Indicators of Dietary Behavior and Physical Activity Change Associated with Metabolic Control of Obesity, Hypertension, and Type 2 Diabetes Mellitus in Mexican Adults: National Nutrition and Health Survey in Mexico, 2016.

Introduction: Obesity (OB), type 2 diabetes mellitus (T2D), and hypertension (HTN) are health issues in Mexico linked to unhealthy behaviors. This study investigates the relationship between behavior change indicators and metabolic control in Mexican adults with OB, T2D, and HTN. Methods: We used data from the 2016 National Health and Nutrition Survey Midway (ENSANUT MC-2016), representing ∼59.5 million Mexican adults aged 20-59 with these conditions. We assessed behavior change indicators, including stages of change, self-efficacy, and perceptions of benefits and barriers. In addition, we conducted descriptive analyses and used statistical tests, such as Pearson's chi-squared test and logistic regression models, adjusted for multiple variables. Results: We found that adults in the action and maintenance stages of physical activity (PA) were four times more likely to have adequate HTN control than those in the precontemplation stage. Self-efficacy for PA was related to better control in T2D and HTN. Self-efficacy for reducing the consumption of sugary beverages was positively associated with control in OB and T2D. No significant association was observed with self-efficacy for consuming fruits and vegetables. Conclusion: Behavior-change indicators are significantly linked to metabolic control in adults with HTN. These results support the importance of these indicators in managing chronic diseases such as HTN and their potential use in public health strategies.

Propiedades psicométricas de la Escala de Autoeficacia para el rendimiento académico en estudiantes universitarios / Psychometric properties of the Self-Efficacy Scale for Academic Performance in university students

Resumen La Teoría Social Cognitiva reconoce a la autoeficacia en el marco de las creencias personales que permiten a las personas ejercer cierto control sobre su comportamiento, y es de particular relevancia en relación con la vida universitaria y el rendimiento académico. El presente trabajo tuvo como objetivo estudiar las propiedades psicométricas de la versión abreviada de la Escala de Autoeficacia para el Rendimiento Académico en universitarios adaptada por Krumm y Lemos (2012). El estudio que se presenta fue de índole instrumental, con un diseño transversal, no experimental y se utilizó un muestreo no probabilístico incidental. Participaron 1044 estudiantes universitarios residentes todos en Formosa capital al momento del estudio. La edad media de los participantes fue de 26 años (DE = 7.125), de los cuales un 24.9 % de hombres (n = 260) y un 75.1 % de mujeres (n = 784). Según la técnica de ecuaciones estructurales, se efectuó el Análisis Factorial Confirmatorio (AFC) sobre la versión original de la escala (Modelo 1), y se realizaron dos reespecificaciones que generaron dos modelos: el Modelo 2 definido como una escala unidimensional con 24 ítems y el Modelo 3 o versión breve, definido a partir de una escala unidimensional con nueve ítems. La solución final obtuvo índices de ajuste óptimos (RMSEA = .019; TL I = .999; CFI = .998 y GFI = .997) y confirma que la propuesta de una versión breve de la Escala de Autoeficacia para el Rendimiento Académico presenta adecuadas propiedades psicométricas y posibilita la evaluación de la autoeficacia académica en estudiantes universitarios de manera práctica, por lo que resulta particularmente útil en contextos de investigación.

Abstract The Social Cognitive Theory recognizes Self-efficacy within the framework of personal beliefs that allow people to exercise some control over their behavior, being of particular relevance in relation to university life and Academic Performance. University life poses not only cognitive challenges but also emotional and social challenges that involve the development and mobilization of personal resources to adapt to the demands of higher education. Self-efficacy linked to Academic Performance in this context can be a factor that favors learning in the case of perceived adequately capable, or it can be a factor that contributes to shelling or abandonment in the case of not being adequately experienced. Given its importance, the conceptualization of the concept of Self-efficacy has made possible the design of various scales that allow evaluating this construct, some oriented to the evaluation of General Self-efficacy and others to Self-efficacy in relation to specific aspects. However, given the complexity of the concept and the factors that influence its configuration, it is considered necessary to research and develop specific instruments related to the transit through university life with all the demands that it entails and that allow a deeper understanding of this particular training stage. The present work aimed to study the psychometric properties of the abbreviated version of the Self-efficacy Scale for Academic Performance in university students adapted by Krumm and Lemos (2012). The study presented was instrumental in nature, with a cross-sectional, non-experimental design, an incidental non-probabilistic sampling was used. 1044 university students, all residing in Formosa Capital at the time of the study, participated. The mean age of the participants was 26 years (SD = 7.125), being 24.9% men (n = 260) and 75.1 % women (n = 784). The original Scale consisted of 24 items and three subscales: (1) coping with negative physical and emotional states; (2) social relationships; and (3) coping with positive emotions. The following reliability indices were reported for each subscale: Cronbach's Alpha of .59, .69 and .55 respectively. Considering the technique of structural equations, the confirmatory factor analysis (CFA) was carried out on the original version of the Scale (Model 1), carrying out two re-specifications, which generated two models, Model 2 defined as a one-dimensional Scale with 24 items and Model 3 or short version, defined from a one-dimensional scale with 9 items. The results obtained show that the three dimensions proposed in the original scale did not emerge as such, since the items that made it up presented differences in grouping by factor. The final solution or short version obtained optimal fit indices (RMSEA = .019; TL I = .999; CFI = .998 and GFI = .997). Regarding reliability, the Omega coefficient showed a high internal consistency of the scale both for the original test and for the abbreviated version, indicating that, despite having reduced the number of items on the scale, it retains adequate reliability. From the results obtained, it is confirmed that the proposal of a short version of the Self-efficacy Scale for Academic Performance presents adequate psychometric properties and enables the evaluation of academic self-efficacy in university students in a practical way, which is why it is particularly useful in research contexts.

Mensuração de eficácia coletiva: revisão sistemática e avaliação dos instrumentos de medida / Measuring collective efficacy: systematic review and evaluation of the measurement instruments / Medición de eficacia colectiva: revisión sistemática y evaluación de los instrumentos de medida

Para efetuar uma revisão sistemática de pesquisas empíricas sobre mensuração de eficácia coletiva (EC), 49 artigos empíricos indexados no PsycNET ou na Web of Science foram analisados. A mensuração de EC tem se concentrado no âmbito esportivo e em amostras de adultos. A estratégia mais comum é o agregado de crenças individuais na capacidade grupal de atingir objetivos. As evidências de validade apresentadas para as medidas são principalmente as baseadas na estrutura interna e/ou na relação com outras variáveis. O alfa de Cronbach é o principal indicador de fidedignidade dos instrumentos analisados. Observou-se incoerência entre conceito e medidas de EC em cerca de 40% dos artigos. Esta revisão identificou problemas psicométricos na mensuração de EC, especialmente aqueles referentes à coerência entre conceito e medida. Recomenda-se que a construção de novas medidas respeite as diretrizes propostas tanto pela Teoria Social-Cognitiva quanto pela área de avaliação psicológica

To carry out a systematic review of empirical research on measuring collective efficacy (CE), 49 empirical articles indexed on PsycNET or Web of Science were analyzed. The measurement of CE has been concentrated on the sports field and adult samples. The most common strategy is the aggregation of individual beliefs in the group's ability to achieve goals. The validity evidence presented for measures is mainly based on internal structure and/or on relations to other variables. Cronbach's alpha is the main reliability indicator of the analyzed instruments. Incoherence between CE concept and measures was observed in about 40% of the articles. This review identified psychometric problems in the measurement of CE, especially those related to the coherence between concept and measure. It is recommended that the construction of new measures respect the guidelines proposed by both the Social Cognitive Theory and the psychological assessment area

Para efectuar una revisión sistemática de la investigación empírica sobre la medición de eficacia colectiva (EC), se analizaron 49 artículos indexados en PsycNET o Web of Science. La medición de EC se ha concentrado en el campo deportivo y en muestras de adultos. La estrategia más común es la agregación de creencias individuales en la capacidad grupal para lograr objetivos. La evidencia de validez presentada para las medidas se basa principalmente en estructura interna y / o relación con otras variables. Alfa de Cronbach es el principal indicador de fiabilidad de los instrumentos analizados. Se observó incoherencia entre el concepto y medidas de EC en cerca del 40% de los artículos. Esta revisión identificó problemas psicométricos en la medición de EC, especialmente los relacionados con la coherencia entre concepto y medida. Se recomienda que la construcción de nuevas medidas respete las pautas propuestas por la Teoría

Autoeficácia para Regulação Emocional e Autoeficácia Social: busca de evidências de validade de construtos relacionados / Regulatory Emotional Self-Efficacy and Social Self-Efficacy: validation evidence of related constructs / Autoeficacia para la Regulación Emocional y Autoeficacia Social: búsqueda de evidencias de validez de los constructos relacionados

O presente estudo teve como objetivo buscar evidências de validade para a Escala de Autoeficácia para Regulação Emocional (AERE) por meio da relação com a Escala de Autorregulação Emocional (EARE) e a Escala de Autoeficácia Social (AES). Para tanto, 549 participantes com idades entre 13 e 23 anos (M = 16,82, DP = 1,551), de Belém (72,7%, n = 399) e do Rio de Janeiro (27,3%, n = 150) compuseram a amostra. Eles responderam a EARE e outros dois instrumentos, um que avalia a autorregulação emocional diante da tristeza (Escala de Autorregulação Emocional - EARE) e outro, que avalia a autoeficácia social (Escala de Autoeficácia Social - AES). Os resultados indicaram que a autorregulação emocional mostrou maiores índices de predição em relação à autoeficácia para regulação emocional, do que para a autoeficácia social, embora ambos os construtos tenham gerado coeficientes significativos. Os achados corroboram a literatura, confirmando a evidência de validade para a Escala de Autoeficácia para Regulação Emocional e são discutidos à luz dos pressupostos teóricos (AU).

This study aimed to seek evidence of validity for the Self-Efficacy Scale for Emotional Regulation (SESER) using the relationship with the Emotional Self-Regulation Scale (ESRE) and the Social Self-Efficacy Scale (SSES). Participants included a total of 549 students aged between 13 and 23 years old (M = 16.82, SD = 1.551) from the Brazilian municipalities of Belém (72.7%, n = 399) and Rio de Janeiro (27.3%, n = 150). They responded to SEERS and two other instruments, one that assessed emotional self-regulation in the face of sadness (Emotional Self-Regulation Scale - ESRS) and another that assessed social self-efficacy (Social Self-Efficacy Scale - SSE). The results indicated that emotional self-regulation showed higher rates of prediction for emotion regulation self-efficacy than for social self-efficacy, although both constructs generated significant coefficients. The findings corroborate the literature, confirming the evidence of validity for the Self-efficacy Scale for Emotional Regulation and are discussed in the light of theoretical assumptions (AU).

El presente estudio tuvo como objetivo buscar evidencias de validez para la Escala de Autoeficacia para la Regulación Emocional (AERE) a través de la relación com la Escala de Autorregulación emocional (EARE) y la Escala de auto eficacia social (AES). Com este fin, 549 participantes com edades comprendidas entre 13 y 23 años (M = 16.82, DS = 1.551), de las ciudades brasileñas de Belém (72.7%, n = 399) y de Río de Janeiro (27.3%, n = 150) formaron la muestra. Respondieron al EARE y a otros dos instrumentos, uno que evalúa la autorregulación emocional frente a la tristeza (Escala de Autorregulación Emocional - EARE) y com que evalúa la autoeficacia social (Escala de Autoeficacia Social - AES). Los resultados indicaron que la autorregulación emocional mostró mayores índices de predicción com relación com la autoeficacia para la regulación emocional que para la autoeficacia social, aunque ambos constructos generaron coeficientes significativos. Los hallazgos corroboran la literatura, confirmando la evidencia de validez de la Escala de Autoeficacia para la Regulación Emocional y se discuten a la luz de los supuestos teóricos (AU).

"If not Mine, She Won't Belong to Another": Mechanisms of Moral Disengagement in a Femicide Perpetrator from Brazil.

Case files can show how aggressors use different explanations to reduce the seriousness of their crime. We aimed to identify and categorize a 2016 Brazilian case file from a perpetrator of femicide, based on moral disengagement theory. Content analysis yielded 47 verbalized excerpts, with 70 disengagement occurrences. The most frequently used mechanisms throughout the aggressor's speeches consisted of moral justification and blaming the victim herself. Results indicated that he reduced the seriousness of the femicide and sought reduction of the consequences. We discuss how speeches in criminal cases can serve as a secondary source for producing data on violence.

Uso do Método Delphi no processo de adaptação e validação cultural da Escala de Desengajamento Moral para o Bullying / Use of the Delphi Method in the process of cultural adaptation and validation of the Moral Disengagement Questionnaire for Bullying Situations

O bullying é um tipo de violência cujo desengajamento moral corresponde a um processo sociocognitivo. Embora a associação entre essas variáveis seja amplamente explorada, ainda não há instrumentos validados para sua análise no contexto brasileiro. Este estudo teve por objetivo apresentar o Método Delphi e explorar sua aplicabilidade no processo de adaptação e validação cultural da Escala de Desengajamento Moral para o Bullying (EDMB). O painel de especialistas incluiu sete profissionais da saúde e da educação (seis mulheres, média de idade ­ 41 anos). Todos os participantes tinham título de doutor e pesquisavam questões relacionadas ao bullying há mais de cinco anos. A escala foi avaliada em quatro dimensões: objetividade, simplicidade, clareza e credibilidade. Os dados foram tabulados utilizando-se o programa Microsoft Excel, a estatística descritiva permitiu definir os índices de validade de conteúdo e fidedignidade. O índice de validade de conteúdo alcançou a pontuação máxima (100%) nas quatro dimensões avaliadas. A verificação de fidedignidade demonstrou desempenho médio de 94%. Após o uso do Método Delphi foi proposta versão final, em português, da escala sobre bullying e desengajamento moral. O destaque do estudo reside na apresentação e aplicação rigorosa do Método Delphi.

Bullying is a type of violence of which the moral disengagement corresponds to a socio-cognitive process. Although the association between these variables is widely explored, there are still no validated instruments for its analysis in the Brazilian context. This study aimed to present the Delphi Method and explore its applicability in the process of cultural adaptation and validation of the Moral Disengagement Questionnaire for Bullying Situations. The expert panel included seven health and education professionals (six women, average age ­ 41 years). All participants were Ph.D. and had been investigating issues related to bullying for more than five years. The scale was evaluated in four dimensions: objectivity, simplicity, clarity and credibility. The data were tabulated using the Microsoft Excel program and descriptive statistics allowed the definition of content validity and reliability indexes. The content validity index reached the maximum score (100%) in the four dimensions evaluated. The reliability check showed an average performance of 94%. After using the Delphi Method, a final version of the scale on bullying and moral disengagement in Portuguese was proposed. The strength of the study lies on the rigorous presentation and application of the Delphi Method.

Validation of a Spanish-Language Questionnaire on Adolescent Eating Behavior Based on Social Cognitive Theory.

OBJECTIVE: To validate a Spanish-language questionnaire on adolescent eating behavior based on Social Cognitive Theory. DESIGN: The validity (reliability and construct validity) of a self-administered questionnaire containing 28 questions with Likert scale-type response options was evaluated. SETTING: School located in Tonala, Jalisco, Mexico (a peri-urban area) with approximately 1,400 students enrolled. PARTICIPANTS: One hundred fifty-two adolescents enrolled in the second year of a middle school in Tonalá, Jalisco, Mexico (mean age, 13.7 years; SD, 0.5 years; 64% female). The retest was completed by 70 adolescents chosen at random. OUTCOME MEASURES AND ANALYSIS: The questionnaire's reliability was measured through internal consistency (Cronbach α) and reproducibility (intraclass correlation coefficient [ICC]). Construct validity was assessed using exploratory factor analysis. RESULTS: Five questions were eliminated from the questionnaire because of a lack of temporal stability (ICC ≤0.4). The exploratory factor analysis was satisfactory for 3 factors (41.89% of variance): environmental facilitators and social support, self-efficacy and self-regulation, and outcome expectations and outcome expectations value. The questionnaire had good internal consistency (α = 0.824) and excellent temporal stability (ICC = 0.849). CONCLUSIONS AND IMPLICATIONS: The results substantiate the reliability and construct validity of this questionnaire. The questionnaire has the potential to use the assessment of Social Cognitive Theory constructs in clinical practice or in nutrition interventions aimed at modifying the eating habits of Spanish-speaking adolescents.

La influencia de la creencia de autoeficacia en el desempeño de los alumnos del IFMG -Bambuí / A influência da crença de autoeficácia no desempenho dos alunos do ifmg - bambuí / The influence of self-efficacy beliefs in the performance of students at ifmg -bambuí

Autoeficácia é um conceito da Teoria Social Cognitiva que trata da capacidade da própria pessoa se organizar e executar ações para atingir metas. Neste estudo foi desenvolvida uma pesquisa que procurou averiguar os motivos que denotam baixo desempenho de alunos quando cursando a disciplina de Cálculo. Uma das hipóteses investigadas trata da avaliação da influência das crenças de autoeficácia utilizando como campo de estudo o corpo discente do IFMG - Campus Bambuí. A pesquisa foi desenvolvida com base na aplicação de duas etapas distintas de cunho descritivo e qualitativo que levaram em conta o início e o final das disciplinas. Os resultados apontaram a existência de crenças de autoeficácia nos alunos iniciantes que se fortaleceram nos alunos concluintes. Com base nisso, pode-se destacar a importância do professor no processo de formação da autoeficácia do aluno, a necessidade de se desenvolver novas metodologias e, também, a relevância do suporte pedagógico e psicológico.

Autoeficacia es un concepto de la Teoría Social Cognitiva que trata de la capacidad de la propia persona organizarse y ejecutar acciones para alcanzar objetivos. En este estudio se desarrolló una investigación que buscó averiguar los motivos que denotan bajo desempeño de alumnos cuando están cursando la asignatura de Cálculo. Una de las hipótesis investigadas trata de la evaluación de la influencia de las creencias de autoeficacia utilizando como campo de estudio el equipo discente del IFMG - Campus Bambuí. La investigación se desarrolló con base en la aplicación de dos etapas distintas de cuño descriptivo y cualitativo que llevaron en cuenta el inicio y el final de las asignaturas. Los resultados apuntaron la existencia de creencias de autoeficacia en los alumnos iniciantes que se reforzaron en los alumnos concluyentes. Con base en eso, se puede destacar la importancia del profesor en el proceso de formación de la autoeficacia del alumno, la necesidad de desarrollarse nuevas metodologías y, también, la relevancia del soporte pedagógico y psicológico.

Self-efficacy is a concept of Social Cognitive Theory that addresses one's ability to organize and take action to achieve goals. The research developed in this study intended to ascertain the reasons for poor student performance in disciplines such as Calculus. One of the hypotheses investigated deals with an assessment on the influence of self - efficacy beliefs. Relying on the students of IFMG - Campus Bambuí as a field of study, the research was based on the application of two distinct descriptive and qualitative steps that took into account the beginning and end of the disciplines. The results pointed at the existence of self-efficacy beliefs in beginner students and also at the fact that these beliefs became stronger in students in the end of the course. Thus, we can highlight the importance of teachers in the development of self-efficacy in students while promoting the development of new methodologies and the relevance of pedagogical and psychological support.

Development of an intervention program to prevent childhood obesity targeted to Mexican mothers of school-aged children using intervention mapping and social cognitive theory.

In Mexico, data from the last National Health and Nutrition Survey (2016) described the increase in the prevalence of overweight and obesity in school-aged children (33.2%). Obesity prevention strategies have not been effective, and currently, Mexico has one of the highest prevalence of childhood obesity. Thus, there is an urgent need to develop strategies that can prevent childhood obesity and also to avoid these children to remain overweight/obese through adulthood. The objective of this study was to provide a step-by-step description of the design, implementation and evaluation of an intervention plan for Mexican mothers of school aged children to promote healthy eating and to prevent childhood obesity. The program Niño Sano Adulto Sano was developed using the Intervention Mapping Approach and the Social Cognitive Theory frameworks to provide Mexican mothers with knowledge and skills to positively modify their children's food behavior, thus preventing future weight gain. The program was developed, piloted and delivered to the target population with positive results on the mothers' nutrition knowledge and children's BMI. Intervention Mapping and Social Cognitive Theory are useful models to design and deliver an intervention that provides a holistic approach to promote healthy eating.

"Healthy Habits, Healthy Girls-Brazil": an obesity prevention program with added focus on eating disorders.

PURPOSE: To evaluate the immediate post-intervention and 6-month post-intervention effects of a Brazilian school-based randomized controlled trial for girls targeting shared risk factors for obesity and disordered eating. METHODS: Total of 253 girls, mean of 15.6 (0.05) years from 1st to 3rd grades of high school participated in this 6-month school-based cluster randomized controlled trial. "Healthy Habits, Healthy Girls-Brazil (H3G-Brazil)", originally developed in Australia, emphasized 10 key nutrition and physical activity (PA) messages delivered over 6 months. Disordered eating prevention procedures, i.e., prevention of weight-teasing, body satisfaction, and unhealthy weight control behavior, were added to the intervention. Body dissatisfaction, unhealthy weight control behaviors and social cognitive-related diet, and physical activity variables were assessed at baseline, immediate post-intervention, and 6-month post-intervention. Intervention effects were determined by one-way analysis of covariance or logistic regression, after checking for the clustering effects of school. The control group did not receive intervention prior to follow-up assessment. A conservative significance level was set at p < 0.01. RESULTS: Beneficial effects were detected for PA social support (F = 6.005, p = 0.01), and healthy eating strategies (F = 6.08, p = 0.01) immediate post-intervention; and healthy eating social support (F = 14.731, p = 0.00) and healthy eating strategies (F = 5.812, p = 0.01) at 6-month post-intervention. Intervention group was more likely to report unhealthy weight control behaviors (OR = 1.92, 95% CI 1.15-3.21, p = 0.01) at 6-month post-intervention. No other significant immediate or 6-month post effects were detected. CONCLUSION: H3G-Brazil demonstrated positive 6-month effects on some social cognitive variables but an adverse effect on unhealthy weight control behaviors. Thus, this study was not able to achieve synergy by combining obesity and disordered eating prevention procedures in an intervention among low-income girls in Brazil. TRIAL REGISTRATION: Level I: cluster randomized controlled trial.

Autoeficácia na formação superior: seu papel preditivo na satisfação com a experiência acadêmica / Self-efficacy on higher education: Its predictive role to satisfaction with academic experience

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

This study aims to evaluate the possible predictive role of self-efficacy in higher education regarding student satisfaction with the academic experience. Three hundred and seventy-two university students from the state of São Paulo (66.4% female) participated this study, aged between 17 - 53 years (M = 22.84, SD = 6.09). The instruments used were the Higher Education Self-efficacy Scale and the Academic Experience Satisfaction Scale. A multiple regression analysis indicated the facets of academic self-efficacy explained considerable amount of variance in academic satisfaction (approximately 64%), and the social interaction self-efficacy facet presented a high regression coefficient (β = 0.79; p < 0.001). These findings indicate that self-efficacy constitutes an important predictor of academic satisfaction.

Autoeficácia e sucesso na transição para o trabalho: um estudo longitudinal / Self-efficacy and transition-to-work success: A longitudinal study / Autoeficacia y éxito en la transición al trabajo: Un estudio longitudinal

O sucesso na transição do ensino superior para o trabalho é influenciado por uma multiplicidade de fatores associados ao indivíduo, ao seu contexto, bem como à interação entre ambos. O Modelo Social Cognitivo da Transição para o Trabalho organiza conceptualmente a complexidade desta transição e orienta a sua investigação. O presente estudo visa avaliar se a autoeficácia na transição no trabalho prediz o sucesso obtido nesta transição, um ano após a conclusão do curso. Os resultados evidenciam o potencial preditivo da autoeficácia relativamente à satisfação com o percurso académico-profissional e com o trabalho, o que vem salientar a pertinência de intervenções psicoeducativas com o objetivo de desenvolver a autoeficácia na transição para o trabalho em estudantes do ensino superior.

Success in the transition from higher education to work is influenced by a multiplicity of factors associated with the individual, his/her context, as well as their interaction. The Transition-to-Work Social Cognitive Model conceptually organizes the complexity of this transition and guides its research. The present study aims to evaluate if transition-to-work self-efficacy predicts the success obtained in this transition, one year after obtaining a bachelor degree. The results show the predictive potential of self-efficacy in relation to satisfaction with the academic-professional course and the work, which highlights the pertinence of psychoeducational interventions aimed at developing self-efficacy in the transition to work of students from higher education institutions.

El éxito en la transición de la enseñanza superior al trabajo está determinado por una multiplicidad de factores asociados con el individuo, su contexto y la interacción entre ambos. El Modelo Social Cognitivo de la Transición al Trabajo organiza conceptualmente la complejidad de esta transición y orienta su investigación. El presente estudio pretende evaluar si la autoeficacia en la transición al trabajo predice el éxito obtenido en esta transición, un año después de la conclusión de la carrera universitaria. Los resultados evidencian el potencial predictivo de la autoeficacia respecto a la satisfacción con la trayectoria académico-profesional y con el trabajo, lo que viene a subrayar la pertinencia de intervenciones psicoeducativas con el propósito de desarrollar la autoeficacia en la transición al trabajo en estudiantes de enseñanza superior.

Aspectos históricos e epistemológicos sobre crenças de autoeficácia: uma revisão da literatura / Historical and epistemological aspects about self-efficacy beliefs: a literature review / Aspectos históricos y epistemológicos sobre creencias de autoeficacia: una revisión de la literatura

Quando alguém se pergunta “Será que sou capaz de fazer?”, está indagando sobre a crença que tem da sua autoeficácia, construto postulado por Albert Bandura em 1977, que se caracteriza pela percepção das pessoas acerca das próprias capacidades de organizar e executar cursos de ação requeridos para produzir certas realizações. No presente artigo consta um levantamento histórico dos antecedentes e da evolução do conceito da Teoria da Autoeficácia, sua relação com a Teoria Social Cognitiva, sua localização epistemológica, bem como uma investigação quantitativa de artigos publicados sobre autoeficácia nas bases de dados “Web of Science”, “Scopus”, “Biblioteca Brasileira de Dissertações e Teses”, “Scielo” e “Lilacs/BVS”. Foi possível associar a Teoria de Autoeficácia ao paradigma Interpretativista, o que direciona a compreensão das bases epistemológicas da teoria. O crescimento gradual da produção de artigos desde a década de 1970, em diversas áreas do conhecimento e não apenas em Psicologia, parece indicar a importância e amplitude científica do conceito, com destaque visível para as publicações estadunidenses.(AU)

When someone asks oneself “Will I be able to do it?”, he/she is inquiring about the beliefs that he/she has in his/her own self- efficacy, construct postulated by Albert Bandura in 1977, characterized by the people’s perception about their own capabilites of organizing and executing courses of action required to produce certain achievements. In the present article contains a historical survey of antecedents and evolution of the concept of Self-efficacy Theory, its relationship with Social Cognitive Theory, its epistemological location, as a quantitative investigation of published articles about self-efficacy in the data bases “Web of Science”, “Scopus”, Biblioteca Brasileira de Dissertações e Teses”, “Scielo”, and “Lilacs/BVS”. It was possible to associate Self-efficacy Theory to the Interpretivism paradigm, which directs the understanding of the epistemological basis of the theory. The gradual growth of the production of articles since the decade of 1970, in many areas of knowledge and not only in Psychology, seems to indicate the importance and scientific range of the concept, with emphasis in the United States of America publications.(AU)

Cuando alguien se pregunta: "¿Soy capaz de hacer?" se pregunta sobre la creencia que tiene de su autoeficacia, constructo postulado por Albert Bandura en 1977, caracterizado por la percepción de las personas acerca de las propias capacidades para organizar y ejecutar cursos de acción necesarios para producir ciertos logros. En este artículo hay un estudio historico de los antecedentes y la evolución del concepto de la Teoría de la Auto-eficacia, su relación con la Teoría Social Cognitiva, su ubicación epistemológica, así como una investigación cuantitativa de artículos publicados sobre auto-eficacia en las bases de datos "Web of Science","Scopus","Biblioteca Brasileña de Tesis y Disertaciones","Scielo" y "Lilacs/BVS". Fue posible vincular la Teoría de la Auto-eficacia a paradigma Interpretativo, que dirige la comprensión de los fundamentos epistemológicos de la teoría. El crecimiento gradual de la producción de los artículos desde la década de 1970, en diversas áreas del conocimiento y no sólo en la psicología, indica la importancia y amplitud científica del concepto, con énfasis en publicaciones en los Estados Unidos.(AU)

Characterization of Basic Education Teachers Based on the Social Cognitive Model of Job Satisfaction / Caracterização de Docentes da Educação Básica a partir do Modelo Social Cognitivo de Satisfação no Trabalho / Caracterización de los Docentes de Educación Básica a partir de la Satisfacción del Modelo Social Cognitivo Social en el Trabajo

Abstract Teachers' job satisfaction and the factors that contribute to it are important in the school context as theycanaffect teachers' motivation and performance. This study aims to identify the dimensions associated with the degree of satisfaction amongbasic education teachers based on the Social Cognitive Model of Teacher Job Satisfaction and the degree of collective teacher efficacy. This study applied quantitative research methods to a sample of 495 basic education teachers within a network of private schools in three Brazilian states. The results indicate that positive affect and life satisfaction were the factors most strongly associated with job satisfaction. There was no association between efficacy beliefs (self-efficacy and collective efficacy) and job satisfaction. Elementary school teachers had the most negative perceptions of teaching. Specific aspectsof the school environment, such as a lack of student discipline, may have contributed to this result.

Resumo A satisfação no trabalho docente e seus elementos influenciadores são fatores importantes no contexto escolar, pois podem afetar os estados motivacionais e o nível de desempenho do professor. Este estudo tem como objetivo identificar as dimensões associadas ao grau de satisfação de professores da Educação Básica, a partir do Modelo Social Cognitivo de Satisfação no Trabalho Docente, e ao grau da eficácia coletiva docente. Consta de uma pesquisa quantitativa aplicada numa amostra de 495 docentes da Educação Básica de uma rede privada de ensino, em três estados brasileiros. Os resultados indicaram que o afeto positivo e a satisfação com a vida foram os fatores mais fortemente associados à satisfação com o trabalho. Não houve associação entre as crenças de eficácia (auto eficácia e eficácia coletiva) e a satisfação no trabalho. Os professores do Ensino Fundamental apresentaram as percepções mais negativas sobre a docência. Circunstâncias específicas do contexto escolar, tais como a indisciplina discente, podem ter contribuído para esse resultado.

Resumen La satisfacción en el trabajo y sus elementos de influencia, son factores importantes en el contexto escolar, porque pueden afectar los estados de motivación y el nivel de desempeño del docente. Este estudio tiene como objetivo identificar las dimensiones asociadas al grado de satisfacción de los profesores de Educación Básica, a partir del Modelo Social Cognitivo de Satisfacción en el Trabajo y el grado de eficacia colectiva docente. Asimismo, constituye una investigación cuantitativa aplicada a una muestra de 495 docentes de Educación Básica, provenientes de escuelas privadas de tres Estados brasileños. Los resultados indicaron que los factores más influyentes en la satisfacción con el trabajo son el afecto positivo y la satisfacción con la vida. No hubo asociación entre las creencias de eficacia (autoeficacia y eficacia colectiva) y la satisfacción en el trabajo. Los profesores de Enseñanza Fundamental presentaron las percepciones más negativas respecto a la docencia. Esta situación tal vez esté determinada por la concurrencia de circunstancias específicas del contexto escolar, que pueden haber contribuído a este resultado, tales como la indisciplina de los estudiantes.

Aspectos Históricos e Epistemológicos sobre Crenças de Autoeficácia: Uma Revisão da Literatura / Historical and epistemological aspects about self-efficacy beliefs: a literature review / Aspectos históricos y epistemológicos sobre creencias de autoeficacia: una revisión de la literatura

Quando alguém se pergunta "Será que sou capaz de fazer?", está indagando sobre a crença que tem da sua autoeficácia, construto postulado por Albert Bandura em 1977, que se caracteriza pela percepção das pessoas acerca das próprias capacidades de organizar e executar cursos de ação requeridos para produzir certas realizações. No presente artigo consta um levantamento histórico dos antecedentes e da evolução do conceito da Teoria da Autoeficácia, sua relação com a Teoria Social Cognitiva, sua localização epistemológica, bem como uma investigação quantitativa de artigos publicados sobre autoeficácia nas bases de dados "Web of Science", "Scopus", "Biblioteca Brasileira de Dissertações e Teses", "Scielo" e "Lilacs/BVS". Foi possível associar a Teoria de Autoeficácia ao paradigma Interpretativista, o que direciona a compreensão das bases epistemológicas da teoria. O crescimento gradual da produção de artigos desde a década de 1970, em diversas áreas do conhecimento e não apenas em Psicologia, parece indicar a importância e amplitude científica do conceito, com destaque visível para as publicações estadunidenses.(AU)

When someone asks oneself "Will I be able to do it?", he/she is inquiring about the beliefs that he/she has in his/her own self-efficacy, construct postulated by Albert Bandura in 1977, characterized by the people's perception about their own capabilites of organizing and executing courses of action required to produce certain achievements. In the present article contains a historical survey of antecedents and evolution of the concept of Self-efficacy Theory, its relationship with Social Cognitive Theory, its epistemological location, as a quantitative investigation of published articles about self-efficacy in the data bases "Web of Science", "Scopus", Biblioteca Brasileira de Dissertações e Teses", "Scielo", and "Lilacs/BVS". It was possible to associate Self-efficacy Theory to the Interpretivism paradigm, which directs the understanding of the epistemological basis of the theory. The gradual growth of the production of articles since the decade of 1970, in many areas of knowledge and not only in Psychology, seems to indicate the importance and scientific range of the concept, with emphasis in the United States of America publications.(AU)

Cuando alguien se pregunta: "¿Soy capaz de hacer?" se pregunta sobre la creencia que tiene de su autoeficacia, constructo postulado por Albert Bandura en 1977, caracterizado por la percepción de las personas acerca de las propias capacidades para organizar y ejecutar cursos de acción necesarios para producir ciertos logros. En este artículo hay un estudio historico de los antecedentes y la evolución del concepto de la Teoría de la Auto-eficacia, su relación con la Teoría Social Cognitiva, su ubicación epistemológica, así como una investigación cuantitativa de artículos publicados sobre auto-eficacia en las bases de datos "Web of Science","Scopus","Biblioteca Brasileña de Tesis y Disertaciones","Scielo" y "Lilacs/BVS". Fue posible vincular la Teoría de la Auto-eficacia a paradigma Interpretativo, que dirige la comprensión de los fundamentos epistemológicos de la teoría. El crecimiento gradual de la producción de los artículos desde la década de 1970, en diversas áreas del conocimiento y no sólo en la psicología, indica la importancia y amplitud científica del concepto, con énfasis en publicaciones en los Estados Unidos.(AU)

Physical Activity in Puerto Rican Breast Cancer Survivors.

OBJECTIVE: Breast cancer survivors do not engage in appropriate levels of physical activity, despite the known benefits of such activity. This study aims to describe physical-activity levels and the barriers to it in a group of Puerto Rican breast cancer survivors, as well as detailing their preferences for an intervention. METHODS: Participants who finished their chemotherapy and/or radiotherapy for breast cancer at least 4 months prior to the study were included. Demographic, anthropometric, and clinical data were obtained. The Godin Leisure-Time Exercise Questionnaire (GLTEQ) and questionnaires on exercise self-efficacy, barriers to self-efficacy, modeling, and social support were filled out by study participants. Data on access to exercise equipment and preferences regarding a physical-activity intervention were collected. Descriptive statistics and correlation analyses were performed. RESULTS: Fifty breast cancer survivors were recruited. Almost all the participants reported that they did not engage in any kind of strenuous physical activity (94%), with more than three fourths (76%) reporting that they did not even participate in any kind of moderate physical activity. The GLTEQ score was associated with barriers to selfefficacy, while the association with exercise self-efficacy approached significance (p = 0.055). Nearly half of the patients (44%) had access to exercise equipment. Preferred methods for the delivery of physical-activity interventions were participating in group settings (72%) and receiving material in the postal mail (44%). CONCLUSION: The study described herein reports on the low levels of physical activity being practiced by a group of Puerto Rican breast cancer survivors, despite the fact that many of them had access to exercise equipment and facilities. Further studies aimed at understanding breast cancer survivors' barriers to physical activity and at developing culturally competent interventions to increase the levels of such activity are warranted.

Autorregulação da aprendizagem: uma perspectiva holística / Self-Regulated Learning: a holistic perspective

O presente texto tem como objetivo realizar uma abordagem holística dos processos autorregulatórios da aprendizagem. Alicerçada na teoria sociocognitiva de Bandura, esta reflexão sistematizada faz uma análise evolutiva e comparativa entre a forma triárquica da autorregulação desenvolvida por Zimmerman e colaboradores e o modelo PLEA dos processos autorregulatórios da aprendizagem de Rosário.A revisão de literatura subjacente aos dois modelos teóricos realça a importância de os professores discutirem com os alunos, nas tarefas previstas no currículo, a aplicação das estratégias de autorregulação a situações concretas de aprendizagem, treinando a sua transferência para outros contextos e tarefas escolares. Este processo incrementaria as competências de autorregulação dos alunos, a instrumentalidade da utilização de estratégias de aprendizagem e a sua autoeficácia e, como consequência, promoveria o sucesso escolar e a focalização dos alunos em aprendizagens mais qualitativas

The purpose of this study aims to achieve a holistic approach of self-regulated processesin learning. Based upon the socio-cognitive theory of Bandura, this systematic reflexion accomplishes an evolutionary and comparative analysis between the triarchic form of selfregulation, developed by Zimmerman and his collaborators, and the PLEA model for selfregulation of learning by Rosário. The analysis of the different literature concerning the two theoretical frameworks emphasises the importance of discussion between teachers and students, as far as curriculum tasks are concerned, the implementation of strategiesof self-regulation to real learning situations, exercising that way the transference to other contexts and school tasks. This process wouldincrease students' self-regulation skills, the instrumentality of using learning strategies and their effectiveness and, consequently, it would promote school success and the focus on more quality learning experiences

Autorregulação da aprendizagem: uma perspectiva holística / Self-Regulated Learning: a holistic perspective

O presente texto tem como objetivo realizar uma abordagem holística dos processos autorregulatórios da aprendizagem. Alicerçada na teoria sociocognitiva de Bandura, esta reflexão sistematizada faz uma análise evolutiva e comparativa entre a forma triárquica da autorregulação desenvolvida por Zimmerman e colaboradores e o modelo PLEA dos processos autorregulatórios da aprendizagem de Rosário.A revisão de literatura subjacente aos dois modelos teóricos realça a importância de os professores discutirem com os alunos, nas tarefas previstas no currículo, a aplicação das estratégias de autorregulação a situações concretas de aprendizagem, treinando a sua transferência para outros contextos e tarefas escolares. Este processo incrementaria as competências de autorregulação dos alunos, a instrumentalidade da utilização de estratégias de aprendizagem e a sua autoeficácia e, como consequência, promoveria o sucesso escolar e a focalização dos alunos em aprendizagens mais qualitativas (AU)

The purpose of this study aims to achieve a holistic approach of self-regulated processesin learning. Based upon the socio-cognitive theory of Bandura, this systematic reflexion accomplishes an evolutionary and comparative analysis between the triarchic form of selfregulation, developed by Zimmerman and his collaborators, and the PLEA model for selfregulation of learning by Rosário. The analysis of the different literature concerning the two theoretical frameworks emphasises the importance of discussion between teachers and students, as far as curriculum tasks are concerned, the implementation of strategiesof self-regulation to real learning situations, exercising that way the transference to other contexts and school tasks. This process wouldincrease students’ self-regulation skills, the instrumentality of using learning strategies and their effectiveness and, consequently, it would promote school success and the focus on more quality learning experiences (au)

Barriers to accessing and using contraception in highland Guatemala: the development of a family planning self-efficacy scale.

Understanding the persistent inequalities in the prevalence rates of family planning and unmet need for family planning between indigenous and nonindigenous women in Guatemala requires localized explorations of the specific barriers faced by indigenous women. Based on social cognitive theory, elicitation interviews were carried out with a purposive sample of 16 young women, aged 20-24 years, married or in union, from the rural districts of Patzún, Chimaltenango, Guatemala. Content analysis was carried out using the constant-comparison method to identify the major themes. Based on this qualitative study, the following barriers are incorporated into the development of a self-efficacy scale: lack of knowledge about and availability of methods, fear of side effects and infertility, husbands being against family planning (and related fears of marital problems and abandonment), pressure from in-laws and the community, and the belief that using contraception is a sin. This is the first evidence-informed self-efficacy scale developed with young adult, indigenous women that addresses the issue of family planning in Latin America.

Professional choice self-efficacy: predicting traits and personality profiles in high school students

Abstract This study aimed to verify the predictive capacity of the Big Five personality factors related to professional choice self-efficacy, as well as to draw a personality profile of people with diverse self-efficacy levels. There were 308 high school students participating, from three different grades (57.5 % women), from public and private schools, average 26.64 years of age. Students completed two instruments, Escala de Autoeficácia para Escolha Profissional (Professional Choice Self-efficacy Scale) and Bateria Fatorial de Personalidade (Factorial Personality Battery). Results were obtained using multiple regression analysis, analysis of variance with repeated measures profile and Cohen’s d to estimate the effect size of differences. Results showed that Extraversion, Agreeableness and Conscientiousness were the main predictors of self-efficacy. Differences from medium to large were observed between extreme groups, and Extraversion and Conscientiousness were the personality factors that better distinguish people with low and high levels of self-efficacy. Theses results partially corroborate with the hypothesis. Results were discussed based on literature and on the practical implications of the results. New studies are proposed. (AU)