Humanization, Adaptation to Change, and Mental Health in Teachers in Three European Countries / Humanización, adaptación al cambio y salud mental en docentes de tres países europeos

Background: The aim of this study was to explore the relationships between humanization, adaptability to change, and mental health in European teachers (Spanish, Portuguese, and Italian teachers), as well as the relationship between humanization and mental health in teachers through the analysis of the mediating role of adaptability to change. Method: A cross-sectional descriptive study was conducted with teachers from three European countries (Spain, n = 263; Portugal, n = 344; and Italy, n = 287). The Healthcare Professional Humanization Scale (HUMAS), General Health Questionnaire (GHQ-28), and the Adaptation to Change Questionnaire (ADAPTA-10) were administered. Results: In all three countries, negative associations were observed between humanization and the presence of problematic symptoms. With respect to the adaptability to change factors, humanization showed negative associations with the emotional factor and positive associations with the cognitive-behavioral factor. Comparative mean analysis revealed differences in humanization, the emotional factor of adaptability to change, and the presence of problematic symptoms. Finally, the mediation models showed the absence of a direct effect in the relationship between humanization and the presence of GHQ-28 symptomatology when it was mediated by the emotional factor (Spanish and Portuguese sample). In the Italian sample, the direct effect of humanization-GHQ-28 symptomatology was significant, with a smaller proportion of the indirect effect of the emotional factor acting as a mediator. On the other hand, when considering the cognitive-behavioral factor as a mediator, the same result was obtained for all three countries: a negative direct effect between humanization and GHQ-28 symptomatology, with no mediation by the cognitive-behavioral factor. Conclusions: The need to improve training in humanization competencies lies in the potential protective function that these competencies can have ... (AU)

Antecedentes: El objetivo del trabajo fue explorar la relación entre humanización, capacidad de adaptación al cambio y salud mental en docentes europeos (españoles, portugueses e italianos) y la relación entre humanización y salud mental en docentes mediante el análisis del rol mediador de la capacidad de adaptación al cambio. Método: Se realizó un estudio descriptivo transversal con docentes de tres países europeos (España, n = 263, Portugal, n = 344 e Italia, n = 287). Se administró la Healthcare Professional Humanization Scale (HUMAS), el General Health Questionnaire (GHQ-28) y el Cuestionario de Adaptación al Cambio (ADAPTA-10). Resultados: En los tres países se obervó una asociación negativa entre humanización y la presencia de sintomatología problemática. Con los factores de adaptación al cambio la humanización presentó una asociación negativa con el factor emocional y positiva con el cognitivo-conductual. Del análisis comparativo de medias se obtuvieron diferencias en humanización, el factor emocional de adaptación al cambio y la presencia de sintomatología problemática. Finalmente, los modelos de mediación mostraron la ausencia de un efecto directo en la relación entre humanización y la presencia de sintomatología GHQ-28 cuando esta se encontraba mediada por el factor emocional (muestra española y portuguesa). En la muestra italiana fue significativo el efecto directo de la humanización-sintomatología GHQ-28, con menor proporción del efecto indirecto del factor emocional actuando este como mediador. Por otro lado, tomando como mediador el factor cognitivo-conductual, se obtuvo el mismo resultado para los tres países: un efecto directo negativo entre la humanización y la sintomatología GHQ-28, no estando este mediado por el factor cognitivo-conductual. Conclusiones: La necesidad de mejorar la formación en competencias de humanización reside en la potencial función protectora que pueden ejercer sobre la salud mental de los docentes. (AU)

Network Analysis of Emotional Symptoms and their Relationship with Different Types of Cybervictimization / Análisis de red de síntomas emocionales y su relación con distintos tipos de cibervictimización

Background: Cyberbullying is a highly prevalent problem in our society with important implications for adolescent psychological wellbeing. The objective of the study was to examine the network structure of the Depression, Anxiety, and Stress Scale in a sample of youths, and find out the relationships between different types of cybervictimization and the presence of negative emotional states. Method: This was a descriptive cross-sectional study. The sample was made up of 2,171 high school students with a mean age of 13.84 (with 50.53% males and 49.47% females). The Cybervictimization Questionnaire (CYVIC) and the Spanish version of the Depression, Anxiety, and Stress Scale (DASS-21) were administered. Results: Positive correlations were found between all the dimensions of the DASS-21 and the types of cybervictimization. The network structure showed that the different nodes of three emotional states were positively related to each other (although some relationships were stronger than others). Furthermore, girls had significantly higher means in depression, anxiety, and stress. In analyzing the network, the strongest associations in both sexes were found to be between anxiety and written-verbal cybervictimization and exclusion. Conclusions: Negative emotional states and types of cybervictimization were related in a complex network where efforts to approach reduction of emotional symptoms associated with cybervictimization could produce lasting benefits for the emotional wellbeing of youths. (AU)

Antecedentes: El ciberbullying es una problemática con una alta prevalencia en nuestra sociedad y que tiene importantes implicaciones para el bienestar psicológico de los adolescentes. El objetivo del trabajo fue examinar la estructura de red de la Escala de Depresión, Ansiedad y Estrés en una muestra de jóvenes, así como comprobar las relaciones que se establecen entre diferentes tipos de cibervictimización y la presencia de estados emocionales negativos. Método: Se realizó un estudio descriptivo transversal. La muestra estuvo formada por 2,171 estudiantes de Educación Secundaria, con una media de edad de 13.84 años (donde el 50.53% fueron hombres y el 49.47% mujeres). Se aplicó el Cuestionario de Cibervictimización (CYVIC) y la versión española de Depression, Anxiety and Stress Scale (DASS-21). Resultados: Se encontraron correlaciones positivas entre todas las dimensiones del DASS-21 y los tipos de cibervictimización. Atendiendo a la estructura de redes, se halló que los diferentes nodos de los tres estados emocionales se relacionaban positivamente entre sí (aunque algunas relaciones eran más fuertes que otras). Por otro lado, en relación al sexo, las mujeres mostraron medias significativamente más elevadas en depresión, ansiedad y estrés. Al analizar la red, las asociaciones más estrechas se dieron entre la ansiedad y la cibervictimización de tipo escrita-verbal y la exclusión en ambos sexos. Conclusiones: Los estados emocionales negativos y los tipos de cibervictimización se relacionaban en una compleja red donde los esfuerzos por abordar la reducción de los síntomas emocionales asociados a la cibervictimización podrían producir beneficios duraderos en el bienestar emocional de los jóvenes. (AU)

Anxiety and Depression from Cybervictimization in Adolescents: A Metaanalysis and Meta-regression Study / Ansiedad y depresión por cibervictimización en adolescentes: un meta-análisis y un estudio de meta-regresión

Background/Objective:Cyberbullying is one of the social problems of most concern in educational spheres, especially in adolescence, where victimization experiences have been associated with episodes of anxiety and depression. The aim of this work was to analyze the relationship between cybervictimization, anxiety and depression in adolescence in a meta-analysis and identify the moderating variables that could help to explain the various correlations.

Antecedentes/Objetivo:El ciberacoso es uno de los problemas sociales de mayor preocupación en los ámbitos educativos, especialmente en la adolescencia, en la que las experiencias de victimización se han asociado a episodios de ansiedad y depresión. Se diseñó un estudio con el objetivo de analizar la relación entre cibervictimización, ansiedad y depresión en la adolescencia mediante un meta-análisis e identificar las variables moderadoras que podrían ayudar a explicar las distintas correlaciones.Método:Se realizó una búsqueda de estudios transversales en las bases de datos Web of Science, Scopus y PsycINFO. De los 156 estudios identificados, finalmente 13, con un total de 7,348 participantes, cumplieron con los criterios de inclusión.Resultados:Los resultados sugieren correlaciones estadísticamente significativas entre cibervictimización y ansiedad (r = .31) y cibervictimización y depresión (r = .28). El análisis de meta-regresión mostró que el porcentaje de mujeres y continente son variables moderadoras en la relación de cibervictimización con depresión y ansiedad.Conclusiones:En conclusión, el mal uso de las nuevas tecnologías de la información y la comunicación puede provocar un desajuste psicológico y social de las personas, con repercusiones negativas en su desarrollo.

Violence and job satisfaction of nurses: importance of a support network in healthcare / La violencia y la satisfacción laboral de los profesionales de enfermería: importancia de la red de apoyo en el ámbito sanitario

Employees in the healthcare sector are the professionals who are the most exposed to violence. The severity of its consequences makes it necessary to inquire into its effects and associated factors. The objective of this study was to analyze the relationship between violence toward nursing staff and job satisfaction, and to find out the mediating role of social support in this relationship. The sample was made up of 1,357 nurses aged 22 to 58, who were administered the Negative Acts Questionnaire, Healthcare-Workers Aggressive Behaviour Scale-Users, Brief Perceived Social Support Questionnaire, and Overall Job Satisfaction. The results showed that violence and bullying by coworkers, users, family members, or other people accompanying the patient had a direct negative effect on internal and external job satisfaction, and this effect was mediated by perceived social support. These outcomes suggest the need to stimulate a firm healthcare support network to improve nurses' job satisfaction by buffering the adverse effects of workplace violence

Los trabajadores del sector sanitario son los más expuestos a situaciones de violencia laboral. La gravedad de sus consecuencias hace necesario indagar en sus efectos y los factores asociados. El objetivo del presente trabajo fue analizar la relación entre la violencia hacia el personal de enfermería y la satisfacción laboral, así como establecer el papel mediador del apoyo social en esta relación. La muestra estuvo formada por 1,357 profesionales de enfermería de entre 22 y 58 años, a quienes se les administró el Negative Acts Questionnaire, la Healthcare-Workers Aggressive Behaviour Scale-Users, el Brief Perceived Social Support Questionnaire y la Overall Job Satisfaction. Los resultados mostraron que la violencia y acoso por parte de compañeros, usuarios y acompañantes o familiares ejercía un efecto directo negativo sobre la satisfacción laboral interna y externa, siendo este efecto mediado por el apoyo social percibido. Estos resultados muestran la necesidad de estimular una red de apoyo firme en el sector sanitario para mejorar la satisfacción con el trabajo entre los profesionales de enfermería, amortiguando los efectos adversos de la violencia laboral

The Role of Anxiety in the Relationship between Self-efficacy and Math Achievement / El papel de la ansiedad en la relación entre la competencia percibida y el rendimiento en matemáticas

This study aims to improve current understanding of how the relationship between perceived math ability and math achievement may be mediated or moderated by levels of anxiety about math, considering intellectual abilities, gender, and school year. In this study, participants were 2,245 Spanish students (7th to 10th grade). All completed the FennemaSherman Mathematics Attitudes Scales and the Sternberg Triarchic Abilities Test. The main results showed that (I) perceivedcompetence is a potent predictor of achievement (the higher the perceived competence, the better the performance in mathematics), (II) anxiety about mathematics significantly mediates the relationship between perceived competence and math achievement (although the effect is small), and (III) levels of anxiety condition the intensity of the effect of perceived competence on math achievement (at high levels of anxiety the effect size of the relationship between perceived competence and achievement is large, whereas at low levels of anxiety the effect is small)

El estudio tiene como objetivo mejorar el conocimiento actual sobre cómo la relación entre la capacidad matemática percibida y el rendimiento matemático puede estar mediada, o moderada, por el nivel de ansiedad ante las matemáticas, teniendo en cuenta las habilidades intelectuales, el género y el curso escolar. En el estudio participaron 2,245 estudiantes españoles de 7º a 10º grado. Todos completaron las Escalas de Actitudes Matemáticas Fennema-Sherman y la Escalade Inteligencia Triárquica de Sternberg. Los principales resultados mostraron que (I) la competencia percibida es un potente predictor de rendimiento matemático (cuanto mayor es la competencia percibida mejor es el rendimiento en matemáticas), (II) la ansiedad ante las matemáticas media significativamente la relación entre la competencia percibida y el rendimiento matemático (aunque el efecto sea pequeño) y (III) el nivel de ansiedad condiciona la intensidad del efecto de la competencia percibida en el rendimiento matemático (a un nivel de ansiedad elevado el tamaño del efecto de la relación entre la competencia percibida y el logro es grande, mientras que a un nivel bajo el efecto es pequeño)

Development and validation of the Relaxation-Mindfulness Scale for Adolescents (EREMIND-A).

BACKGROUND: The aim of this investigation was to validate the Relaxation-Mindfulness Scale for Adolescents (EREMIND-A), consisting of 18 items and three factors (Attention-Concentration in the present moment; Relaxation (abilities and attitudes); and Sensory awareness/Contemplation/Interiority). METHOD: The validation was done with a sample of Secondary Education and Baccalaureate students from four different centres in Spain (n = 1.120). EFA and CFA of the EREMIND-A were performed and construct and incremental validities calculated. RESULTS: Initial results confirm the validity and reliability of the scale. CONCLUSIONS: There is a need for a broader conceptualization of mindfulness, as well as the inclusion and analysis of other related and cross-cutting concepts. The research in this sense will propitiate the adaptation of the Mindfulness-Based Interventions to the reality of the adolescents in the educational centers, where relaxation and the interiority are aspects to be taken into consideration.

Sensation-Seeking and Impulsivity as Predictors of Reactive and Proactive Aggression in Adolescents.

In adolescence, such matters as substance use and impulsiveness may give rise to problematic behavior repertoires. This study was therefore done to analyze the predictive value of sensation-seeking and impulsiveness dimensions related to the functions of aggression (reactive/proactive) and types of expression (physical/relational). A total of 822 high school students in Almeria (Spain) aged 13-18, were administered the Sensation-Seeking Scale, the State Impulsiveness Scale and Peer Conflict Scale. The results show the existence of a positive correlation of the majority of factors analyzed, both in impulsiveness and sensation-seeking, with respect to the different types of aggression. Furthermore, aggressive behavior is explained by the combination of a sensation-seeking factor (Disinhibition) and two impulsiveness factors (Gratification and Automatism). This study shows the need to analyze aggression as a multidimensional construct.

Drug use in adolescents in relation to social support and reactive and proactive aggressive behavior.

BACKGROUND: Aggressive behavior in adolescents, along with drug use, has become one of the great issues in education in recent years, among other things, due to its relationship with school failure and delinquency. The purpose of this paper was to find out whether social support fulfils a basic role in decision-making on drug use and the behavior of adolescents. METHOD: 822 high school students participated in the study (M = 14.84, SD = 0.87). Data were collected with the Peer Conflict Scale and the Multidimensional Scale of Perceived Social Support, and an ad hoc questionnaire on drug use. RESULTS: The results show that drug use is significantly related to reactive and proactive aggressive behavior. It was also observed that higher use is significantly related to perceived social support by the peer group, and less support by family. DISCUSSION: It was shown that substance use is related to perceived social support by the adolescent’s peer group and to aggressive behavior. It is therefore necessary to intervene in both respects to avoid the presence of substance use in schools.

Interpersonal value profiles and analysis of adolescent academic performance and social thinking.

The purposes of this study were to identify interpersonal value profiles and find out whether there were any differences in academic performance and social thinking. The study sample was 885 high school students of whom 49.8% (N = 441) were boys and 50.2% (N = 444) were girls. The results show that students with low Benevolence and Conformity levels showed higher prevalence of failures and repeated the year more often. Furthermore, students with a high level of Recognition and Leadership and low Conformity and Benevolence are socially incompetent students. Intervention programs should to achieve high levels of kindness and consideration, respect for rules and generosity, and diminish the perception of recognition by others and exertion of authority. Thus, this study shows the values that must be worked on to improve students' Academic Performance and social competence.

Perfiles de inteligencia, emocional y conducta social en adolescentes españoles / Profiles of emotional intelligence and social behavior in Spanish adolescents

Este trabajo tuvo dos objetivos, por una parte, identificar diferentes perfiles de inteligencia emocional (IE) y, por otra parte, comprobar si entre los perfiles identificados existen diferencias estadísticamente significativas respecto a la conducta social. Participaron 1.071 adolescentes españoles (50,2% chicas) españoles con edades de 14 a 17 años, a los que se les administró la "Escala de inteligencia emocional percibida" (Trait Meta-Mood Scale-24, TMMS-24) y la "Batería de socialización BAS-3". El análisis de conglomerados identificó cuatro perfiles de IE: un grupo de adolescentes con un perfil de baja IE, un grupo con puntuaciones altas en percepción, un grupo con predominio de elevada regulación emocional y un último grupo de adolescentes con alta IE. Los resultados también indicaron diferencias estadísticamente significativas entre los perfiles en los patrones de comportamiento social, destacando los estudiantes de los grupos con alta IE generalizada y alta puntuación en regulación emocional, los cuales muestran mayores puntuaciones en conductas sociales positivas. Los descubrimientos se discuten en términos de sus implicaciones prácticas con adolescentes españoles

This work had two objectives. First, to identify different profiles of emotional intelligence (EI), and second, to verify the existence of significant statistical differences between the profiles identified in relation to social behavior. The participants were 1071 Spanish adolescents (50.2% girls), ranging in age from 14 to 17 years, who completed the Trait Meta-Mood Scale-24 (TMMS-24) and the Socialization Battery BAS-3. Cluster analysis identified four EI profiles: a group of adolescents with a low EI profile, a group with high scores in perception, a group with predominantly high emotional regulation, and a group of adolescents with high EI. The results also indicated statistically significant differences in the profiles in most of social behaviors. The students from the groups with high general EI scores and high scores in emotional regulation also show higher scores in several positive social behaviors. Findings are discussed in terms of their practical implications for Spanish adolescents

Mindfulness training for reducing anger, anxiety, and depression in fibromyalgia patients.

Fibromyalgia is a disabling syndrome. Results obtained with different therapies are very limited to date. The goal of this study was to verify whether the application of a mindfulness-based training program was effective in modifying anger, anxiety, and depression levels in a group of women diagnosed with fibromyalgia. This study is an experimental trial that employed a waiting list control group. Measures were taken at three different times: pretest, posttest, and follow-up. The statistical analyses revealed a significant reduction of anger (trait) levels, internal expression of anger, state anxiety, and depression in the experimental group as compared to the control group, as well as a significant increase in internal control of anger. It can be concluded that the mindfulness-based treatment was effective after 7 weeks. These results were maintained 3 months after the end of the intervention.

Alcohol and tobacco use and cognitive-motivational variables in school settings: effects on academic performance in Spanish adolescents.

The aim of the present study was to analyze: (a) the relationship between alcohol and tobacco use and academic performance, and (b) the predictive role of psycho-educational factors and alcohol and tobacco abuse on academic performance in a sample of 352 Spanish adolescents from grades 8 to 10 of Compulsory Secondary Education. The Self-Description Questionnaire-II, the Sydney Attribution Scale, and the Achievement Goal Tendencies Questionnaire were administered in order to analyze cognitive-motivational variables. Alcohol and tobacco abuse, sex, and grade retention were also measured using self-reported questions. Academic performance was measured by school records. Frequency analyses and logistic regression analyses were used. Frequency analyses revealed that students who abuse of tobacco and alcohol show a higher rate of poor academic performance. Logistic regression analyses showed that health behaviours, and educational and cognitive-motivational variables exert a different effect on academic performance depending on the academic area analyzed. These results point out that not only academic, but also health variables should be address to improve academic performance in adolescence.

Uso de alcohol y tabaco y variables cognitivo-motivacionales en el ámbito escolar: Efectos sobre el rendimiento académico en adolescentes españoles / Alcohol and tobacco use and cognitive-motivational variables in school settings: Effects on academic performance in Spanish adolescents

El objetivo de este estudio fue analizar: (a) la relación entre el consumo de tabaco y alcohol y el rendimiento académico y (b) la capacidad predictiva de los factores psicoeducativos y el abuso de alcohol y tabaco sobre el rendimiento académico en una muestra de 352 adolescentes españoles de 2º a 4º de Educación Secundaria Obligatoria (ESO). Para analizar las variables cognitivo-motivacionales se utilizaron el Self-Description Questionnaire-II, la Sydney Attribution Scale y el Achievement Goal Tendencies Questionnaire. El consumo abusivo de alcohol y tabaco, el sexo y la repetición de curso fueron también evaluados utilizando medidas autoinformadas. El rendimiento académico fue evaluado a partir de los registros escolares. Se utilizaron análisis de frecuencias y regresión logística para analizar los datos. Los análisis de frecuencias revelaron que los estudiantes que abusan del tabaco y el alcohol presentan un rendimiento académico más pobre. Los análisis de regresión logística destacaron que los comportamientos saludables así como las variables educativas y cognitivo-motivacionales ejercieron un efecto predictivo diferente sobre el rendimiento académico dependiendo del área académica analizada. Estos resultados señalan que para mejorar el rendimiento académico en la adolescencia se han de tener en consideración no sólo variables académicas sino también variables relacionadas con la salud(AU)

The aim of the present study was to analyze: (a) the relationship between alcohol and tobacco use and academic performance, and (b) the predictive role of psycho-educational factors and alcohol and tobacco abuse on academic performance in a sample of 352 Spanish adolescents from grades 8 to 10 of Compulsory Secondary Education. The Self-Description Questionnaire-II, the Sydney Attribution Scale, and the Achievement Goal Tendencies Questionnaire were administered in order to analyze cognitive-motivational variables. Alcohol and tobacco abuse, sex, and grade retention were also measured using self-reported questions. Academic performance was measured by school records. Frequency analyses and logistic regression analyses were used. Frequency analyses revealed that students who abuse of tobacco and alcohol show a higher rate of poor academic performance. Logistic regression analyses showed that health behaviours, and educational and cognitive-motivational variables exert a different effect on academic performance depending on the academic area analyzed. These results point out that not only academic, but also health variables should be address to improve academic performance in adolescence(AU)

[Assessment of school violence and its personal effect on a sample of European students]. / Evaluación de la violencia escolar y su afectación personal en una muestra de estudiantes europeos.

The purpose of the present study was to analyze the prevalence of various problems of living together and school violence in a sample of 1629 pupils of Spain, Austria, France, and Hungary. The personal effect of these problems was also analyzed. The results obtained indicate a high prevalence of various school harassment behaviors (such as insults, fights, lack of rules for living together, etc.) in Austria, France, and Spain, being significantly lower in Hungary. As far as the personal effect, along with abusive behaviors among students, the students consider lack of motivation and troubled relations with teaching staff to be very significant.

Evaluación de la violencia escolar y su afectación personal en una muestra de estudiantes europeos / Assessment of school violence and its personal effect on a sample of European students

El presente estudio tuvo como objetivo analizar la prevalencia de diferentes problemas de convivencia y violencia escolar en una muestra total de 1.629 alumnos/as de España, Austria, Francia y Hungría. Asimismo, se tuvo en consideración la afectación personal. Los resultados obtenidos señalan una elevada prevalencia de distintas conductas de acoso escolar (como insultos, peleas, inexistencia de normas de convivencia, etc.) en Austria, Francia y España, siendo significativamente inferior en Hungría. En cuanto a la afectación personal, los alumnos consideran muy acuciantes, junto con las conductas de abuso entre los alumnos, la desmotivación y dificultades de relación con el profesorado

The purpose of the present study was to analyze the prevalence of various problems of living together and school violence in a sample of 1629 pupils of Spain, Austria, France, and Hungary. The personal effect of these problems was also analyzed. The results obtained indicate a high prevalence of various school harassment behaviors (such as insults, fights, lack of rules for living together, etc.) in Austria, France, and Spain, being significantly lower in Hungary. As far as the personal effect, along with abusive behaviors among students, the students consider lack of motivation and troubled relations with teaching staff to be very significant

Do parents and children know each other? A study about agreementon personality within families / ¿Se conocen bien los padres y los hijos? Un estudio sobre el grado de acuerdo en personalidad dentro las familias

The relationships between self-report and observer-rating versions of personality questionnaires within families in the Spanish cultural context were studied. In the first sample, 336 couples rated the personality of one of their children. The children also assessed their own personality. Goldbergs adjectives were administered. In the second sample, 120 university students rated the personality of their parents. Both parents also assessed their own personality. In this case, Goldbergs adjectives and the NEO-PI-R were administered. Results replicate the level of agreement found in other cultural contexts. Correlations were around .40, and the effect size of the mean differences was not large. Children were more accurate than parents, larger agreement coefficients were found for the NEO-PI-R than for Goldbergs adjectives in Sample 2, especially for the Openness factor, and no substantial role for the sex variable was found in either sample. Implications and limitations of the present study are discussed

Se estudiaron las relaciones entre autoevaluaciones y heteroevaluaciones de cuestionarios de personalidad en contextos familiares españoles. 336 matrimonios evaluaron la personalidad de uno de sus hijos. Al mismo tiempo, cada hijo se autoevaluaba. Se aplicaron los marcadores de Goldberg. En una segunda muestra, 120 estudiantes universitarios evaluaron la personalidad de ambos padres. Al mismo tiempo, ambos padres se autoevaluaron. Se aplicaron los marcadores de Goldberg y el NEO-PI-R. Se replica el grado de acuerdo encontrado en otras culturas, siendo las correlaciones entre autoevaluaciones y heteroevaluaciones de alrededor de 0.40, y con tamaños del efecto de las diferencias de medias no grandes. Se observa que: 1) los hijos son más acertados que los padres; 2) el grado de acuerdo es más alto para el NEO-PI-R que para los marcadores de Goldberg, especialmente en el factor de Apertura a la Experiencia; y 3) la variable sexo no afectó a los resultados. Se discuten las implicaciones y las limitaciones del presente estudio

Estrategias de aprendizaje en estudiantes de enseñanza secundaria obligatoria y su relación con la autoestima / Learning strategies in secondary-school students and relationship with self-steem

Numerosos estudios han aportado datos para sostener la hipótesis de la relación existente entre la imagen que el alumno tiene de sí mismo y la selección y/o utilización de estrategias de aprendizaje. El objetivo principal de este trabajo es comprobar precisamente si esta relación se mantiene entre la obtención de altas puntuaciones en Autoestima y la selección y/o utilización de distintas estrategias de aprendizaje. El estudio se ha realizado con 324 sujetos de 14 a 16 años, estudiantes de Enseñanza Secundaria Obligatoria. Los resultados obtenidos muestran que no se evidencia relación significativa entre puntuaciones altas en autoestima y la utilización y/o selección de estrategias de aprendizaje, salvo en la estrategia Planificación de Respuesta, que su utilización correlaciona con la obtención de altas puntuaciones en las subescalas Familiar, Académica y Corporal del Cuestionario de Autoestima aplicado

A considerable number of studies have been published providing data in support of the hypothesis of a relationship between pupils’ self-image and the selection and/or use of learning strategies. The main objective of the present work was to examine this hypothesis by exploring the relationship between high scores in self-esteem and the selection and/or use of different learning strategies. The study was carried out with 324 secondary-school pupils aged 14 to 16. The results obtained indicate no significant relationship between high scores in self-esteem and the use and/or selection of learning strategies, except in the Response Planning strategy, whose use correlates with high scores in the Family,Academic and Body subscales of the Self-esteem Questionnaire applied

Factor de Impacto de las publicaciones españolas de Psicología utilizando un amplio rango de revistas fuente / Impact factor of spanish publications of psychology using a wide range of journals source

El factor de impacto es uno de los criterios más utilizados en la actualidad para evaluar las revistas científicas. Se trata de un criterio difundido y aplicado por el Journal of Citation Reports (JCR) del Institute of Scientific Information (ISI). El mismo es fácil de calcular, pero su utilidad puede venir influenciada por múltiples factores como es el número de publicaciones existentes en una disciplina o área, el alcance geográfico de las mismas, el tipo de trabajos que aceptan las publicaciones, etc. En este sentido, el objetivo del presente estudio fue analizar la relevancia de escoger una muestra amplia de revistas de Psicología para ver su repercusión en el factor de impacto del año 2004. Los resultados señalan que hay cambios importantes en algunas revistas en relación a estudios previos. Asimismo, se destaca la relevancia de las autocitas y de las citas en revistas internacionales para interpretar estos resultados

The impact factor is one of criteria more utilized nowadays to evaluate the scientific journals. It is a judgment diffused and applied for the Journal of Citation Reports (JCR) of the Institute of Scientific Information (ISI). The same is easy to compute, but its utility can come influenced for several factors as number of existent publications in a discipline or area, the geographic reach, the kind of papers than a journal accepts, etc. In this sense, the objective of the present study was to analyze the relevance to choose one extensive sample of journals of psychology to evaluate the repercussion in the impact factor The results indicate that there are important changes in some journals. Also, it emphasizes the importance of selfcitations and of citations in international journals to interpret results