ABSTRACT
resumen Actualmente se está produciendo una disminución de la edad de inicio de los cambios puberales, particularmente en las niñas, lo cual puede incidir en variables como ansiedad, autoestima e imagen corporal. El objetivo es establecer una comparación de estas variables en 2 grupos: uno de 15 niñas diagnosticadas de pubertad precoz y otro grupo de 16 niñas sin ese diagnóstico. Se realizó un diseño descriptivo no experimental, y para la medición de variables se utilizaron el State-Trait Anxiety Inventory for Children (STAIC) y el Self Description Questionnaire (SDQ). Se encontraron diferencias significativas entre ambos grupos en los niveles de ansiedad y de imagen corporal, pero no en los de autoestima. A través de los hallazgos obtenidos, se evidencia que las niñas que inician los cambios puberales de manera precoz sufren altos niveles de ansiedad y tienen una imagen corporal de sí mismas más negativa que las niñas que inician los cambios puberales en el momento normativo.
abstract Currently, the age of onset for pubertal changes is decreasing, especially in girls, which may have an impact on psychosocial factors such as anxiety, self-esteem and body image. The aim of the present study is to compare these variables in two groups: a group of 15 girls with precocious puberty and a group of 16 girls of the same age without precocious puberty. A non-experimental descriptive design was used and the State-Trait Anxiety Inventory for Children (STAIC) and Self-Description Questionnaire (SDQ) were used to measure variables. Significant differences were found in Anxiety and Body Image levels between groups, but there were no differences in Self-Esteem levels. In conclusion, the findings show girls with early onset pubertal changes present high anxiety levels and negative body image compared to girls who start pubertal changes at the normal time.
Subject(s)
Humans , Female , Adolescent , Puberty, Precocious , Women , Psychology , Self Concept , Body Image , Body DissatisfactionABSTRACT
Currently, the age of onset for pubertal changes is decreasing, especially in girls, which may have an impact on psychosocial factors such as anxiety, self-esteem and body image. The aim of the present study is to compare these variables in two groups: a group of 15 girls with precocious puberty and a group of 16 girls of the same age without precocious puberty. A non-experimental descriptive design was used and the State-Trait Anxiety Inventory for Children (STAIC) and Self-Description Questionnaire (SDQ) were used to measure variables. Significant differences were found in Anxiety and Body Image levels between groups, but there were no differences in Self-Esteem levels. In conclusion, the findings show girls with early onset pubertal changes present high anxiety levels and negative body image compared to girls who start pubertal changes at the normal time.
Subject(s)
Anxiety/epidemiology , Body Image/psychology , Puberty, Precocious/psychology , Self Concept , Case-Control Studies , Child , Female , Humans , Surveys and QuestionnairesABSTRACT
The purpose of this investigation was to determine the relationship between the cognitive processes and the academic performance by a non-experimental correlational study with a cross-sectional design. Participants were 60 students between 14 and 17 years old, who were randomly selected from high school tenth grade without a history of personality disorder or intellectual disability. Academic performance was evaluated from the school average reported by educational documents. Cognitive processes measured were: focused and sustained attention, cognitive flexibility and inhibitory control, delayed visual memory, auditory verbal learning and delayed auditory verbal memory, visualconstructive praxis, naming function of language and verbal fluency. A neuropsychological battery was used for that purpose. According to the Rho Spearman, the results indicated that there is a statistically significant relationship between the two following cognitive processes and academic performance: sustained attention (p=0.01) and the naming function of language (p=0.05).
El propósito de la presente investigación fue determinar la relación entre los procesos cognitivos y el rendimiento académico mediante un estudio no experimental correlacional con diseño transeccional. Participaron 60 estudiantes entre 14 y 17 años de edad, los cuales fueron seleccionados al azar de grado décimo de básica secundaria sin antecedentes personales de trastorno de personalidad o discapacidad intelectual. El rendimiento académico se evaluó a partir del promedio escolar reportado por informes educativos. Los procesos cognitivos medidos fueron: atención focalizada y sostenida, flexibilidad cognitiva y control inhibitorio, memoria visual inmediata, aprendizaje auditivo verbal y memoria auditiva verbal inmediata, praxis visuoconstructiva, función nominativa del lenguaje y fluidez verbal; para lo cual, se empleó una batería de instrumentos neuropsicológicos. De acuerdo con R de Spearman, los resultados arrojados señalan que existe una relación estadísticamente significativa entre los dos siguientes procesos cognitivos y el rendimiento académico: la atención sostenida (p=0.01) y la función nominativa del lenguaje (p=0.05).