Satisfaction assessment study in patients (and their partners) with/without Peyronie's disease and penile prosthesis implantation.

INTRODUCTION AND OBJECTIVE: Among the many treatments for erectile dysfunction, implantation of a penile prosthesis has been associated with high patient satisfaction rates. However, patients with coexistent Peyronie's disease (PD) and refractory erectile dysfunction and/or severe deformities may show different results. The aim of our study was to assess and to compare the level of satisfaction, with an inflatable penile prosthesis (IPP), in men with/without coexistent PD. MATERIAL AND METHODS: A survey study based on a five-item satisfaction questionnaire was submitted to all those live patients implanted in the period 1992-2022 at our center (n = 570) and their partners. Ninety-two percent of implants were inflatable devices. Surgeries were mainly performed by two surgeons. The main outcome measure used was the level of patient and partner satisfaction with sexual intercourse after IPP. RESULTS: Of the 570 eligible patients, 479 (84%) completed the survey (393 Non-PD: GROUP 1; 70 non-complex PD-Group 2; 16 complex PD). Eighty-six per cent of patients in Group 1 reported satisfactory sexual intercourse (very or moderately satisfied). Non-complex PD implanted patients (Group 2) reported a global 81% satisfactory sexual intercourse (very or moderately satisfied) (p > 0.05). However, when we evaluated the PD subgroup of patients with severe PD who require incision/excision/grafting at the time of implant (Group 3: n = 20), only 61% reported satisfactory sexual intercourse (p < 0.01) with predominance of moderately satisfied patients over very satisfied: 78% vs. 22%). Additionally, 84% (Group 1), 80% (Group 2) and 54% (Group 3) of partners reported satisfactory intercourses, respectively (p < 0.01). Overall, 84% of Group 1 implants and 79% of Group 2 reported that they would undergo the procedure again if the IPP failed (p > 0.05; ns). Only 50% of Group 3 patients would do it again. With regard to cosmetic aspects, 48% of the Group 3 implant reported penile shortness or soft glans as the main causes of their dissatisfaction. Only 2.4% of total PP patients expressed difficulty in manipulating the device. CONCLUSION: The presence of PD alone may not impact PP patient and partner satisfaction, but patients with more severe baseline deformity who require incision/grafting may be less satisfied with outcomes including penile length and glans sensation.

Comparación de las expectativas académicas de universitarios colombianos de primer año según el nivel de escolaridad de los padres

Introducción: Las expectativas académicas representan aquello que los estudiantes esperan alcanzar durante su formación y son un factor predictivo del desempeño académico y social. Estas expectativas académicas son moldeadas por los padres, luego la educación de estos es una variable importante en el desarrollo académico de los hijos. Si bien los progenitores proyectan sus anhelos sobre sus hijos, los motivan a tener altos niveles de aspiración y son los responsables de crear ambientes intelectualmente más estimulantes; el objetivo de este estudio fue identificar las diferencias en las expectativas académicas de una muestra de estudiantes, según el nivel de escolaridad de sus padres. Método: Esta investigación contó con la participación de 261 estudiantes colombianos universitarios quienes están cursando su primer año de pregrado, entre los 16 y 54 años (media=21,9). Para este estudio se utilizó el Cuestionario de percepciones académicas-expectativas (CPA-E; Deaño et al., 2015); se obtuvieron los puntajes de cada participante, junto con sus datos sociodemográficos que estipulaban el nivel de escolaridad de los padres, y se llevaron a cabo los análisis descriptivos de cada grupo, y los análisis de varianza unidireccional (ANOVA). Resultados: Las expectativas académicas de los estudiantes con ambos padres sin educación superior (media = 189.176), se encuentran por debajo de la media, siendo significativamente diferentes a los puntajes de expectativas académicas de individuos con uno (media = 202.050) o ambos padres con estudios superiores (media = 204.286, p < 0,001). Discusión: Se demuestra la relevancia y necesidad del acceso a la educación para la mayoría de la población colombiana, entendiendo que este es un factor influyente en las expectativas académicas de una persona, y que debe tenerse un acompañamiento diferencial a los estudiantes con padres sin formación profesional.

Introduction: Academic expectations represent what students hope to achieve during their training and are a predictor of academic and social performance. These academic expectations are shaped by the parents, therefore their education is an important variable in the academic development of the children. Although parents project their aspirations on their children, motivate them to have high levels of aspiration and are responsible for creating more intellectually stimulating environments, the objective of this study was to identify the differences in the academic expectations of a sample of students, according to the level of education of their parents. Method: This research had the participation of 261 Colombian university students who are studying their first year of undergraduate, between the ages of 16 and 54 (mean = 21,9). For this study, the Academic Perceptions-Expectations Questionnaire (CPA-E; Deaño et al., 2015), was used, the scores of each participant were obtained, together with their sociodemographic data stipulating the parents' level of education, and descriptive data and one-way variance (ANOVA) analyzes were done. Results: The academic expectations of students with both parents without higher education (mean= 189.176), are below the average, being significantly different from the academic expectations scores of individuals with one (mean= 202.050) or both parents with higher education (mean= 204.286, p < 0,001). Discussion: The relevance and need of access to education for most of the Colombian population is demonstrated, understanding that this is an influential factor in the academic expectations of a person, and that there must be differential support for students with parents without training professional.

Future expectations of adolescents from different social backgrounds / Expectativas de futuro de adolescentes procedentes de distintos contextos sociales

Este trabajo analiza las expectativas futuras durante la adolescencia y su relación con variables personales (edad, sexo, autoestima y satisfacción vital) y contextuales (apoyo social percibido y nivel de riesgo). La muestra está formada por 748 adolescentes, con edades comprendidas entre los 9 y 16 años (M = 11.93, SD = 1.42) procedentes de contextos con distinto nivel de riesgo social. Los resultados muestran que las expectativas futuras disminuyen a medida que aumenta la edad, con pocas diferencias encontradas en función del sexo. Autopercepciones y sentimientos de apoyo social más positivos se asocian a mejores expectativas futuras. En relación al nivel de riesgo, contextos más vulnerables tienen un efecto negativo en las expectativas futuras. Los análisis de regresión muestran la capacidad predictiva de las variables estudiadas. Finalmente, el modelo de ecuaciones estructurales confirma el efecto causal positivo del ajuste psicológico y del apoyo social percibido, así como la influencia negativa de los contextos con mayores desventajas sociales, sobre las expectativas de futuro. Los resultados encontrados proponen la necesidad de instaurar programas preventivos orientados a fomentar los recursos personales de los niños, especialmente en aquellos que pertenecen a contextos vulnerables.(AU)

This paper analyzes adolescents’ future expectations (FE) and their relationship with personal variables (age, sex, self-esteem, and life sat-isfaction) and contextual variables (perceived social support and level of risk). The sample includes 748 adolescents, aged 9-16 (M= 11.93, SD= 1.42), coming from contexts with different levels of social risk. The results show that FE decrease as age increases, with few differences found based on sex. More positive self-perceptions and perceived social support are as-sociated with better FE. Concerning the level of risk, more vulnerable con-texts have a higher negative effect on FE. The regression analysis reveals the predictive capacity of the studied variables. The structural equation model confirms the positive causal effect of psychological adjustment and perceived social support, as well as the negative influence of contexts with greater social disadvantages on adolescent FE. The results suggest the need to establish preventive programs aimed at promoting personal resources of children, especially those who come from vulnerable contexts.(AU)

[Translated article] Translation, validation, and cultural adaptation of the HSS-ES scale (Hospital for Special Surgery's [HSS] Shoulder Surgery Expectations Survey).

INTRODUCTION: The questionnaire Hospital for Special Surgery Shoulder Surgery Expectations Survey (HSS-ES) is a tool used to assess the preoperative expectations of patients with shoulder pathologies. The purpose of this study is to translate, culturally adapt, and validate the Spanish version of the HSS-ES questionnaire to assess preoperative expectations in Spanish-speaking patients. METHODOLOGY: Questionnaire validation study, using a structured method where a survey-type tool was processed, evaluated and validated. The study involved 70 patients from the shoulder surgery outpatient clinic of a tertiary care hospital, with shoulder pathologies requiring surgery. RESULTS: The version of the questionnaire translated into Spanish presented a very good internal consistency with a Cronbach's Alpha of 0.94 and a very good reproducibility with an Intraclass Correlation Coefficient (ICC) of 0.99. CONCLUSION: The HSS-ES questionnaire presents an adequate intragroup validation and a strong intergroup correlation according to the internal consistency analysis of the questionnaire and the ICC. Therefore, it is considered an adequate questionnaire to use in the Spanish-speaking population.

Translation, validation, and cultural adaptation of the HSS-ES scale (Hospital for Special Surgery's [HSS] Shoulder Surgery Expectations Survey). / Traducción, adaptación cultural y validación del cuestionario HSS-ES (Hospital for Special Surgery [HSS] Shoulder Surgery Expectations Survey).

INTRODUCTION: The questionnaire Hospital for Special Surgery Shoulder Surgery Expectations Survey (HSS-ES) is a tool used to assess the preoperative expectations of patients with shoulder pathologies. The purpose of this study is to translate, culturally adapt, and validate the Spanish version of the HSS-ES questionnaire to assess preoperative expectations in Spanish-speaking patients. METHODOLOGY: Questionnaire validation study, using a structured method where a survey-type tool was processed, evaluated and validated. The study involved 70 patients from the shoulder surgery outpatient clinic of a tertiary care hospital, with shoulder pathologies requiring surgery. RESULTS: The version of the questionnaire translated into Spanish presented a very good internal consistency with a Cronbach's Alpha of 0.94 and a very good reproducibility with an Intraclass Correlation Coefficient (ICC) of 0.99. CONCLUSION: The HSS-ES questionnaire presents an adequate intragroup validation and a strong intergroup correlation according to the internal consistency analysis of the questionnaire and the ICC. Therefore, it is considered an adequate questionnaire to use in the Spanish-speaking population.

Autoeficacia de profesores de la escuela prescolar y básico 1 para prácticas inclusivas / Autoeficácia de professores da pré-escola e ensino fundamental 1 para práticas inclusivas / Self-efficacy of preschool and elementary school 1 teachers for inclusive practices

RESUMO Este artigo objetivou comparar o senso de autoeficácia dos professores da Pré-Escola e Ensino Fundamental I para ensinar estudantes público-alvo da Educação Especial (PAEE) na sala de aula regular da rede pública municipal e relacionar o senso de autoeficácia com dados demográficos e de atuação profissional. Participaram da pesquisa 17 professores da Pré-Escola e 27 do Ensino Fundamental 1 de um município do interior paulista. Os dados foram obtidos mediante questionário de caracterização e a Escala de Eficácia Docente para Práticas Inclusivas (EEDPI) via tendência central, dispersão e correlacionais. Quando comparados com os professores do Fundamental 1, os da Pré-Escola possuem mais idade, menos alunos em sala e sentem-se mais preparados para incluir. Os valores de autoeficácia foram semelhantes entre os grupos e são descritos os dados de correlação entre os instrumentos. Corroborou-se na sinalização da potência e sensibilidade da EEDPI para avaliação da autoeficácia docente e da influência do constructo no contexto educativo.

RESUMEN En este artículo se tuvo por objetivo comparar el sentido de autoeficacia de los profesores de la Preescuela y Enseñanza Básica I para enseñar estudiantes destinatario de la educación especial (PAEE) en la clase regular de la red pública municipal y relacionar el sentido de autoeficacia con datos demográficos y de actuación profesional. Participaron 17 profesores de la Preescuela y 27 de la Enseñanza Básica 1 de un municipio do interior paulista. Se obtuvieron los datos por intermedio de un cuestionario de caracterización y la Escala de Eficacia Docente para Prácticas Inclusivas (EEDPI) vía tendencia central, dispersión y correlacionales. Cuando comparados con los profesores de la Enseñanza Básica 1, los de la Preescuela posee más edad, menos alumnos en clase y se sienten más preparados para incluir. Los valores de autoeficacia fueron semejantes entre los grupos y son descriptos los datos de correlación entre los instrumentos. Se corroboró en la señalización de la potencia y sensibilidad de la EEDPI para evaluación de la autoeficacia docente y de la influencia del constructo en el contexto educativo.

ABSTRACT This article aimed to compare the sense of self-efficacy of Pre-School and Elementary School I teachers to teach students target audience of Special Education (PAEE) in the regular classroom of the municipal public network and to relate the sense of self-efficacy with demographic and professional performance. In the research, a total of 17 teachers from Pre-School and 27 from Elementary School 1 from a city in the interior of São Paulo participated. Data were obtained through a characterization questionnaire and the Teacher Effectiveness Scale for Inclusive Practices via central tendency, dispersion and correlations. When compared to Elementary 1 teachers, Pre-School teachers are older, have fewer students in the classroom and they feel more prepared to include. The self-efficacy values ​​were similar between the two groups and the correlation data between the instruments are described. It was corroborated in the signaling of the potency and sensitivity of the EEDPI for the evaluation of teacher self-efficacy and the influence of the construct in the educational context.

Motivos intrínsecos, extrínsecos y expectativas para elección de la carrera, como predictores de rendimiento académico en estudiantes de enfermería / Intrinsic and extrinsic motivations and expectations for career choice, as predictors of academic performance in nursing students

[{"text": "INTRODUCCIÓN. El decantarse por una carrera universitaria, es una decisión que marca el futuro profesional de los jóvenes; en ella están envueltas motivaciones intrínsecas, extrínsecas y expectativas que pueden predecir el desempeño académico. OBJETIVO. Predecir el rendimiento académico de los estudiantes de una facultad de enfermería, a través de los motivos intrínsecos, extrínsecos y expectativas para la elección de la carrera. METODOLOGÍA. Estudio correlacional, longitudinal, analítico. La muestra estuvo constituida por 400 estudiantes de primer semestre. Se aplicó una cédula socio demográfica; Escala de Motivación en Educación (EME); Escala de Expectativas Para la Elección de la Carrera e Interés Hacia los Estudios (EEPECIHE); Escala de Seguimiento Cambios en las Expectativas, Grado de Interés y Satisfacción de los Estudiantes (ESCEGIS). Los datos se analizaron con el software SPSS versión 25 para iOS; el estudio contó con la aprobación del comité de bioética en investigación de la Facultad de Enfermería Culiacán. RESULTADOS. Existen diferencias significativas de las motivaciones, expectativas y rendimiento académico (p <.05) al inicio del semestre y al finalizar el semestre; las motivaciones y expectativas predicen el rendimiento académico, en 74.6%, (R2=0,747, Ajuste R2 = 0,746,

Entre a expectativa e a prática do profissional da psicologia na escola / Entre las expectativas y la práctica de un profesional da psicología en la escuela / Between the expectations and practice of a psychology professional at school

RESUMO O artigo objetiva analisar, a partir de uma revisão sistemática de literatura, as expectativas atribuídas à atuação do psicólogo na escola e à efetiva prática desse profissional nesse contexto. De acordo com os critérios da revisão sistemática, delimitou-se o campo do conhecimento científico em três bases de dados virtuais: The Scientific Electronic Library Online (SCIELO), Biblioteca Virtual em Psicologia (BVS-PSI) e Periódicos Eletrônicos de Psicologia (PEPSIC). Selecionaram-se 25 trabalhos para constituir a base de análise e discussão deste texto, 12 são de revisão bibliográfica e 13 resultantes de relatos de práticas profissionais. A análise destes trabalhos se deu por meio da técnica de análise de conteúdo. Quanto às expectativas atribuídas a atuação desse profissional na escola, verificou-se a perspectiva de que atue de forma preventiva em relação ao coletivo da escola; conheça o contexto educacional e as normas institucionais, as variáveis que interferem no processo de ensinar e aprender; embase sua prática em teorias psicológicas e mantenha interlocução com outras áreas de conhecimento. Os poucos trabalhos identificados, que apresentam relatos de práticas do psicólogo na escola, revelam que poucos são os profissionais que se autorizam a escrever e relatar as suas práticas, o que fazem, porque fazem e como fazem. Estima-se que diminuir o distanciamento entre expectativa e prática do psicólogo na escola implica em reconhecer variáveis intra e extraescolares, persistir inquirindo e compreendendo a interferência dessas variáveis no clima da escola, nas relações de convivência, nos problemas de diferentes naturezas que se apresentam nesse contexto.

RESUMEN El presente artículo objetiva analizar, a partir de un análisis sistemático de la bibliografía, las expectativas atribuidas a la práctica del psicólogo en la escuela y la práctica efectiva de este profesional en esto contexto. De acuerdo con los criterios de análisis sistemática, el campo de conocimiento científico fue reducido en tres bancos de dados virtuales: The Scientific Electronic Library Online (SCIELO), la Biblioteca Virtual de Psicología (BVS-SCI) y los Periódicos Científicos de Psicología (PEPSIC). Fueran seleccionados 25 artículos para constituir la base de análisis y de discusión de este texto, 12 de ellos siendo revisiones bibliográficas y 13 siendo análisis de prácticas profesionales. Los análisis de estos artículos fueran hechos por medio de la técnica de análisis de contenido. En lo que se refiere a las expectativas atribuidas a la práctica del psicólogo en la escuela, fue verificada la perspectiva de que: lo psicólogo debería actuar de manera preventiva con relación al colectivo de la escuela; saber el contexto educacional y las normas institucionales, las variables que interfieren en el proceso de aprendizaje y enseño, basar sus prácticas en teorías psicológicas y mantener contacto con otras áreas de conocimiento. Pocos artículos fueran identificados que presentan análisis de la práctica del psicólogo en la escuela, revelando que san pocos los profesionales que se autorizan para escribir y analizar sus prácticas, o que lo hacen, porque lo hacen y como lo hacen. Fue estimado que reducir la distancia entre expectativas y la práctica del profesional da psicología implica en reconocer los desafíos de las variables intra y extraescolares, en persistir inquiriendo y comprendiendo las implicaciones de estas variables en lo ambiente escolar, en los relacionamientos de convivencia y en los problemas de diferentes naturalezas que se presentan en este contexto.

ABSTRACT The following article aims to analyze, coming form a systematic literature review, the expectations attributed to the psychologist practice in school and the effective practice of this professional in this context. According to the criteria of the systematic review, the field of scientifical knowledge was narrowed into three virtual data bases: The Scientific Electronic Library Online (SCIELO), the Virtual Library in Psyschology (BVS-PSI) and the Electronic Journals of Psychology (PEPSIC). It was selected 25 articles to constitute the basis of analysis and discussion of this text, 12 of those being bibliographical reviews and 13 coming from reports of professional practice. The analysis of these articles was made through the technique of content analysis. Regarding the expectations attributed to the practice of the psychologist in school, it was verified the perspective that this professional should act in a preventive manner in relation to the school's collective; know the educational context and the institutional norms, the variables that interfere in the process of teaching and learning, base its practices in psychological theories and maintain contact with other knowledge areas. Few articles were identified that presented reports of the psychologist practices in school, revealing the few are the professionals that have the authority to write and reports its practices, what they do, why they do it and how they do it. It is estimated that reducing the distance between expectations and practice of the psychology professional implies in recognizing the challenges of the inner and out of school variables, to persist inquiring and comprehending the implications of these variables in the school's climate, in the coexistence relationships, and on the problems of different natures that present in this context.

Academic Expectations, Gender and Working Status: Comparing Two Cohorts of University Students / Expectativas Acadêmicas, Gênero e Situação Profissional: Comparando Duas Coortes de Estudantes Universitários

ABSTRACT The expansion of higher education is associated with the progressive diversification of student's profiles, such as the increasing number of older, working and female students. The transition to higher education poses challenges for students entering it, generating expectations that can impact academic adaptation. This study compared academic expectations by gender and work situation in two cohorts of first-year students from a Brazilian public university, involving 13,336 participants. The Brazilian Scale of Academic Expectations for First-Year University Students was administered. Non-working and female students had higher academic expectations in both cohorts. The findings provide subsidies to higher education institutions to develop support programs and policies targeting first-year students.

RESUMO A expansão da educação superior está associada à progressiva diversificação dos perfis discentes, tais como aumento do número de estudantes mais velhos, trabalhadores e mulheres. A transição para o ensino superior comporta desafios para os estudantes que nele ingressam, gerando expectativas que podem impactar a adaptação acadêmica. Este estudo comparou as expectativas acadêmicas por gênero e situação de trabalho em dois coortes de estudantes ingressantes em uma universidade pública brasileira, envolvendo 13.336 participantes. Utilizou-se a Escala Brasileira de Expectativas Acadêmicas para Estudantes Ingressantes na Educação Superior. Estudantes mulheres e não trabalhadores apresentaram maiores expectativas acadêmicas em ambas as coortes. Os resultados fornecem subsídios às instituições de ensino superior para desenvolvimento de programas de apoio e políticas voltadas aos estudantes ingressantes.

Ambiente matemático de niños y niñas chilenos: Factores que explican las actividades matemáticas en el hogar / Home math environment of Chilean boys and girls: Factors that explain home math activities

Resumen Introducción: el estudio analizó (a) las diferencias entre madres y padres en sus actividades matemáticas en el hogar y en otros factores del ambiente matemático (actitudes, ansiedad, creencias y expectativas matemáticas) y (b) la asociación entre los factores del ambiente matemático y las actividades matemáticas en el hogar. Método: participaron 266 familias de niños y niñas chilenos de primer a tercer grado de primaria (edad promedio = 93.35 meses, DE = 11.45 meses). Ambos padres contestaron un cuestionario sobre matemáticas en el hogar. Resultados: las madres reportaron realizar actividades matemáticas con mayor frecuencia que los padres. Análisis de ecuaciones estructurales mostraron que las actividades matemáticas realizadas por los padres se relacionaron con sus creencias, actitudes y expectativas matemáticas; mientras que las de las madres se relacionaron con sus creencias, actitudes y género de los niños. Conclusiones: los hallazgos aportan a la comprensión del ambiente matemático en el hogar.

Abstract Introduction: The study analyzes (a) the differences between mothers and fathers in their home math activities and home math environment factors (math attitudes, anxiety, beliefs, and expectations) and (b) the associations among the home math environment factors and home math activities of Chilean families. Method: Participants were 266 families of boys and girls attending grades 1-3 (mean age = 93.35 months, DS = 11.45 months). Both parents of each child independently answered a home math questionnaire. Results: Mothers reported doing more math activities with their children than fathers. The structural equation model analyses showed that the frequency with which fathers engage in home math activities was related to their math beliefs, attitudes, and expectations, whereas maternal home math activities were related to their beliefs, attitudes, and the gender of the child. Conclusions: The findings contribute to the understanding of the home math environment.

La respuesta placebo en el consumo de cocaína: una revisión sistemática / Placebo response in cocaine intake: A systematic review

El estudio de la respuesta placebo en la modulación de los efectos de las drogas de abuso está recibiendo un interés creciente. El objetivo de la presente revisión sistemática es examinar la respuesta placebo en el consumo de cocaína. Para ello realizamos una búsqueda bibliográfica en las bases de datos Web of Science, PubMed y Scopus, que ha sido complementada con una búsqueda manual, incluyendo finalmente un total de 15 artículos entre ambas búsquedas. Los resultados muestran respuestas mayores tras la administración de cocaína que tras el placebo; asimismo, se ha encontrado que la exposición a los estímulos relacionados con la cocaína genera una expectativa en las personas con antecedentes de su consumo, que desempeña un papel crucial en las respuestas inducidas tanto objetivas como subjetivas (principalmente, el aumento de la frecuencia cardíaca y la presión arterial y el aumento del deseo o «craving»), que no son tan pronunciadas en los sujetos sin antecedentes de consumo. Estos resultados sugieren que este fenómeno está mediado por una historia de condicionamiento de los participantes consumidores que determina la respuesta a la droga incluso antes de ingerirla. El conocimiento del funcionamiento de la respuesta placebo en el consumo de drogas permite identificar marcadores del estado de la enfermedad, pudiendo así implementar mejores estrategias de intervención. (AU)

The study of the placebo response in the modulation of the effects of drugs of abuse is receiving increasing interest. The aim of the present systematic review is to examine the placebo response in cocaine use. For this purpose, we conducted a literature search in the Web of Science, PubMed and Scopus databases, which has been complemented with a manual search, finally including a total of 15 papers between both searches. The results indicate higher responses after cocaine administration than after placebo; moreover, it has been found that exposure to cocaine-related stimuli generates an expectancy in people with a history of cocaine use, which plays a crucial role in both objective and subjective induced responses (mainly increased heart rate and blood pressure and increased craving), which are not as pronounced in subjects without a history of cocaine use. These results suggest that this phenomenon is mediated by a conditioning history of the consuming participants that determines the response to the drug even before ingestion. Knowledge of the functioning of the placebo response in drug use allows the identification of markers of the disease state, thus allowing the implementation better intervention strategies. (AU)

Evaluación del Modelo de Predisposición Adquirida para consumo de alcohol en adolescentes / Evaluation of the Acquired Preparedness Model for Alcohol Use in Adolescents / Avaliação do Modelo de Predisposição Adquirida para o consumo de álcool em adolescentes

Durante la adolescencia se observan altas tasas de consumo elevado de alcohol. El Modelo de Predisposición Adquirida (mpa) postula que la confluencia de factores de personalidad (como la impulsividad) y factores psicosociales (como las expectativas hacia el alcohol [ea]) predice el consumo de sustancias. Algunos resultados previos respaldan el mpa para explicar el uso de alcohol en adolescentes argentinos; sin embargo, no queda claro el modo en que distintas dimensiones de impulsividad se asocian con el uso de alcohol en esta etapa del desarrollo. El objetivo de este trabajo fue examinar, en una muestra de adolescentes argentinos, el rol mediador de las ea en la relación entre cinco dimensiones de impulsividad rasgo, medidas con la escala upps-p y la frecuencia de Consumo Episódico Elevado de Alcohol (ceea). Materiales y métodos: participaron 427 adolescentes de 13 a 18 años (58 % mujeres; M edad = 15.72, de = 1.48), escolarizados en el nivel medio (91.1 % en gestión privada). Resultados: apoyando el mpa, la tendencia a actuar precipitadamente bajo estados emocionales intensos (tanto positivos como negativos) se asoció a una mayor frecuencia de ceea vía una mayor anticipación de efectos positivos del consumo de alcohol. Urgencia positiva tuvo, además, un efecto directo sobre la frecuencia de ceea. Conclusiones: esta información puede ser de utilidad para el desarrollo de intervenciones destinadas a disminuir el desarrollo o mantenimiento de las positivas y, de esta manera, reducir el consumo de alcohol en los adolescentes.

High rates of heavy alcohol use are observed among adolescents. The Acquired Preparedness Model (apm) posits that the confluence of personality factors (e.g., impulsivity) and psychosocial factors (e.g., alcohol expectancies [aes]) predicts substance use. Research supports the use of the apmto explain alcohol use in Argentinean adolescents; however, how different dimensions of impulsivity are associ-ated with alcohol use at this developmental stage is unclear. This study was designed to examine the mediational role of aes in the relationship between multiple dimensions of trait-like impulsivity using the upps-p scale and the frequency of heavy episodic drinking (hed) in Argentinean adolescents. Materials and Methods: In this study, 427 adolescents (58% were women) with a mean age of 15.72 ± 1.48 years (range, 13­18 years) were enrolled. Results: In line with the associations proposed by the apm, this study showed that the tendency to act rashly under intense negative and positive emotions was positively associated with the frequency of hed, via the anticipation of more positive effects of alcohol use. Positive urgency also had a direct effect on the frequency of hed. This information may be useful in developing interventions to reduce positive aes to decrease adolescent alcohol use.

na adolescência observam-se altas taxas de consumo de álcool. O Modelo de Predisposição Adquirida (mpa) postula que a confluência de fatores de personalidade (como a impulsividade) e fatores psicossociais (como expectativas em relação ao álcool [ea]) prediz o uso de substâncias. Alguns resul-tados anteriores corroboram o mpa para explicar o consumo de álcool em adolescentes argentinos; no entanto, não está claro como as diferentes dimensões da impulsividade estão associadas ao consumo de álcool nesta fase do desenvolvimento. O objetivo deste trabalho foi examinar, em uma amostra de adolescentes argentinos, o papel mediador da ea na relação entre cinco dimensões do traço de impul-sividade, medidas com a escala upps-p e a frequência de Consumo Episódico Elevado de Álcool (ceea). Materiais e métodos: participaram 427 adolescentes de 13 a 18 anos (58% mulheres; M idade = 15,72; dp = 1,48), matriculados no ensino médio (91,1% em escola particular). Resultados: apoiando o mpa, mostra-se que a tendência a agir precipitadamente sob estados emocionais intensos ­tanto positivos quanto negativos­ foi associada a uma maior frequência de ceea por meio de uma maior antecipação dos efeitos positivos do consumo de álcool. A urgência positiva também teve efeito direto na frequência de ceea. Conclusões: esta informação pode ser útil para o desenvolvimento de intervenções que visem reduzir o desenvolvimento ou manutenção de ea positivas e, desta forma, reduzir o consumo de álcool em adolescentes.

Future Expectations of Adolescents Aging Out of Care in Brazil / Expectativas de futuro de los adolescentes que salen del cuidado institucional por edad en Brasil / Expectativas futuras de adolescentes que saem do acolhimento institucional por idade no Brasil

Expectations for the future of adolescents aging out of care have a determinant influence on short and long-term outcomes. In Brazil, care leavers experience the transition to adult life largely unsupported. Therefore, we aimed to investigate the aspects that favor better future expectations of Brazilian adolescents who are aging out of care. The study participants were 190 male (55.8 %) and female (44.2 %) adolescents between 14 and 18 years of age (m= 15.92, sd= 1.00) from three Brazilian capitals. The discriminant analysis technique was used to identify profile characteristics that significantly distinguished two groups: adolescents with high and those with low expectations for the future. The results reveal that (1) the aspect that most contributes to the increase in future expectations is the perceived social support, (2) the greater the readiness to leave care and the satisfaction with life, the better the future expectations, and (3) participating in an employment-assistance program brought down the adolescents' future expectations. These results point to the importance of preparation to leave care, combining instrumental support with socio-emotional support and considering the adolescents as the protagonists of their process and plans.

Las expectativas futuras de los adolescentes que dejan los centros de acogida con 18 años tienen una influencia determinante en los resultados que alcanzarán a corto y largo plazo. En Brasil, la mayoría de jóvenes que salen de los centros de acogida con 18 años transitan a la edad adulta sin ningún tipo de apoyo. Por ello, en este artículo apuntamos a investigar los aspectos que favorecen mejores expectativas de futuro en adolescentes brasileños que están a punto de salir de los centros de acogida por haber llegado a la mayoría de edad. Los participantes del estudio fueron 190 adolescentes de ambos sexos (44.2 % niñas y 55.8 % niños), entre 14 y 18 años (m= 15.92, de = 1.00), de tres ciudades capitales brasileñas. Se utilizó la técnica de análisis discriminante para identificar características de perfil que distinguieron significativamente dos grupos: adolescentes con altas expectativas y adolescentes con bajas expectativas de futuro. Los resultados revelan que (1) el aspecto que más contribuye al aumento de dichas expectativas es el apoyo social percibido, (2) cuanto mayor sea la percepción de preparación para dejar el centro de acogida y la satisfacción con la vida, mejores serán las expectativas, y (3) participar en un programa nacional de inserción laboral disminuye las expectativas de futuro de los adolescentes. Los resultados demuestran la importancia de preparar a estos jóvenes para la transición a la edad adulta, al combinar el apoyo instrumental con el socioemocional, y considerando a los adolescentes protagonistas de sus procesos y planes futuros.

As expectativas futuras dos adolescentes que saem dos centros de acolhimento aos 18 anos têm uma influência importante nos resultados alcançados por eles a curto e longo prazo. No Brasil, a maioria dos jovens que saem dos centros de acolhimento aos 18 anos transitam para a vida adulta sem nenhum tipo de apoio. Portanto, bus-camos investigar quais aspectos favorecem melhores perspectivas de futuro em adolescentes brasileiros que estão prestes a deixar os abrigos por já serem maiores de idade. Os participantes do estudo foram 190 ado-lescentes entre 14 e 18 anos (m = 15.92, dp = 1.00), de ambos os sexos (44.2 % meninas e 55.8 % meninos) de três capitais brasileiras. A técnica de análise discri-minante foi utilizada para identificar características de perfil que distinguissem significativamente dois grupos: adolescentes com altas expectativas para o futuro e adolescentes com baixas expectativas para o futuro. Os resultados revelam que: (1) o aspecto que mais contribui para o aumento das expectativas futuras é o suporte social percebido; (2) quanto maior a percepção de preparação para deixar o centro de acolhida e a satis-fação com a vida, melhores são as expectativas futuras; e (3) participar de um programa nacional de colocação profissional reduz as expectativas dos adolescentes para o futuro. Esses resultados apontam para a importância de preparar esses jovens para a transição para a vida adulta, aliando o apoio instrumental ao apoio socioemocional e considerando os adolescentes como protagonistas de seus processos e planos futuros.

Availability expectations and psychological detachment: the role of work-related smartphone use during non-work hours and segmentation preference / Las expectativas sobre disponibilidad y la desconexión psicológica: el papel del uso del teléfono móvil con fines laborales fuera del trabajo y la preferencia por la segmentación

This study examined the associations among availability expectations, work-related smartphone use during non-work hours, and psychological detachment from work. In addition, we studied the role of segmentation preference in these associations. A total of 223 employees completed an online questionnaire. We hypothesized that smartphone use during non-work hours partially mediates the negative relationship between availability expectations and psychological detachment. We expected that segmentation preference would moderate this mediation effect. Finally, we examined the direction of this abovementioned moderating effect. The results supported our hypotheses and revealed a weak mediating effect of smartphone use during non-work hours on the relationship between availability expectations and psychological detachment. Moreover, the mediating effect is more substantial for people with low segmentation preferences. Furthermore, the practical implications of these findings are discussed.(AU)

El estudio analiza la asociación entre expectativas de disponibilidad, utilización del móvil con fines laborales fuera del trabajo y la desconexión psicológica del trabajo. Se estudia además el papel que juega en estas asociaciones la preferencia por la segmentación. Una muestra de 223 empleados cumplimentó un cuestionario por internet. Planteamos la hipótesis de que la utilización del móvil en horario no laboral mediatiza en parte la relación negativa entre las expectativas de disponibilidad y la desconexión psicológica. Se esperaba que la preferencia por la segmentación moderaría este efecto mediador. Por último analizamos la dirección de este efecto moderador. Los resultados confirman nuestras hipótesis y ponen de manifiesto un efecto mediador débil del uso del móvil en horario no laboral en la relación entre expectativas de disponibilidad y la desconexión psicológica. El efecto mediador, además, es mayor en personas que tienen poca preferencia por la segmentación. Se comenta la implicación práctica de los resultados.(AU)

Gestação e Desenvolvimento Inicial de Gêmeos: Um Estudo a partir de Relatos Maternos / Pregnancy and Early Development of Twins: A Study based on Maternal Reports / Embarazo y Desarrollo inicial de Gemelos: Un Estudio basado en Informes Maternos

As interações sociais iniciais são fundamentais para o desenvolvimento infantil, sendo essencial o papel dos adultos na promoção de práticas que o favoreçam. Tais práticas podem ser influenciadas por aspectos contextuais e pelas emoções, concepções e expectativas parentais sobre seus filhos. No presente estudo, foi considerada a configuração familiar caracterizada pela presença de bebês gêmeos. O objetivo foi conhecer as emoções das mães acerca da gravidez gemelar e analisar as suas concepções e expectativas sobre o desenvolvimento dos gêmeos nos primeiros 24 meses de vida. Participaram deste estudo nove mães de bebês gemelares, que responderam a um questionário sociodemográfico e a uma entrevista semiestruturada. Os resultados revelaram sentimentos maternos ambivalentes relativos à experiência com a gemelaridade desde a gestação; concepções sobre desenvolvimento infantil, fatores que podem influenciá-lo e diferenças entre os gêmeos; e expectativas sobre o desenvolvimento dos bebês. Conclui-se que uma maior compreensão sobre aspectos relacionados à maternidade de gemelares pode auxiliar na criação de redes de apoio socioemocional aos cuidadores e de contextos que favoreçam as interações estabelecidas entre a tríade mãe-bebês.

Initial social interactions are fundamental to child development, and the role of adults in promoting practices that favor them is essential. Such practices can be influenced by contextual aspects and by parental emotions, conceptions and expectations about their children. In the present study, the family configuration characterized by the presence of twin babies was considered. The objective was to get to know the mothers' emotions about twin pregnancies and to analyze their conceptions and expectations about the development of twins in the first 24 months of life. Nine mothers of twin babies participated in this study, who answered a sociodemographic questionnaire and a semi-structured interview. The results revealed ambivalent maternal feelings regarding the experience with twinning since pregnancy; conceptions about child development, factors that can influence it and differences between twins; and expectations about the development of babies. We conclude that a greater understanding of aspects related to twin maternity can help in the creation of social and emotional support networks for caregivers and contexts that favor the interactions established between the mother-babies triad.

Las interacciones sociales iniciales son fundamentales para el desarrollo infantil, siendo fundamental el rol de los adultos en la promoción de prácticas que los favorezcan. Dichas prácticas pueden estar influenciadas por aspectos contextuales y por emociones, concepciones y expectativas de los padres sobre sus hijos. En el presente estudio se consideró la configuración familiar caracterizada por la presencia de bebés gemelos. El objetivo fue conocer las emociones de las madres sobre los embarazos gemelares y analizar sus concepciones y expectativas sobre el desarrollo de los gemelos en los primeros 24 meses de vida. En este estudio participaron nueve madres de gemelos, quienes respondieron un cuestionario sociodemográfico y una entrevista semiestructurada. Los resultados revelaron sentimientos maternos ambivalentes con respecto a la experiencia del hermanamiento desde el embarazo; concepciones sobre el desarrollo infantil, factores que pueden influir en él y diferencias entre gemelos; y expectativas sobre el desarrollo de los bebés. Concluimos que una mayor comprensión de los aspectos relacionados con la maternidad gemelar puede ayudar en la creación de redes de apoyo social y emocional a los cuidadores y contextos que favorezcan las interacciones que se establecen entre la tríada madre-bebé.

Expectativas de los profesionales sanitarios sobre el beneficio obtenido por intervenciones habituales en atención primaria / Health Professionals expectations’ about the benefit of regular Primary Care interventions

Objetivo : Conocer las expectativas que expresan los profesionales sanitarios sobre el beneficio de varias intervenciones de prevención primaria, basadas en estudios de validez moderada-alta, que se realizan de forma habitual en las consultas de atención primaria.Diseño : Estudio transversal descriptivo mediante encuesta.Emplazamiento : Centros de salud españoles, entre el 6 de febrero y el 5 de mayo de 2020.Participantes : Médicos de familia y otros profesionales de atención primaria en ejercicio.Mediciones principales : a) el número y porcentaje de participantes cuya estimación de beneficio se aleja del beneficio respaldado por las evidencias; b) las magnitudes de SOBREestimación, NORMOestimación y SUBestimación de cada participante y de cada subgrupo profesional.Resultados : De los 701 respondedores (67% mujeres), 694 contestaron a las 8 preguntas y 4 entre una y 7. La sobreestimación del beneficio en las 8 intervenciones osciló entre el 86 y el 90% de todos los participantes médicos y entre el 90 y el 96% de todos los participantes enfermeros.Conclusiones : La mayoría de los profesionales encuestados sobreestiman tanto las actividades de prevención como los tratamientos preventivos, lo que les puede llevar a transmitir expectativas exageradas o falsas a los pacientes, exponerlos innecesariamente a efectos adversos derivados de esas intervenciones y a dilapidar recursos.

Aim : Examine the expectations expressed by healthcare professionals about the benefit of several primary prevention interventions that are usually carried out in The Primary Care Consultations with evidence from moderate-high validity studies.Design : Descriptive Cross-sectional Study by Survey.Sitting : Spanish Primary Healthcare Centers, between February 6 and May 5, 2020.Participants : General Practitioner and other practicing Primary Care professionals.Main measurements : a) the number and percentage of participants whose estimate of benefit deviates from the benefit supported by the evidence; b) the magnitudes of OVERestimation, NORMOestimation and UNDERestimation of each participant and each professional subgroup.Results : Of the 701 respondents (67% women), 694 answered all eight questions and 4 between one and seven. The overestimation of benefit in the 8 interventions ranged from 86% to 90% of all medical participants and between 90% and 96% of all nursing participants.Conclusions : Most of the surveyed (healthcare) professionals overestimate both, prevention activities and preventive treatments, this may lead them to instil false hope in patients, to put patients at risk of serious side effects arising from such interventions and to squander resources.

Psychometric Properties of the Childbirth Expectation Questionnaire in a Sample of Spanish Pregnant Women / Las propiedades psicométricas del Cuestionario de Expectativas sobre el Parto en una muestra de mujeres españolas gestantes

Childbirth expectations during pregnancy are important factors related to birth satisfaction. The aim of this study is to validate the Childbirth Expectation Questionnaire (CEQ) in a sample of Spanish pregnant women; 231 women responded to the CEQ during their first trimester of pregnancy and 106 of them completed a re-test at the third trimester. Exploratory analyses with 1-to-6 factor solutions were carried out to investigate the internal structure of the CEQ. The three-factor solution (spousal support and control, medical support and environment, and labor pain and distress) showed the best properties in terms of model fit, number of items per factor, and item loadings. The internal consistency of scales was also good (.79 ≥ α ≤ .93). Test-retest analyses showed significant intercorrelations between expectations from the first to the third trimester of pregnancy. There is a need to assess childbirth expectations, and our results suggest that the CEQ is a valid and useful instrument to be used among Spanish pregnant women.

Las expectativas sobre el parto (evaluadas durante el embarazo) constituyen factores relevantes relacionados con la satisfacción del parto. El objetivo de este estudio es validar el Cuestionario de Expectativas sobre el Parto (CEQ según las siglas del nombre inglés) en una muestra de gestantes españolas. Un total de 231 mujeres cumplimentaron el CEQ durante el primer trimestre del embarazo y 106 de ellas cumplimentaron de nuevo el instrumento en el tercer trimestre. Se realizaron análisis exploratorios con soluciones factoriales de 1 a 6 factores para analizar la estructura interna del CEQ. La solución de tres factores (apoyo de la pareja y control, apoyo médico y ambiente y dolor durante el parto y malestar) mostró las mejores propiedades en cuanto a ajuste del modelo, número de ítems por factor y peso de los ítems. La consistencia interna de las escalas también fue buena (.79 ≥ α ≤ .93). Los análisis test-retest mostraron intercorrelaciones significativas entre las expectativas del primer y tercer trimestre del embarazo. Atendiendo a la necesidad de evaluar las expectativas sobre el parto, nuestros resultados sugieren que el CEQ es un instrumento válido y útil para ser utilizado en las gestantes españolas.

[Health Professionals expectations' about the benefit of regular Primary Care interventions]. / Expectativas de los profesionales sanitarios sobre el beneficio obtenido por intervenciones habituales en atención primaria.

AIM: Examine the expectations expressed by healthcare professionals about the benefit of several primary prevention interventions that are usually carried out in The Primary Care Consultations with evidence from moderate-high validity studies. DESIGN: Descriptive Cross-sectional Study by Survey. SITTING: Spanish Primary Healthcare Centers, between February 6 and May 5, 2020. PARTICIPANTS: General Practitioner and other practicing Primary Care professionals. MAIN MEASUREMENTS: a) the number and percentage of participants whose estimate of benefit deviates from the benefit supported by the evidence; b) the magnitudes of OVERestimation, NORMOestimation and UNDERestimation of each participant and each professional subgroup. RESULTS: Of the 701 respondents (67% women), 694 answered all eight questions and 4 between one and seven. The overestimation of benefit in the 8 interventions ranged from 86% to 90% of all medical participants and between 90% and 96% of all nursing participants. CONCLUSIONS: Most of the surveyed (healthcare) professionals overestimate both, prevention activities and preventive treatments, this may lead them to instil false hope in patients, to put patients at risk of serious side effects arising from such interventions and to squander resources.

O cuidado de enfermagem no pré-natal com competência a partir do olhar de gestantes / Competent prenatal nursing care from the perspective of pregnant women

Resumo: Introdução: A atenção à saúde da mulher sofreu diversas mudanças ao longo do tempo, caminhando para estratégias e melhorias no cuidado, a fim de superar o modelo biomédico e cuidar da saúde materna e infantil em todos os seus aspectos. O pré-natal visa a assegurar acompanhamento de qualidade, com identificação precoce de fatores de risco e complicações que venham repercutir na saúde da mãe e do bebê. Intervenções precoces qualificam a atenção e reduzem as taxas de morbidade e mortalidade materna e fetal. Objetivos: Descrever as vivências e expectativas da gestante em relação ao pré-natal na Atenção Primária à Saúde. Apreender a competência da enfermeira no cuidado pré-natal sob a ótica da gestante. Método: Trata-se de uma pesquisa qualitativa e descritiva. O estudo foi conduzido em um município da região metropolitana de Curitiba/PR. Os critérios de inclusão foram gestantes maiores de 18 anos, em acompanhamento com enfermeira e ou médico, de qualquer risco gestacional, primíparas ou multíparas, no 2º ou 3º trimestre gestacional. Foram excluídas gestantes no 1º trimestre de gestação ou que não tinham compreensão do idioma português. A coleta de dados foi mediante entrevista semiestruturada com 27 participantes analisadas com base nos passos sugeridos de Creswell e apoio do software Iramuteq® para organização dos dados. Resultados: Foram identificadas duas categorias centrais: 1 - "O cuidado esperado e idealizado no pré-natal a partir das vivências e expectativas das gestantes", que evidenciou as vivências que estão ligadas ao contexto de vida e experiências passadas da gestação e pré-natal, expectativas e idealização do cuidado na Atenção Primária à Saúde, satisfação da atenção recebida no pré-natal e a influência da pandemia por Covid-19. A segunda categoria, intitulada 2 - "O cuidado recebido no pré-natal a partir das vivências e expectativas das gestantes", permitiu discutir aspectos relacionados aos cuidados recebidos na gestação pela identificação da competência da enfermeira, englobando a consulta de vinculação e subsequentes, rotinas, orientações e atenção despendida. Considerações finais: A percepção do cuidado vivenciado e as expectativas frente ao pré-natal são influenciadas por aspectos da gestação. Como potencialidades da prática da enfermeira identificadas pela gestante, estão o vínculo, o acolhimento e a escuta ativa, por vezes ofuscada pela hegemonia do cuidado médico, que ainda permeia o âmbito da atenção à saúde, limitando a visão do cuidar com qualidade. A formação da enfermeira e o contínuo desenvolvimento de competência para uma prática centrada na individualidade da gestante e promoção à saúde fortalecem o cuidado realizado e permitem avanços para um cuidado integral e para visibilidade da profissão.

Abstract: Introduction: Woman health care has undergone several changes over the time leading to strategies and improvements of care, in order to overcome the biomedical model and take care of mother and child health na all its aspects. The goal of prenatal is to ensure quality follow-up, with early identification of risk factors and complications that may affect the health of the mother and baby. Early interventions qualify care and reduce maternal and fetal morbidity and mortality rates. Objectives: To describe the experiences and expectations of pregnant women in relation to prenatal care in Primary Health Care. To understand the nurse's competence in prenatal care from the perspective of the pregnant woman. Methods: This is a qualitativa and descriptive research. The study was performed in a city of the metropolitan region of Curitiba/PR. He inclusion criteria were in pregnant women older than 18 years, in follow-up with nurse and/or doctor, of any gestacional risk, primiparous ou multiparous, in the 2nd or 3rd gestational trimester. Pregnant women in the 1st trimester of pregnancy or those who did not understand the Portuguese language were excluded. Data was obtained by semi-structured interviews with 27 participants analyzed based on steps of Creswell and supported by Iramuteq® software for data organization. Results: Two main categories was identified: 1 ­ "The expected and idealized prenatal care based on experiences and expectations of pregnant Woman" which evidenced the experiences that are linked to the context of life and past experiences of pregnancy and prenatal care, expectations and idealization of care in primary health care, satisfaction with the care received in prenatal care and the influence of the Covid-19 pandemic. The second category, entitled 2 - "The care received in prenatal care from the experiences and expectations of pregnant women", allowed to discuss aspects related to the care received during pregnancy from the identification of the nurse's competence, covering the bonding consultation and subsequents, routines, orientations and attention spent. Final considerations: The perception of experienced care and expectations regarding prenatal care are influenced by aspects of pregnancy. As potentialities of the nurse's practice identified by the pregnant woman are the bond, reception and active listening, sometimes overshadowed by the hegemony of medical care that still permeates the scope of health care, limiting the vision of quality care. The training of nurses and the continuous development of competence for a practice centered on the pregnant woman's individuality and health promotion strengthen the care provided and allow advances towards comprehensive care and visibility of the profession.

School Climate and Teachers’ Motivational Variables: Effects on Teacher Satisfaction and Classroom Motivational Climate Perceived by Middle School Students. A Cross-cultural Study / Clima escolar y variables motivacionales del profesorado: efectos sobre la satisfacción de los docentes y el clima motivacional del aula percibido por los estudiantes de secundaria. Un estudio transcultural

This paper seeks two objectives. First, to study the potential effect of teachers’ perception of school climate and teachers’ motivational variables related to students on teachers’ satisfaction with school, and classroom motivational climate (CMC). Second, to validate a battery of questionnaires for assessing different teachers’ motivational variables related to students: motivational knowledge, teachers’ focus on students’ grades and emotional needs, and expectancies. In total, 441 teachers and 5,380 students from Spain and Costa Rica participated in the study. Confirmatory factor analyses showed the adequacy of each questionnaire structure. Besides, results on correlation and regression analyses showed, first, that school climate perception, together with teachers’ expectancies are the main factors potentially influencing teachers’ satisfaction with school. Second, that CMC does not depend on teachers’ satisfaction, but only on two components of school climate – teacher’s mutual support and students’ attitudes –, and on self-efficacy expectancies. In both regression analyses – satisfaction and CMC –, cross-cultural differences were found.

Este trabajo persigue dos objetivos. En primer lugar, estudiar el efecto potencial de la percepción del clima escolar por parte de los profesores y de las variables motivacionales de estos relacionadas con los estudiantes en la satisfacción de los profesores con la escuela y el clima motivacional del aula (CMC). En segundo lugar, validar una batería de cuestionarios para evaluar las diferentes variables motivacionales de los docentes relacionadas con los estudiantes: conocimiento motivacional, enfoque de los docentes en las calificaciones y necesidades emocionales de los estudiantes y expectativas. En total, 441 profesores y 5,380 estudiantes de España y Costa Rica participaron en el estudio. Los análisis factoriales confirmatorios mostraron la adecuación de la estructura de cada cuestionario. Además, los resultados de los análisis de correlación y regresión mostraron, en primer lugar, que la percepción del clima escolar, junto con las expectativas de los profesores, son los principales factores que pueden influir en la satisfacción de los profesores con la escuela. En segundo lugar, que el CMC no depende de la satisfacción de los profesores, sino solo de dos componentes del clima escolar, el apoyo mutuo de los profesores y las actitudes de los estudiantes, y de las expectativas de autoeficacia. En ambos análisis de regresión, satisfacción y CMC, se encontraron diferencias transculturales.