational Management, 35(4), 768-788. https://doi.org/10.1108/IJEM-08-2019-0278

      Liu, F., Chen, H., Xu, J., Wen, Y., & Fang, T. (2021). Exploring the relationships between resilience and turnover intention in Chinese high school teachers: Considering the moderating role of job burnout. International Journal of Environmental Research and Public Health, 18(12), 1-15. https://doi.org/10.3390/ijerph18126418

      Marchant-Castillo, J. (2021). Influencia del covid-19 en el rol docente. Revista Académica Universidad Católica del Maule, 60, 76-89. https://doi.org/10.29035/ucmaule.60.76

      Mayer, J., Caruso, D., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290-300. https://doi.org/10.1177/1754073916639667

      Mendes-Rodrigues, L., Campelo, E., Pinheiro, C., Pires, I., & Vasconcelos, G. (2020). Estrés y depresión en docentes de una institución pública de enseñanza. Enfermería Global, 19(57), 209-242. https://doi.org/10.6018/eglobal.19.1.383201

      Mérida-López, S., & Extremera, N. (2020). When pre-service teachers’ lack of occupational commitment is not enough to explain intention to quit: Emotional intelligence matters! Revista de Psicodidáctica, 25(1), 52-58. https://doi.org/10.1016/j.psicod.2019.05.001

      Ngui, G., & Lay, Y. (2020). The effect of emotional intelligence, self-efficacy, subjective well-being and resilience on student teachers’ perceived practicum stress: A Malaysian case study. European Journal of Educational Research, 9(1), 277-291. https://doi.org/10.12973/eu-jer.9.1.277

      Organización Panamericana de la Salud (PAHO) (2021). La repercusión de la COVID-19 en los servicios para los trastornos mentales, neurológicos y por consumo de sustancias psicoactivas en la región de las Américas. https://iris.paho.org/handle/10665.2/53126

      Ramos-Huenteo, V., García-Vásquez, H., Olea-González, C., Lobos-Peña, K., & Sáez-Delgado, F. (2020). Percepción docente respecto al trabajo pedagógico durante la COVID-19. CienciAmérica, 9(2), 334-353. https://doi.org/10.33210/ca.v9i2.325

      Reynoso-González, O., Portillo-Peñuelas, S., & Castellanos-Pierra, L. (2020). Explanatory model of teacher satisfaction in the remote teaching period. International Journal of Educational Research and Innovation, (15), 229-247. https://doi.org/10.46661/ijeri.5236

      Salovey, P. & Mayer, J. (1990). Emotional intelligence. imagination, cognition, and personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG

      Sánchez-Teruel, D., & Robles-Bello, M. A. (2015). Escala de resiliencia 14 ítems (RS-14): propiedades psicométricas de la versión en español. Revista Iberoamericana de Diagnóstico y Evaluación-e Avaliação Psicológica, 2(40), 103-113. http://www.redalyc.org/articulo.oa?id=459645432011

      Shukla, A., Trivedi, T., 2008. Burnout in indian teachers. Asia Pacific Education Review 9, 320–334. https://doi.org/10.1007/bf03026720

      Subramaniam, S. R., & Cheong, L. S. (2008). Emotional intelligence of science and mathematics teachers: A Malaysian experience. Journal of Science and Mathematics Education in Southeast Asia, 31(2), 132-163. https://eric.ed.gov/?id=EJ848972

      Sungwon, K., & Jiyoung, L. (2021). The mediating effects of ego resilience on the relationship between professionalism perception and technostress of early childhood teachers. International Journal of Learning, Teaching and Educational Research, 20(4), 245-264. https://doi.org/10.26803/ijlter.20.4.13

      Tabares-Díaz, Y., Martínez-Daza, V., & Matabanchoy-Tulcán, S. (2020). Síndrome de burnout en docentes de Latinoamérica: Una revisión sistemática. Universidad y Salud, 22(3), 265-279. https://doi.org/10.22267/rus.202203.199

      Throuvala, M., Griffiths, M., Rennoldson, M., &Kuss, D. (2021). Psychosocial skills as a protective factor and other teacher recommendations for online harms prevention in schools: A qualitative analysis. Frontiers in Education, 6, 1-16. https://doi.org/10.3389/feduc.2021.648512

      Turner, K., Stough, C., 2020. Pre-service teachers and emotional intelligence: a scoping review. The Australian Educational Researcher 47, 283–305. https://doi.org/10.1007/s13384-019-00352-0

      Wagnild, G. (2009). The Resilience Scale user’s guide for the US English version of the Resilience Scale and the 14-item Resilience Scale. Worden, Montana (USA): The Resilience Center.

      Wilcox, R. (2012). Introduction to robust estimation and hypothesis testing (3rd ed.). Elsevier.

      Wong C.S. & Law K.S. (2002). Development of an emotional intelligence instrument and an investigation of its relationship with leader and follower performance and attitudes, The Leadership Quarterly, 13, 1-32. https://doi.org/10.1037/t07398-000

      Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 1-18. https://doi.org/10.1016/j.edurev.2019.100283

      PDF
      Sat, 09 Jul 2022 15:03:21 +000
       
  • Colombian adolescents fail in knowledge regarding HIV and other sexually
           transmitted infections
    • Colombian adolescents fail in knowledge regarding HIV and other sexually transmitted infections

      Adolescentes colombianos fracasan en conocimientos sobre VIH y otras infecciones de transmisión sexual

      Vanessa Sánchez-Mendoza , Pablo Vallejo-Medina , Alexandra Morales  , Encarnación Soriano Ayala
      Revista Latinoamericana de Psicología, (2022), 54, pp. 43-50.
      Received 18 March 2022
      Accepted 25 May 2022

      https://doi.org/10.14349/rlp.2022.v54.5

      Resumen

      Introducción/objetivo: Las infecciones de transmisión sexual (ITS) y el VIH son un gran desafío en América Latina, principalmente en Colombia. Para el 2021 se reportaron 17 647 casos, que comparados con el 2019 muestran un incremento del 29.7 %. El objetivo principal de este artículo fue evaluar el conocimiento sobre el VIH y otras ITS en la población adolescente de Colombia. Método: En este estudio participaron un total de 2012 adolescentes colombianos con edades entre los 12 y los 19 años. Se administró la Escala de Conocimientos sobre el VIH y otras infecciones de transmisión sexual (KSI) y una medida de autoinforme. Resultados: Los resultados mostraron un conocimiento general de moderado a bajo (M = 9.90, SD = 4.64) sobre el VIH y otras ITS. Las adolescentes no sabían si un beso con lengua conducía a una infección por el VIH (75 %) o si tanto el anillo vaginal como el DIU eran métodos efectivos para prevenir el VIH/SIDA (82 %). Los resultados mostraron mejores puntuaciones en conocimientos sobre la transmisión del VIH (84 %), pruebas de detección del VIH (66 %) y uso de preservativos para prevenir la infección por el VIH (71 %). Conclusiones: Se observaron diferencias significativas en el conocimiento del VIH/ITS entre ambos sexos, pero los tamaños del efecto fueron pequeños. Por tanto, estas diferencias fueron despreciadas. Este estudio contribuye a comprender el estado del conocimiento y a fortalecer las estrategias de prevención que realizan los profesionales vinculados al campo de la calidad de vida, la educación y la salud sexual en Colombia.

      Palabras clave:
      Conocimientos en HIV/AIDS, salud en adolescentes, ITS en Latinoamérica

      Abstract

      Introduction/objective: Sexually transmitted infections (STIs) -HIV included- are a major problem in Latin America, mainly in Colombia. In 2021, 17647 cases were reported, which compared to the previous year showed an increase of 29.7%. The main aim of this study was to assess the knowledge regarding HIV and other STIs among the adolescent population in Colombia. Method: A total of 2012 Colombian adolescents between 12-19 years of age participated in this study. The HIV and Other Sexually Transmitted Infections Knowledge Scale (KSI), a self-report measure, was administered. The results showed moderate to low general knowledge (M = 9.90, SD = 4.64) regarding HIV and other STIs. Adolescents did not know if a tongue-kiss led to an HIV infection (75%), or whether both the vaginal ring and the IUD were effective methods for preventing HIV/AIDS (82%). Results: Results showed better scores in knowledge regarding HIV transmission (84%), HIV testing (66%), and condom use to prevent HIV infection (71%). Conclusions: Significant differences were observed in HIV/STIs knowledge between both sexes, but the effect magnitudes were small. Thus, these differences were neglected. This study contributes to understanding the state of knowledge and strengthening prevention strategies of professionals linked to the field of quality of life, education, and sexual healthcare in Colombia.

      Keywords:
      HIV and AIDS knowledge, adolescent healthcare, STIs in Latin America

      Artículo Completo
      Bibliografía

      Abello-Luque, D., Espada, J. ., García-Montaño, E., Gómez-Lugo, M., Morales-Sabuco, A., Pérez-Pedraza, D., & Vallejo-Medina, P. (2021). Colombian Adaptation of the HIV and Other Sexually Transmitted Infections Knowledge Scale (KSI) in an Adolescent Population. Evaluation & the Health Professions, 44(2), 161–167. https://doi.org/10.1177/0163278720979621

      Butts, S. A., Kayukwa, A., Langlie, J., Rodriguez, V. J., Alcaide, M. L., Chitalu, N., Weiss, S. M., & Jones, D. L. (2018). HIV knowledge and risk among Zambian adolescent and younger adolescent girls: challenges and solutions. Sex Education, 18(1), 1-13. https://doi.org/10.1080/14681811.2017.1370368

      Cardona-Duque, D. V., Ariza-Gerena, A., Gaona-Restrepo, C., & Medina-Pérez, Ó. A. (2015). Conocimientos sobre sexualidad en adolescentes escolares en la ciudad de Armenia, Colombia. In Revista Archivo Médico de Camagüey 19, 568-576.

      Castillo-Ávila, I. Y., Ramírez-Aguilar, J. P., Silva-Yepes, K. P., Caballero-Pacheco, M. A., & Arrieta-Yepes, K. (2017). Conocimientos, actitudes, susceptibilidad y autoeficacia frente a la infección por VIH en adolescentes de Cartagena, Colombia. Universidad Y Salud, 19(1), 26-36. https://doi.org/10.22267/rus.171901.66

      Chen, D.-G., & Chen, X. (2022). Full Longitudinal Mediation Modeling Analysis of HIV/AIDS Knowledge, Self-Efficacy, and Condom-Use Intention in Youth. Journal of the Society for Social Work and Research, 13(1), 161-177.

      Cuenta de alto costo. Fondo Colombiano de Enfermedades de alto costo. (2022). Situación del VIH y Sida en Colombia 2021. Ministerio de Salud y Protección Social. https://cuentadealtocosto.org/site/publicaciones/situacion-del-vih-y-sida-en-colombia-2021/

      De Vries, H., Mesters, I., Van de Steeg, H., & Honing, C. (2005). The general public’s information needs and perceptions regarding hereditary cancer: an application of the Integrated Change Model. Patient Education and Counseling, 56(2), 154-165. https://doi.org/10.1016/j.pec.2004.01.002

      DeMaria, L. M., Galárraga, O., Campero, L., & Walker, D. M. (2009). Educación sobre sexualidad y prevención del VIH: un diagnóstico para América Latina y el Caribe. Revista Panamericana de Salud Pública, 26, 485-493.

      Espada, Jose P, Escribano, S., Morales, A., & Orgilés, M. (2017). Two-year follow-up of a sexual health promotion program for Spanish adolescents. Evaluation & the Health Professions, 40(4), 483-504.

      Espada, José P, Escribano, S., Orgilés, M., Morales, A., & Guillén-Riquelme, A. (2015). Sexual risk behaviors increasing among adolescents over time: comparison of two cohorts in Spain. AIDS Care, 27(6), 783-788.

      Espada, José P, Morales, A., Orgilés, M., Jemmott III, J. B., & Jemmott, L. S. (2015). Short-term evaluation of a skill-development sexual education program for Spanish adolescents compared with a well-established program. Journal of Adolescent Health, 56(1), 30-37.

      Espada, José Pedro, Guillén-Riquelme, A., Morales, A., Orgilés, M., & Sierra, J. C. (2014). Validación de una escala de conocimiento sobre el VIH y otras infecciones de transmisión sexual en población adolescente. Atención Primaria, 46(10), 558-564.

      Fisher, J. D., Fisher, W. A., Williams, S. S., & Malloy, T. E. (1994). Empirical tests of an information-motivation-behavioral skills model of AIDS-preventive behavior with gay men and heterosexual university students. Health Psychology, 13(3), 238.

      Gómez-Lugo, M., Morales, A., Saavedra-Roa, A., Niebles-Charris, J., Abello-Luque, D., Marchal-Bertrand, L., García-Roncallo, P., García-Montaño, E., Pérez-Pedraza, D., & Espada, J. P. (2022). Effects of a Sexual Risk-Reduction Intervention for Teenagers: A Cluster-Randomized Control Trial. AIDS and Behavior, 1-13.

      Gómez-Lugo, M., Morales, A., Saavedra-Roa, A., Niebles-Charris, J., García-Roncallo, P., Marchal-Bertrand, L., Espada, J. P., & Vallejo-Medina, P. (2020). Psychometric properties of the Colombian version of the HIV attitudes scale for adolescents. International Journal of Environmental Research and Public Health, 17(13), 4686.

      Ivanova, O., Cordova-Pozo, K., Segura, Z. E., Vega, B., Chandra-Mouli, V., Hindin, M. J., Temmerman, M., Decat, P., De Meyer, S., & Michielsen, K. (2016). Lessons learnt from the CERCA Project, a multicomponent intervention to promote adolescent sexual and reproductive health in three Latin America countries: a qualitative post-hoc evaluation. Evaluation and Program Planning, 58, 98-105.

      Jiang, H., Chen, X., Li, J., Tan, Z., Cheng, W., & Yang, Y. (2019). Predictors of condom use behavior among men who have sex with men in China using a modified information-motivation-behavioral skills (IMB) model. BMC Public Health, 19(1), 261.

      Lescano, C. M., Castillo, H. L., Calcano, E., Mayor, M., Porter, M., Rivera-Torgerson, Y., Dion, C., Marhefka, S. L., Barker, D., Brown, L. K., & Group, T. L. S. R. (2020). Latino STYLE: Preliminary Findings From an HIV Prevention RCT Among Latino Youth. Journal of Pediatric Psychology, 45(4), 411-422. https://doi.org/10.1093/jpepsy/jsaa019

      Ma, M., & Malcolm, L. R. (2016). Cultural influences on HIV testing among Latino youth. Culture, Health & Sexuality, 18(4), 470-480. https://doi.org/10.1080/13691058.2015.1084650

      Mahat, G. (n.d.). Relationships Between Adolescents’ Knowledge, Attitudes, and Fears Related to HIV/AIDS. Research and Theory for Nursing Practice, 33(3), 292-2019. https://doi.org/10.1891/1541-6577.33.3.292

      Ministerio Nacional de Salud. (2011). Situación de las infecciones de transmisión sexual diferentes al VIH. Colombia 2009 – 2011. https://bit.ly/3txG6kv

      Morales, A., Garcia-Montaño, E., Barrios-Ortega, C., Niebles-Charris, J., Garcia-Roncallo, P., Abello-Luque, D., Gomez-Lugo, M., Saavedra, D. A., Vallejo-Medina, P., Espada, J. P., & others. (2019). Adaptation of an effective school-based sexual health promotion program for youth in Colombia. Social Science & Medicine, 222, 207-215.

      Morales, A., Vallejo-Medina, P., Abello-Luque, D., Saavedra-Roa, A., García-Roncallo, P., Gomez-Lugo, M., García-Montaño, E., Marchal-Bertrand, L., Niebles-Charris, J., Pérez-Pedraza, D., &, Espada, J. P. (2018). Sexual risk among Colombian adolescents: knowledge, attitudes, normative beliefs, perceived control, intention, and sexual behavior. BMC Public Health, 18(1), 1377.

      Negash, S., Roberson, P. N. E., Seshadri, G., & Ayres, K. (2021). Relational Factors and Sexual Health for Female College Students in Exclusive Heterosexual Relationships. Sexuality & Culture, 25(6), 2111-2128.

      Nelson, A., Cordova, D., Walters, A. S., & Szecsy, E. (2015). Storytelling for Empowerment for Latino Teens: Increasing HIV Prevention Knowledge and Attitudes. Journal of Adolescent Research, 31(2), 202-231. https://doi.org/10.1177/0743558415588350

      Patil, I. (2021). Visualizations with statistical details: The’ggstatsplot’approach. Journal of Open Source Software, 6(61), 3167.

      R Core Team. (2022). R: A language and environment for statistical computing. Computing, R Foundation for Statistical.

      Rengifo-Reina, H. A., Córdoba-Espinal, A., & Serrano-Rodriguez, M. (2012). Conocimientos y prácticas en salud sexual y reproductiva de adolescentes escolares en un municipio colombiano. Revista de Salud Pública, 14, 558-569.

      Sanchez-Mendoza, V., Soriano-Ayala, E., & Vallejo-Medina, P. (2020). Psychometric Properties of the Condom Use Self-Efficacy Scale among Young Colombians. International Journal of Environmental Research and Public Health, 17(11). https://doi.org/10.3390/ijerph17113762

      UNAIDS. (2020). UNAIDS DATA 2020. https://www.unaids.org/sites/default/files/media_asset/2020_aids-data-book_en.pdf

      UNAIDS. (2022). Monitoreo global del SIDA 2022. Indicadores y preguntas para el seguimiento de los progresos de la Declaración Política sobre el VIH y el SIDA de 2021. https://www.unaids.org/sites/default/files/media_asset/2020_aids-data-book_en.pdf

      Von Rosen, F. T., Von Rosen, A. J., Müller-Riemenschneider, F., Damberg, I., & Tinnemann, P. (2018). STI knowledge in berlin adolescents. International Journal of Environmental Research and Public Health, 15(1), 110. https://doi.org/10.3390/ijerph15010110

      Wickham, H. (2016). ggplot2: elegant graphics for data analysis. springer.

      World Health Organization. (2018). Report on global sexually transmitted infection surveillance 2018. https://apps.who.int/iris/bitstream/handle/10665/277258/9789241565691-eng.pdf?ua=1

      World Health Organization. (2021). Sexually transmitted infections (STIs). https://www.who.int/news-room/fact-sheets/detail/sexually-transmitted-infections-(stis)

      Xu, Y., Chen, X., Yu, B., Joseph, V., & Stanton, B. (2017). The effects of self-efficacy in bifurcating the relationship of perceived benefit and cost with condom use among adolescents: A cusp catastrophe modeling analysis. Journal of Adolescence, 61, 31-39. https://doi.org/10.1016/j.adolescence.2017.09.004

      Yu, B., Chen, X., Stanton, B., Chen, D.-G. D., Xu, Y., & Wang, Y. (2018). Quantum changes in self-efficacy and condom-use intention among youth: A chained cusp catastrophe model. Journal of Adolescence, 68, 187-197. https://doi.org/10.1016/j.adolescence.2018.07.020

      PDF
      Mon, 04 Jul 2022 18:05:50 +000
       
  • Ambiente matemático de niños y niñas chilenos: Factores que explican
           las actividades matemáticas en el hogar
    • Ambiente matemático de niños y niñas chilenos: Factores que explican las actividades matemáticas en el hogar

      Home math environment of Chilean boys and girls: Factors that explain home math activities

      Bernardita García de Magalhaes-calvet , María Inés Susperreguy  , M. Francisca del Río , Viviana Salinas
      Revista Latinoamericana de Psicología, (2022), 54, pp. 33-42.
      Recibido el 30 de noviembre de 2021
      Aceptado el 8 de abril de 2022

      https://doi.org/10.14349/rlp.2022.v54.4

      Resumen

      Introducción: el estudio analizó (a) las diferencias entre madres y padres en sus actividades matemáticas en el hogar y en otros factores del ambiente matemático (actitudes, ansiedad, creencias y expectativas matemáticas) y (b) la asociación entre los factores del ambiente matemático y las actividades matemáticas en el hogar. Método: participaron 266 familias de niños y niñas chilenos de primer a tercer grado de primaria (edad promedio = 93.35 meses, DE = 11.45 meses). Ambos padres contestaron un cuestionario sobre matemáticas en el hogar. Resultados: las madres reportaron realizar actividades matemáticas con mayor frecuencia que los padres. Análisis de ecuaciones estructurales mostraron que las actividades matemáticas realizadas por los padres se relacionaron con sus creencias, actitudes y expectativas matemáticas; mientras que las de las madres se relacionaron con sus creencias, actitudes y género de los niños. Conclusiones: los hallazgos aportan a la comprensión del ambiente matemático en el hogar.

      Palabras clave:
      actitudes matemáticas, actividades matemáticas, ambiente matemático, ansiedad matemática, creencias matemáticas, expectativas matemáticas

      Abstract

      Introduction: The study analyzes (a) the differences between mothers and fathers in their home math activities and home math environment factors (math attitudes, anxiety, beliefs, and expectations) and (b) the associations among the home math environment factors and home math activities of Chilean families. Method: Participants were 266 families of boys and girls attending grades 1-3 (mean age = 93.35 months, DS = 11.45 months). Both parents of each child independently answered a home math questionnaire. Results: Mothers reported doing more math activities with their children than fathers. The structural equation model analyses showed that the frequency with which fathers engage in home math activities was related to their math beliefs, attitudes, and expectations, whereas maternal home math activities were related to their beliefs, attitudes, and the gender of the child. Conclusions: The findings contribute to the understanding of the home math environment.

      Keywords:
      home math environment, math activities, math anxiety, math attitudes, math beliefs, math expectations

      Artículo Completo
      Bibliografía

      Alexander, L., & Martray, C. R. (1989). The development of an abbreviated version of the mathematics anxiety rating scale. Measurement and Evaluation in Counseling and Development, 22(3), 143-150.

      Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185. https://doi.org/10.1111/1467-8721.00196

      Bachman, H. J., Elliott, L., Duong, S., Betancur, L., Navarro, M. G., Votruba-Drzal, E., & Libertus, M. (2020). Triangulating multi-method assessments of parental support for early math skills. Frontiers in Education, 5, 589514. https://doi.org/10.3389/feduc.2020.589514

      Blevins-Knabe, B., Austin, A. B., Musun, L., Eddy, A., & Jones, R. M. (2000). Family home care providers’ and parents’ beliefs and practices concerning mathematics with young children. Early Child Development and Care, 165(1), 41-58. https://doi.org/10.1080/0300443001650104

      Cheung, S. K., Dulay, K. M., & McBride, C. (2020). Parents’ characteristics, the home environment, and children’s numeracy skills. How are they related in low -to middle-income families in the Philippines? Journal of Experimental Child Psychology, 192, 104780. https://doi.org/10.1016/j.jecp.2019.104780

      Cheung, S. K., Yang, X., Dulay, K. M., & McBride, C. (2018). Family and individual variables associated with young Filipino children’s numeracy interest and competence. British Journal of Developmental Psychology, 36(2), 334-353. https://doi.org/10.1111/bjdp.12222

      Comunidad Mujer (2019) ¿Cuánto aportamos al PIB? Primer estudio nacional de valoración económica del trabajo doméstico y de cuidado no remunerado en Chile. Autor. https://bit.ly/3lJR5TP

      Daucourt, M. C., Napoli, A. R., Quinn, J. M., Wood, S. G., & Hart, S. A. (2021). The home math environment and math achievement. A meta-analysis. Psychological Bulletin, 147(6), 565-596. https://doi.org/10.1037/bul0000330

      Davis-Kean, P. E., Tighe, L. A., & Waters, N. E. (2021). The role of parent educational attainment in parenting and children’s development. Current Directions in Psychological Science, 30(2), 186–192. https://doi.org/10.1177/0963721421993116

      DeFlorio, L., & Beliakoff, A. (2015). Socioeconomic status and preschoolers’ mathematical knowledge: The contribution of home activities and parent beliefs. Early Education and Development, 26(3), 319-341. https://doi.org/10.1080/10409289.2015.968239

      del Río, M. F., Strasser, K., Cvencek, D., Susperreguy, M. I., & Meltzoff, A. N. (2019). Chilean kindergarten children’s beliefs about mathematics. Family matters. Developmental Psychology, 55(4), 687-702. https://doi.org/10.1037/dev0000658

      del Río, M. F., Strasser, K., & Susperreguy, M. I. (2016). ¿Son las habilidades matemáticas un asunto de género?: los estereotipos de género acerca de las matemáticas en niños y niñas de kínder, sus familias y educadoras. Calidad en La Educación, 45, 20-53. https://doi.org/10.4067/S0718-45652016000200002

      del Río, M. F., Susperreguy, M. I., Strasser, K., & Salinas, V. (2017). Distinct influences of mothers and fathers on kindergartners’ numeracy performance. The role of math anxiety, home numeracy practices, and numeracy expectations. Early Education and Development, 28(8), 939-955. https://doi.org/10.1080/10409289.2017.1331662

      Elliott, L., & Bachman, H. J. (2018a). How do parents foster young children’s math skills? Child Development Perspectives, 12(1), 16-21. https://doi.org/10.1111/cdep.12249

      Elliott, L., & Bachman, H. J. (2018b). SES disparities in early math abilities. The contributions of parents’ math cognitions, practices to support math, and math talk. Developmental Review, 49, 1-15. https://doi.org/10.1016/j.dr.2018.08.001

      Elliott, L., Bachman, H. J., & Henry, D. A. (2020). Why and how parents promote math learning with their young children. A mixed-methods investigation. Parenting, 20(2), 108-140. https://doi.org/10.1080/15295192.2019.1694830

      Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics. A meta-analysis. Psychological Bulletin, 136(1), 103-127. https://doi.org/10.1037/a0018053

      Foster, T. D., Froyen, L. C., Skibbe, L. E., Bowles, R. P., & Decker, K. B. (2016). Fathers’ and mothers’ home learning environments and children’s early academic outcomes. Reading and Writing, 29(9), 1845-1863. https://doi.org/10.1007/s11145-016-9655-7

      Hart, S. A., Ganley, C. M., & Purpura, D. J. (2016). Understanding the home math environment and its role in predicting parent report of children’s math skills. PLOS One, 11(12), e0168227. https://doi.org/10.1371/journal.pone.0168227

      Hornburg, C. B., Borriello, G. A., Kung, M., Lin, J., Litkowski, E., Cosso, J., Ellis, A., King, Y. A., Zippert, E., Cabrera, N. J., Davis-Kean, P., Eason, S. H., Hart, S. A., Iruka, I. U., LeFevre, J. A., Simms, V., Susperreguy, M. I., Cahoon, A., Chan, W. W. L., Cheung, S… Purpura, D. J. (2021). Next directions in measurement of the home mathematics environment. An international and interdisciplinary perspective. Journal of Numerical Cognition, 7(2), 195-220. https://doi.org/10.5964/jnc.6143

      Huang, Q., Zhang, X., Liu, Y., Yang, W., & Song, Z. (2017). The contribution of parent-child numeracy activities to young Chinese children’s mathematical ability. The British Journal of Educational Psychology, 87(3), 328-344. https://doi.org/10.1111/bjep.12152

      Kargar, M., Tarmizi, R. A., & Bayat, S. (2010). Relationship between Mathematical Thinking, Mathematics Anxiety and Mathematics Attitudes among University Students. Procedia – Social and Behavioral Sciences, 8, 537-542. https://doi.org/10.1016/j.sbspro.2010.12.074

      Kent, G., & Pitsia, V. (2018). A comparison of the home learning environment of families at risk of socio-economic disadvantage to national norms in Ireland. Irish Educational Studies, 37, 1-17. https://doi.org/10.1080/03323315.2018.1471409

      LeFevre, J., Polyzoi, E., Skwarchuk, S., Fast, L., & Sowinski, C. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? International Journal of Early Years Education, 18(1), 55-70. https://doi.org/10.1080/09669761003693926

      LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 41(2), 55-66. https://doi.org/10.1037/a0014532

      Liu, Y., Zhang, X., Song, Z., & Yang, W. (2019). The unique role of father–child numeracy activities in number competence of very young Chinese children. Infant and Child Development, 28(4). https://doi.org/10.1002/icd.2135

      McLeod, D. B. (1989). Beliefs, attitudes, and emotions. New views of affect in mathematics education. En D. B. McLeod & V. M. Adams (Eds.), Affect and Mathematical Problem Solving (pp. 245-258). Springer New York. https://doi.org/10.1007/978-1-4612-3614-6_17

      Ministerio de Desarrollo Social. Chile (2017). Encuesta Casen 2017. http://observatorio.ministeriodesarrollosocial.gob.cl/encuesta-casen-2017

      Ministerio de Educación, Centro de Estudios, Unidad de Estadística. (2018). Indicadores de la Educación en Chile, 2010-2016. Autor. https://bit.ly/3Ei7VSc

      Muñoz-Sandoval, A. F., Woodcock, R. W., McGrew, K. S., & Mather, N. (2005). Batería III Woodcock-Muñoz: pruebas de aprovechamiento. Riverside.

      Mutaf-Yıldız, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2018). Investigating the relationship between two home numeracy measures. A questionnaire and observations during Lego building and book reading. British Journal of Developmental Psychology, 36(2), 354-370. https://doi.org/10.1111/bjdp.12235

      Mutaf-Yıldız, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2020). Probing the relationship between home numeracy and children’s mathematical skills: A systematic review. Frontiers in Psychology, 11, 2074. https://doi.org/10.3389/fpsyg.2020.02074

      R Core Team. (2017). R: A language and environment for statistical computing. https://www.R-project.org/

      Rathé, S., Torbeyns, J., de Smedt, B., & Verschaffel, L. (2020). Are children’s spontaneous number focusing tendencies related to their home numeracy environment? ZDM, 52(4), 729-742. https://doi.org/10.1007/s11858-020-01127-z

      Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1-36.

      Silinskas, G., Leppänen, U., Aunola, K., Parrila, R., & Nurmi, J.-E. (2010). Predictors of mothers’ and fathers’ teaching of reading and mathematics during kindergarten and Grade 1. Learning and Instruction, 20(1), 61-71. https://doi.org/10.1016/j.learninstruc.2009.01.002

      Silver, A. M., Elliott, L., Imbeah, A., & Libertus, M. E. (2020). Understanding the unique contributions of home numeracy, inhibitory control, the approximate number system, and spontaneous focusing on number for children’s math abilities. Mathematical Thinking and Learning, 22(4), 296–311. https://doi.org/10.1080/10986065.2020.1818469

      Skwarchuk, S. L., Sowinski, C., & LeFevre, J.-A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63-84. https://doi.org/10.1016/j.jecp.2013.11.006

      Sonnenschein, S., Galindo, C., Metzger, S. R., Thompson, J. A., Huang, H. C., & Lewis, H. (2012). Parents’ beliefs about children’s math development and children’s participation in math activities. Child Development Research, 2012, 1-13. https://doi.org/10.1155/2012/851657

      Soto-Calvo, E., Simmons, F. R., Adams, A.-M., Francis, H. N. & Giofre, D. (2020). Pre-schoolers’ home numeracy and home literacy experiences and their relationships with early number skills: Evidence from a UK study. Early Education and Development, 31(1), 113-136. https://doi.org/10.1080/10409289.2019.1617012

      Susperreguy, M.I., Di Lonardo Burr, S., Douglas, H., Xu, C., Lefevre, J., Del Río, F., & Salinas, V. (2022). Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3. Early Childhood Research Quarterly. 59, 84-95. https://doi.org/10.1016/j.ecresq.2021.11.004

      Susperreguy, M. I., Di Lonardo Burr, S., Xu, C., Douglas, H., & LeFevre, J. (2020). Children’s home numeracy environment predicts growth of their early mathematical skills in kindergarten. Child Development, 91(5), 1663-1680. https://doi.org/10.1111/cdev.13353

      Susperreguy, M. I., Douglas, H., Xu, C., Molina-Rojas, N., & LeFevre, J.-A. (2020). Expanding the home numeracy model to Chilean children: Relations among parental expectations, attitudes, activities, and children’s mathematical outcomes. Early Childhood Research Quarterly, 50, 16-28. https://doi.org/10.1016/j.ecresq.2018.06.010

      Vanbinst, K., Bellon, E., & Dowker, A. (2020). Mathematics anxiety: An intergenerational approach. Frontiers in Psychology, 11, 1648. https://doi.org/10.3389/fpsyg.2020.01648

      Vasilyeva, M., Laski, E., Veraksa, A., Weber, L., & Bukhalenkova, D. (2018). Distinct pathways from parental beliefs and practices to children’s numeric skills. Journal of Cognition and Development, 19(4), 345-366. https://doi.org/10.1080/15248372.2018.1483371

      Wang, L. (2020). Mediation relationships among gender, spatial ability, math anxiety, and math achievement. Educational Psychology Review, 32(1), 1-15. https://doi.org/10.1007/s10648-019-09487-z

      Wei, W., Li, Y., & Su, H.-Y. (2020). Predicting the growth patterns in early mathematics achievement from cognitive and environmental factors among Chinese kindergarten children. Learning and Individual Differences, 79, 101841. https://doi.org/10.1016/j.lindif.2020.101841

      PDF
      Wed, 15 Jun 2022 21:46:27 +000
       
  • Adaptation and evidence of validity of the Corporate Ethical Virtues Scale
           in Brazil: A measure of ethical culture in organisations
    • Adaptation and evidence of validity of the Corporate Ethical Virtues Scale in Brazil: A measure of ethical culture in organisations

      Adaptación y evidencias de validez de la Escala de Virtudes Éticas Corporativas en Brasil: una medida de la cultura ética en las organizaciones

      Marília Mesquita Resende , Juliana Barreiros Porto , Francisco J. Gracia , Inés Tomás
      Revista Latinoamericana de Psicología, (2022), 54, pp. 23-32.
      Recibido el 12 de enero de 2022
      Aceptado el 4 de abril de 2022

      https://doi.org/10.14349/rlp.2022.v54.3

      Resumen

      Introducción: La cultura ética se destaca como una variable importante para comprender las normas y el comportamiento éticos en el trabajo. La escala de virtudes éticas corporativas (CEV) es una medida de cultura ética organizacional ampliamente utilizada. El objetivo de este estudio fue adaptar y validar la escala CEV de cultura ética al entorno brasileño. Método: En el estudio 1 (n = 1.219), la Escala CEV fue traducida y adaptada, se probaron la confiabilidad y la estructura interna y se demostró la validez discriminante de las medidas de clima ético. En el estudio 2 (n = 635), se demostró la invariancia de medición en dos grupos y hubo evidencia de validez basada en las relaciones con constructos relacionados. Resultados: Los resultados indicaron que la versión brasileña de la escala CEV mostró propiedades psicométricas razonables y proporcionó evidencia de validez convergente y discriminante. Conclusión: Esta medida puede ser utilizada por gerentes y consultores para diagnosticar la cultura organizacional ética.

      Palabras clave:
      Cultura ética organizacional, virtudes éticas corporativas, validez, análisis factorial confirmatorio, invarianza factorial

      Abstract

      Introduction: Ethical culture stands out as an important variable in comprehending ethical norms and ethical behaviour at work. The Corporate Ethical Virtues (CEV) Scale is a widely used measure of ethical culture in organisations. This study aimed to adapt and validate the CEV Scale to a Brazilian context. Method: In Study 1 (n = 1.219), the CEV Scale was translated and adapted, the reliability and the internal structure were tested and the discriminant validity of ethical climate measures was demonstrated. In Study 2 (n = 635), measurement invariance in two groups was demonstrated, and there was evidence of validity based on the relationships with related constructs. Results: The results indicated that the Brazilian version of the CEV Scale showed reasonable psychometric properties and provided evidence of convergent and discriminant validity. Conclusion: This measure can be used by managers and consultants to diagnose ethical organisational culture.

      Keywords:
      Ethical organisational culture, corporate ethical virtues, scale validation, confirmatory factor analysis, factorial invariance

      Artículo Completo
      Bibliografía

      Almeida, J. G., & Porto, J. B. (2019). Ethical Climate Index: Evidence of validity of the Brazilian version. RAM. Revista de Administração Mackenzie, 20(3), 2-28. https://doi.org/10.1590/1678-6971/eramg190030

      Arnaud, A. (2010). Conceptualizing and Measuring Ethical Work Climate: Development and Validation of the Ethical Climate Index. Business & Society, 49(2), 345-358. https://doi.org/10.1177/0007650310362865

      Ashkanasy, N. M., Wilderom, C. P. M., & Peterson, M. F. (2011). The handbook of organizational culture and climate (2nd ed.). SAGE.

      Cabana, G. C., & Kaptein, M. (2019). Team Ethical Cultures Within an Organization: A differentiation perspective on their existence and relevance. Journal of Business Ethics. 170, 761–780 https://doi.org/10.1007/s10551-019-04376-5

      Chan, D. (1998). Functional relations among constructs in the same content domain at different levels of analysis. Journal of Applied Psychology, 83(2), 234-246. https://doi.org/10.1037/0021-9010.83.2.234

      Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464-504. https://doi.org/10.1080/10705510701301834

      Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5

      DeBode, J. D., Armenakis, A. A., Feild, H. S., & Walker, A. G. (2013). Assessing ethical organizational culture: Refinement of a scale. Journal of Applied Behavioral Science, 49(4), 460–484. https://doi.org/10.1177/0021886313500987

      Denison, D. (1996). What is the difference between organizational culture and organizational climate? A native’s point of view on a decade of paradigm wars. The Academy of Management Review, 21(3), 619-654. https://doi.org/10.5465/AMR.1996.9702100310

      De Cremer, D., & Moore, C. (2020). Toward a better understanding of behavioral ethics in the workplace. Annual Review of Organizational Psychology and Organizational Behavior, 7, 369-393. https://doi.org/10.1146/annurev-orgpsych-012218-015151

      Huhtala, M., Kangas, M., Kaptein, M., & Feldt, T. (2018). The shortened Corporate Ethical Virtues scale: Measurement invariance and mean differences across two occupational groups. Business Ethics: A European Review, 27(3), 238-247. https://doi.org/10.1111/beer.12184

      Huhtala, M., Kangas, M., Lämsä, A.-M., & Feldt, T. (2013). Ethical managers in ethical organisations? The leadership-culture connection among Finnish managers. Leadership & Organization Development Journal, 34(3), 250-270. https://doi.org/10.1108/01437731311326684

      Huhtala, M., Kaptein, M., & Feldt, T. (2016). How perceived changes in the ethical culture of organizations influence the well-being of managers: A two-year longitudinal study. European Journal of Work and Organizational Psychology, 25(3), 335-352. https://doi.org/10.1080/1359432X.2015.1068761

      International Test Comission. (2018). ITC Guidelines for Translating and Adapting Tests (2nd ed.). International Journal of Testing, 18(2), 101-134. https://doi.org/10.1080/15305058.2017.1398166

      Kangas, M., Feldt, T., Huhtala, M., & Rantanen, J. (2014). The Corporate Ethical Virtues Scale: Factorial invariance across organizational samples. Journal of Business Ethics, 124(1), 161-171. https://doi.org/10.1007/s10551-013-1851-7

      Kangas, M., Kaptein, M., Huhtala, M., Lämsä, A. M., Pihlajasaari, P., & Feldt, T. (2018). Why do managers leave their organization? Investigating the role of ethical organizational culture in managerial turnover. Journal of Business Ethics, 153, 707-723. https://doi.org/10.1007/s10551-016-3363-8

      Kaptein, M. (2008). Developing and testing a measure for the ethical culture of organizations: the corporate ethical virtues model. Journal of Organizational Behavior, 29, 923-947. https://doi.org/10.1002/job.520

      Kaptein, M. (2011). Understanding unethical behavior by unraveling ethical culture. Human Relations, 64(6), 843-869. https://doi.org/10.1177/0018726710390536

      Karlsson, P., Aguirre, D., & Rivera, K. (2017). Are CEOs less ethical than in the past? Why more chief executives are losing their jobs after scandals and corporate misconduct. Strategy+business magazine. https://www.pwc.com/ee/et/publications/pub/sb87_17208_Are_CEOs_Less_Ethical_Than_in_the_Past.pdf

      Klein, K. J., & Kozlowski, S. W. J. (2000). Multilevel theory, research, and methods in organizations: Foundations, extensions, and new directions. Jossey-Bass.

      Lloret, S., Ferreres, A., Hernández, A., & Tomás, I. (2017). El análisis factorial exploratorio de los ítems: análisis guiado según los datos empíricos y el software. Anales de Psicología, 33(2), 417-432. https://doi.org/10.6018/analesps.33.2.270211

      MacLean, T. L., Litzky, B. E., & Holderness, D. K. (2015). When organizations don’t walk their talk: A cross-level examination of how decoupling formal ethics programs affects organizational members. Journal of Business Ethics, 128(2), 351-368. https://doi.org/10.1007/s10551-014-2103-1

      Mayer, D. M. (2014). A review of the literature on ethical climate and culture. In B. Schneider & K. M. Barbera (Eds.), The Oxford handbook of organizational climate and culture (pp. 415-440). Oxford University Press.

      Muthén, L. K., & Muthén, B. O. (2012). MPlus: Statistical analysis with latent variables. User’s guide. Muthen and Muthen (7th ed.).

      Novelskaite, A., & Pucetaite, R. (2014). Validation of data collection instrument for measurement of ethical organizational culture in Lithuanian organizations. Economics and Management, 19(3), 290-299. https://doi.org/10.5755/j01.em.19.3.8357

      OECD (2018). Behavioural insights for public integrity: Harnessing the human factor to counter corruption. OECD Public Governance Reviews, OECD Publishing, Paris. https://doi.org/10.1787/9789264297067-en

      Ribeiro, P. E. C. D., Porto, J. B., Puente-Palacios, K., & Resende, M. M. (2016). Ethical climate within organizations: Validity evidence of a measure’s scale. Temas Em Psicologia, 24(2), 415-425. https://doi.org/10.9788/TP2016.2-02

      Russell, T. L., Sparks, T. E., Campbell, J. P., Handy, K., Ramsberger, P., & Grand, J. A. (2017). Situating ethical behavior in the nomological network of job performance. Journal of Business and Psychology, 32(3), 253-271. https://doi.org/10.1007/s10869-016-9454-9

      Schneider, B., Ehrhart, M. G., & Macey, W. H. (2013). Organizational climate and culture. Annual Review of Psychology, 64, 361-388. https://doi.org/10.1146/annurev-psych-113011-143809

      Tomás, I., Marsh, H. W., González-Romá, V., Valls, V., & Nagengast, B. (2014). Testing measurement invariance across Spanish and English versions of the Physical Self-Description Questionnaire: An application of exploratory structural equation modeling. Journal of Sport and Exercise Psychology, 36(2), 179-188. https://doi.org/10.1123/jsep.2013-0070

      Toro-Arias, J., Ruiz-Palomino, P., & Rodríguez-Córdoba, M. P. (2022). Measuring ethical organizational culture: Validation of the Spanish version of the shortened Corporate Ethical Virtues model. Journal of Business Ethics, 176, 551-574. https://doi.org/10.1007/s10551-020-04687-y

      Transparency International (2021). Corruption Perceptions Index 2020. https://www.transparency.org/en/cpi/2020/index/nzl

      Treviño, L. K. (1990). A cultural perspective on changing and developing organizational ethics. In R. Woodman & W. Passmore (Eds.), Research in organizational change and development (pp. 195-230). JAI Press.

      Treviño, L. K., den Nieuwenboer, N. A., & Kish-Gephart, J. J. (2014). (Un)Ethical behavior in organizations. Annual Review of Psychology, 65, 635-660. https://doi.org/10.1146/annurev-psych-113011-143745

      Treviño, L. K., & Weaver, G. R. (2001). Organizational justice and ethics program ‘follow-through’: Influences on employees’ harmful and helpful behavior. Business Ethics Quarterly, 11(4), 651-671. https://doi.org/10.2307/3857765

      Umphress, E. E., Bingham, J. B., & Mitchell, M. S. (2010). Unethical behavior in the name of the company: The moderating effect of organizational identification and positive reciprocity beliefs on unethical pro-organizational behavior. Journal of Applied Psychology, 95(4), 769-780. https://doi.org/10.1037/a0019214

      Victor, B., & Cullen, J. B. (1988). The organizational bases of ethical work climates. Administrative Science Quarterly, 33(1), 101-125. https://doi.org/10.2307/2392857

      PDF
      Wed, 15 Jun 2022 01:57:53 +000
       
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


Your IP address: 44.192.26.60
 
Home (Search)
API
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-