LIBERABIT. Revista Peruana de Psicología
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Explorando a estrutura parental: estabelecendo normas e limites parentais em crianças de 6 a 9 anos de idade
No full textBackground: Families play a crucial role in children’s socialization, requiring a structured approach from parents to establish rules and norms. Objective: To examine how parents communicate about setting household rules, the consequences of not following them, and the overall significance of regulations in family upbringing. Method: The researchers used a qualitative, phenomenological approach to collect data through focus groups. Participants included ten fathers and 19 mothers of children aged 6 to 9 who participated in the Positive Parenting for Sustainability Program: Agenda 2030. Results: Thematic analysis identified and categorized three ways to establish norms for their children: clarity, rigidity, and flexibility. The absence of rules was to be a common practice. Furthermore, a new category emphasized the challenges parents encounter when establishing structured family environments. Conclusion: Despite these challenges, participating parents strive to organize the family environment through a sense of predictability and rationalization within the family dynamic to support their children’s social, psychological, and academic development.Antecedentes: las familias desempeñan un papel crucial en la socialización de los niños, lo que requiere un enfoque estructurado por parte de los padres para establecer reglas y normas. Objetivo: examinar cómo los padres comunican el establecimiento de reglas en el hogar, las consecuencias de no seguirlas, y la importancia general de las regulaciones en la crianza familiar. Método: los investigadores utilizaron un enfoque cualitativo y fenomenológico para recolectar datos a través de grupos focales. Los participantes incluyeron a diez padres y 19 madres de niños de entre 6 y 9 años, quienes participaron en el Programa de Crianza Positiva para la Sostenibilidad: Agenda 2030. Resultados: el análisis temático identificó y categorizó tres formas de establecer normas para sus hijos: claridad, rigidez y flexibilidad. También se observó que la ausencia de reglas era una práctica común. Además, una nueva categoría resaltó los desafíos que enfrentan los padres al establecer entornos familiares estructurados. Conclusión: a pesar de estos desafíos, los padres participantes se esfuerzan por organizar el entorno familiar a través de la previsibilidad y la racionalización dentro de la dinámica familiar, con el objetivo de apoyar el desarrollo social, psicológico y académico de sus hijos.
Background: Families play a crucial role in children’s socialization, requiring a structured approach from parents to establish rules and norms. Objective: To examine how parents communicate about setting household rules, the consequences of not following them, and the overall significance of regulations in family upbringing. Method: The researchers used a qualitative, phenomenological approach to collect data through focus groups. Participants included ten fathers and 19 mothers of children aged 6 to 9 who participated in the Positive Parenting for Sustainability Program: Agenda 2030. Results: Thematic analysis identified and categorized three ways to establish norms for their children: clarity, rigidity, and flexibility. The absence of rules was to be a common practice. Furthermore, a new category emphasized the challenges parents encounter when establishing structured family environments. Conclusion: Despite these challenges, participating parents strive to organize the family environment through a sense of predictability and rationalization within the family dynamic to support their children’s social, psychological, and academic development
Editorial
Get PDFThe present Volume 30, N.° 1 of Liberabit, Peruvian Journal of Psychology, is constituted by ten scientific articles and we are very pleased to share, with the national and international academic community, the results of these investigations that are embodied in the manuscripts that we are disseminating.El presente Volumen 30, N.° 1 de Liberabit, Revista Peruana de Psicología, está constituida por diez artículos científicos y nos complace mucho compartir, con la comunidad académica nacional e internacional, los resultados de estas investigaciones que se encuentran plasmadas en los manuscritos que estamos difundiendo.The present Volume 30, N.° 1 of Liberabit, Peruvian Journal of Psychology, is constituted by ten scientific articles and we are very pleased to share, with the national and international academic community, the results of these investigations that are embodied in the manuscripts that we are disseminating
Adaptation of the Zimbardo Time Perspective Inventory for Marginalized Mexicans
Get PDFBackground: The temporal perspective is a psychological process through which the continuous streams of personal and social experiences are assigned to temporal categories or frames of time that provide order, coherence, and meaning to those events. The Zimbardo Time Perspective Inventory (ZTPI) measures this orientation with five factors: positive past, negative past, fatalistic present, hedonistic present, and future. However, its validation has been conducted with European and American populations, and to a lesser extent with Latin Americans. Objective: Adapt the ZTPI for the adult population living in marginalized areas of Mexico. Method: Through a nonexperimental ex post facto design with a descriptive scope and two-stage sampling. Where, 117 women and 61 men participated, with an average age of 44.6 years. Results: The reliability values are adequate, and the structural model with four factors shows fit measures close to the suggested thresholds (χ²/df = 1.523; CFI = .914; GFI = .883; TLI = .899; AGFI = .848; RMSEA = .054; y SRMR = .029). Conclusions: The adaptation of the scale appears to be sensitive to the reference population.Antecedentes: la perspectiva temporal es un proceso psicológico mediante el cual los flujos continuos de experiencias personales y sociales se asignan a categorías temporales o marcos de tiempo que dan orden, coherencia y significado a esos eventos. El Inventario de Perspectiva Temporal de Zimbardo (ZTPI, por sus siglas en inglés) mide esta orientación con cinco factores: pasado positivo, pasado negativo, presente fatalista, presente hedonista y futuro. Sin embargo, su validación ha sido con población europea y estadounidense y en menor proporción con latinoamericanos. Objetivo: adaptar el ZTPI para población adulta que habita zonas marginadas de México. Método: a través de un diseño no experimental de tipo ex post facto con alcance descriptivo y muestreo bietápico. Participaron 117 mujeres y 61 hombres, con 44.6 años en promedio. Resultados: los valores de fiabilidad son adecuados y el modelo estructural con cuatro factores con medidas de ajuste cercanos a los umbrales sugeridos (χ²/df = 1.523; CFI = .914; GFI = .883; TLI = .899; AGFI = .848; RMSEA = .054; y SRMR = .029). Conclusiones: la adaptación de la escala resulta ser sensible a la población de referencia.Background: The temporal perspective is a psychological process through which the continuous streams of personal and social experiences are assigned to temporal categories or frames of time that provide order, coherence, and meaning to those events. The Zimbardo Time Perspective Inventory (ZTPI) measures this orientation with five factors: positive past, negative past, fatalistic present, hedonistic present, and future. However, its validation has been conducted with European and American populations, and to a lesser extent with Latin Americans. Objective: Adapt the ZTPI for the adult population living in marginalized areas of Mexico. Method: Through a nonexperimental ex post facto design with a descriptive scope and two-stage sampling. Where, 117 women and 61 men participated, with an average age of 44.6 years. Results: The reliability values are adequate, and the structural model with four factors shows fit measures close to the suggested thresholds (χ²/df = 1.523; CFI = .914; GFI = .883; TLI = .899; AGFI = .848; RMSEA = .054; y SRMR = .029). Conclusions: The adaptation of the scale appears to be sensitive to the reference population
Modeling motivational factors related to academic satisfaction: a multilevel study
Get PDFBackground: Motivational factors constitute fundamental aspects of achieving well-being and experiences associated with the development of academic activities. However, studies on academic satisfaction have focused on the individual dimension, excluding the influence of the teaching level. Objective: the study aims to estimate a hypothetical multilevel model that explains academic satisfaction from motivational factors of teachers and students. Method: the sample is structured hierarchically, considering 745 university students nested within 32 teachers. Descriptive statistics and multilevel path analysis are used to analyze the data. Results: the results show that students’ motivational factors mainly explain the variation in academic satisfaction. However, the teacher level also has a significant effect from the students’ perception of pressure. This process weakens autonomous motivation for teaching and teaching self-efficacy, affecting the quality of the teaching-learning processes. Conclusion: it is concluded that the configuration of academic satisfaction involves the deployment of motivational resources of both teachers and students, which, through their interaction, contribute to the development of well-being experiences in the classroom.Antecedentes: los factores motivacionales constituyen aspectos fundamentales para lograr experiencias de bienestar asociadas al desarrollo de actividades académicas. Sin embargo, los estudios sobre la satisfacción académica se han focalizado en la dimensión individual, excluyendo la influencia del nivel docente. Objetivo: el estudio tiene por objetivo estimar un modelo hipotético multinivel que explica la satisfacción académica desde factores motivacionales de docentes y estudiantes. Método: la muestra se estructura de manera jerárquica, considerando 745 estudiantes universitarios anidados a 32 docentes. Para el análisis de los datos se utiliza estadística descriptiva y análisis de senderos multinivel. Resultados: los resultados muestran que los factores motivacionales de los estudiantes explican mayoritariamente la variación de la satisfacción académica. No obstante, el nivel docente también incide significativamente a partir de la percepción de presión de los estudiantes, proceso que debilita la motivación autónoma para la enseñanza y la autoeficacia docente, afectando la calidad de los procesos de enseñanzaaprendizaje. Conclusión: se concluye que la configuración de la satisfacción académica implica el despliegue de recursos motivacionales tanto de docentes como de estudiantes, los que a partir de su interacción contribuyen al desarrollo de experiencias de bienestar en el aula.Background: Motivational factors constitute fundamental aspects of achieving well-being and experiences associated with the development of academic activities. However, studies on academic satisfaction have focused on the individual dimension, excluding the influence of the teaching level. Objective: the study aims to estimate a hypothetical multilevel model that explains academic satisfaction from motivational factors of teachers and students. Method: the sample is structured hierarchically, considering 745 university students nested within 32 teachers. Descriptive statistics and multilevel path analysis are used to analyze the data. Results: the results show that students’ motivational factors mainly explain the variation in academic satisfaction. However, the teacher level also has a significant effect from the students’ perception of pressure. This process weakens autonomous motivation for teaching and teaching self-efficacy, affecting the quality of the teaching-learning processes. Conclusion: it is concluded that the configuration of academic satisfaction involves the deployment of motivational resources of both teachers and students, which, through their interaction, contribute to the development of well-being experiences in the classroom
Efeito de um tratamento breve, em grupo e virtual baseado na Terapia de Aceitação e Compromisso para a regulação da raiva e a redução da inflexibilidade psicológica em jovens colombianos
No full textBackground: At present, interventions for the management of problematic anger regulation and psychological inflexibility in affected young adults are scarce. Objetive: to evaluate the efficacy of a brief intervention, in a group and virtual format, for anger regulation and psychological inflexibility reduction. Method: A group of 40 Colombian young adults (40% male; 60% female; M= 25.3 years; SD= 3.35) were randomly assigned to one of two conditions: Acceptance and Commitment Therapy-based intervention for anger regulation and psychological inflexibility reduction and waiting list. Experiential avoidance, cognitive fusion, connection to the present moment, values, and perception of negative effects of problematic anger expression were assessed. Results: Significant differences with large effect sizes were found in the experiential avoidance, cognitive defusion, contact with the present moment, and obstruction in values variables. The variables of progress in values and perception of the effects of anger presented changes in the experimental group, but not in their comparison with the control group. Conclusions: the results provided evidence on the efficacy of this intervention, although more studies are required to confirm this.Antecedentes: en la actualidad, son escasas las intervenciones para el manejo de la regulación problemática de la ira y la inflexibilidad psicológica en adultos jóvenes afectados. Objetivo : evaluar la eficacia de una intervención breve, en formato grupal y virtual para la regulación problemática de la ira y la reducción de la inflexibilidad psicológica. Método: un grupo de 40 adultos jóvenes colombianos (40% hombres; 60% mujeres; M = 25.3 años; DE = 3.35) fueron asignados aleatoriamente a una de dos condiciones: intervención basada en la terapia de aceptación y compromiso (ACT) para regulación de la ira y la reducción de la inflexibilidad psicológica y lista de espera. Se evaluaron la evitación experiencial, la fusión cognitiva, la conexión con el momento presente, los valores y la percepción de efectos de la expresión problemática de la ira. Resultados: se encontraron diferencias significativas con tamaños de efecto grandes en las variables de evitación experiencial, defusión cognitiva, contacto con el momento presente y obstrucción en valores. Las variables de progreso en valores y percepción de efectos de la ira presentaron cambios en el grupo experimental, pero no en su comparación con el grupo control. Conclusión: los resultados aportaron evidencia sobre la eficacia de esta intervención, aunque se requieren más estudios que así lo confirmen.Background: At present, interventions for the management of problematic anger regulation and psychological inflexibility in affected young adults are scarce. Objetive: to evaluate the efficacy of a brief intervention, in a group and virtual format, for anger regulation and psychological inflexibility reduction. Method: A group of 40 Colombian young adults (40% male; 60% female; M= 25.3 years; SD= 3.35) were randomly assigned to one of two conditions: Acceptance and Commitment Therapy-based intervention for anger regulation and psychological inflexibility reduction and waiting list. Experiential avoidance, cognitive fusion, connection to the present moment, values, and perception of negative effects of problematic anger expression were assessed. Results: Significant differences with large effect sizes were found in the experiential avoidance, cognitive defusion, contact with the present moment, and obstruction in values variables. The variables of progress in values and perception of the effects of anger presented changes in the experimental group, but not in their comparison with the control group. Conclusions: the results provided evidence on the efficacy of this intervention, although more studies are required to confirm this
Enhancing Sustainability Awareness Among Business Students: Insights from University Professors
Get PDFBackground: Higher education, especially in business, stands out as a crucial means to promote professional action focused on sustainability, emphasizing the need for innovative pedagogical approaches and teaching strategies. Objective: The aim of this study is to examine the perceptions of business university professors concerning the most effective teaching and learning methodologies for fostering sustainability awarenessamong their students. Method: This exploratory qualitative study, employs convenience sampling to select and interview 19 outstanding professors from a private accredited university in Lima, Peru. Results: The professors emphasize the importance of a cross-cutting and ongoing integration of sustainability-related content into the curriculum. Additionally, they place value on the utilization of experiential learning methodologies and the cultivation of dialogue and reflexivity regarding the future roles of their students as organizational leaders who champion more conscientious and sustainable modes of production. Conclusions: sustainability education in business careers makes sense to the extent that the behavior adopted by future business leaders will depend on the success in the implementation of more conscious and sustainable modes of production. However, for this training to be effective, adaptations are needed in the design of curricula and in the traditional way of conducting the teachinglearning processes in the classroom, migrating from teachercentered approaches to student-centered methodological approaches.Antecedentes: la educación superior, especialmente en negocios, se destaca como un medio crucial para promover un accionar profesional centrado en la sostenibilidad, enfatizando la necesidad de enfoques pedagógicos y estrategias didácticas innovadoras. Objetivo: este estudio tiene como finalidad explorar las percepciones de docentes universitarios de carreras de negocios acerca de cuáles son las metodologías de enseñanza-aprendizaje más convenientes para fomentar la conciencia de sostenibilidad entre sus estudiantes. Método: en este trabajo cualitativo exploratorio se usó un muestreo por conveniencia por el cual se seleccionó y entrevistó a 19 profesores de desempeño destacados que imparten cursos en una universidad privada y acreditada de Lima, Perú. Resultados: los profesores consideran fundamental un desarrollo transversal y continuo de contenidos relacionados con la sostenibilidad en la malla curricular. Además, valoran el empleo de metodologías de aprendizaje vivencial, así como el desarrollo del diálogo y la reflexividad sobre el futuro rol de sus estudiantes como líderes organizacionales que promuevan modos de producción más conscientes y sostenibles. Conclusiones: la educación en sostenibilidad en carreras denegocios cobra sentido en la medida de que la conducta que adopten los futuros líderes empresariales dependerá del éxito en la implantación de modos de producción más conscientes y sostenibles. Sin embargo, para que esta formación sea efectiva son necesarias adaptaciones en el diseño de las mallas curricularesy en la forma tradicional de conducir los procesos de enseñanzaaprendizaje en el aula, migrando desde enfoques centrados en el docente hacia enfoques metodológicos centrados en el estudiante.Background: Higher education, especially in business, stands out as a crucial means to promote professional action focused on sustainability, emphasizing the need for innovative pedagogical approaches and teaching strategies. Objective: The aim of this study is to examine the perceptions of business university professors concerning the most effective teaching and learning methodologies for fostering sustainability awarenessamong their students. Method: This exploratory qualitative study, employs convenience sampling to select and interview 19 outstanding professors from a private accredited university in Lima, Peru. Results: The professors emphasize the importance of a cross-cutting and ongoing integration of sustainability-related content into the curriculum. Additionally, they place value on the utilization of experiential learning methodologies and the cultivation of dialogue and reflexivity regarding the future roles of their students as organizational leaders who champion more conscientious and sustainable modes of production. Conclusions: sustainability education in business careers makes sense to the extent that the behavior adopted by future business leaders will depend on the success in the implementation of more conscious and sustainable modes of production. However, for this training to be effective, adaptations are needed in the design of curricula and in the traditional way of conducting the teachinglearning processes in the classroom, migrating from teachercentered approaches to student-centered methodological approaches
Adaptation and Validation of the Beck Anxiety Inventory in Young Peruvians
Get PDFIntroduction: Anxiety is a disease that generates restlessness and excessive worry about something threatening, this condition causes disorder for those who suffer from it. A theoretical postulate is Beck’s theory of anxiety (Beck et al., 1999). In Peru there are various figures of population groups that suffer from this disease, but there are no studies of adapted questionnaires that measure anxiety, which are unreliable in a national context. Faced with this, this inventory is a good option that meets the needs to measure the symptomatology of this condition. Objective: Adapt the Beck anxiety inventory in young Peruvians. Method: Psychometric type and instrumental design. Results: In the validity based on the internal structure of the instrument, in the CFA (χ2/df = 3.82; CFI = .98; SRMR = .03; RMSEA = .07); in terms of validity based on the relationship with other variables (r = .84; p < .001; r2 = .70), and on the reliability of the scale (α = .95), which means that the test presents good level of internal consistency. Conclusions: The test presents acceptable evidence of validity and reliability to measure the variable.Introducción: la ansiedad es una enfermedad que genera inquietud y preocupación excesiva ante algo amenazante, esta condición origina un trastorno a quien lo padece. Un postulado teórico es la teoría de la ansiedad de Beck (Beck et al., 1999). En Perú hay diversas cifras de grupos de poblaciones que padecen esta enfermedad, pero no hay estudios de cuestionarios adaptados que midan la ansiedad siendo poco fiables en un contexto nacional. Frente a ello, este inventario es una buena opción que se ajusta a necesidades para medir la sintomatología de esta afectación. Objetivo: adaptar el Inventario de ansiedad de Beck en jóvenes peruanos. Método: tipo psicométrico y diseño instrumental. Resultados: en la validez basada en la estructura interna del instrumento, en el AFC (χ2/gl = 3.82; CFI = .98; SRMR = .03; RMSEA = .07); en cuanto a la validez basada en la relación con otras variables (r = .84; p < .001; r2 = .70), y en la confiabilidad de la escala (α = .95) lo que significa que la prueba presenta buen nivel de consistencia interna. Conclusiones: la prueba presenta evidencias aceptables de validez y confiabilidad para medir la variable.Introduction: Anxiety is a disease that generates restlessness and excessive worry about something threatening, this condition causes disorder for those who suffer from it. A theoretical postulate is Beck’s theory of anxiety (Beck et al., 1999). In Peru there are various figures of population groups that suffer from this disease, but there are no studies of adapted questionnaires that measure anxiety, which are unreliable in a national context. Faced with this, this inventory is a good option that meets the needs to measure the symptomatology of this condition. Objective: Adapt the Beck anxiety inventory in young Peruvians. Method: Psychometric type and instrumental design. Results: In the validity based on the internal structure of the instrument, in the CFA (χ2/df = 3.82; CFI = .98; SRMR = .03; RMSEA = .07); in terms of validity based on the relationship with other variables (r = .84; p < .001; r2 = .70), and on the reliability of the scale (α = .95), which means that the test presents good level of internal consistency. Conclusions: The test presents acceptable evidence of validity and reliability to measure the variable
Fatores cognitivos e atitudinais envolvidos no desempenho em matemática entre matemática em alunos do ensino médio
No full textBackground: Different authors indicate that attitudes towards mathematics, executive functions, and prior mathematical knowledge represent central variables in mathematics learning; however, there is no evidence about their joint and relative contribution to the prediction of mathematics performance in high school students. Main goal: To analyze the contribution of perceived competence, mathematics enjoyment, executive functions, and prior knowledge in the prediction of mathematics performance in first and second-year high school students. Method: Participants were 178 students who were enrolled in the first two years of high school (Mage = 13.4 years, SD = .32; 45.5% boys). Results: The set of variables explained 49% of the variance in mathematics performance, with perceived competence, mathematics enjoyment, and working memory being significant predictors. No differences were found in the strength of the relationship between working memory and mathematics performance between the school years analyzed. Conclusions: The evaluated attitudinal aspects and working memory represent important variables to predict performance in mathematics performance at the secondary level.
Authorship contributionAll authors contributed to all aspects of the work.Antecedentes: distintos autores indican que las actitudes hacia las matemáticas, las funciones ejecutivas y el conocimiento matemático previo representan variables centrales en el aprendizaje de esta asignatura; no obstante, no se dispone de evidencia respecto a su contribución conjunta y relativa para la predicción del desempeño en matemáticas en estudiantes de nivel secundario. Objetivo general: analizar la contribución de la competencia percibida, el gusto por las matemáticas, las funciones ejecutivas y el conocimiento previo en la predicción del desempeño en matemáticas en estudiantes de primer y segundo año del nivel secundario. Método: participaron 178 estudiantes de los primeros años de secundaria (edad M = 13.4 años, DE = .32; 45.5% varones). Resultados: se halló que el conjunto de variables explicó el 49% de la varianza en el desempeño en matemáticas, siendo la competencia percibida, el gusto por las matemáticas y la memoria de trabajo predictores significativos. No se hallaron diferencias en la fuerza de la relación de la memoria de trabajo con el desempeño en matemáticas entre los años escolares analizados. Conclusiones: los aspectos actitudinales evaluados y la memoria de trabajo representan variables de importancia para predecir el desempeño en matemáticas en el nivel secundario.
Contribución de autoríaTodos los autores aportaron en todos los aspectos del trabajo.Antecedentes: diversos autores indicam que as atitudes em relação à matemática, as funções executivas e o conhecimento matemático prévio representam variáveis centrais no aprendizado dessa disciplina; no entanto, não há evidências disponíveis sobre sua contribuição conjunta e relativa para a previsão do desempenho em matemática em alunos do ensino médio. Objetivo geral: analisar a contribuição da competência percebida, do gosto pela matemática, das funções executivas e do conhecimento prévio na previsão do desempenho em matemática em alunos do primeiro e segundo anos do ensino médio. Método: participaram 178 alunos dos primeiros anos do ensino médio (idade M = 13,4 anos, DP = 0,32; 45,5% do sexo masculino). Resultados: verificou-se que o conjunto de variáveis explicou 49% da variação no desempenho em matemática, sendo que a competência percebida, o gosto pela matemática e a memória de trabalho foram preditores significativos. Não foram encontradas diferenças na força da relação entre a memória de trabalho e o desempenho em matemática entre os anos escolares analisados. Conclusões: Os aspectos atitudinais avaliados e a memória de trabalho representam variáveis importantes para prever o desempenho em matemática no nível secundário.
Contribuição da autoriaTodos os autores contribuíram para todos os aspectos do trabalho
Análise psicométrica da Escala de Estresse Percebido (PSS-14 e PSS-10) em um grupo de professores de Copiapó, Chile
No full textBackground: Perceived stress refers to the degree to which people perceive the demands of their environment as unpredictable and uncontrollable. The PSS-14 and PSS- 10 scales are the most widely used instruments worldwide to assess this construct. Objective: To describe the psychometric properties of the EEP 14 and 10 items in Chilean teachers, and to investigate the structural invariance of its models according to teachers’ gender Method: An instrumental study was carried out in a sample of 206 teachers. Results: Confirmatory factor analysis, using a robust maximum likelihood (MLR) method, showed the best fit indicators in the models of two related factors: in the PSS-14 (X2 = 166.693, df = 76, p < .001; CFI = .918; TLI = .901; RMSEA = .076) and in the PSS-10 (X2 = 59.979, df = 34, p < .001; CFI = .968; TLI = .957; RMSEA = .061). The McDonald’s ω coefficients were favorable for the factors of both scales. Likewise, the invariance of the two- factor structure for men and women in the two instruments was verified. Conclusion: It is concluded that these antecedents would support the use of these instruments in Chilean teachers
Authorship contributionRJG and FGD: all authors participated in drafting and revising the manuscript.Antecedentes: el estrés percibido hace referencia al grado en que las personas perciben las demandas de su entorno como impredecibles e incontrolables. Las escalas PSS-14 y PSS-10 son los instrumentos más utilizados a nivel mundial para evaluar este constructo. Objetivo: describir las propiedades psicométricas de la EEP de 14 y 10 ítems en docentes chilenos, e indagar la invarianza estructural de sus modelos según el sexo de los/as docentes. Método: se efectuó un estudio instrumental en una muestra de 206 profesores. Resultados: el análisis factorial confirmatorio, a través de un método de máxima verosimilitud robusto (MLR), mostró los mejores indicadores de ajuste en los modelos de dos factores relacionados: en el PSS-14 (X2 = 166.693, gl = 76, p < .001; CFI = .918; TLI = .901; RMSEA = .076) y en el PSS-10 (X2 = 59.979, gl = 34, p < .001; CFI = .968; TLI = .957; RMSEA = .061). Los coeficientes ω McDonald’s fueron favorables para los factores de ambas escalas. Asimismo, se constató la invarianza de la estructura de dos factores para hombres y mujeres en los dos instrumentos. Conclusión: se concluye que estos antecedentes avalarían el uso de estos instrumentos en docentes chilenos.
Contribución de autoríaRJG y FGD: todos los autores participaron en la redacción y revisión del manuscrito.Contexto: O estresse percebido refere-se ao grau em que as pessoas percebem as demandas de seu ambiente como imprevisíveis e incontroláveis. como imprevisíveis e incontroláveis. As escalas PSS-14 e PSS-10 são os instrumentos mais usados em todo o mundo para avaliar esse construto. para avaliar esse construto. Objetivo: descrever propriedades psicométricas das escalas PSS-14 e PSS-10 em professores chilenos em professores chilenos e investigar a invariância estrutural dos de seus modelos de acordo com o sexo dos professores. Método: Foi realizado um estudo instrumental em uma amostra de 206 professores. professores. Resultados: Análise fatorial confirmatória, usando um método robusto de máxima verossimilhança (MLR), mostrou os melhores indicadores de ajuste para os modelos de dois ou mais professores. (MLR), mostrou os melhores indicadores de ajuste nos modelos relacionados a dois fatores modelos relacionados a dois fatores: no PSS-14 (X2 = 166,693, gl = 76,693, gl = 76,595). 166,693, gl = 76, p < 0,001; CFI = 0,918; TLI = 0,901; RMSEA = 0,076) e no PSS-10 (X2 = 59,979, gl = 34, p < 0,001; CFI = 0,968; TLI = 0,957; RMSEA = 0,061). Os coeficientes ω McDonald\u27s foram favoráveis para os fatores em ambas as escalas. escalas. Além disso, a invariância da estrutura de dois fatores para homens e mulheres foi considerada A estrutura de dois fatores para homens e mulheres nos dois instrumentos. instrumentos. Conclusão: Conclui-se que esse que esses antecedentes apoiariam o uso desses instrumentos em professores chilenos.
Contribuição da autoriaRJG e FGD: todos os autores participaram da elaboração e revisão do manuscrito
Fadiga emocional em estudantes universitários em tempos de COVID-19: propriedades psicométricas
No full textBackground: This research is based on the theoretical postulate of Maslach, established in her Burnout theory (Maslach & Jackson, 1982), focusing on the main dimension, emotional exhaustion, (Ramos et al., 2005), shifting from the work context to the university context. Objective: To determine the psychometric properties of the Emotional Exhaustion Scale in university students in the city of Trujillo. Method: A quantitative and instrumental design was used. A pilot test was conducted with 50 students, and a total sample of 307 subjects of both sexes, from public and private universities, aged between 18 to 30 years, was considered. Evidence of validity based on content and internal structure was analyzed. Results: The results of the confirmatory factor analysis show a unifactorial structure of 10 items with adequate fit indices (χ2/gl= 2.304; SRMR= .379; RMSEA= .065; CFI= .967; TLI= .957; and PCFI= .752). Furthermore, evidence of validity based on the relationship with other variables was obtained, using the Perceived Self-efficacy Scale in Academic Situations (EAPESA). Conclusion: A small inverse correlation was demonstrated In addition, the reliability by internal consistency of McDonald’s Omega was determined, with a value of .89, considered as acceptable. The scale presents adequate psychometric properties regarding the proposed model.
Authorship contribution
The authors participated in the entire development of the article.Antecedentes: la presente investigación está basada en el postulado teórico de Maslach, establecido en su teoría de Burnout (Maslach & Jackson,1982), centrándose en la dimensión principal el cansancio emocional, desligándose del campo laboral al contexto universitario. Objetivo: determinar las propiedades psicométricas de la escala de cansancio Emocional en estudiantes universitarios de la ciudad de Trujillo. Método: se realizó una prueba piloto a 50 estudiantes y se consideró una muestra total de 307 sujetos de ambos sexos, de universidades públicas y privadas, cuyas edades oscilaban de 18 a 30 años. Se analizaron las evidencias de validez basadas en el contenido y la estructura interna. Resultados: los resultados del análisis factorial confirmatorio evidencian una estructura unifactorial de 10 ítems con índices de ajuste adecuados (χ2/gl = 2.304; SRMR = .379; RMSEA = .065; CFI = .967; TLI = .957; PCFI = .752). Asimismo, se efectuó la evidencia de validez basada en la relación con otras variables, con la escala de autoeficacia percibida en situaciones académicas (EAPESA). Conclusión: se ha demostrado una correlación inversa de magnitud pequeña. Sumado a ello, se determinó la confiabilidad por consistencia interna de omega de Mc Donald, con un valor de .89, considerado como aceptable. La escala presenta propiedades psicométricas adecuadas respecto al modelo propuesto.
Contribución de autoríaLos autores participaron en todo el desarrollo del artículo.Antecedentes: a presente pesquisa se baseia no postulado teórico de Maslach, estabelecido em sua teoria de Burnout (Maslach & Jackson, 1982), concentrando-se na dimensão principal da exaustão emocional, desvinculando-a do campo de trabalho para o contexto universitário. Objetivo: determinar as propriedades psicométricas da escala de exaustão emocional em estudantes universitários da cidade de Trujillo. Método: foi realizado um teste piloto com 50 estudantes e uma amostra total de 307 indivíduos de ambos os sexos, de universidades públicas e privadas, com idades entre 18 e 30 anos. Foram analisadas as evidências de validade com base no conteúdo e na estrutura interna. Resultados: Os resultados da análise fatorial confirmatória mostraram uma estrutura unifatorial de 10 itens com índices de ajuste adequados (χ2/gl = 2,304; SRMR = 0,379; RMSEA = 0,065; CFI = 0,967; TLI = 0,957; PCFI = 0,752). Além disso, a evidência de validade baseada na relação com outras variáveis foi realizada com a escala de autoeficácia percebida em situações acadêmicas (EAPESA). Conclusão: Foi demonstrada uma correlação inversa de pequena magnitude. Além disso, foi determinada a confiabilidade da consistência interna do ômega de McDonald, com um valor de 0,89, considerado aceitável. A escala apresenta propriedades psicométricas adequadas em relação ao modelo proposto.
Contribuição da autoria
Os autores estiveram envolvidos em todo o desenvolvimento do artigo