Systematic review for the definition and measurement of self-efficacy in university students / Revisión sistemática sobre autoeficacia en universitarios: conceptualización y medición

Abstract The objectives of this review were: (1) to identify literature published within the last years on self-efficacy in university students; (2) describe and evaluate the employed definitions and measurements; and (3) establish the methodological coherency between the stated definitions and employed measurement scales within the respectively described domains in higher education. A systematic revision was conducted for articles published between 2007 and 2019. Empirical studies on self-efficacy in university students were included. A total of 66 articles were included. Most of the selected literature defined and measured specific domains of self-efficacy in university students. The reviewed authors defined "self-efficacy" as a set of beliefs connected to specific domains of functioning. Most of the studies presented coherency between the research objective and definition/measurement of self-efficacy. Nevertheless, a notable percentage of the studies lacked coherency, which underscored the need for further refinement and improvement in this area.

Resumen Existe controversia respecto a las definiciones generales y específicas de la autoeficacia. Por otra parte, las definiciones y los instrumentos de medida son indicadores fundamentales de la rigurosidad metodológica de una investigación y de la validez de sus resultados. Al considerar estos elementos, los objetivos de esta revisión fueron los siguientes: (1) identificar la literatura publicada entre 2007 y 2019 sobre la autoeficacia en estudiantes universitarios; (2) describir y evaluar las definiciones y los instrumentos de medida empleados; y (3) estimar la coherencia metodológica entre las definiciones explicitadas y las escalas de medición empleadas para los respectivos dominios en la educación superior. Los datos obtenidos contribuirán a definir con precisión el concepto de "autoeficacia" de acuerdo al objetivo del estudio que se pretenda realizar; fundamentar el requisito de emplear escalas de medición coherentes con los dominios específicos que se estén investigando y, por último, medir y analizar la autoeficacia percibida en dominios determinados. Se tuvo en cuenta la importancia de la noción de autoeficacia en modelos actuales de investigación, se considera que este artículo representa un aporte modesto pero sustantivo al tema. El método utilizado fue el de una revisión sistemática de artículos publicados entre 2007 y 2019 e indexados en Web of Science, SciELO o Scopus. Se incluyeron estudios empíricos sobre autoeficacia en estudiantes universitarios. Se incluyó un total de 66 artículos sobre autoeficacia en el contexto de la educación superior, de los cuales 18 emplearon una definición general y 48, dominios específicos definidos dentro de cinco áreas. De las 52 escalas de medición utilizadas, 44 aludían a dominios específicos de autoeficacia, mientras que ocho eran mediciones generales. En cuanto a la coherencia, el 31.81 % de los artículos (n = 21) presentaron una coherencia moderada entre el objetivo del estudio y la definición empleada. Además, el 18.18 % (n = 12) no presentó coherencia entre el objetivo del estudio y el instrumento de medida empleado. De esta forma, se concluyó que la mayor parte de la literatura seleccionada definió y midió dominios específicos de autoeficacia en estudiantes universitarios. Los autores revisados definieron la autoeficacia como un conjunto de creencias conectadas a dominios específicos de funcionamiento. La mayoría de los estudios presentaron coherencia entre el objetivo de la investigación, la definición y la medición de la autoeficacia. Sin embargo, un porcentaje notable de los estudios carecía de esta coherencia: más del 9 % presentaron inconsistencias entre el objetivo de la investigación y la definición de autoeficacia empleada, mientras que el 18 % evidenció incoherencia entre el objetivo de la investigación y la escala de medición empleada. Estas incoherencias disminuyen la claridad del diseño metodológico, limitan el alcance de sus resultados y la replicabilidad de la respectiva investigación. Esto, a su vez, puede impactar negativamente en el diseño de programas e iniciativas de intervención relacionados con la autoeficacia en estudiantes universitarios. Además, aunque se proporcionaron muchas definiciones específicas de contexto para la autoeficacia en estudiantes de pregrado, algunos estudios la definieron y midieron, únicamente, en un sentido general. En cuanto a los instrumentos de medición, se presentaron numerosas escalas para medir formas de autoeficacia específicas. Adicionalmente, algunos estudios buscaron medir la autoeficacia, pero luego emplearon medidas no diseñadas para este fin. Esta información obliga a enfatizar la necesidad de un mayor refinamiento y mejora metodológica en esta área. Para medir de forma válida la autoeficacia en estudiantes, se requiere conceptualizar el dominio específico y consistentemente medirlo con un instrumento coherente con este dominio.

Predictive model of the dropout intention of Chilean university students.

Dropping out of university studies is one of the current problems of Higher Education; the increased rates during the first year of the study programme is considerable around the world. Dropping out has negative social implications that are reflected at the personal, family, institutional, and educational levels. The aim of this study was to evaluate a predictive model considering the mediation of university social satisfaction and perceived academic performance within the relations between perceived social support, social self-efficacy and academic purposes with career satisfaction and dropout intention in Chilean university students. A non-experimental explanatory design of latent and observed variables was used. Structural equation analyses with Mplus software were performed. The sample consisted of 956 first year university students. The study complied with the ethical requirements for research with human subjects. As a result, a predictive model with adequate adjustment indexes was obtained. When evaluating the explanatory capacity through the coefficient of determination (R2 ), it was observed that it explains 38.9 and 27.4% of the variance of the dropout intention and career satisfaction, respectively. This percentage of explanation indicates a large effect size in Social Sciences; therefore, they are considered adequate predictive models. The mediation of university social satisfaction on the relationships between social support, social self-efficacy, and academic purposes with academic adjustment and dropout intention was, respectively, confirmed. The perception of academic performance has less influence on dropout intention and on career satisfaction among first-year students. The model obtained allows explaining the dropout intention and career satisfaction in first year students. In addition, it is composed of variables that can potentially be modified in the interaction of students and professors.

Experiencias de estudiantes de medicina que interrumpen sus estudios universitarios: un estudio cualitativo / Experiences of medical students dropping out studies. A qualitative approach

Background: Medical students have a higher prevalence of mental health problems and are more likely to drop out their studies as a result. Aim: To comprehend the academic experiences of medical students who dropped out medical studies in a university that experienced an increase in drop out by medical students and consultations to mental health services. Material and Methods: A qualitative study with a phenomenological design, in which in-depth interviews were conducted with eight medical students who dropped out studies. The analysis was carried out by means of the constant comparison method up to the level of open coding. Results: Two categories were identified, namely experiences prior to interrupting studies, which comprised the subcategories of academic and social experiences, and motives that lead to drop-out, which considered the subcategories related to vocation, mental health and pursuing other projects. Conclusions: These results identified the challenges faced by students prior to stopping-out, that are related to academic aspects, peer relations and student-teacher relationship. The main motives for drop-out reported by students were mental health problems.

[Experiences of medical students dropping out studies. A qualitative approach]. / Experiencias de estudiantes de medicina que interrumpen sus estudios universitarios: un estudio cualitativo.

BACKGROUND: Medical students have a higher prevalence of mental health problems and are more likely to drop out their studies as a result. AIM: To comprehend the academic experiences of medical students who dropped out medical studies in a university that experienced an increase in drop out by medical students and consultations to mental health services. MATERIAL AND METHODS: A qualitative study with a phenomenological design, in which in-depth interviews were conducted with eight medical students who dropped out studies. The analysis was carried out by means of the constant comparison method up to the level of open coding. RESULTS: Two categories were identified, namely experiences prior to interrupting studies, which comprised the subcategories of academic and social experiences, and motives that lead to drop-out, which considered the subcategories related to vocation, mental health and pursuing other projects. CONCLUSIONS: These results identified the challenges faced by students prior to stopping-out, that are related to academic aspects, peer relations and student-teacher relationship. The main motives for drop-out reported by students were mental health problems.

Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students.

The beginning of university life can be a stressful event for students. The close social relationships that they can experience can have positive effects on their well-being. The objective of this paper is to estimate the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year. Overall, 205 students participated (63.90% men and 36.09% women) with an average age of 19.14 years (SD = 1.73), evaluated during their first academic year (2017) and the succeeding one (2018). For the evaluation of perceived social support, the Spanish version of the Perceived Social Support Questionnaire "MSPSS" was used, and PERMA-profiler was used to measure hedonic and eudaimonic well-being. Changes through the time of hedonic well-being and social support and the correlations between the variables were analyzed. Changes in the perception of social support were analyzed according to four categories of hedonic well-being. The prediction of social support for eudaimonic well-being was evaluated. Results indicated that the perception of students' social support did not change over time. Statistically significant differences were found in hedonic well-being scores in the two measurements, being significantly higher in the first measurement than in the second one. More than 50% of the participants presented a positive balance of affections. The perception of social support is associated with the two types of well-being. Students who had a high balance of affections had a greater perception of general social support than the groups of positive evolution of affections and a low balance of affections. In the case of the friends and family support dimensions, the perception in the high-balance group of affections concerning the low-scale group is greater. Improving the perception of social support increases the eudaimonic well-being of university students. The perception of support that students had during the beginning of their university life benefits their general well-being, which contributes to their mental health.

Propiedades psicométricas del PERMA-Profiler para la medición del bienestar en una muestra de estudiantes universitarios chilenos / Psychometric Properties of the PERMA-Profiler for the Measurement of Wellbeing in a Sample of Chilean University Students / Propriedades psicométricas do PERMA-Profiler para a medição do bem-estar em uma amostra de estudantes universitários chilenos

Resumen Introduction: en términos científicos y sociales, la investigación del bienestar ha sido relevante en los últimos años, lo que hace necesario investigar sobre las propiedades psicométricas de los cuestionarios que se utilizan para su medición. El objetivo de este trabajo fue estimar las propiedades psicométricas del cuestionario PERMA-Profiler en una muestra de estudiantes universitarios chilenos. Materialesy métodos: se evaluaron las respuestas de 1462 estudiantes universitarios de una universidad tradicional ubicada al sur de Chile, con una edad media de 19.09 años (DE=1.72). Se realizó un análisis factorial confirmatorio, se evaluaron las correlaciones dimensión/total del cuestionario e índices de consistencia interna. Resultados: el análisis factorial reporta la presencia de cinco factores. Se presentaron niveles de correlación moderada, positiva y significativa entre las dimensiones del PERMA-Profiler. Los índices de consistencia de la escala total y de la mayoría de las dimensiones se ubicaron entre α=.65 a .91 y de ω=.66 a .92, a excepción de la dimensión de compromiso. Conclusion: se confirman los cinco factores propuestos en la teoría y un adecuado nivel de correlación entre sus dimensiones y de fiabilidad del cuestionario. El PERMA-Profiler puede ser empleado para la medición de la salud mental de los estudiantes y como una herramienta válida para la evaluación de intervenciones en este contexto.

Abstract Introduction: In scientific and social terms, well-being research has been relevant in recent years, which makes it necessary to investigate the psychometric properties of the questionnaires used for its measurement. The objective of this work was to estimate the psychometric properties of the PERMA-Profiler questionnaire in a sample of Chilean university students. Materials and methods: The responses of 1462 university students from a traditional university located in southern Chile were evaluated, with an average age of 19.09 years (SD = 1.72). A confirmatory factor analysis was performed, and the dimension/ total correlations of the questionnaire and internal consistency indices were evaluated. Results: The factor analysis reports the presence of five factors. There were levels of moderate, positive, and significant correlation between the dimensions of the PERMA-Profiler. The consistency indices of the total scale and most of the dimensions were between α = .65 to .91 and from to ω = .66 to .92, with the exception of the commitment dimension. Conclusion: The five factors proposed in theory were confirmed: an adequate level of correlation between its dimensions and the questionnaire's reliability. The PERMA-Profiler can be used to measure students' mental health and as a valid tool for evaluating interventions in this context.

Resumo Introdução: em termos científicos e sociais a pesquisa do bem-estar tem disso relevante nos últimos años, o que faz necessário a pesquisa sobre as propriedades psicométricas dos questionários que se utilizam para sua medição. O objetivo deste trabalho foi estimar as propriedades psicométricas do questionário PERMA-Profiler em uma amostra de estudantes universitários chilenos. Materiais e métodos: avaliaram-se as respostas de 1462 estudantes universitários de uma universidade tradicional localizada no sul do Chile, com idade média de 19.09 años (DE=1.72). Realizou-se uma análise fatorial confirmatória, avaliaram-se as correlações dimensão/total do questionário e índices de consistência interna. Resultados: a análise fatorial reporta a presença de cinco fatores. Se apresentaram níveis de correlação moderada, positiva e significativa entre as dimensões do PERMA-Profiler. Os índices de consistência da escala total e da maioria das dimensões localizaram-se entre α =.65 a .91 y de ω=.66 a .92, com exceção da dimensão de compromisso. Conclusão: confirmam-se os cinco fatores propostos na teoria, um adequado nível de correlação entre suas dimensões e de fiabilidade do questionário. O PERMA-Profiler pode ser empregado para a medição de saúde mental dos estudantes e como uma ferramenta válida para a avaliação de intervenções neste contexto.

El Efecto de un Programa de Pensamiento Crítico en el Sesgo de Representación en Estudiantes de Pedagogía / Effect of a critical thinking program on pedagogy students' representation bias

Se investiga el efecto del pensamiento crítico sobre los sesgos cognitivos en estudiantes de pedagogía. Participaron 95 estudiantes de dos universidades chilenas, utilizándose un instrumento con dos tareas de probabilidad. Se usó diseño cuasi experimental con pretest y postest, con un grupo control y dos experimentales, uno solo con intervención en pensamiento crítico y otro además con formación en sesgos, analizándose los datos con estadísticos de confiabilidad y de diferencia de medias. Los resultados señalan que solo existe diferencia significativa en una de las dos tareas de sesgo. Se observa una diferencia entre el grupo experimental con formación en sesgos y el grupo control. Se concluye que hay dificultades para modificar los sesgos cognitivos y es necesario trabajarlos explícitamente

The effect of a critical thinking in cognitive biases aimed for pedagogy students is studied. Ninety-five students from two Chilean universities participated. The method consisted of a test with two probability tasks. A quasi-experimental design with pre and post-test was used, two experimental groups received training in critical thinking, one of them with explicit bias instruction, and it was contrasted with a control group. Data was analyzed through reliability and mean differences statistics. The results indicate differences between pre- and post-test in bias task 2; a significant difference between experimental group with bias training and control group was found. It is concluded that there is a difficulty to modify the cognitive biases and a need to work them explicitly

Affective and cognitive variables involved in structural prediction of university dropout / Variables afectivas y cognitivas implicadas en la predicción estructural del abandono universitario

BACKGROUND: The aim of the study was to analyze the influence of potentially important individual variables (motivation, satisfaction with the course, self-regulation, expectations of self-efficacy and perception of academic performance) on the intention to remain on university courses. METHOD: An ex-post-facto design was used, applying the University Life Questionnaire to a sample of 2,741 first-year students from six Chilean universities. Data were analyzed by path analysis. RESULTS: The intention to remain is higher when intrinsic motivation is higher, self-efficacy expectations are higher, the perception of performance is higher and satisfaction with the course is higher. All the variables included in the model explained 26% of the intention to remain. CONCLUSIONS: The study confirms the suitability of studying this phenomenon through complex models (e.g., structural equation models, multilevel models), since it makes little sense to try to explain dropout only through direct effects (as in most previous research). Secondly, the percentage of variance explained by dropout intention means it is important to continue this kind of research (with better controls, other types of measures, etc.)

ANTECEDENTES: el objetivo del estudio fue analizar la influencia de variables individuales potencialmente importantes (motivación, satisfacción con la carrera, autorregulación, expectativas de autoeficacia y percepción del desempeño académico) sobre la intención de permanecer en los estudios universitarios. MÉTODO: se ha empleado un diseño de tipo ex post-facto, administrando el Cuestionario de Vida Universitaria a una muestra compuesta por 2.741 estudiantes de primer año de seis universidades chilenas. Los datos fueron analizados utilizando un path análisis. RESULTADOS: la intención de permanencia se incrementa cuanto mayor es la motivación intrínseca, mayores las expectativas de autoeficacia, mayor la percepción de desempeño y mayor satisfacción con la carrera. Entre todas las variables consideradas en el modelo, la intención de permanencia fue explicada en un 26%. CONCLUSIONES: en primer lugar, se constata la conveniencia del estudio de este fenómeno mediante modelos complejos (por ejemplo, modelos de ecuaciones estructurales; modelos multinivel), pues no tiene sentido intentar explicar el abandono únicamente mediante efectos directos (como se hace en la mayoría de las investigaciones previas). En segundo lugar, el porcentaje de varianza explicada de la intención de abandono aconseja insistir en este tipo de estudios (con mayor control, con otro tipo de medidas, etc.)

Affective and cognitive variables involved in structural prediction of university dropout.

BACKGROUND: The aim of the study was to analyze the influence of potentially important individual variables (motivation, satisfaction with the course, self-regulation, expectations of self-efficacy and perception of academic performance) on the intention to remain on university courses. METHOD: An ex-post-facto design was used, applying the University Life Questionnaire to a sample of 2,741 first-year students from six Chilean universities. Data were analyzed by path analysis. RESULTS: The intention to remain is higher when intrinsic motivation is higher, self-efficacy expectations are higher, the perception of performance is higher and satisfaction with the course is higher. All the variables included in the model explained 26% of the intention to remain. CONCLUSIONS: The study confirms the suitability of studying this phenomenon through complex models (e.g., structural equation models, multilevel models), since it makes little sense to try to explain dropout only through direct effects (as in most previous research). Secondly, the percentage of variance explained by dropout intention means it is important to continue this kind of research (with better controls, other types of measures, etc.).

Autoeficacia cuestionario de autorregulación de estudio readiness / Questionário de autoeficácia para a autorregulação para estudar (readiness) / Self-efficacy questionnaire of the self-directed-learning readiness

La investigación ha demostrado la importancia de los instrumentos que miden la autoeficacia ligada a áreas de funcionamiento diferenciado, como el aprendizaje autorregulado. El objetivo de este trabajo fue proyectar y estudiar el comportamiento psicométrico del Cuestionario de Autoeficacia para la Autorregulación de la Disposición al Estudio. Se aplicó el instrumento, compuesto por nueve ítems, a una muestra por conveniencia de 695 estudiantes, en cinco universidades de la provincia de Concepción, CHILE. Mediante análisis factorial exploratorio, fue encontrada una estructura con un factor general (M=3.87; DE=0.65) y tres sub-factores, que fue demostrada en un análisis factorial confirmatorio. El instrumento muestra niveles adecuados de confiabilidad (α=0.84), una estructura latente con buen ajuste para los datos y correlaciones leves, pero estadísticamente significativas, con clasificaciones autoreferidas. Por lo tanto, el instrumento presenta propiedades psicométricas adecuadas para ser aplicadas en formato de auto-informe a distintos grupos de estudiantes. (AU)

A investigação tem demonstrado a importância dos instrumentos que medem a autoeficácia ligada às áreas de funcionamento diferencial, como a aprendizagem autorregulada. O objetivo deste trabalho é projetar e estudar o comportamento psicométrico do Questionário de Autoeficácia para a Autorregulação da Disposição para Estudar. O instrumento, composto por nove itens, foi aplicado em uma amostra por conveniência de 695 estudantes de cinco universidades da Província de Concepción, Chile. Por meio de análise fatorial exploratória, foi encontrada uma estrutura com um fator geral (M=3,87; DE=0,65) e três subfatores, a qual foi provada em uma análise fatorial confirmatória. O instrumento mostra níveis adequados de confiabilidade (α=0,84), uma estrutura latente com bom ajuste para os dados e as correlações leves, mas estatisticamente significativas, com classificações autorreferidas. Portanto, o instrumento apresenta propriedades psicométricas adequadas para serem aplicadas em formato de autorrelato, para diferentes grupos de alunos. (AU)

The investigation has demonstrated the importance of instruments that measure self-efficacy linked to areas of differential functioning, such as self-directed learning. The objective of this work is to design and study the psychometric behavior of the SelfEfficacy Questionnaire for Self-Directed-Learning. The instrument, composed of nine items, was applied to a convenience sample of 695 students from five universities in the province of Concepción, Chile. Through exploratory factor analysis, a structure with one general factor (M=3.87, SD=0.65) and three sub-factors was found, which was proved through confirmatory factor analysis. The instrument shows adequate levels of reliability (α=0.84), a latent structure with good fit for the data, and slight but statistically significant correlations with self-reported classifications. Therefore, the instrument has adequate psychometric properties to be applied in a self-report format for different groups of students. (AU)

Construcción y características psicométricas de la escala de estrategias de estimulación del autoconcepto académico / Escala de estratégias de estimulação do autoconceito acadêmico / Scale of strategies for stimulating academic self-concept

Se elaboró y se evaluó el comportamiento psicométrico de una escala de estrategias de estimulación del autoconcepto académico, asociada a comportamientos observados en la interacción profesor-alumno. Participaron del estudio 819 estudiantes de Eseñanza Primaria, de 16 escuelas de alta vulnerabilidad social, de la ciudad de Concepción, en Chile. La escala fue construída después de una revisión teórica, aplicación de dos pilotos con los alumnos y una validación interjueces. Los resultados del análisis factorial exploratorio indican que la escala final, con 15 preguntas, tiene una estructura de tres factores de primer orden (estrategias de capacidad, procedimientos de trabajo y de participación), que explican 66% de la varianza, con un factor de segundo orden con un omega jerárquico de 0,89. Esta estructura es corroborada por medio de un análisis factorial confirmatorio. Se observa validez concurrente con la subescala de autoestima escolar del Inventario de Autoestima de Coopersmith. (AU)

Elaborou-se e avaliou-se o comportamento psicométrico de uma escala de estratégias de estimulação do autoconceito acadêmico associada a comportamentos observáveis da interação professor-aluno. O estudo contou com a participação de 819 alunos do ensino fundamental de 16 escolas de alta vulnerabilidade social na cidade chilena de Concepción. A escala foi construída após uma revisão teórica, a aplicação de dois pilotos com os alunos e uma validação interjuízes. Os resultados de uma análise exploratória indicam que a escala final, com 15 perguntas, tem uma estrutura de três fatores de primeira ordem (estratégias de capacidade, de procedimentos de trabalho e de participação), que explicam 66% da variância, com um fator de segunda ordem com um ômega hierárquico de 0,89. Esta estrutura é corroborada por uma análise fatorial confirmatória. Observa-se validade concorrente com a subescala de autoestima escolar do Inventário de Autoestima de Coopersmith. (AU)

The objective of this study was to elaborate and evaluate behavioral psychometrics of a scale for stimulating academic self-concept strategies associated with observable teacher-student interaction behaviors. A total of 819 elementary students from 16 schools with high social vulnerability in the Chilean city of Concepción. The scale was constructed after a theoretical revision, the application of two pilot studies with the students, and an inter-judicial validation. Exploratory analysis results indicate that the final scale, with 15 questions, has a structure of three first-order factors (capacity, work procedures and participation strategies), which explain 66% of the variance, with a factor of second-order with a hierarchical omega of 0.89. This structure is corroborated by a confirmatory factor analysis. Concurrent validity is observed with the school self-esteem subscale of Coopersmith's Self-Esteem Inventory. (AU)

Valoración de la influencia de un programa de acompañamiento directivo sobre la percepción y satisfacción laboral de docentes y directivos / Assessment the influence of a school administration accompanying programme to teachers as well as the impact both on the teachers and the school administrators expressed on their perception and job satisfaction levels

Resumen El objetivo de esta investigación es valorar el "Programa de desarrollo de habilidades de acompañamiento directivo" (PAD), analizando su influencia sobre (1) la percepción y satisfacción de los docentes y (2) la percepción de los directivos sobre su labor de acompañamiento y la satisfacción percibida en los docentes. Se aplicó un diseño cuasi-experimental. Participaron 12 directivos y 16 docentes de cuatro centros educativos de la Región del Bío-Bío, Chile. Se concluye que el PAD tiene un efecto de mejora en (1) la percepción y satisfacción de los docentes, y (2) en la percepción y satisfacción percibida por los directivos en los docentes, por los procesos de acompañamiento realizados. Las dimensiones del PAD que obtienen mayores puntuaciones son apoyo (en los docentes) y sistematicidad (en los directivos).

Abstract The main objective of this research is to validate "The board of directors accompaniment skills programme to teachers" (BAP), analysing its influence over (1) the perception and satisfaction among the teachers and (2) the perception the board of directors showed about their accompaniment work and the perceived satisfaction among the teachers. A quasi-experimental design was applied where twelve participants of four boards of directors coming from four schools of the 8th Region plus sixteen teachers participated. It is concluded that the BAP has an improvement effect over both the teachers' and the board of directors' perception and the satisfaction among the board of directors about the accompaniment process they perform. The dimensions that obtain major punctuations are a support (in the teachers) and systematicity (in the executives). The dimensions which get higher scores are support (given to the teachers) and organization (coming from the board of directors).

Construction and psychometric characteristics of the self-concept scale of interaction in the classroom.

BACKGROUND: Both construction and psychometric characteristics of a self-concept scale associated with observable behaviors by students and teacher, useful to guide a pedagogic intervention in the classroom are presented. METHOD: A total of 1,385 primary school students, aged between 8 and 12 years, from 24 high-social vulnerability schools of the Province of Concepción, Chile, participated in the study. The scale was constructed, including a theoretical review of the construct, pilot application with students and interjudge reliability. For the study of psychometric characteristics, exploratory factorial analysis (EFA), confirmatory factorial analysis (CFA), factorial invariance and recurrent validity were performed. RESULTS: A self-report instrument with 22 items shows a three-factor structure, with an explained variance of 44.71% and a high level of fi t for the model. CFA in two different samples showed fi t indicators for configural invariance. It also has concurrent validity. CONCLUSIONS: The scale has good psychometric properties to assess the academic self-concept in the dimensions of Capacity, Work Procedure, and Participation in class. This can be useful to guide an educational intervention in the context of the teacher-student interaction in the classroom, in primary schools with high socio-economic vulnerability.

Construction and psychometric characteristics of the Self-Concept Scale of Interaction in the Classroom / Construcción y características psicométricas de la Escala de Autoconcepto de la Interacción en el Aula

BACKGROUND: To analyze the factor structure and psychometric properties of the TFEQ in a morbid obese Spanish sample of bariatric surgery candidates. METHOD: Multi-trait multi-item analyses and alpha coefficients were conducted to test the convergent o discriminant validity and the internal consistency reliability. Principal components analyses varimax were used to explore the factor structure. Sub-group factor analyses by gender, age and body mass index BMI were conducted to identify unstable items. RESULTS: The internal structure of the original TFEQ factors was unsatisfactory, especially the Disinhibition Scale. Most Disinhibition and Hunger items were grouped on one factor labele Dysregulation Eating. Cognitive Restraint was split into two factors. The first one, related to the behavioral component of Restraint, labeled Restrained Behaviou and the second one related to weight and eating concerns called Predisposition to Restraint. CONCLUSIONS: The original factor structure of the TFEQ was not replicated. A revised 23-item instrument, representing the three new derived factors is offered as a valid screening instrument for severely obese patients

ANTECEDENTES: analizar la estructura factorial y las propiedades psicométricas del TFEQ en una muestra española de obesos mórbidos candidatos a cirugía bariátrica. MÉTODO: se realizó un análisis multirasgo/multi-ítem y de coeficientes alpha para probar la validez convergente o discriminante y la consistencia interna. Se utilizó un análisis de componentes principales (varimax) para estudiar la estructura factorial. Se llevó a cabo también un análisis de factores de subgrupos por género, edad e IMC para identificar aquellos ítems inestables. RESULTADOS: la estructura interna original de los 3 factores TFEQ fue insatisfactoria, especialmente en la escala de Desinhibición. La mayoría de los ítems de Desinhibición y Hambre se agruparon en un mismo factor denominado Desregulación en la ingesta. La Restricción Cognitiva se dividió en dos factores. El primero, relacionado con el componente de Restricción, se denominó Restricción Activa y el segundo, relacionado con el peso y las preocupaciones de la ingesta, se llamó Predisposición a la Restricción. CONCLUSIONES: la estructura factorial original del TFEQ no se replica. En este artículo se presenta un instrumento revisado de 23 ítems, que representa los tres nuevos factores derivados, como instrumento de cribado válido para pacientes obesos graves

Disposición y enfoques de aprendizaje en estudiantes universitarios de primer año / First-year university students’ disposition and approaches to learning

La investigación del aprendizaje autorregulado ha permitido distinguir estrategias o procesos cognitivos que el estudiante selecciona y ejecuta para alcanzar sus objetivos. Al enfrentar una tarea el estudiante analiza sus características, el contexto y sus propias capacidades adoptando estrategias de planificación y gestión de sus recursos, empleando un enfoque de aprendizaje superficial o profundo. Para describir la relación entre las variables estrategias de disposición y enfoques de aprendizaje se aplicó el Cuestionario de Estrategias de Aprendizaje a 344 estudiantes de primer año de ocho carreras de una universidad chilena. Los resultados mostraron relaciones significativas (r superior a .30, p<.001) entre estrategias de disposición y utilización de enfoque de aprendizaje profundo y entre estas variables y las horas de estudio semanales.

Research on self-regulated learning has recognized cognitive processes that students select and execute to achieve their goals. When performing a task, the student analyzes the task characteristics, context and his own capacities, employing resource planning and management, adopting either deep or superficial learning approaches. To describe the relationship between “disposition to learning strategies and” and “deep and superficial learning approaches”, the “Cuestionario de Formas de Estudio” questionnaire was applied to 344 1st year students from eight study programs of a Chilean university. The results show significant correlation (r greater than 0.30, p lower than 0.001) between disposition to learning strategies and usage ofdeep learning approaches, and between the aforementioned variables and the amount of weekly study time.

La educación como estrategia para mejorar la adherencia de los pacientes en terapia dialítica / Education as a strategy to improve adherence of patients of dialysis therapy

Una de las dificultades que enfrenta el equipo de salud en los centros de hemodiálisis, es la mala adherencia de los pacientes al tratamiento. En la medida en que los pacientes logran adherirse al tratamiento, logran también una mejor calidad de vida. La experiencia clínica demuestra que la herramienta mayormente utilizada por el equipo de salud para aumentar la adherencia en los pacientes es la educación. Esta revisión tiene como objetivo describir la implicancia de la educación como estrategia para mejorar la adherencia de los pacientes que se encuentran en terapia dialítica. Para cumplir con este objetivo se describirán los principales conceptos que tienen relación con esta problemática(AU)

One of the difficulties facing the health team in hemodialysis centers is poor patient adherence to treatment. To the extent that patients to fail to adhere to treatment, also achieve a better quality of life. Clinical experience shows that the tool mostly used by the health team to increase adherence in patients is education this review aims to describe the implications of education as a strategy to improve adherence of patients who are on dialysis therapy. To meet this objective, described the main concepts that relate to this education(AU)

Expectativas educacionales hacia hijas e hijos en una escuela rural de alto desempeño / Educational expectations towards daughters and children in a rural school of high performance

Este artículo estudia las causas del buen desempeño de los y las estudiantes en una escuela rural desde la perspectiva de sus padres y madres. Se asume que en este nivel de escolaridad estos tienen un rol preponderante en la asistencia de sus hijos e hijas a la escuela, también que sus expectativas favorecen el buen desempeño en la escuela. Este trabajo se realiza en una escuela que tiene resultados favorables más allá de lo que logran sus iguales. La investigación es de tipo cualitativa, se efectúan entrevistas semiestructuradas a 10 padres y madres de estudiantes de Educación Básica y un análisis de contenido de sus discursos. La valoración positiva de la escuela, por parte de los padres, se presenta junto a altas expectativas educacionales hacia sus hijos e hijas, así se generan comportamientos de apoyo al estudio.(AU)

This article studies the causes of students’ good performance in a rural basic education school from the parents’ perspective. It is assumed that, in this schooling level, parents have a preponderant roll in their children’s attendance to school and their expectations favor their children’s good performance in it. This work is made in a school that has favorable results beyond what its equals obtain. This is a qualitative research for which semi-structured interviews are conducted with 10 parents of basic education students and a content analysis of their speeches is performed. The parents’ positive valuation of the school is presented next to high educational expectations towards their children; therefore, behavior to support study is generated.(AU)

Factores de riesgo biopsicosocial que influyen en el fracaso escolar en alumnos vulnerables de escuelas municipalizadas de la comuna de San Pedro de la Paz, 2005 / Biopsichosocial risk factors that influence school failure vulnerable student of public schools in San Pedro de la Paz, 2005

Estudio descriptivo correlacional de corte transversal, cuyo propósito fue conocer las características de salud en las dimensiones biológicas y psicosociales de escolares de alta vulnerabilidad y relacionarlas con su rendimiento y fracaso escolar. El grupo de estudio estuvo constituido por 148 escolares de segundo año básico, de dos escuelas de San Pedro de la Paz, Concepción, Chile, cuyos índices de vulnerabilidad escolar correspondían a 62 por ciento y 46,3 por ciento respectivamente, según encuesta de la Junta Nacional de Auxilio Escolar y Becas (JUNAEB). Los datos recolectados a través de un examen de salud y entrevista se registraron en una ficha elaborada por el proyecto del Fondo Nacional de Desarrollo Científico y Tecnológico (FONDECYT) N° 1040622. Los resultados señalaron que en la dimensión biológica, las niñas tuvieron más tendencia al sobrepeso: el 43,7 por ciento de los niños presentaron caries y el 26,8 por ciento no tenían hábitos de sueño, estas variables se relacionaron con el rendimiento escolar en Matemáticas y promedio general de notas. En la dimensión psicosocial, el 16,9 por ciento de los escolares vivían en familias monoparentales, el 34,5 por ciento recibió castigo psicológico en su hogar y el 17,6 por ciento no recibió ayuda para hacer las tareas. Los escolares refirieron agrado por la escuela y les gustó su profesora como modelo para aprender. Se puede concluir que el estado de salud de los niños y niñas era aceptable, que les gustaba ir a la escuela. Los factores de fracaso escolar principalmente son: por la falta de apoyo en tareas y por factores de riesgo que existían en sus familias como: alcoholismo, violencia intrafamiliar, cesantía y consumo de drogas.

This is a descriptive correlational study whose overall purpose was to know biological and psychosocial characteristics of elementary school students from highly vulnerable areas. The relationship between these characteristics and school failure was also examined. The study group was formed by 148 grade two students from two high risk schools in San Pedro de la Paz, Concepción, Chile. According to the National School Support and Scholarships Board (JUNAEB) vulnerability indices for these schools were 62 percent and 46.3 percent respectively. Data collection was done through a health assessment session and an interview based on a questionnaire developed for a FONDECYT-funded research grant No 1040622. Results showed that in the biological dimension, girls tended to be overweight, 43.7 percent of boys had dental cavities, and 26.8 percent did not have good sleep habits. These variables were significantly related to both students' performance in Mathematics and the student's grade point average. In the psychosocial dimension, 16.9 percent of students lived in single-parent families, 34.5 percent of them suffered from psychological abuse in their homes, and 17.6 percent did not receive any help at home to do their homework. Students reported enjoying both their school and their school teacher as a learning model. We conclude that the health status of both boys and girls was acceptable and that students enjoyed going to school. Among risk factors for school failure were lack of support to do school homework and family factors including domestic violence, alcohol consumption, and unemployment.

Características psicológicas de adolescentes pertenecientes a comunidades educativas vulnerables / Psychological characteristics of adolescents belonging to vulnerable educational communities

¿Difieren los patrones de personalidad de los adolescentes de centros educativos vulnerables al comparar sus respuestas con adolescentes que pertenecen a centros no vulnerables?, ¿qué tipo de preocupaciones parecen más relevantes?, ¿son portadores de algún síndrome clínico? Los resultados de esta investigación sugieren que los adolescentes, hombres y mujeres, que inician sus estudios de Enseñanza Media en centro alta vulnerabilidad presentan algunos patrones de personalidad que les exponen a riesgo. Sus características de personalidad, evaluadas con el Inventario Clínico para Adolescentes de Millon, les exponen a riesgo de abandonar sus estudios y de ser sujetos de trato violento de parte de otros. Los adolescentes que avanzan y permanecen en a enseñanza formal muestran características de personalidad que facilitan su adaptación a un sistema normado. Los alumnos, independientemente de su edad y sexo, de centros de alta vulnerabilidad exhiben altos niveles de ansiedad y afecto depresivo

When comparing the responses of adolescents from vulnerable educational centres to adolescents coming from non-vulnerable educational centres, do their personality patterns? What types of worries seem to be the most relevant? Are they carriers of some clinical syndrome? The results of this research project suggest that the adolescents, both male and female, who begin their high school studies in high vulnerability centers, present some personality patterns exposing them to risk. Their personality characteristics, evaluated with Millon´s Clinical Inventory for Adolescents, expose them to the risk of abandoning their studies and to be subject of violent treatment by others. The adolescents who advance in their studies and remain in formal education present personality characteristics that facilitate their adaptation to a normed system. The students, independently of their age and sex, from high vulnerability centers exhibit high levels of anxiety and depressive feelings