Artificial intelligence and learning technologies to enhance competencies in health students / Inteligencia artificial y tecnologías del aprendizaje para potenciar competencias en estudiantes de salud

With the advent of learning and knowledge technologies (LKT), the role of the teacher evolved from instructor to facilitator, and the student went from being a mere receiver to a creator. One of the technologies that has significantly transformed all aspects of everyday life, including education, is artificial intelligence (AI). In the educational environment, especially in higher education, new tools are made available capable of transforming the traditional processes of teaching and learning and with it, the development of students' competencies. This study offers a perspective on the use of LKT and AI in the nursing career, as well as its implications in teaching, based on scientific literature and the experience developed in the institution. The authors' experience with its use as part of the research projects "Innovative bimodal teaching for the development of generic competencies in university students" and "Bimodal teaching system for the development of learning and knowledge technologies" is described. which is part of the research program "Curriculum, innovation, education and training". The advantages of its use are shown, and the important ethical and practical challenges are reflected. The authors aim to provide valuable information on how technological and artificial intelligence tools can be successfully incorporated into the educational environment to develop specific and transversal competencies in university students, while promoting responsible and ethical use. The authors consider that the use of artificial intelligence in higher education should not be prohibited, but that its use should be regulated through policies that promote ethical and responsible use and that, in addition, teachers and students should be taught and taught to read and write about the proper use of this powerful tool, which would help in the teaching and learning process and the development of competencies.

Con la llegada de las tecnologías del aprendizaje y el conocimiento (TAC), el rol del docente evolucionó de instructor a facilitador, y el estudiante pasó de ser un mero receptor a un creador. Una de las tecnologías que ha transformado significativamente todos los aspectos de la vida cotidiana, incluyendo la educación, es la inteligencia artificial (IA). En el entorno educativo, especialmente en la enseñanza superior, se ponen a disposición nuevas herramientas capaces de transformar los procesos tradicionales de enseñanza y aprendizaje y con ello, el desarrollo de competencias del estudiantado. Este estudio ofrece una perspectiva sobre el uso de TAC e IA en la carrera de enfermería, así como sus implicaciones en la enseñanza, basándose en literatura científica y la experiencia desarrollada en la institución. Se describe la experiencia de los autores con su uso como parte de los proyectos de investigación "Enseñanza bimodal innovadora para el desarrollo de competencias genéricas en estudiantes universitarios" y "Sistema de enseñanza bimodal para el desarrollo de tecnologías del aprendizaje y el conocimiento", los cuales se enmarcan en el programa de investigación "Currículo, innovación, educación y formación". Se muestran las ventajas de su uso, y se reflexiona sobre los importantes desafíos éticos y prácticos. Los autores pretenden proporcionar información valiosa sobre cómo las herramientas tecnológicas y de inteligencia artificial pueden incorporarse con éxito al entorno educativo para desarrollar competencias específicas y transversales en los estudiantes universitarios, promoviendo al mismo tiempo un uso responsable y ético. Los autores consideran que no se debe prohibir el uso de la inteligencia artificial en la enseñanza superior, sino que se debe regular su uso mediante políticas que promuevan el uso ético y responsable y que, además, se alfabetice a docentes y estudiantes sobre el uso adecuado de esta poderosa herramienta, lo cual ayudaría en el proceso de enseñanza y aprendizaje y el desarrollo de competencias.

Com o advento das tecnologias de aprendizagem e conhecimento (TAC), o papel do professor evoluiu de instrutor para facilitador, e o aluno passou de mero receptor a criador. Uma das tecnologias que tem transformado significativamente todos os aspectos do dia a dia, inclusive a educação, é a inteligência artificial (IA). No ambiente educacional, especialmente no ensino superior, são disponibilizadas novas ferramentas capazes de transformar os processos tradicionais de ensino e aprendizagem e, com isso, o desenvolvimento das competências dos alunos. Este estudo oferece uma perspectiva sobre o uso da TAC e da IA na carreira de enfermagem, bem como suas implicações no ensino, com base na literatura científica e na experiência desenvolvida na instituição. Descreve-se a experiência dos autores com sua utilização como parte dos projetos de pesquisa "Ensino bimodal inovador para o desenvolvimento de competências genéricas em estudantes universitários" e "Sistema de ensino bimodal para o desenvolvimento de tecnologias de aprendizagem e conhecimento". que fazem parte do programa de pesquisa "Currículo, inovação, educação e treinamento". As vantagens de seu uso são mostradas, e os importantes desafios éticos e práticos são refletidos. Os autores pretendem fornecer informações valiosas sobre como ferramentas tecnológicas e de inteligência artificial podem ser incorporadas com sucesso ao ambiente educacional para desenvolver competências específicas e transversais em estudantes universitários, promovendo o uso responsável e ético. Os autores consideram que o uso da inteligência artificial no ensino superior não deve ser proibido, mas que seu uso deve ser regulamentado por meio de políticas que promovam o uso ético e responsável e que, além disso, professores e alunos devem ser ensinados e ensinados a ler e escrever sobre o uso adequado dessa poderosa ferramenta, o que ajudaria no processo de ensino e aprendizagem e no desenvolvimento de competências.

RELACIÓN ENTRE INGESTA ALIMENTICIA Y ESTRÉS ACADÉMICO, REACCIONES FISICAS, PSICOLÓGICAS Y COMPORTAMENTALES EN ESTUDIANTES DE LA UNIVERSIDAD AUTÓNOMA DE CHIHUAHUA, MÉXICO / RELATIONSHIP BETWEEN FOOD INTAKE AND ACADEMIC STRESS, PHYSICAL, PSYCHOLOGICAL AND BEHAVIORAL REACTIONS IN STUDENTS OF THE AUTONOMOUS UNIVERSITY OF CHIHUAHUA, MÉXICO

l estrés académico puede presentarse en estudiantes sometidos a diversas exigencias y requisitos universitarios, provocando diferentes reacciones de estrés, físicas, psicológicas y comportamentales, reduciendo su calidad de vida y provocando consecuencias como: depresión, tristeza, fatiga y dolores de cabeza, afectando su estado nutricional. Se investigó la relación entre ingesta de alimentos y estrés académico en estudiantes del cuarto semestre de la Licenciatura en Medicina de la Universidad Autónoma de Chihuahua. La población de estudio, dado el carácter piloto de la investigación, se realizó mediante muestreo simple, aleatorio, sin reemplazo, con un diseño mixto, descriptivo, comparativo y transversal, utilizándose el cálculo del tamaño muestral con un intervalo de confianza de 95%, resultando N=117; 51 hombres y 66 mujeres entre 19 y 43 años de la generación 2019, a quienes se les aplicó el inventario SISCO de estrés académico. Se encontró mayor frecuencia en situaciones que provocan preocupación y nerviosismo, sobrecarga de tareas y trabajo, inquietud, problemas de concentración, fatiga crónica y apatía. Las estrategias más utilizadas fueron: desarrollo de planes y ejecución de tareas y capacidad asertiva. El 92.2% (n=108) de la población encuestada manifestó preocupación y nerviosismo, resultando 52,1% (n=61) en mujeres y 40.1% (n=47) en hombres. El 38.5% (n=45) de las mujeres entre 21 y 43 años, muestran una mayor relación entre aumentar o reducir el consumo de alimentos en correspondencia con sentimientos de depresión y tristeza. El estrés académico, suele estar relacionado con diferentes manifestaciones psicológicas, físicas y conductuales, que pueden influir directamente en la población estudiantil, afectando gravemente sus hábitos alimenticios y nutricionales

Academic stress can occur in students subjected to various university demands and requirements, causing different, causing different physical, psychological and behavioral reactions. Reducing quality of life and causing consequences such as: depression, sadness, fatigue and headaches, affecting their nutritional status. The relationship between food intake and academic stress was investigated in students in the fourth semester of the Bachelor of Medicine at the Autonomous University of Chihuahua. The study population, given the pilot nature of the research, was carried out through simple, random sampling, without replacement, with a mixed, descriptive, comparative and transversal design, using the sample size calculation with a 95% confidence interval resulting in N=117; 51 men and 66 women between the ages of 19 and 43, from the 2019 generation, to whom the SISCO inventory of academic stress was applied. A greater frequency was found in situations that cause worry and nervousness, overload of tasks and work, restlessness, concentration problems, chronic fatigue and listlessness. The most used strategies were plan development and execution of tasks and assertive ability. 92.2% (n=108) of the surveyed population expressed concern and nervousness, in 52.1% (n=61) women and 40.1% (n=47) men. The 38.5% (n=45) of women between 21 and 43 years old show a greater relationship between increasing or reducing food consumption in correspondence with feelings of depression and sadness. Academic stress is usually related to different psychological, physical and behavioral manifestations, which can directly influence the student population, seriously affecting their eating and nutritional habits

Autopercepción de las competencias ciudadanas en estudiantes de educación física en Santiago de Chile

Las competencias ciudadanas se pueden describir como aquellas herramientas que orientan y forman a los ciudadanos de manera integral. En el contexto de la Educación Física, existen escasos estudios abordando esta temática, y tampoco se encontraron instrumentos validados en dicha población. Los objetivos del presente estudio fueron: a) Conocer las propiedades Psicométricas del cuestionario de Competencias Ciudadanas en una muestra de estudiantes de Educación Física y b) determinar la autopercepción de los niveles de competencias ciudadanas en los estudiantes de Pedagogía Educación Física de una universidad de Santiago de Chile. Metodología: cuantitativa, no experimental de corte transversal. La muestra estuvo constituida por 201 estudiantes de ambos sexos de primer a quinto año de la carrera de Pedagogía en Educación Física de una universidad de Santiago de Chile. Los principales resultados arrojan que el instrumento es válido (KMO=0.961 con dos factores que explican el 74,9% de la varianza total) y confiable (α=0.958) para ser utilizado en la muestra, constituida por un total de 16 ítems (14 para Responsabilidad Socio-afectiva y dos para Regulación de convivencia), en cuanto a las comparaciones, las participantes del sexo femenino obtuvieron puntuaciones más altas, así como también las diferencias por curso, siendo los estudiantes de cuarto año quienes presentaron resultados menos favorables. Se concluye que las competencias ciudadanas son relevantes en la formación del profesorado y se propone investigar metodologías experimentales para mejorar las habilidades a través de las clases de Educación Física.

Citizen competences can be described as those tools that guide and educate citizens in a comprehensive manner. In the context of physical education, there are few studies addressing this issue, and no validated instruments were found in this population. The objectives of this study were: a) To know the Psychometric properties of the Citizen Competencies questionnaire in a sample of Physical Education students and b) to determine the self-perception of the levels of citizen competencies in students of Physical Education Pedagogy of a university Santiago de Chile. Methodology: quantitative, not experimental cross-sectional. The sample consisted of 201 students of both sexes from the first to the fifth year of the degree of Pedagogy in Physical Education of a university in Santiago de Chile. The main results show that the instrument is valid (KMO=0.961 with two factors that explain 74.9% of the total variance) and reliable (α=0.958) to be used in the sample, consisting of a total of 16 items (14 for Socio-affective Responsibility and 2 for Coexistence Regulation), in terms of comparisons female participants obtained higher scores, as well as differences by course, fourth-year students presented less favourable results. It is concluded that citizen competencies are relevant in teacher training and proposes to investigate experimental methodologies to improve skills through physical education classes.

As competências dos cidadãos podem ser descritas como os instrumentos que orientam e formam os cidadãos de forma integral. No contexto da Educação Física, existem poucos estudos abordando esta temática, e tampouco se encontraram instrumentos validados nessa população. Os objectivos do presente estudo foram: a) Conhecer as propriedades psicométricas do questionário de Competências Cidadãs numa amostra de estudantes de Educação Física e b) determinar a autopercepção dos níveis de competências cidadãs nos estudantes de Pedagogia Educação Física de uma universidade de Santiago do Chile. Metodologia: quantitativa, não experimental de corte transversal. A mostra foi constituída por 201 estudantes de ambos os sexos do primeiro ao quinto ano da carreira de Pedagogia em Educação Física de uma universidade de Santiago do Chile. Os principais resultados revelam que o instrumento é válido (KMO=0.961 com dois fatores que explicam 74,9% da variância total) e confiável (α=0.958) para ser utilizado na amostra, constituída por um total de 16 itens (14 para Responsabilidade Socioafetiva e 2 para Regulação de convivência), quanto às comparações as participantes do sexo feminino obtiveram pontuações mais altas, assim como as diferenças por curso, Os estudantes do quarto ano apresentaram resultados menos favoráveis. Conclui-se que as competências cidadãs são relevantes na formação de professores e se propõe investigar metodologias experimentais para melhorar as habilidades através das aulas de Educação Física.

Relación del estrés laboral y habilidades emocionales en profesores/as universitarios/as de Educación Física

El síndrome del Burnout es un estado de agotamiento físico y emocional que implica una pérdida del interés en el trabajo, actitudes negativas hacia los demás, y baja autoestima. Las habilidades emocionales se definen como capacidades para conocer y dominar emociones propias y de otros/as. El objetivo de la presente investigación fue analizar la relación entre los niveles de habilidades emocionales y síndrome de Burnout en docentes universitarios de escuelas de Educación Física. Se evaluaron a 31 docentes universitarios de dos universidades de Santiago de Chile. Se aplicó la Escala de rasgo de metaconocimiento emocional validada en estudiantes de Educación Física de Chile y el inventario de Burnout de Maslach (MBI). Los resultados revelan una relación baja y negativa entre los puntajes de despersonalización y reparación emocional en la muestra. El sexo del docente, los años de docencia universitaria, tener cargos directivos o estar en tratamiento psicológico o farmacológico no influyen en los niveles de estrés laboral y habilidades emocionales. Se recomienda replicar esta investigación con muestras de docentes universitarios de escuelas de Educación Física en otras universidades, además del control de otras variables como ansiedad, depresión, motivación, etc.

Burnout syndrome is a state of physical and emotional exhaustion that involves a loss of interest in work, negative attitudes towards others, and low self-esteem. Emotional skills are defined as the ability to recognize and manage one's own emotions and the emotions of others. The aim of the present research was to analyze the relationship between levels of emotional skills and Burnout syndrome in university professors from Physical Education schools. A total of 31 university professors from two universities in Santiago, Chile, were evaluated. The Trait Meta-Mood Scale, validated in Physical Education students in Chile, and the Maslach Burnout Inventory (MBI) were employed. The results reveal a low and negative relationship between depersonalization and emotional repair scores in the sample. The professor's gender, years of university teaching experience, holding managerial positions, or undergoing psychological or pharmacological treatment do not influence levels of occupational stress and emotional skills. It is recommended to replicate this research with samples of university professors from Physical Education schools in other universities, controlling other variables such as anxiety, depression, motivation, etc.

A síndrome o Burnout é um estado de esgotamento físico e emocional que implica uma perda do interesse no trabalho, atitudes negativas para com os outros, e baixa auto-estima. A habilidades emocionais é definida como capacidade para conhecer e dominar emoções próprias e de outros/as. O objetivo da presente pesquisa foi analisar a relação entre os níveis de habilidades emocionais e síndrome de Burnout em docentes universitários de Educação Física. Foram avaliados 31 docentes universitários de duas universidades de Santiago do Chile. Foi aplicada a Escala de rasgo de meta-conhecimento emocional validada em estudantes de Educação Física do Chile e o inventário de Burnout de Maslach (MBI). Os resultados revelam uma relação baixa e negativa entre as pontuações de despersonalização e reparação emocional na amostra. O sexo do docente, os anos de ensino universitário, ter cargos directivos ou estar em tratamento psicológico ou farmacológico não influem nos níveis de stress laboral e habilidades emocionais. Recomenda-se replicar esta pesquisa com amostras de docentes universitários de escolas de Educação Física em outras universidades, além do controle de outras variáveis como ansiedade, depressão, motivação, etc.

La atención a la diversidad cultural: esencialidades para la formación de los profesores de medicina

La diversidad cultural es el resultado de un proceso que se conforma en el marco de las relaciones sociales, económicas y culturales. Se hace imprescindible que los profesores universitarios estén preparados para atender la diversidad cultural de sus estudiantes, teniendo en cuenta las particularidades de su cultura nacional y la de otros grupos de diferentes procedencias que coexisten en un mismo escenario educativo. La diversidad cultural es un reto de la comunidad educativa y debe estar contemplada en la formación permanente de los profesores de las universidades médicas fundamentalmente por sus contextos, los ambientes socioeconómicos y los problemas de salud, sobre todo por las enfermedades crónicas no trasmisibles debido a su alta prevalencia y su repercusión en el individuo y su familia, en los que influyen los factores de riesgo y las determinantes sociales, condicionados por sus orígenes, creencias, vivencias y representaciones que matizan los contextos interculturales actuales a nivel mundial.

Cultural diversity is the result of a process that is formed within the framework of social, economic and cultural relations. It is essential that university professors are prepared to address the cultural diversity of their students, taking into account the particularities of their national culture and that of other groups of different origins that coexist in the same educational setting. Cultural diversity is a challenge for the educational community and must be considered in the ongoing training of professors at medical universities, fundamentally due to their contexts, socioeconomic environments and health problems, especially chronic non-communicable diseases due to their high prevalence and its impact on the individual and his or her family, influenced by risk factors and social determinants, conditioned by their origins, beliefs, experiences and representations that color current intercultural contexts worldwide.

Attitude towards health promotion in university students. Construction and validation of a scale.

OBJECTIVE: To construct and validate a questionnaire about the attitude of university students toward health promotion. METHOD: A cross-sectional study. A questionnaire of 14 questions was designed and administered to 1486 first-year undergraduates. The principal axes factoring method with oblique rotation was applied and a confirmatory factor analysis was carried out. Reliability was calculated through internal consistency with Cronbach's alpha and item-total correlation for the global scale and its subscales. RESULTS: A 14-item scale was constructed, with two dimensions. Its Cronbach's alpha was 0.872, and 0.852, and 0.718 for its subscales. The adjustment values of the confirmatory factor analysis were adequate. CONCLUSIONS: The attitude towards health promotion scale has shown to have adequate psychometric properties. It is an instrument that will help to detect referents and health assets for future interventions.

IDEATION AND ASSOCIATED FACTORS AMONG UNIVERSITY STUDENTS IN THE SOUTH OF MATO GROSSO / Ideação suicida e fatores associados entre universitários do sul de Mato Grosso

Suicidal ideation among university students is increasing and concerning, making it necessary to understand the factors associated with this phenomenon. In the present study, three hundred and thirty-three (n=333) students, regularly enrolled and over 18 years old, were evaluated, randomly selected from the total population of 5,148 university students enrolled in 2021 at a public university in the southern state of Mato Grosso. An observational cross-sectional approach with descriptive and analytical components was used, employing a structured questionnaire containing information on sociodemographic, economic, student status, and health aspects. Data analysis involved descriptive measures, chi-square test, and multiple Poisson model. In the studied population, suicidal ideation was higher among females (70.6%) and those who did not have a religion (77.5%). There was an association between suicidal ideation and factors such as non-heterosexuality (82.9%), not entering the desired course (79.6%), unsatisfactory relationship with academic peers (83.8%), and previous diagnosis of psychiatric illness (82.4%). The findings highlight the impact of the university environment on the mental health of students, which in turn affects social relationships and the future outlook of this population. This context emphasizes the need for broader discussions on the topic associated with effective actions during academic training aimed at suicide prevention and promotion of mental health.

A ideação suicida entre universitários é crescente e preocupante, fazendo-se necessário compreender os fatores associados a esse fenômeno. No presente estudo, foram avaliados trezentos e trinta e três (n=333) estudantes, regularmente matriculados e maiores de 18 anos, selecionados aleatoriamente entre a população total de 5.148 universitários matriculados em 2021 numa universidade pública do sul do estado de Mato Grosso. Foi utilizada abordagem observacional de corte transversal com componentes de análise descritivo e analítico, empregando questionário estruturado contendo informações sobre aspectos sociodemográficos, econômicos, situação estudantil e saúde. A análise dos dados envolveu medidas descritivas, teste de qui-quadrado e modelo de Poisson múltiplo. Na população estudada, observou-se que a ideação suicida foi maior no sexo feminino (70,6%) e naqueles que não possuíam religião (77,5%). Houve associação entre ideação suicida e fatores como não heterossexualidade (82,9%), não ingresso no curso desejado (79,6%), relacionamento insatisfatório com acadêmicos do curso (83,8%) e diagnóstico prévio de doença psiquiátrica (82,4%). Os achados evidenciam o impacto do ambiente universitário sobre a saúde mental dos estudantes que, por sua vez, afeta as relações sociais e a perspectiva de futuro dessa população. Esse contexto desperta a necessidade de discussões mais amplas quanto ao tema associadas a ações efetivas durante a formação acadêmica visando a prevenção do suicídio e a promoção da saúde mental.

Salud Mental en estudiantes universitarios en aislamiento social durante la pandemia COVID-19. Arequipa, Perú

Introducción: La Pandemia COVID-19, ha tenido impactos negativos en la salud física y mental de las personas, así como las medidas adoptadas por los gobiernos, para prevenir el contagio masivo de la población como el confinamiento, el aislamiento social, el trabajo y educación virtual. Dentro de los afectados por estos cambios, se encontrarían los estudiantes universitarios del área de la salud, que además de estudiar en estas condiciones de pandemia, no han podido hacer sus prácticas de los servicios de salud. Esta situación de exposición al aislamiento, podría afectar la salud mental de los jóvenes estudiantes universitarios. Objetivo: determinar los niveles de depresión, ansiedad y estrés en estudiantes universitarios y su relación con variables sociodemográficas y las características del aislamiento social durante la Pandemia COVID-19. Métodos: Se realizó un estudio descriptivo, observacional, de corte transversal y cuantitativo, con una muestra de 818 estudiantes universitarios de facultades de ciencias de la salud, mediante el cuestionario autoadministrado DASS-21. Resultados: Los principales hallazgos fueron: una mayor prevalencia en niveles altos (severos y extremadamente severos) en la ansiedad, alcanzado casi a 4 de cada 10 de los evaluados; por otro lado, en depresión y el estrés, 2 de cada 10 de los evaluados, se encontraron en los niveles mencionados. En relación con las variables sociodemográficas, las relacionadas con el COVID-19 y aislamiento social, se hallaron diferencias estadísticamente significativas con el género (mujeres > varones), el haber tenido COVID-19 (Sí > No) y vivir con familiares como antes de la pandemia (Sí > No) obtuvieron en promedio mayores puntajes en depresión, ansiedad y estrés. Conclusión: Los estudiantes que presentaron mayor depresión, ansiedad y estrés con una diferencia significativa fueron de género femenino, con antecedentes de haber tenido Covid-19, menor contacto con familiares y haber cumplido con aislamiento social total.

Introduction: The COVID-19 Pandemic has had negative impacts on the physical and mental health of people, as well as the measures adopted by governments to prevent the massive contagion of the population, such as confinement, social isolation, virtual work, and virtual education. Among those affected by these changes would be university students in the health area who, in addition to studying in these pandemic conditions, have been unable to do their health service practices. This situation of exposure to isolation could affect the mental health of young university students. Objective: To determine the levels of depression, anxiety, and stress in university students, their relationship with sociodemographic variables, and the characteristics of social isolation during the COVID-19 Pandemic. Methods: A descriptive, observational, cross-sectional, and quantitative study was carried out with a sample of 818 university students from health sciences faculties using the DASS-21 self-administered questionnaire. Results: The main findings were a higher prevalence of high levels (severe and highly severe) in anxiety, reaching almost 4 out of 10 of those evaluated; On the other hand, in depression and stress, 2 out of 10 of those evaluated were found at the mentioned levels. Concerning the sociodemographic variables, those related to COVID-19 and social isolation, statistically significant differences were found with gender (women > men), having had COVID-19 (Yes > No), and living with relatives as before. On average, the pandemic (Yes > No) obtained higher scores in depression, anxiety, and stress. Conclusion: The students who presented greater depression, anxiety, and stress with a significant difference were female, with a history of having had Covid-19, less contact with family members, and having complied with total social isolation

Percepção e satisfação corporal de estudantes universitários vegetarianos / Perception and body satisfaction of vegetarian students / Percepción y satisfacción corporal de los estudiantes vegetarianos

INTRODUÇÃO: A percepção e satisfação corporal têm sido amplamente estudadas em diversos públicos, principalmente em estudantes universitários; porém, existem poucas investigações com vegetarianos, sendo assim, torna-se necessário avaliar se o padrão alimentar vegetariano está relacionado com os fenômenos inerentes à imagem corporal. OBJETIVO: Avaliar a percepção e a satisfação corporal entre estudantes universitários vegetarianos. MÉTODO: Trata-se de um estudo transversal com 123 participantes, no qual foram aplicados o Questionário de Imagem Corporal - BSQ (Body Shape Questionnaire) e a Escala de Silhuetas de Stunkard. RESULTADOS: Os dados mostraram que 86,2% dos participantes eram eutróficos (IMC=22,4±3,3), sendo o score obtido no BSQ foi de 84,6 pontos (±36,0) correspondente à leve insatisfação com a imagem corporal. Cerca de 82,1% dos estudantes se mostravam insatisfeitos com a silhueta, dentre estes, 61,4% desejavam diminuí-la. CONCLUSÃO: O padrão alimentar (ovolactovegetariano, lactovegetariano, vegetariano estrito e vegano) não se relacionou com a insatisfação corporal, mas sim o desejo de ter silhuetas magras que são valorizadas pelo padrão de beleza vigente.

INTRODUCTION: For Body perception and satisfaction have been widely studied among different publics, especially among college students; however, there are few investigations with vegetarians. Therefore, it is necessary to evaluate whether the vegetarian eating pattern is related to the phenomena inherent to body image. OBJECTIVE: To evaluate body perception and body satisfaction among vegetarian college students. METHOD: This is a cross-sectional study with 123 participants, in which the Body Image Questionnaire (BSQ) and the Stunkard Silhouette Scale were applied. RESULTS: The data showed that 86.2% of the participants were eutrophic (BMI=22.4±3.3), and the score obtained in the BSQ was 84.6 points (±36.0) corresponding to a mild dissatisfaction with body image. About 82.1% of the students were dissatisfied with their silhouette, and 61.4% of them wanted to reduce it. CONCLUSION: Dietary patterns (ovolactovegetarian, lactovegetarian, strict vegetarian, and vegan) were not related to body dissatisfaction, but rather the desire to have thin silhouettes that are valued by the prevailing beauty standard.

INTRODUCCIÓN: La percepción y satisfacción corporal han sido ampliamente estudiadas entre diferentes públicos, especialmente entre estudiantes universitarios; sin embargo, existen pocos estudios sobre vegetarianos, por lo que es necesario evaluar si el patrón alimentario vegetariano está relacionado con los fenómenos inherentes a la imagen corporal. OBJETIVO: Evaluar la percepción corporal y la satisfacción corporal entre estudiantes universitarios vegetarianos. MÉTODO: Se trata de un estudio transversal con 123 participantes, en el que se aplicaron el Cuestionario de Imagen Corporal - BSQ (Body Shape Questionnaire) y la Escala de Siluetas de Stunkard. RESULTADOS: Los datos mostraron que el 86,2% de los participantes eran eutróficos (IMC=22,4±3,3), y la puntuación obtenida en el BSQ fue de 84,6 puntos (±36,0) correspondiente a una insatisfacción leve con la imagen corporal. Alrededor del 82,1% de los estudiantes estaban insatisfechos con su silueta, entre ellos, el 61,4% deseaba reducirla. CONCLUSIÓN: El patrón alimentario (ovolactovegetariano, lactovegetariano, vegetariano estricto y vegano) no estaba relacionado con la insatisfacción corporal, sino con el deseo de tener siluetas delgadas que son valoradas por el estándar de belleza vigente.

Knowledge, attitudes and practices related to oral health in First-Year university students of the Paraíso campus of the University of Costa Rica / Conocimientos, actitudes y prácticas relacionadas con la salud bucal en estudiantes universitarios de primer año del Recinto de Paraíso de la Universidad de Costa Rica

Abstract People's knowledge, attitudes, and practices related to health are built throughout life, particularly during childhood and adolescence, and they reflect the practices of their family and social circle. The aim of this study was to identify the levels of knowledge, attitudes, and practices related to oral health of first-year university students at the Paraíso Campus of the University of Costa Rica. This was done through a questionnaire of closed questions that would allow oral health educational strategies to be established in the future for this population group. For this purpose, a cross-sectional descriptive study was conducted, where 70 first-year students of the Paraíso Campus participated in the first semester of the year 2019. For data collection, a survey of 22 closed questions on knowledge, attitudes, and practices about oral health was applied, and a score on oral health knowledge was subsequently performed, based on the answers to the questions. According to the results, the level of knowledge shown about oral health is low, since the average knowledge score (7.02 points) was less than half of the maximum score (17 points). The greatest deficiency in knowledge was evidenced in topics, such as, dental biofilm, gingivitis, use of fluorides, and the role of saliva. In addition, several practices that affect the condition of the oral cavity were identified, such as harmful habits, inadequate nutrition, and poor oral hygiene habits. In this study, a general lack of knowledge was identified regarding basic concepts of oral health in young university students, who are not clear about the role of some protective or risk factors related to the main oral diseases.

Resumen Los conocimientos, actitudes y prácticas relacionados a la salud en las personas se construyen a través de la vida, particularmente durante la infancia y la adolescencia y reflejan las prácticas de su círculo familiar y social. El objetivo de este estudio fue identificar los niveles de conocimiento, las actitudes y las prácticas relacionadas a la salud bucodental en estudiantes universitarios de primer ingreso en el Recinto de Paraíso de la Universidad de Costa Rica, mediante un cuestionario de preguntas cerradas que permitirá a futuro establecer estrategias educativas en salud bucal para este grupo de población. Se trató de un estudio descriptivo transversal de tipo observacional en 70 estudiantes de primer ingreso del Recinto de Paraíso en el I semestre del año 2019. Para la recolección de datos se aplicó una encuesta de 22 preguntas cerradas sobre los conocimientos, las actitudes y las prácticas sobre la salud oral. A partir de las preguntas sobre conocimiento en salud bucal se creó un puntaje de conocimiento. Se pudo evidenciar que el nivel de conocimiento sobre la salud bucal es bajo, ya que el promedio del puntaje de conocimiento (7,02 puntos) es menos de la mitad del puntaje máximo (17 puntos). La mayor deficiencia en el conocimiento se evidenció en temas como el biofilm dental, gingivitis, uso de fluoruros y el rol de la saliva. Además, se identificaron varias prácticas que afectan la condición de la cavidad bucal, como los hábitos nocivos, una alimentación inadecuada y hábitos de higiene oral deficiente. En este estudio se identificó en general una falta de conocimiento respecto a conceptos básicos de salud bucal en personas jóvenes universitarias, quienes no tienen claro la función de algunos factores protectores o de riesgo relacionados con las principales enfermedades bucales.

Relationship between psychoactive substance, alcohol and cigarette use in nursing students. A cross-sectional study.

BACKGROUND: The increase in the use of psychoactive substances, alcohol and cigarettes in young people has become a public health problem. The identification of factors that increase or reduce the risk of exposure to these substances and the possible relationship between them is essential for planning strategies with a risk approach; hence the reason for this study. The objective was to establish the profile of use of psychoactive substances, alcohol and cigarettes and the factors associated with such use in nursing students of a higher education institution. METHODS: Quantitative, observational, analytical cross-sectional study. RESULTS: We included 310 students from 1 st to 9th semester of a Nursing programme from a private higher education institution in Bogotá. The prevalence of psychoactive substance use in the last year was 2.96% (95%CI, 1.36-5.54), with marijuana being the substance most used (55.55%). The prevalence of alcohol and cigarette use during the last 12 months was estimated at 86.64% (95%CI, 83.24-91.0) and 12.16% (95%CI, 8.43-15.88) respectively. A statistically significant association was found between the use of these substances: alcohol use was associated with cigarette use (OR = 3.22; P = 0.006) and smoking was associated with psychoactive substance use (OR = 15.4; P < 0.001). CONCLUSIONS: Alcohol use increases the likelihood of smoking cigarettes, and this in turn increases the likelihood of psychoactive substance use, in this university population.

El papel de la impulsividad en la orientación al suicidio de universitarios con antecedentes de conducta autolesiva / The role of impulsivity in suicidal orientation of university students with a history of self-injurious behavior

El objetivo de esta investigación fue describir el efecto de la depresión, la desesperanza y la impulsividad sobre la orientación al suicidio y el papel de la impulsividad como mediador de la orientación suicida en universitarios con antecedentes de conductas autolesivas. Participaron 1.645 jóvenes entre los 18 y 29 años, de dos ciudades colombianas. Se seleccionaron 218 jóvenes (M= 21,00; DT= 2,99) que informaron de al menos un intento de suicidio en el último año, quienes contestaron el “Inventario de orientación suicida”, la “Escala de desesperanza de Beck”, el “Inventario de depresión de Beck” y la “Escala de impulsividad de Barratt”. La depresión, la desesperanza y la impulsividad explicaron el 63% de la variación de la orientación al suicidio (R2= 0,635; IC 95% [0,555; 0,713]; p= 0,001). La impulsividad medió con depresión en aquellos casos en los que la orientación suicida era alta, cuyos efectos totales, directos e indirectos, fueron estadísticamente significativos (p< 0,001). La impulsividad desempeña un papel mediador entre la depresión y la desesperanza en la predicción de la orientación suicida.(AU)

The aim of this research was to describe the effect of depression,hopelessness, and impulsivity on orientation to suicide and the role of impulsivityas a mediator of suicidal orientation in university students with a history of self-injury behaviors. 1645 young people between 18 and 29 years old participated,from two Colombian cities. 218 young people were selected (M= 21.00; SD= 2.99)who reported at least one suicide attempt in the last year, who answered the“Suicidal Orientation Inventory”, the “Beck Hopelessness Scale”, the “BeckDepression Inventory” and the “Barratt Impulsivity Scale”. Depression,hopelessness, and impulsivity explained 63% of the variation in suicidal orientation (R 2 = .635, IC 95% [.555, .713], p= .001). Impulsivity mediated with depression inthose cases in which suicidal orientation was high, whose total, direct and indirecteffects were statistically significant (p< .001). Impulsivity plays a mediating rolebetween depression and hopelessness in predicting suicidal orientation.K EY WORDS : depression, hopelessness, impulsivity, suicidality, college youth.(AU)

Composición corporal, hábitos alimentarios y actividad físicaen estudiantes universitarios. Lima-Perú / Body composition, eating habits and physical activity in university students. Lima-Perú

Introducción: En el contexto actual epidemiológico y nutricional urge el conocimiento acerca de los hábitos alimentarios, estilos de vida y condición nutricional de jóvenes universitarios.Objetivo: Identificar composición corporal, hábitos alimentarios y actividad física en universitarios.Materiales y Métodos: Estudio observacional - transversal (n=118). Las variables fueron: Edad, Sexo, Peso, Talla, IMC, Masa grasa corporal, Masa muscular esquelética, Grasa visceral, Circunferencia de cintura, hábitos alimentarios y de actividad física. Se usó balanza digital OMRON de impedancia bioeléctrica. El consumo de alimentos fuente de grasa, fruta, vegetales y fibra se obtuvo con el Cuestionario de tamizaje de Block. Se usó el International Physical Activity Questionnaire IPAQ corta, que evalúa la actividad física.Resultados: La masa muscular esquelética es mayor en varones (38%) que en mujeres (25%). Caso contrario se observó en el contenido de grasa corporal, en mujeres 37% y 24% en varones. Se encontró diferencia en el porcentaje de grasa corporal, mujeres (37%) y varones (24%). Todas estas diferencias son estadísticamente significativas (p-valor < 0.05). En hábitos alimentarios se evidenció que el 19% presentó dieta alta y muy alta en grasa y en cuanto al consumo de frutas, vegetales y fibra, se evidenció que menos del 1% presentó consumo normal. Respecto a actividad física, el 46% indicó realizar actividad física alta, 52% moderada y el 2.5% actividad baja. No se encontró diferencias estadísticamente significativas en cuanto a las variables de estudio según rangos de edad (< 19 años vs >=19 años).Conclusiones: La composición corporal permitió cuantificar las reservas corporales del organismo de los estudiantes, el porcentaje de estos componentes corporales fue variable y depende del sexo. Un bajo porcentaje de estudiantes presentaron adecuados consumos de frutas, vegetales y fibra, los hombres tienen un mayor nivel de actividad física.(AU)

Introduction: In the current epidemiological and nutri-tional context, knowledge about the eating habits, lifestyles,and nutritional conditions of young university students is ur-gently needed.Objective: To identify body composition, eating habits,and physical activity in university students. Materials and Methods: Observational-cross-sectionalstudy. The population consisted of university students between16 and 25 years of age (n = 118). The variables studied were:age, sex, weight, height, BMI, body fat mass, skeletal musclemass, visceral fat, waist circumference, dietary habits, andphysical activity. Body composition was measured by anthro-pometry and bioelectrical impedance. Food consumption wasobtained with the Block Screening Questionnaire. The shortInternational Physical Activity Questionnaire (IPAQ) was usedto assess physical activity. Chi-Square and T-Student tests wereused as hypothesis contrasts. To determine associations be-tween variables, a p-value <0.05 was considered statisticallysignificant.Results: Skeletal muscle mass was higher in males (38%)than in females (25%), while body fat was higher in females(37%) than in males (24%). These differences were statisti-cally significant. Regarding dietary habits, 19% had a diet highand very high in fat, and less than 1% had normal consump-tion of fruits, vegetables, and fiber. Regarding physical activity,46% indicated high physical activity, 52% moderate, and2.5% low activity. It was observed that men had more highphysical activity than women; however, women had moremoderate and low physical activity than men (p = 0.0299). Nostatistically significant differences were found for the studyvariables according to age ranges.Conclusions: Body composition was variable and sex-de-pendent. A minimum percentage of university students hadadequate intakes of fruits, vegetables, and fiber. Men had ahigher level of physical activity than women.(AU)

Mobbing as a Predictor of Health Risk Behaviours and Seeking Specialist Support in Non-university Teachers / [El acoso psicológico como predictor de conductas de riesgo para la salud y la búsqueda de apoyo especializado en los docentes no universitarios]

The purpose of this study was to investigate whether experiencing mobbing can predict different health risk behaviours, such as smoking, alcohol intake, increased use of medication as a consequence of psychological disorders at work, and the need to seek specialist support in non-university teachers (N = 9,350). The results of the factorial analysis confirmed the one-dimensionality of the scale and its invariance by gender and educational stage. Results for the predictive model showed that the total score on a mobbing scale predicts the increase in both alcohol intake and tobacco use, a greater use of medication as a consequence of psychological or psychosomatic health disorders at work, and the need to seek support from a specialist to overcome some personal crises related to work. Likewise, the consumption of alcohol and tobacco were positively correlated, whereas the search for specialist support was more related to the increase in the use of medication.(AU)

El objetivo del estudio fue investigar si el acoso psicológico predecía conductas de riesgo no saludables en forma de aumento del consumo de tabaco y alcohol y aumento del consumo de medicamentos por trastornos psicológicos asociados al trabajo, así como la búsqueda de apoyo de profesionales en docentes no universitarios (N = 9,350). Un análisis factorial inicial confirmó la unidimensionalidad de la escala de mobbing y su invarianza por género y etapa educativa. Los resultados del modelo predictivo mostraron que la puntuación en acoso predice el aumento de consumo de alcohol y de tabaco y mayor uso de medicamentos debido a problemas de salud psicológicos o psicosomáticos derivados del trabajo, así como la necesidad de buscar apoyo de especialistas para superar crisis personales relacionadas con el trabajo. El aumento del consumo de alcohol y de tabaco correlacionan positivamente. La búsqueda de apoyo especializado está más relacionada con el aumento del uso de medicamentos.(AU)

Validez e invariancia de medida de la Escala de Homonegatividad Moderna en alumnado del ámbito de la educación / Validity and measurement invariance of the Modern Homonegativi-ty Scale for students in the field of education

Aquellas investigaciones orientadas a analizar las actitudes hacia la homosexualidad sugieren el uso de instrumentos que detecten los aspectos sutiles en la discriminación hacia hombres gais y mujeres lesbianas. Asimismo, se señala que la invariancia de medida de los constructos es imprescindible para que las comparaciones entre grupos sean válidas. Este trabajo pretende validar la Escala de Homonegatividad Moderna (MHS) en estudiantes universitarios del ámbito de la educación (N = 1.283) con un rango de edad entre los 17 y los 49 años (M = 2.88; DT = 3,02). Del mismo modo, se interesa por examinar la invariancia de medida de la MHS en relación con ciertas variables sociodemográficas y personales (p. ej. identidad de género), así como ideológicas (p. ej. inclinación política). Los resultados aportaron evidencias sobre la unidimensionalidad de la escala y un alto grado de consistencia interna (wMHS-G = .879; wMHS-L = .906), además de unos índices de ajuste (CFIMHS-G = .95, CFIMHS-L = .97; RMSEAMHS-G = .064, 90% IC: .057-.071, RMSEAMHS-L = .059, 90% IC: .052-.066) y unos valores de validez externa (MHS-G y AN-T: r = .753, I.C. 95% = .722-.785; MHS-L y AN-T: r = .76. I.C. 95% = .730-.790) satisfactorios. Asimismo, sugirieron que tanto la subescala hacia hombres gais (MHS-G) como mujeres lesbianas (MHS-L) son constructos invariantes conforme a las variables estudiadas. Las conclusiones apuntan a la validez y la invariancia de medida del modelo propuesto para comparar los niveles de homonegatividad moderna entre los grupos estudiados.(AU)

The research aimed at analysing attitudes towards homosexuality recommends the use of instruments that can detect subtle aspects of dis-crimination against gay men and lesbian women. It also asserts that the measurement invariance of constructs is essential for valid comparisons between groups. The present study aims to validate the Modern Ho-monegativity Scale (MHS) in university students in the fieldof education (N= 1.283) with an age range of 17 to 49 years old (M = 2.88; SD = 3.02). In addition, we seekto examine the measurement invariance of the MHS in relation to certain sociodemographic and personal variables (e.g. gender identity), as well as ideological variables (e.g. political inclination). The re-sults provided evidence of the scale'sunidimensionality and a high degree of internal consistency (MHS-G= .879; MHS-L= .906), as well as satisfac-tory fit indices (CFIMHS-G= .95, CFIMHS-L= .97; RMSEAMHS-G= .064, 90% CI: .057-.071, RMSEAMHS-L= .059, 90% CI: .052-.066) and external validity values (MHS-G and AN-T: r= .753, CI 95% = .722-.785; MHS-L and AN-T: r= .76. CI 95% = .730-.790). They also indicated that both the subscales –towards gay men (MHS-G) and lesbian women (MHS-L) –are invariant constructs according to the variables studied. The findings point to the validity and measurement invariance of the proposed model for comparing levels of modern homonegativity between the groups studied.(AU)

Developing and implementing survivor-centred approaches for college student-athletes: perspectives from athletic department, Title IX, and campus advocacy personnel.

ABSTRACTBackground: Sexual violence (SV) is a persistent issue on US college campuses, particularly among college student-athletes. Strategies to address SV are urgently needed. Yet, prior research shows that many university practices can be more harmful than helpful to SV survivors and necessitates a reimagination of how institutions support SV survivors. Survivor-centred approaches may be one way to effectively address SV for students, including student-athletes, across college campuses.Objective: This qualitative study explored campus personnel experiences with and perceptions of survivor-centred SV prevention and intervention policies and practices on college campuses and examined how these approaches serve SV survivors, including college student-athletes.Methods: As part of a larger study on campus SV and student-athletes across four institutions, semi-structured interviews with 22 representatives from athletic departments, campus advocacy, and Title IX were conducted. Guided by phenomenology, a thematic analysis approach was used to identify key patterns in survivor-centred SV prevention and intervention policies and practices. Participant demographic data were analysed descriptively.Results: Most participants identified as white (72.2%), heterosexual (63.6%), women (68.2%), and were an average of 41.8 years old (SD = 10.2). The majority were in positions associated with athletic departments (63.6%), and they had been in their role for an average of 5.6 years (SD = 6.6). Through thematic analysis, three main themes were identified: (1) education & accessibility; (2) interpersonal relationships & individual well-being; and (3) campus and societal norms.Conclusions: The findings from this study highlight clear policy and practice recommendations for survivor-centred SV prevention and intervention on college campuses, such as accessible, applicable SV training and the implementation of survivor-centred approaches. Further research is needed to understand existing survivor-centred practices and the facilitators and barriers to their implementation across institutions and within athletic departments.

Sexual violence is a persistent issue on US college campuses, particularly among college student-athletes. Strategies to address SV are urgently needed. Survivor-centred approaches may offer solutions to better serve survivors of sexual violence, including student-athletes.Through interviews with athletic department, Title IX, and campus advocacy personnel, three themes were identified related to developing and implementing survivor-centred approaches: (1) education & accessibility; (2) interpersonal relationships & individual well-being; and (3) campus and societal norms.Further research is needed to understand existing survivor-centred practices and the facilitators and barriers to their implementation across institutions, particularly for college student-athletes.

Estigmatización por peso en estudiantes universitarios chilenos

Antecedentes: El aumento de la obesidad ha llevado a una mayor estigmatización, con impactos en la salud psicológica y social de las víctimas. La estigmatización por peso puede expresarse en las creencias respecto al control de la obesidad. Escasos estudios han explorado el rol de la victimización por peso corporal y las creencias hacia otras personas con obesidad. Objetivo: Analizar la asociación entre la victimización por peso corporal y características de estudiantes universitarios, en relación con las creencias hacia personas con obesidad. Métodos: Estudio transversal con 281 estudiantes de Santiago, Chile. Los participantes completaron un cuestionario online con la escala Beliefs about Obese Persons Scale (BAOP), preguntas sobre discriminación por su peso corporal, y características personales. La escala BAOP fue validada mediante entrevistas cognitivas (N=8) y análisis de consistencia interna (α-Cronbach=0,814). Los resultados se analizaron con las pruebas U Mann-Whitney, Kruskal-Wallis y Chi-cuadrado. Resultados: La mayoría de los estudiantes creían que la obesidad es controlable por las personas que la padecen, pero aquellos que reportaron victimización por peso en lugares como el hogar y la universidad presentaron menores creencias sobre la controlabilidad de la obesidad (p<0,05). No se reportaron diferencias en las creencias hacia personas con obesidad según características personales, exceptuando entre los hombres de distinta cohorte de estudios. Conclusión: Este estudio indica que las víctimas de estigmatización de peso tienden a presentar menores creencias respecto a la controlabilidad de la obesidad. Futuras intervenciones debiesen incorporar estrategias para reducir los sesgos de peso entre estudiantes universitarios en formación.

Background: The rise in obesity prevalence has led to increased weight stigmatization, impacting the psychological and social health of those affected. Weight stigma can manifest in beliefs regarding individuals' control over their obesity. Few studies have explored the role of weight-based victimization and beliefs towards individuals with obesity. Objective: To analyze the association between weight-based victimization and university students' characteristics, with beliefs toward individuals with obesity. Methods: Cross-sectional study involving 281 students in Santiago, Chile. Participants completed an online questionnaire including the Beliefs about Obese Persons Scale (BAOP), questions about weight-based discrimination, and personal characteristics. The BAOP scale was validated through cognitive interviews (N=8) and internal consistency analysis (α-Cronbach=0,814). Results were analyzed using U Mann-Whitney, Kruskal-Wallis, and Chi-square tests. Results: Most students believed that obesity is controllable by those affected, but those who reported weight-based victimization in places such as home and university exhibited lower beliefs about the controllability of obesity (p<0,05). No differences in beliefs towards individuals with obesity were reported based on personal characteristics, except among male students in different study cohorts. Conclusion: This study identifies that victims of weight bias tend to exhibit lower beliefs regarding the controllability of obesity. Future interventions should incorporate strategies to reduce weight biases among university students in training.

Procrastinación y ansiedad rasgo en estudiantes universitarios / Procrastination and trait anxiety in college students / Procrastinação e ansiedade-traço em estudantes universitários

Muchos universitarios no logran completar sus tareas escolares en el tiempo designado y optan por aplazar su realización. Esta conducta puede producir ansiedad e influir en su desempeño y responsabilidad académica. Objetivo: Determinar si existe relación entre la procrastinación y la ansiedad rasgo en estudiantes de primer año de la carrera de psicología de la Universidad Privada Inca Garcilaso de la Vega, en Perú. Materiales y Métodos: La investigación se desarrolló bajo un enfoque cuantitativo, de tipo no experimental, transeccional y correlacional. La muestra estuvo conformada por los 47 educandos inscritos en este año académico de esta carrera. Se recolectó la información mediante el cuestionario sobre la escala de procrastinación académica de Solomon y Rothblum; así como el de Inventario de la Ansiedad Rasgo-Estado propuesto por Spielberger y Díaz. Resultados: El 63.8 % y el 48.9 % de los alumnos tienen nivel medio de procrastinación y ansiedad rasgo respectivamente. Además, se determinó una correlación positiva débil (r=,111) donde (p>0,05), lo cual no es estadísticamente significativa. Conclusiones: No existe relación entre la procrastinación y ansiedad rasgo en este grupo de alumnos.

Many university students are unable to complete their schoolwork in the designated time and choose to postpone doing it. This behavior can cause anxiety and influence their academic performance and responsibility. Objective: Determine if there is a relationship between procrastination and trait anxiety in first-year psychology students at the Inca Garcilaso de la Vega Private University, in Peru. Materials and Methods: The research was developed under a quantitative, non-experimental, transectional and correlational approach. The sample was made up of the 47 students enrolled in this academic year of this career. The information was collected using the Solomon and Rothblum academic procrastination scale questionnaire; as well as the State-Trait Anxiety Inventory proposed by Spielberger and Díaz. Results: 63.8% and 48.9% of the students have a medium level of procrastination and trait anxiety respectively. Furthermore, a weak positive correlation was determined (r=.111) where (p>0.05), which is not statistically significant. Conclusions: There is no relationship between procrastination and trait anxiety in this group of students.

Muitos estudantes universitários não conseguem concluir os trabalhos escolares no prazo designado e optam por adiá-los. Esse comportamento pode causar ansiedade e influenciar seu desempenho e responsabilidade acadêmica. Objetivo: Determinar se existe relação entre procrastinação e ansiedade-traço em estudantes do primeiro ano de psicologia da Universidade Privada Inca Garcilaso de la Vega, no Peru. Materiais e Métodos: A pesquisa foi desenvolvida sob abordagem quantitativa, não experimental, transecional e correlacional. A amostra foi constituída pelos 47 alunos matriculados neste ano letivo desta carreira. As informações foram coletadas por meio do questionário da escala de procrastinação acadêmica de Solomon e Rothblum; bem como o Inventário de Ansiedade Traço-Estado proposto por Spielberger e Díaz. Resultados: 63,8% e 48,9% dos estudantes apresentam nível médio de procrastinação e ansiedade-traço respectivamente. Além disso, foi determinada uma correlação positiva fraca (r=0,111) onde (p>0,05), o que não é estatisticamente significativo. Conclusões: Não existe relação entre procrastinação e ansiedade-traço neste grupo de estudantes.

Estrés académico en estudiantes universitarios peruanos en el contexto del COVID-19: una revisión sistemática / Academic stress in Peruvian university students in the context of COVID-19: a systematic review / Estresse acadêmico em estudantes universitários peruanos no contexto da COVID-19: uma revisão sistemática

Asociado a la pandemia de COVID-19, los estudiantes universitarios peruanos se vieron obligados a adaptarse al cambio abrupto de la educación presencial a la virtual, como consecuencia pudieron padecer alguna afectación psicológica como estrés académico. Objetivo: Analizar el nivel de estrés académico que presentaron los estudiantes universitarios peruanos durante la pandemia por COVID-19. Metodología: Se realizó una revisión sistemática cualitativa, donde se utilizó el método PRISMA, en el que se seleccionaron 29 artículos publicados entre el año 2021 y 2023. En el 75,86 % de los estudios recuperados predominó en los alumnos el nivel moderado de estrés académico; además, las mujeres, los que viven en ciudades grandes y los de menor edad mostraron mayores niveles. Los agentes estresores que más destacaron fue la sobrecarga de tareas, la forma de evaluación, el tipo de trabajo que le solicitan los profesores y el tiempo limitado para su realización. En el caso de los síntomas más comunes resultaron ser la falta de concentración, trastornos del sueño, fatiga crónica, ansiedad, depresión y dolores de cabeza. Las principales estrategias coincidentes para afrontarlo fueron escuchar música, ver televisión y navegar en internet. Conclusiones: El COVID-19 propició un estrés académico mayoritariamente moderado en los estudiantes universitarios peruanos.

Associated with the COVID-19 pandemic, Peruvian university students were forced to adapt to the abrupt change from in-person to virtual education, as a consequence they may have suffered some psychological effects such as academic stress. Objective: Analyze the level of academic stress that Peruvian university students presented during the COVID-19 pandemic. Methodology: A qualitative systematic review was carried out, where the PRISMA method was used, in which 29 articles published between 2021 and 2023 were selected. In 75.86% of the recovered studies, the moderate level predominated in the students; In addition, women, those who live in large cities and those who are younger showed higher levels. The stressors that stood out the most were the overload of tasks, the form of evaluation, the type of work that teachers request and the limited time for its completion. In the case of the most common symptoms, they turned out to be lack of concentration, sleep disorders, chronic fatigue, anxiety, depression and headaches. The main coincident coping strategies were listening to music, watching television and surfing the Internet. Conclusions: COVID-19 caused mostly moderate academic stress in Peruvian university students.

Associada à pandemia da COVID-19, os estudantes universitários peruanos foram forçados a se adaptar à mudança abrupta da educação presencial para a virtual, e como consequência podem ter sofrido alguns efeitos psicológicos, como o estresse acadêmico. Objetivo: Analisar o nível de estresse acadêmico que os estudantes universitários peruanos apresentaram durante a pandemia de COVID-19. Metodologia: Foi realizada uma revisão sistemática qualitativa, onde foi utilizado o método PRISMA, no qual foram selecionados 29 artigos publicados entre 2021 e 2023. Em 75,86% dos estudos recuperados, predominou nos estudantes o nível moderado de estresse acadêmico; Além disso, as mulheres, as que vivem nas grandes cidades e as mais jovens apresentaram níveis mais elevados. Os estressores que mais se destacaram foram a sobrecarga de tarefas, a forma de avaliação, o tipo de trabalho que os professores solicitam e o tempo limitado para sua realização. No caso dos sintomas mais comuns, acabaram por ser falta de concentração, distúrbios do sono, fadiga crónica, ansiedade, depressão e dores de cabeça. As principais estratégias de coping coincidentes foram ouvir música, ver televisão e navegar na Internet. Conclusões: A COVID-19 causou principalmente estresse acadêmico moderado em estudantes universitários peruanos.

Escala de Asuntos Inconclusos: Evidencias de validez y confiabilidad en universitarios peruanos

En la Psicoterapia Gestalt, los asuntos inconclusos son concebidos como un conjunto de experiencias del pasado que interrumpen el presente con el fin de lograr su cierre o culminación. Se buscó desarrollar la Escala de Asuntos Inconclusos y evaluar sus propiedades psicométricas. El instrumento fue administrado a 247 universitarios de Lima, de ambos sexos y de edades entre 18 a 30 años. Como evidencias de validez se reportan las de contenido, estructura interna y relación con otras variables. Los jueces opinaron que el instrumento mide asuntos inconclusos y contribuyeron a precisar los ítems. El análisis factorial confirmatorio halló excelentes valores de ajuste para un modelo unidimensional de siete ítems, el cual se relaciona de manera directa con conductas rumiativas (reproches y reflexión) e inversa con satisfacción con la vida. Asimismo, se encontró un nivel adecuado de confiablidad por consistencia interna. Se discute el valor teórico de los hallazgos, se reconocen las limitaciones y se recomienda el uso del instrumento en investigaciones y en la práctica profesional.

In Gestalt Psychotherapy, unfinished business is conceived as a set of past experiences that interrupt the present in order to achieve closure or completion. We sought to develop the Unfinished Business Scale and to evaluate its psychometric properties. The instrument was administered to 247 university students in Lima, of both sexes and ages between 18 to 30 years old. As evidence of validity, the content, internal structure and relationship with other variables are reported. The judges were of the opinion that the instrument measures unfinished situations and they contributed to specify the items. The confirmatory factor analysis found excellent adjustment values for a one-dimensional model of seven items, which is directly related to ruminative behaviors (reproaches and reflection) and inverse with life satisfaction. Likewise, an acceptable level of reliability was found for internal consistency. The theoretical value of the findings is discussed; limitations are recognized and the use of the test in research and professional practice is recommended.