Introducción. El apoyo percibido desde la familia, el profesorado y el grupo de pares constituye un componente central del ajuste escolar en Educación Primaria. El objetivo de este estudio fue adaptar y analizar las propiedades psicométricas de un cuestionario breve para evaluar el apoyo familiar, docente y de pares en estudiantes de 3º y 4º básico en Chile, incorporando ilustraciones, escalas de respuesta pictóricas y recursos auditivos para asegurar la accesibilidad de la evaluación. Método. El proceso de adaptación incluyó rediseño de ítems, juicio de expertos y grupos de discusión con estudiantes. La versión final se administró a 471 estudiantes de 3º (53.7%) y 4º (46.3%) de educación básica de entre 7 y 11 años (Media = 8.77, DT = 0.71) (muestreo no probabilístico; 51% niños y 49% niñas) mediante una aplicación informatizada con audio integrado. Se realizaron análisis descriptivos y análisis factorial confirmatorio (AFC). Resultados. El análisis factorial confirmatorio respaldó una estructura de tres factores correlacionados (familia, profesorado y pares) con índices de ajuste adecuados (RMSEA = .046; CFI = .971; TLI = .967). Las tres subescalas mostraron niveles satisfactorios de consistencia interna (α ordinal = .78–.89) y evidenciaron validez predictiva respecto al rendimiento académico. Discusión y conclusiones. En conjunto, los resultados indican que el cuestionario es una herramienta válida, confiable y evolutivamente adecuada para la evaluación del apoyo percibido en Educación Primaria. Su aplicación permite la detección temprana de necesidades de apoyo y la orientación de prácticas educativas y preventivas dentro de los centros escolares. Estos hallazgos aportan evidencia empírica para la medición de factores contextuales en edades tempranas y respaldan su uso en la detección e intervención educativa orientada a la mejora del ajuste escolar del estudiantado.
Introducción. El trabajo docente expone a los profesores a diversas demandas que pueden afectar su bienestar. Por consiguiente, es fundamental identificar y monitorear la salud mental del docente con instrumentos válidos y confiables. El objetivo del estudio fue evaluar las propiedades psicométricas del Cuestionario de Salud General de 12 ítems (GHQ-12) en docentes de instituciones educativas públicas de Medellín y examinar la invarianza de medición y explorar de manera complementaria la relación estructural entre sus dimensiones según sexo. Método. Se realizó un estudio instrumental, transversal, con 981 docentes de 150 instituciones públicas (70.1% mujeres, 29.9% hombres; edad media = 49.3 años). Se aplicó el GHQ-12 en formato Likert. La muestra se dividió en dos submuestras: una para análisis factorial exploratorio (AFE, n = 390) y otra para análisis factorial confirmatorio y modelos estructurales (AFC/SEM, n = 591). La secuencia analítica incluyó AFE, AFC, un modelo de ecuaciones estructurales simple, análisis de invarianza configural, métrica y escalar por sexo, y un modelo de ecuaciones estructurales multigrupo (SEM multigrupo). En todos los análisis confirmatorios se utilizó el estimador WLSMV. Resultados. El AFE arrojó una estructura de dos factores: Malestar Psicológico y Disfunción Social, que en conjunto explicaron el 54.0% de la varianza. El AFC estimado con WLSMV respaldó esta estructura, con índices incrementales y SRMR satisfactorios, aunque con un RMSEA escalado por encima del umbral convencional. En el SEM simple, la relación entre factores fue positiva e intensa (β = .663; R² = .439). La invarianza escalar entre hombres y mujeres se confirmó con cambios mínimos entre modelos anidados (ΔCFI ≤ .003; |ΔRMSEA| ≤ .006). En el SEM multigrupo, los coeficientes estructurales fueron positivos y elevados en ambos grupos: hombres, β = .603 (R² = .364); mujeres, β = .702 (R² = .492). Aunque el coeficiente fue numéricamente mayor en mujeres, los intervalos de confianza se solaparon y la prueba de diferencia entre trayectorias no fue significativa. Discusión y conclusiones. El GHQ-12 mostró propiedades psicométricas adecuadas en esta muestra docente. La estructura bidimensional encontrada cuenta con respaldo empírico, aunque su interpretación debe considerar el posible efecto de la redacción diferencial de los ítems. La relación entre Malestar Psicológico y Disfunción Social fue intensa en ambos sexos, sin evidencia estadística suficiente para afirmar que dicha relación difiera entre hombres y mujeres.
Introduction. Empathy has become a key competency in initial teacher training, as it is essential for fostering positive educational relationships and understanding students' needs. The literature highlights its relevance both in professional development and in motivating individuals to pursue teaching careers. This study is framed within a theoretical context that recognizes empathy as a multidimensional skill—cognitive and affective—influenced by variables such as gender, age, sociocultural background, and type of training. The main objective is to describe the empathic profile of students enrolled in Early Childhood and Primary Education degrees at Andalusian universities and to explore its relationship with sociodemographic and academic variables. Method. A descriptive and correlational study was conducted with a sample of 1,588 first-year university students, mostly women, from eight Andalusian universities. A questionnaire was used that included sociodemographic data and the Spanish version of the Interpersonal Reactivity Index (IRI), which assesses four dimensions of empathy: perspective taking, fantasy, empathic concern, and personal distress. Statistical analysis was performed using non-parametric tests (Mann-Whitney U, Kruskal-Wallis, and Spearman correlations) due to the non-normality of the data. The study was approved by the Ethics Committee of the [Anonymized for peer review]. Results. The results showed generally high levels of empathy, with significantly higher scores among women in all dimensions. Early Childhood Education students exhibited greater emotional empathy than Primary Education students. No significant differences were found based on the type of pre-university institution or rural versus urban background. A weak positive correlation was observed between university entrance grades and empathic concern, and a negative relationship between age and personal distress. No relevant differences were found based on academic year or type of high school studies. Discussion and Conclusion. The findings confirm the influence of gender and degree type on empathy levels, especially in emotional dimensions. Higher empathy in women and Early Childhood Education students may be related to evolutionary, social, and vocational factors. The absence of differences based on school type or background suggests these variables do not significantly affect empathy development at this stage. The study highlights the need for longitudinal and mixed-method research to further explore the interaction of personal, academic, and contextual variables, aiming to design training programs that enhance empathy as a professional teaching competency.
Introducción. Los trastornos de la conducta alimentaria (TCA) son una preocupación creciente entre adolescentes y se relacionan estrechamente con una baja autoestima. Intervenciones educativas centradas en el fortalecimiento de esta dimensión personal podrían actuar como medida preventiva eficaz. Método. Se llevó a cabo un ensayo aleatorizado con 610 adolescentes (13–18 años), divididos en grupo experimental y control. La intervención, de seis meses de duración, incluyó formación docente y actividades integradas en varias asignaturas. Se aplicaron los instrumentos PETCA, SCOFF y la escala de autoestima de rosenberg antes y después del programa. Resultados. Los análisis realizados mediante ANOVA mixto mostraron mejoras significativas tras la intervención en todas las variables evaluadas en el grupo experimental. Los resultados referidos a la interacción (momento x grupo) respecto a SCOFF (F(1, N) = 16.373, p < .001, η²p = .079), indica una reducción del riesgo de TCA pronunciada en el grupo experimental. En la escala PETCA, (F(1, N) = 274.183, p < .001, η²p = .511), evidencia una disminución significativa tanto de las conductas como sentimientos de riesgo. Y, en la escala de Autoestima, se halló un incremento sustancial de la misma tras la intervención (F(1, N) = 1135.951, p < .001, η²p = .814). Discusión y conclusiones. Los resultados respaldan la efectividad de una intervención educativa transversal enfocada en la autoestima como estrategia preventiva frente a los TCA. Se propone su incorporación en contextos escolares como modelo sostenible de promoción del bienestar adolescente.
Introducción. En el contexto educativo se ha observado que el desarrollo y la expresión del sentido del humor pueden desempeñar un papel fundamental en la competencia social de los estudiantes. La literatura académica reciente ha propuesto diversos modelos teóricos para comprender la relación entre estas dos variables destacando la influencia del humor en el desarrollo de habilidades cognitivas, emocionales y de regulación comportamental que favorecen las interacciones sociales eficaces. El presente estudio tuvo como objetivo analizar la relación entre el humor y la competencia social en estudiantes adolescentes, adultos jóvenes y adultos del sur de España. Método. Se contó con 959 estudiantes de entre 16 a 50 años, de los cuales, 69,23% eran de nivel universitario y 30,77% de niveles educativos inferiores. Los instrumentos utilizados fueron el Interpersonal Competence Questionnaire (ICQ) y el Humor Styles Questionnaire (HSQ). Los investigadores visitaron los centros escolares y cada alumno rellenó los cuestionarios en línea. Se empleó el coeficiente de correlación de Pearson (r) para explorar la asociación entre la competencia social y el humor. Los dominios de competencia social se analizaron mediante regresión múltiple jerárquica como variables dependientes y los estilos de humor como independientes. Resultados. Los resultados revelaron correlaciones significativas positivas entre los estilos positivos del humor y las dimensiones de la competencia social; y correlaciones significativas negativas entre los estilos negativos del humor y las mismas dimensiones. En algunos casos, también se encontraron correlaciones significativas positivas entre estilos negativos del humor y algunas dimensiones de competencia social. Se debaten los resultados encontrados. Discusión y conclusiones. Se concluye que los estilos positivos y negativos del humor influyen en la competencia social de la forma esperada excepto en casos concretos, como el humor agresivo con la dimensión de iniciación de conversaciones de la competencia social, lo que puede ser debido a diferencias individuales de género y del contexto social o cultural. También se presentan futuras líneas de investigación y posibles aplicaciones prácticas.
La persistencia de neuromitos en la literatura educativa y en los discursos pedagógicos contemporáneos constituye un desafío para el desarrollo de una neuroeducación rigurosa y para la circulación de conocimiento científico fiable. Entre 2020 y 2025 se observa un aumento de investigaciones que examinan la definición, prevalencia e interpretación de neuromitos como el uso del 10 % del cerebro, los estilos de aprendizaje o la lateralización hemisférica. Comprender cómo la literatura reciente aborda estas creencias resulta fundamental para identificar vacíos conceptuales, tensiones teóricas y desafíos metodológicos en el campo.Se realizó una revisión sistemática cualitativa siguiendo la declaración PRISMA 2020. Las búsquedas se llevaron a cabo entre enero de 2020 y mayo de 2025 en Scopus, Web of Science, ERIC, PubMed y ScienceDirect, sin restricción de idioma. Se incluyeron artículos que analizaran explícitamente neuromitos en contextos educativos o en debates sobre neuroeducación, y que aportaran marcos conceptuales, discusiones teóricas o análisis críticos de su persistencia. Los estudios fueron evaluados mediante el enfoque GRADE-CERQual, atendiendo a la calidad metodológica y a la coherencia interpretativa. De los 50 registros identificados, se seleccionaron 15 artículos para su análisis cualitativo. La literatura revisada muestra una notable variabilidad en la definición de neuromito y en los criterios utilizados para catalogar determinadas teorías o prácticas educativas. Se observa una tensión creciente entre los enfoques neurocientíficos, pedagógicos y filosóficos a la hora de valorar la legitimidad de ciertas propuestas educativas. La revisión también evidencia que algunos marcos teóricos persisten no solo por desconocimiento científico, sino por su utilidad práctica en el diseño instructivo, lo que plantea desafíos epistemológicos para la neuroeducación. Esta revisión ofrece una visión actualizada de cómo la literatura educativa reciente conceptualiza y discute los neuromitos, y subraya la necesidad de clarificar criterios interdisciplinarios para su identificación. Asimismo, destaca la importancia de promover una alfabetización neurocientífica crítica en la formación docente y de reflexionar sobre los límites y posibilidades del diálogo entre neurociencia, pedagogía y filosofía de la educación.
Introducción. El objetivo del estudio fue determinar si la dependencia emocional y autoestima predicen el bienestar psicológico en estudiantes universitarios peruanos Método. Se desarrolló un estudio de diseño predictivo y de corte transversal. Se contó con la participación voluntaria de 465 estudiantes universitarios de la ciudad de Tarapoto, de los cuales 252 (54,2%) eran varones, cuyas edades oscilaron entre 17 y 37 años (M = 21,26 y DS = 2,90). Para la medición de las variables, se utilizó; la escala de dependencia emocional de Lemos y Londono validada por Ventura y Caycho (2016); escala de autoestima de Rosenberg (EAR) y la (2018) y escala de Bienestar psicológico (BIEPS-A). Resultados. Los resultados muestran que la dependencia emocional y autoestima predicen significativamente el bienestar psicológico (c2(50) = 180.1, p < .001, CFI = .934, RMSEA = .079, SRMR = .072). Discusión y conclusiones. La dependencia emocional y autoestima predicen el bienestar psicológico.
Introducción. Los estudiantes universitarios son una población en riesgo de padecer trastornos mentales debido a los factores estresantes presentes en el contexto académico. El objetivo del estudio fue identificar la prevalencia de los Trastornos Mentales Comunes y su asociación con variables sociodemográficas, académicas, psicosociales y estresores académicos en estudiantes universitarios Método. Participaron una muestra de 726 estudiantes universitarios brasileños. La recolección de datos se realizó mediante el Self-Report Questionnaire (SRQ-20) y un cuestionario sociodemográfico, académico y de estresores académicos. Para analizar los datos se utilizó el análisis de regresión logística binaria multivariante. Resultados. Se identificó una frecuencia de 86,6% de Trastornos Mentales Comunes y, como variables de riesgo, pensar en abandonar el curso, la percepción de estresores al realizar trabajos extraescolares, la relación con los profesores, la inserción profesional y la conciliación estudio y ocio. La variable protectora resultó ser tener actividades de ocio. Discusión y conclusiones. Los factores estresantes académicos juegan un papel importante en la aparición de trastornos mentales comunes, y equilibrar estudios y ocio puede ayudar a prevenirlos. Conocer los factores predisponentes en los estudiantes universitarios puede apoyar estrategias de atención y promover el éxito académico y evitar el abandono del curso universitario.
Introduction. Individual and societal attitudes continue to give rise to discrimination in contemporary society towards, and inequality suffered by, specific groups on the basis of gender and sexual orientation. The aim of this study is to examine the relationship between the Ambivalent Sexism Inventory (ASI) and the Attitudes Toward Lesbians and Gay Men Scale (ATLG) in developing students' attitudes toward sexual diversity in a multicultural context. Method. The study was quantitative and followed an ex post facto design with non-probabilistic, causal, and cross-sectional sampling. Both questionnaires were validated. Data was collected from a sample of 380 individuals attending university in Andalusia. Structural equation modeling was employed to analyze relationships between observed and latent variables. Results. The results confirm the study hypothesis: there is a significant relationship in university students between ambivalent sexism and attitudes towards lesbians and gay men mediated by acceptance of sexual diversity. The multigroup analysis results for the effect of the sexual diversity dimensions indicate that ambivalent sexism exerts significant influence, predominantly determined by gender-related factors. It should be noted that no statistically significant regression coefficients were obtaine with regard to the influence of ambivalent sexism on attitudes towards gay men. However, significant differences were detected between ambivalent sexism and attitudes towards lesbians. Discussion and Conclusion. This study confirms that there is a stronger relationship between ambivalent sexism and attitudes towards lesbians than gay men, supporting the notion that sexism influences attitudes towards sexual diversity, but that that relationship varies in function of gender.
Introduction. The Motivation for Homework scale is a widely utilized instrument for assessing autonomous motivation within homework settings; however, there remains a paucity of research examining its dimensional structure and providing comprehensive validity evidence. Method. The present investigation sought to address these gaps through two validation studies with samples comprising 1004 Mexican elementary and secondary school students (n(1) =502, n(2) = 502). Results. Confirmatory factor analysis supported the presence of two distinct dimensions of autonomous motivation, while bifactor modeling further indicated the existence of a general factor alongside two specific factors. The scale exhibited strong reliability and demonstrated adequate evidence of external validity. It also presented measurement invariance across gender and educational levels (elementary vs. secondary). Discussion and Conclusion. These findings highlight the utility of simultaneously considering both general and specific components of autonomous motivation and confirm the scale's reliability and validity as a tool for assessing autonomous motivation in homework contexts among young learners.
Introduction. Previous studies highlight the relevance of teachers' empathic competence in teaching and learning processes. Empathy has been linked to teaching vocation, as well as to motivation, professional competence, and the quality of interactions with students in the classroom. Given its importance for understanding students' needs, creating inclusive environments, and managing problematic behaviors, it is a key competency in initial teacher training. Therefore, the main objective of this study is to determine the predictive capacity of sociodemographic and academic variables on the empathic profile of pre-service teachers, as well as to evaluate the moderating role of the degree program specifically in the relationship between gender and empathy. Method. A descriptive, correlational, and predictive study was conducted with a sample of 1,545 first-year university students, mostly women, from eight Andalusian universities. A questionnaire was used that included sociodemographic data and the Spanish version of the Interpersonal Reactivity Index (IRI), which assesses four dimensions of empathy: perspective taking, fantasy, empathic concern, and personal distress. Statistical analysis was performed using non-parametric tests (Mann-Whitney U, Kruskal-Wallis, and Spearman correlations) and multiple linear regression analysis with bootstrapping (1,000 samples) to provide robust estimates of the predictors due to the non-normality of the data. Results. Results showed high overall levels of empathy, with significantly higher scores for women across all dimensions, particularly the affective ones. Better emotional management (lower Personal Distress) was also observed with increasing age. Regarding Perspective Taking, gender ceased to be a significant predictor when controlling for other variables. Access route, Baccalaureate track, and the interaction between gender and degree were also not relevant. Completing the Arts Baccalaureate, as well as being male and studying the Primary Education Degree, were significant predictors of Fantasy. For Empathic Concern, having completed the Science and Technology Baccalaureate and accessing university via Vocational Training acted as significant predictors. Gender differences did not vary according to the degree program. Finally, regarding Personal Distress, women scored higher, whereas age and having completed the Science and Technology Baccalaureate were associated with lower scores. The interaction effect between gender and degree was not significant. Discussion and Conclusion. The results of this study highlight the heterogeneity of the entry profile of pre-service teachers, as well as the influence of previous academic background on students' empathic competence. Specifically, the findings point to the need for students coming from more technical pathways to receive additional educational support to fully develop their empathic skills. Furthermore, the results challenge the generalization of female empathic superiority, suggesting that the higher scores usually attributed to 'being a woman' could instead be due to other variables such as degree choice or prior academic trajectory.
Introduction. Mindfulness has been linked to emotional regulation and well-being, yet its role in emotional creativity and academic achievement remains insufficiently understood. Emotional creativity involves the ability to experience, express, and regulate emotions in novel, effective, and authentic ways, which may be particularly important for university students facing academic and emotional demands. Objectives. This study examined (a) the association between mindfulness and emotional creativity, (b) whether mindfulness predicts academic achievement directly and indirectly through emotional creativity, (c) the differential effects of mindfulness facets on emotional creativity components, (d) the moderating role of academic major, and (e) differences in mindfulness and emotional creativity between high-and low-achieving students. Methods. Participants were 662 undergraduate students from multiple academic majors. Students completed the Five Facet Mindfulness Questionnaire (FFMQ) and the Emotional Creativity Inventory (ECI). Results. Observing and describing facets of mindfulness were positively associated with emotional preparedness, novelty, effectiveness/authenticity, and total emotional creativity. Acting with awareness and non-judging showed negative associations with selected emotional creativity components. Mindfulness did not directly predict GPA but had a significant indirect effect through emotional preparedness. Academic major moderated the mindfulness-emotional creativity relationship for Biology, Psychology, and French students. High-achieving students reported greater emotional preparedness, but not higher overall mindfulness or emotional creativity. Conclusions. Mindfulness contributes to emotional creativity in a facet-specific and context-dependent manner. Emotional preparedness serves as a key mechanism linking mindfulness to academic achievement. These findings highlight the importance of emotional awareness, clarity, and regulation in supporting both emotional development and academic success among university students.
Introduction. Eating disorders (ED) are a growing concern among adolescents and are strongly linked to low self-esteem. School-based interventions aimed at strengthening this psychological dimension may serve as an effective preventive strategy. Method. A randomized controlled trial was conducted with 610 adolescents aged 13-18, divided into experimental and control groups. The six-month intervention included teacher training and cross-curricular activities. PETCA, SCOFF, and the Rosenberg Self-Esteem Scale were administered pre-and post-intervention. Results. Mixed ANOVA analyses revealed significant improvements after the intervention across all variables evaluated in the experimental group. The interaction effects (time & times; group) for SCOFF (F(1, N) = 16.373, p < .001, eta 2p = .079) indicated a marked reduction in eating disorder risk within the experimental group. For the PETCA scale (F(1, N) = 274.183, p < .001, eta 2p = .511), results showed a significant decrease in both risk-related behaviors and attitudes. Finally, for the Self-esteem scale, a substantial increase was observed following the intervention (F(1, N) = 1135.951, p < .001, eta 2p = .814). Discussion or Conclusion. Findings support the efficacy of a transversal educational intervention focused on self-esteem as a protective factor against ED. The model is proposed as a sustainable strategy for adolescent well-being in educational settings.
The persistence of neuromyths in educational literature and contemporary pedagogical discourse poses a significant challenge for the development of a rigorous field of neuroeducation and for the dissemination of reliable scientific knowledge. Between 2020 and 2025, there has been a notable increase in studies examining the definition, prevalence, and interpretation of neuromyths such as the idea that individuals use only 10% of their brain, learning styles, or hemispheric lateralization. Understanding how recent literature addresses these beliefs is essential for identifying conceptual gaps, theoretical tensions, and methodological challenges within the field. A qualitative systematic review was conducted following the PRISMA 2020 guidelines. Searches were performed between January 2020 and May 2025 in Scopus, Web of Science, ERIC, PubMed, and ScienceDirect with no language restrictions. Included studies explicitly examined neuromyths in educational contexts or within debates on neuroeducation and contributed conceptual frameworks, theoretical discussions, or critical analyses of their persistence. Studies were assessed using the GRADE-CERQual approach, considering methodological rigor and interpretative coherence. Of the 50 records identified, 15 articles were selected for qualitative analysis. The reviewed literature reveals substantial variability in how neuromyths are defined and in the criteria used to classify specific educational theories or practices. A growing tension is evident among neuroscientific, pedagogical, and philosophical perspectives when determining the legitimacy of certain educational proposals. The review also indicates that some theoretical frameworks persist not only due to limited scientific understanding but also because of their perceived practical value in instructional design, raising important epistemological challenges for neuroeducation. This review provides an updated overview of how recent educational literature conceptualizes and discusses neuromyths and underscores the need to clarify interdisciplinary criteria for their identification. It also highlights the importance of fostering critical neuro-scientific literacy in teacher education and of reflecting on the limits and possibilities of dialogue among neuroscience, pedagogy, and the philosophy of education.
Introduction. Eating disorders (ED) are a growing concern among adolescents and are strongly linked to low self-esteem. School-based interventions aimed at strengthening this psychological dimension may serve as an effective preventive strategy. Method. A randomized controlled trial was conducted with 610 adolescents aged 13-18, divided into experimental and control groups. The six-month intervention included teacher training and cross-curricular activities. PETCA, SCOFF, and the Rosenberg Self-Esteem Scale were administered pre-and post-intervention. Results. Mixed ANOVA analyses revealed significant improvements after the intervention across all variables evaluated in the experimental group. The interaction effects (time & times; group) for SCOFF (F(1, N) = 16.373, p < .001, eta(2)p = .079) indicated a marked reduction in eating disorder risk within the experimental group. For the PETCA scale (F(1, N) = 274.183, p < .001, eta(2)p = .511), results showed a significant decrease in both risk-related behaviors and attitudes. Finally, for the Self-esteem scale, a substantial increase was observed following the intervention (F(1, N) = 1135.951, p < .001, eta(2)p = .814). Discussion or Conclusion. Findings support the efficacy of a transversal educational intervention focused on self-esteem as a protective factor against ED. The model is proposed as a sustainable strategy for adolescent well-being in educational settings.
Introduction. Academic engagement, understood as a state of positive and persistent involvement or commitment to academic activities, is a key indicator of performance and motivation. This study analyzed its relationship with self-efficacy, anxiety, and optimism. It also examined whether gender acted as a mediating variable in these relationships. Method. A total of 444 Spanish university students, mostly women (79.5%), studying for either a bachelor's degree in psychology (73.6%) or a master's degree in general health psychology (26.4%), participated in the study. Possible differences in academic engagement according to gender were analyzed using Student's t-tests for independent samples, while Pear-son's bivariate correlations were used to assess the relationships between academic engagement and the other quantitative variables in the study. These correlations were further examined for gender differences using Fisher's transformation. Hierarchical multiple linear regression was also conducted. Results. Females showed higher academic engagement than males, and academic engagement showed significant positive and moderate correlations with optimism and self-efficacy, as well as a moderate negative correlation with trait anxiety. The regression model revealed, among other findings, a moderating effect of gender on the relationship between engagement and self-efficacy, with relevant implications for educational and professional contexts. Discussion and Conclusion. The role of optimism and self-efficacy as predictors of engagement highlights the importance of designing intervention programs aimed at strengthening these characteristics.
Introduction. Within the study of education, it has been observed that the development and expression of a sense of humor can play a fundamental role in the social competence of students. Recent academic literature has put forward a number of theoretical models to explain the relationship between those two variables and focused on the influence of humor on the development of skills of cognitive, emotional and behavioral regulation that favor effective social interactions. This goal of this study was to examine the relationship between humor and social competence in adolescent, young adult and adult students in southern Spain. Method. The sample comprised 959 students aged 16-50 years, of whom 69.23% were university students and 30.77% from lower educational levels. The instruments used were Interpersonal Competence Questionnaire (ICQ) and Humor Styles Questionnaire (HSQ). The researchers visited the settings, and each student completed the questionnaires online. Pearson's correlation coefficient (r) was used to explore the association between social competence and humor. Social competence domains were analyzed in hierarchical multiple regression as dependent variables with humor styles as independent variables. Results. The results revealed significant positive correlations between positive styles of humor and domains of social competence and significant negative correlations between negative styles of humor and domains of social competence. A number of significant positive correlations were also found between negative humor styles and some domains of social competence. The results are discussed. Discussion and conclusions. It is concluded that positive and negative humor styles affect social competence as expected except in specific cases, such as aggressive humor with the conversation initiation domain of social competence, which may be due to individual gender differences and social or cultural context. Future lines of research and potential practical applications are also presented.
Introduction. University students are a population at risk of suffering from mental disorders due to the stressors present in the academic context. The objective of the study was to identify the prevalence of Common Mental Disorders and their association with sociodemographic, academic, and psychosocial variables and academic stressors. Method. A sample of 726 Brazilian university students participated. We collected data using the Self-Report Questionnaire (SRQ-20) and a socio-demographic, academic, and academic stressor questionnaire. We used multivariate binary logistic regression analysis to analyze the data. Results. We identified 86.6% of Common Mental Disorders as risk variables, which included thinking about dropping out of the course, the perception of stressors when doing extracurricular work, the relationship with teachers, professional insertion, balancing study and leisure. The protective variable turned out to be having leisure activities. Discussion and conclusions. Academic stressors play a major role in the onset of common mental disorders, and balancing studies and leisure can help prevent them. Understanding the predisposing factors in college students can support management strategies, promote academic success, and prevent college dropout.
Introduction. The objective of the present investigation was to determine if emotional dependence and self-esteem predict psychological well-being in Peruvian university students. Method. A predictive and cross-sectional design study was developed. There was the voluntary participation of 465 university students from the city of Tarapoto, of which 252 (54.2%) were men, whose ages ranged between 18 and 35 years (M = 21.26 and SD = 2.92). To measure the variables, it was used; the scale of emotional dependence of Lemos and Londono validated by Ventura and Caycho (2016), the Rosenberg Self-esteem Scale (EAR), and the (2018) Psychological well-being scale (BIEPS-A). Results. The results show that emotional dependence and self-esteem significantly predict psychological well-being (chi(2) (50) = 180.1, p < .001, CFI = .934, RMSEA = .079, SRMR = .072). Discussion or Conclusion. It is concluded that self-esteem significantly predicts psychological well-being, while emotional dependency has a negative effect, although of a lesser degree and without statistical significance in university students in the city of Tarapoto, Peru.
Introduction. University students are a population at risk of suffering from mental disorders due to the stressors present in the academic context. The objective of the study was to identify the prevalence of Common Mental Disorders and their association with sociodemographic, academic, and psychosocial variables and academic stressors. Method. A sample of 726 Brazilian university students participated. We collected data using the Self-Report Questionnaire (SRQ-20) and a socio-demographic, academic, and academic stressor questionnaire. We used multivariate binary logistic regression analysis to analyze the data. Results. We identified 86.6% of Common Mental Disorders as risk variables, which included thinking about dropping out of the course, the perception of stressors when doing extracurricular work, the relationship with teachers, professional insertion, balancing study and leisure, and having leisure activities as a protective factor. Discussion and conclusions. Academic stressors play a major role in the onset of common mental disorders, and balancing studies and leisure can help prevent them. Understanding the predisposing factors in college students can support management strategies, promote academic success, and prevent college dropout.
