Emotions have become one of the phenomena of greatest interest to researchers from different disciplines from the beginning of the 20th century to nowadays. Its study includes both theoretical and methodological aspects. Researchers have been using different methods to study emotion. One of those is emotional induction, in which the participants are presented with stimuli (images, words, sounds) that generate emotional responses. In Argentina, the normative data for the IAPS images, ANEW words and films are available, but there's not yet a base of acoustic stimuli validated in the local population. That is why the objective of this article is to present the results of the Argentine validation of the IADS-2 stimulus sets. The present work was carried out with the aim of validating the International Affective Digitized Sounds System (IADS-2), providing normative data in the Argentine population based on a sample of 281 Argentine university students, who evaluated a total of 167 sounds in the three affective dimensions: valence, arousal and dominance. In order to find evidence of the internal consistency of the instrument scores, reliability analyzes were carried out through Cronbach's alpha coefficient. Coefficients between .84 (set 1 valence) and .95 (set 2 arousal) were found, indicating that the reliability results obtained can be interpreted as between moderate and high. Regarding the distribution of the scores, a statistically significant associative relationship is observed between the two variables (r =-.77, p < .01) CI [-0.82,-0.71] only in the scores located in the lower quadrant (negative valence and high arousal), in which a lower level of pleasantness of the sound would indicate a greater activation by the participant. This relationship between valence and arousal in the case of pleasant sounds was not significant (r =-.01, p = .96). Finally, when valence is taken as the main variable of the two-dimensional space, it is observed that it explains 59 % of the variation in the arousal dimension (R-2 = .59, p < .01). No significant differences were found between the scores of men and women in Argentina in particular. Nevertheless, evidence is also reported on the differences in affective evaluations according to sex and country of origin. Males showed higher levels of dominance to the stimuli than females. On the other hand, Argentines showed lower levels of arousal and higher levels of control compared to Americans. Significant differences were found when the scores were evaluated based on the sex of the participants from each country. In this sense, the differences among the group of women are found in the arousal dimension (M-EEUU: 5.89, M-Arg: 5.40; p < .01; d = .40) and dominance (M-EEUU: 4.58, M-Arg: 5.02; p < .01; d = .34), and in the valence (H-EEUU: 4.88, H-Arg: 4.42; p < .01; d = .29), arousal (H-EEUU: 5.77, H-Arg: 5.42; p < .01; d = .30) and dominance dimensions (H-EEUU: 4.88, H-Arg: 5.34; p < .01; d = .42) for men. A corpus of acoustic emotional stimuli is provided that is reliable and valid when it comes to inducing emotional states in an experimental context. The main limitation to take into account is that most of the sample resided in the metropolitan area of Buenos Aires. At the same time, it is relevant to continue investigating the relationship between valence and arousal. Although the boomerang-shaped structure has been replicated in most of the validations, the variability present in the two-dimensional structure made up of these two dimensions makes it necessary to study other possible structures. It is encouraged that new normative data be provided both in other areas of Argentina and in other Latin American countries.
Causal cognition-representation and reasoning about events and causal relations-is fundamental to the human mind, since it allows us to diagnose causes, plan actions, solve problems, and predict future events. The bulk of research on causal cognition assumed a Cartesian-universalist perspective of cognition, which presents limitations in its scope because it is based on three supposedly universal ontological-cognitive domains (physical, biological, and psychosocial), it focuses on a cultural group (euro-descendant and urban Westerners) and considers culture as an input for domain-specific cognitive systems. In contrast, it has been suggested that culture is constitutive of cognitive processes related to causation, affecting both the content and processing of causal cognition. In such interaction, content plays a crucial role, as people often guide their reasoning and inferences with content-specific representations about properties, relationships, interactions, and a priori assumptions about how multiple causes combine in a given domain. This specific content is cultural, because not only its origin lies in cultural transmission, but also because it is shaped by causally relevant native concepts and categories, giving rise to cognitive diversity in causal attributions and framework theories of human groups. However, although there are previous studies that include minority populations, most have a perspective based on universality-variability dichotomy and work with external categories to the human group studied, which usually derives to universalisms or variability that always have a Western ontological-epistemological perspective as their reference. To overcome these limitations, it is necessary to use an ecological-relational perspective that avoids direct and inappropriate application of Western dualisms and considers native categories as a source for research more coherent with the ontology and epistemology of the human group studied. This work, show data analysis processing as a possible application of this perspective in a study on causal cognition among Wichi people. The Wichi are an indigenous population of Gran Chaco, with a strong native language-Wichi lhomtes-and a constellation of native categories that emphasize the relational character of their knowledge. Here, analyzed two interrelated corpus of data-one ethnographic, another experimental-, both made up of statements (N = 1449) from native speakers, residents of the Wich & iacute; Lawet community of Laguna Yema, Formosa, Argentina. Thus, by applying different methods and techniques of qualitative analysis, it identified five native conceptual repertoires of causal events, native attributes, explicit causes, ecosystem levels, and types of causes. In this sense, the work shows a conscientious process of searching Wichi's concepts, which emphasizes respect for native perspective, the cultural specificity of observational categories, and ecological validity. This work, with a theoretical-methodological approach focused on native perspective and their conceptual repertoires, provides a highly valuable differentiation to the psychological-cognitive study of this human group in particular and culturally diverse populations in general.
There is extensive literature that reflects the importance of the body for trans* people and how their relationship with it appears to be a critical node in the establishment of their identity. Evidence for this has been provided by both queer studies and clinical research on the physical and mental health of trans* people. In this regard, studies conducted in Chile are consistent as well with international research, indicating that the body is a place where identity is subjected to tension. However, when referring to the corporeity for trans* people, most studies address it as if would be a universal experience, an instrument of social functionality that makes it possible to be recognized as a feminine or masculine object. In an effort to understand the trans* phenomenon, authors have continued to establish disjointed categories and separate the identity from the body as a mere receptacle for the subject manifesting themselves, resulting in a gaze that thingifies bodies that dissent with gender stereotypes. This type of approach reduces experience to a mere review of social categories to study conceptions of body image and determine how to fit a 'container' of binary expectations that are already internalized. This perspective is not only insufficient, but it also has the potential to become pathologizing, since it tries to explain experiences of gender dissonance as mere instances of social maladjustment. A new line of research in trans* studies proposes that the gender experience in trans* people comprises proprioceptive and interoceptive components, which appear before the establishment of a body image and play a key role in the sensory dimension of gender. From this perspective, gender is part of the sense of self since one's feeling in one's body has the particularity of being gendered. Fausto-Sterling proposes that it is the gendered attributes and attitudes of caregivers while interacting with the infant with female or male genitals that produce a spectrum of gendered behaviors and subjective inclinations internalized as symbolic interpretations of the world. Thus, gender/sex identity, a psychological experience beyond genitals, emerges as a unique process of interaction between a specific sensory-motor system and the environment that it inhabits. If the emergence of gender identity is an embodied, physiological, intersubjective, and historical process, comprising interoceptive and exteroceptive elements as well as recurrent events grounded in interactions with others, it is relevant to determine how a specific culture can influence this process. The knowledge about the embodied experience of gender is historical and situated: most of the evidence produced using this approach has been collected using caucasian cisgender subjects residing in the northern hemisphere. Studies suggest that integrated, consistent experience of the body differs across cultures and that embodied experience changes when the language of origin changes. An intercultural study that included more than 45 cultures detected a range of mentalizing profiles that could be ascribed to factors such as language, values, and parenting styles in each culture. To enrich the comprehension of the phenomenon of embodied gender in trans* people in Latin American culture, it is fundamental to pose situated questions focused on the pre-reflective, non-representational dimension of said experience, in order to offer a situated and sensitive understanding capable of informing the support delivered in gender-affirming processes, involving the whole breadth of these experiences so that they can be true opportunities for liberation. Approaches like this has both methodological and ethical implications: it helps to design better support methods for gender affirming processes, and it nourishes the knowledge from experiences of trans* people, thus contributing to de-pathologization of trans* identities.
Psychological workplace violence (PWV) is any violent behaviour of a verbal, gestural, gestural or attitudinal form violence against a worker or a specific work group that affects their mental, social or moral health. This violence can take the form of threats, intimidation, isolation, discredit or systematic blocking. The objective was to compare the visibility of vertical-horizontal psychological violence in the workplace in a Peruvian group of health workers. This comparison was carried out between the pretest and posttest stages (a two-stage posttest) of an "Online Awareness of Psychological Violence" (APV) cycle. A total of 41 health sector workers participated voluntarily and anonymously in the pre-test and 29 in the second post-test stage. Data were collected using the abbreviated 13-item EVP-health scale with previously established validity and reliability. As an effect of the APV cycle, the visibility of PWV increased; there was also a decrease in violence in the group of workers appeared, which constituted a short-term inverse effect. One month after applying the APV cycle, reports of frequent PWV were reduced from 55.6% in the pretest to 37% in the posttest, and reports of absence of PWV increased with a 22.2% net variation. Groups of PWV indicators with greater and lesser visibility were identified as requiring generation of cognitive changes or changes simultaneous with experiential interventions. A baseline of indicators of underreporting short-term complaints about PWV (by omission) was generated for health workers. The agents of internal PWV can be hierarchically based or a colleague. This form of violence leaves no visible traces, but causes job dissatisfaction that directly affects the professional development of staff. PWV shows no differences between health care groups or between developed and underdeveloped countries, and is attributed, at least in part, to the precariousness of working conditions where the common denominator is psychosocial risk factors. Addressing the issue of occupational health is relevant, as this phenomenon is known for its economic impact on the total costs of illnesses and accidents. Studies on internal PWV among health professionals at the national level are scarce, and in terms of interventions aimed at reducing PWV and the visibility of complaints, the number of studies is almost non-existent despite their usefulness in guiding institutional or individual interventions and the accompaniment or follow-up of cases. Therefore, in order to improve prevention of PWV it is necessary to implement reporting visibility mechanisms, and so far it is not known whether the effectiveness of virtual courses on PWV content retention issues is equal to or worse than that of face-to-face courses. The development of this study establishes a baseline to propose alternatives to reduce the training gaps through awareness-raising to raise the visibility of PWV in the long term; and in the short term, the study contributes to collecting data that provide knowledge to improve the system for recording complaints, and to provide support for legal and emotional accompaniment of victims. To meet the objective of the study the online awareness cycle was developed over five days in March 2022 in synchronous-asynchronous modes, orienting the training towards cognitive skills to prevent PWV, promote mental health and give warnings of psychosocial risks at work. The participation rate was 70.7% up to pre-testing. The contents developed in the awareness cycle were more directed towards cognitive changes, as simultaneous changes including attitudinal changes, by their nature, require experiential trainings that cannot be easily addressed through an online experience. Future studies could compare the visibility versus inverse effect of PWV from the second to the sixth month of follow-up, extending the study to external physical violence and psychological violence. Similarly, experimental designs could be considered to compare the effectiveness of content with and without experiential training in simultaneously modifying cognitive-attitudinal indicators of PWV in the health sector and in other work sectors.
The 21st century presents a great challenge for university education because achieving the highest quality in teaching has become a priority. University educational quality depends on the teaching provided by its professors, with the perception of teacher self-efficacy being a powerful predictor of teacher performance, even better than real skills and knowledge, because good performance requires self-regulatory processes, such as self-assessment, self-monitoring, and mainly an adequate management of disturbing thoughts and emotional reactions, which are positively affected by self-efficacy. For this reason, to ensure that an educational institution is of quality, it is not enough to have the most brilliant teachers, but to make them believe that they are capable of successfully facing challenges. Given the proven positive influence exerted by teacher self-efficacy on the performance of the university professor, and that it is related to various teacher variables, it is necessary to study these variables in order to increase the perception of the construct in the teaching staff. For this reason, the objective of this study was to determine the relationship between the perception of teacher self-efficacy and the sociodemographic variables of the professors of a private Peruvian university in the city of Lima. The sociodemographic variables can be of two types: personal (sex, age and marital status) and professional, which include aspects related to the academic and professional development of the university professor, such as, for example, the age of beginning teaching, the profession of teacher, the number of years of teaching experience, among others. The method of this research considered a quantitative approach and a descriptive-correlational level of research. The sample was obtained through a non-probabilistic sampling resulting in 112 teachers (47 women and 65 men) representing 49% of the population. Two instruments were applied, firstly, a Data Questionnaire in order to collect information about the personal and professional variables of the teachers in the sample. Likewise, for the measurement of the construct, the Teaching Self-efficacy Scale of university professors was applied, made up of 44 items that reflect the most characteristic activities of all university professors, distributed in four dimensions: Teaching planning; Student involvement in learning, Interaction and creation of a positive climate in the classroom; Assessment of student learning and of the teaching function itself (self-assessment). The instrument is answered using a Likert-type scale from 1 to 6 points, ranging from not very capable to very capable. The content validity of the scale yielded inter-rater agreement values higher than .80, by Aiken's V and a reliability of .971, by Cronbach's alpha, in the total scale and values between .89 and .92 in its dimensions. To establish the relationship between the variables, the chi-square coefficient, Spearman's rho and the punctual biserial correlation were applied; finding as a result very low, low and moderate correlations. The main conclusions indicate that women, older teachers, those who are married, those who have pedagogical training, studied a master's degree or a career in Education/Pedagogy, teachers who started teaching between 30-40 years of age, have between 10 and 30 students, whose dedication is part-time, those in the contracted category or have 1 to 3 investigations, are trained and updated more frequently and those who teach in the professional career of Education and teach between 2 and 3 courses per year, are the teachers who perceive themselves to be more self-efficacious. These results should be considered by those who propose and design teacher training programs in Peruvian universities because, although some variables cannot be manipulated, the study information will help prevent low teacher self-efficacy in university professors and, with it, the opportunity for young people to access a quality university education.
Executive functions refer to a set of higher cognitive abilities that allow us to plan, organize, regulate the behaviors, make decisions, solve problems, maintain attention, and control the emotions. Therefore, these influence daily functioning, and psychological well-being and make it possible to achieve objectives. Executive functions play a fundamental role in university life since this stage implies a process of adaptation to the new academic scenario and its demands. Therefore, university students are a population vulnerable to mental health problems. College students face multiple challenges that can lead to elevated levels of stress and anxiety, which can harm both their academic performance and their general well-being. The objective of this study was to analyze the relationship between executive functions, anxiety and academic stress in students from two private universities in Bogot & aacute; and Bucaramanga. It is a cross-sectional correlational non-experimental investigation in which 250 active students from the cities of Bucaramanga and Bogot & aacute; (125 respectively) participated, of this 55.6 % belong to the female gender, the sample was in an age range of 18-19 years (mean age of 20.23 years). 66 % were enrolled in the first five semesters and 34 % in the training levels from the sixth to tenth semester. The application of the instruments was carried out in a single moment individually and with the accompaniment of a researcher. The following instruments were used for data collection: Sisco Inventory of Academic Stress, Zung Anxiety Scale, Stroop color and word test, Wisconsin Card Classification Test, Iowa glambing test and Inverse Corsi Cubes. Descriptive analyses, correlations, and linear and multiple regression models were performed. The results indicate high levels of stress in 66.4 % of the participants and the presence of anxiety, in low levels in 44.4 %. Regarding executive functions, low performance in working memory (49.2 %) and a flat learning curve in the decision-making task were identified, which suggests low performance. In inhibitory control and cognitive flexibility, average performance was evidenced in most of the participants. Additionally, a statistically significant association was found between the variables of anxiety and academic stress (r = .736; p < .001). In addition, weak negative correlations were found between the total gains on the Iowa test and the Zung anxiety scale (r =-.128*; p < .05) and the Sisco Inventory of Academic Stress (r =-.126 *; p < .05). However, no relationship was found between the executive functions of working memory, inhibitory control, and cognitive flexibility with academic stress and anxiety. The linear and multiple regression models did not show significant results. The importance of developing effective stress and anxiety management strategies and tools to promote a healthy learning environment is discussed and highlighted. Consequently, the implementation of stress and anxiety management strategies becomes a priority needed to support the academic success and personal development of university students. Similarly, the results show the need to strengthen executive functions in this stage of training, where students must face multiple academic tasks, use effective study strategies, have adequate time management, seek social support and the adoption of healthy habits to optimize academic performance and maintain their psychological well-being.
This paper aims to demonstrate how depression arises within the achievement society (Leistungsgesellschaft) as a result of a temporal pathology that directly affects the way individuals narrate themselves. Thus, the writing is divided into three moments: the first, which exposes the elements of contemporary achievement society; the second, which describes the need for the neoliberal system to control time as a necessary element to be able to revolutionize itself and improve its systemic reproduction and; finally, in the third part, depression is presented as an effect of the temporary pathology that capitalism generates psychopolitically to improve its reproductive efficiency, a pathology that ends up nullifying the narrative capacity of the subject. All this in order to describe the symptoms that emerge from the framework of the current neoliberal society and the way in which it affects the individuals trapped in it. In this way, it's important to highlight that the way in which a constant form of exploitation of the subject is articulated within the achievement society by placing it in a position of constant depression, which is privatized and individualized to prevent the exploited from becoming aware that the problem of this condition of suffering lies in a rampant attack by the system on time, which plays a structural role within existence. The main function of this temporary attack is to avoid the subject the possibility of narrating himself, that is, of conquering his own story through a relationship with the world that is based on the capacity of an experience in the world, more than a mere survival in this one. Thus, the research highlights the relationship of dead time, a product of neoliberal (self) exploitation, with the depressive pathologies that the precarious, dominated and controlled individual goes through in the framework of a life that is subjectivized by dead work, as it is Marx conceived, which does nothing other than legitimize suffering, which is expressed in a palliative form, so that the depression that the subject lives can be exploited and commodified. What the latter wants is to put homelessness as the engine of the neoliberal economy, which ends up leading to rampant consumerism that tends to function as a psychic placebo that keeps the subject alienated within the parameters of the system that destroys him. Thus, the article assumes that there is within the human being a foundational narrative capacity that is repressed by the system through the attack on the temporal structure of existence. The acceleration of the world, thanks to the neoliberal need to reinvent itself, causes psychic breakdowns to be generated within the ways of being of the individual that are potentially exploitable by the system, while this is considered a form of subjectivity that is reproduced thanks to the legitimation that the subjects themselves make of their practices in daily life. Therefore, the main hypothesis of the article points out that only with a philosophical-political critique of time is it possible to consider a first step in the treatment of what depression is, to the extent that it implies the return of the repressed narrativity of the individual. However, it seeks to generate a theoretical investigation that indicates the way in which said system is sustained on depression as a marketable element to be able to revolutionize itself, for which the considerations regarding this problem are not only fundamental, but also imply an evident criticism of the ways in which the neoliberal system is, in essence, a necropolitical system that is based on a nihilism that turns pathological. Without forgetting that the panorama of this situation is not encouraging, because capitalist exploitation necessarily leads to the improvement of said control and domination devices.
Educational neuroscience is part of the recent proliferation of subdisciplines spawned by the enormous growth of neuroscience as well as the specific combination of existing disciplines with neuroscientific methods and approaches. Researchers in educational neuroscience claim that the integration of neurocognitive research with other educational research can do much to improve teaching practices. The global intent of the article is to collaborate from an epistemology of neuroscience standpoint to the assessment of the scope of the contribution of cognitive neuroscience in relevant topics in education, nonetheless avoiding the well-known fears derived from threats based on medicalization and reductionism arguments, especially widespread in the local context. In this sense, the intended contribution is ultimately to facilitate the processes of exchange and collaboration between disparate disciplines. To this effect, the main debates and arguments, as rooted on epistemic grounds, in relation to the subject are identified, rearranged, and pondered, along with illustrative examples drawn from empirical research. Some preliminary considerations are first put forth regarding how the notion of neuroscience is used in the literature, how its area of influence is delimited, and how the intended merits to education are generally conceived: The focus is thus restricted to cognitive neuroscience, an area mainly characterized by the use of neuroimaging techniques in human subjects and in controlled laboratory settings. Some of the main contributions of a neuroscientific approach to educational issues are then presented, in line with the way neuroscientists themselves tend to highlight them. The contribution of a new source of evidence and an additional level of analysis is firstly put forth, with different associated epistemic benefits, particularly complementing results obtained from behavioral studies. Next, the availability of novel models, ordered according to the kind of phenomenon under study, is discussed: Basic cognitive processes, and learning and developmental processes. Finally, the possibility of directly carrying out interventions and predictions aimed at the classroom is presented, and a more cautious consideration is recommended. Some of the main limits, conceived as constraints inherent to neuroscience's eminently experimental approach, are next highlighted: Methodological limits, on the one hand, and limits of the type of collected data, on the other, are distinguished. It is concluded that neuroscientific research alone cannot offer recommendations for educational practices and that they must also include teachers' knowledge and needs to increase their relevance in classroom contexts.
In the world, only half of the women decide on their sexual relations and contraceptive methods. In this country, half of the population believes that women must fulfill their responsibility as a wife and mother, before reaching their personal objectives. These data reveal limitations to women's freedom. The objective of this study was to develop and analyze the psychometric properties of the Freedom in Couple Relationship Scale. A theoretical framework was proposed based on the literature of freedom, the psychology of love, and sexual health. On the literature of freedom, personality systems interactions theory (Kuhl & Quirin, 2011; Quirin & Kuhl, 2022), the theory of self-determination (Deci & Ryan, 2000) and the humanistic perspective (Frankl, 2015; Fromm, 2000) are taken. Thus, spontaneity, goal setting, personal choices, and self-determination appear to be indicators of the free person. This conceptual framework was applied to the psychology of love. Freedom encourages the couple relationship to become a space for personal (self-determination) and affective (love) development. Thus, free people would have the possibility of expressing and receiving affection, passion, and loving decisions (Sternberg, 2000) without coercion. Regarding the third theoretical framework, sexual health (WHO, 2018, 2023) and sexual communication (Edwards et al., 2017; Hensel and Fortenberry, 2013; Robinson et al., 2002) were considered as indicators of freedom sexual. Two purposive samples were studied. In the first, consisting of 225 women (Age: M = 23, SD = 3.47), Exploratory Factor Analysis (EFA) was used. In the second, made up of 253 women (Age: M = 29, SD = 9.34), Confirmatory Factor Analysis (CFA) and other evidence of validity and reliability were applied. Initially, a 33-item instrument with four response options was proposed. Two additional instruments were used: the General Self-efficacy Scale and the Satisfaction with Life Scale, validated to the Peruvian population. These instruments were used because they measure variables that are associated with the theme of the couple. The AFE revealed two dimensions using the method of parallel analysis: Love freedom and sexual freedom (61 % of the variance, 28 items). The CFA yielded excellent fit indices using the Diagonally Weighted Least Squares estimator (chi(2)/df = 1.9, RMSEA = .06, SRMR = .06). Love freedom is defined as the set of intentional, spontaneous, and self-determined behaviors that lead a woman to be responsible for her life, finding in her relationship a favorable context to develop personally (e.g., "I make personal plans", "I look for solutions to my problems") and affectively (e.g., "I propose projects as a couple", "I express my feelings"). Sexual freedom is defined as the set of intentional, autonomous, and consensual sexual expressions and decisions; it is the possibility of living passion and sexuality without coercion (e.g., "I wish to express my sexual preferences", "I want to choose a contraceptive method"). The extracted average variance was adequate for each dimension (> .50). Adequate values were obtained in the Heterotrait-Monotrait ratio and the Fornell-Larcker criterion. Loving freedom was related with moderate effect size to life satisfaction (r = .35) and self-efficacy (r = .47). Similarly, sexual freedom had moderate effect size relationships with life satisfaction (r = .29) and self-efficacy (r = .36). Reliability was optimal for each dimension (> .90) using three methods: Alpha (Loving freedom = .93, sexual freedom = . 92), alpha ordinal (Loving freedom = .95, sexual freedom = .95), and omega (Loving freedom = .94, sexual freedom = .93). It is concluded that the instrument has adequate psychometric properties that support its scientific and professional use. Future research is proposed to continue studying freedom in the couple relationship.
The objective of this article is to analyze the hierarchies of values of Agriculture and Environmental Sciences students (n = 149) at School of Agriculture (University of Buenos Aires). They are considered two distinct social groups sharing an academic space, but they may have different professional goals; therefore, it is relevant to inquiry about the differences in their hierarchies of values because it could be helpful to understand their professional practices in rural areas once they graduate. The research was based on the theoretical-methodological scheme of the Basic Individual Values as developed by Schwartz (57-item PVQ survey), who argued that there is a continuum of 19 universal values and social groups differ in ways in which they hierarchized them. The statistical procedures supported the validity of the theory. The theoretical structure of Schwartz's values is replicated in the surveyed population of students: 4 orders of values composed of 19 values are distinguished in the study population, and the structure and order of the continuum is ratified. The means of the centered scores of the 19 values show a similar pattern in the continuum for both groups of students. The value scores for both groups follow a similar trend, except for two of them; thus, there is a similar tendency to weight certain values more than others. However, we found statistical differences in how students of each careers prioritize them: Environmental Sciences students give higher scores to the values of the higher dimension Growth, composed of the orders Transcendence (p < .001) and Openness to change (p = .008), and Agricultural Sciences students prioritize those of the higher dimension Personal Protection, composed by the order Continuity (p < .001). Regarding the order Personal Promotion, however, no differences were found (p = .832). Some authors argue that the way we relate to the environment is closely related to our values, and previous research has revealed a relation between individuals' values and the pro-environmental attitudes and behavior (although through different models, which in turn refer to different variables included on them and different types of relations between them). Under those premises, the differences in the hierarchies of values could imply a greater pro-environmental interest among Environmental Science students. However, literature isn't conclusive, and the recognition of differences at the hierarchical level does not necessarily imply that these differences will be expressed at the level of pro-environmental attitudes and/or behaviors. Besides, as highlighted, no differences were found in egoistic values (Personal Promotion) between both populations. To further explore the similarities and differences between Agriculture and Environmental Sciences students, future studies should consider a comprehensive analysis of biospheric, altruistic, egoistic, and hedonistic values within both social groups, in addition to Schwartz's continuum of values. Therefore, in future research it will be necessary to work with specific instruments that allow accounting for each of these variables (values, attitudes, and behavior) individually. It would also be interesting to analyze possible changes in value hierarchies through time: although they are expected to be stable systems over time it does not mean they are fixed, and research focused on the evolution of the scores assigned to each value by students over the years of training could reveal changes in them. If we consider that it is mandatory to find interdisciplinary solutions to the country's rural and environmental problems and that there is a risk of falling into tribalism (where beliefs and arguments are guided by emotions), then the divergences found between those two groups could be seen as diversity in the hierarchy of values and should be recognized as an opportunity to avoid solutions that respond to a single interest and to produce new, more complex answers.
Educational leadership is a key element in the process of improving educational centers, performance and commitment to work. The transformational leadership of principals has a great influence on the emotional state of teachers, their job satisfaction, their commitment to the school and their teaching practices. Different studies have also wanted to advance in the predictors of transformational leadership to achieve an improvement within the educational system. The objective of this study is to identify psychosocial factors that contribute to the development of transformational leadership in teachers. The research is characterized by being empirical, non-experimental, of a quantitative nature and of a cross-sectional type. Basic education teachers (N = 245) participated in it, who assessed psychosocial variables potentially related to transformational leadership, such as emotional intelligence, self-efficacy, passion for their work, sense of life, and cultural intelligence. The instrument used was a questionnaire with two parts: 1) sociodemographic variables (gender, years of experience as a teacher, and type of center), 2) six standardized scales: Transformational Leadership scale, the Emotional Intelligence scale (TMMS-24) based on the Trait Meta-Mood Scale, the Vital Sense scale, a Spanish adaptation of the Meaning in life questionnaire, the Passion scale and the Cultural Intelligence scale (the motivational cultural intelligence subscale). The questionm the management teams of the educational centers. The consent of the teaching staff was requested at all times and anonymity was ensured in their responses. First, the internal consistency of the different scales was calculated using Cronbach's alpha and the descriptive statistics of the independent variables and of the different scales. Subsequently, the parametric tests were carried out to contrast the hypotheses (Student's t test and ANOVA) and the Pearson correlation between the different variables, due to the normal distribution of the sample. Finally, a multiple regression was carried out in order to examine the predictive values of each factor on transformational leadership. The statistical program used was SPSS v.22. The results showed that teachers show a high level regarding these variables and transformational leadership. Gender and type of center were relevant in the psychosocial variables analyzed. For its part, the simultaneous multiple regression analysis, taking transformational leadership as a variable, provided a significant regression model, with harmonious passion being the best predictor of transformational leadership, followed by emotional intelligence, cultural intelligence, self-efficacy, and presence of meaning. vital. We have found that the variables evaluated are necessary to achieve transformational leadership, an important capacity that the management team must have to carry out their work effectively. We also consider it important that the management team consider and favor the increase in the psychosocial variables studied within their organization, creating work teams, energizing projects and offering the coordination of the different proposals in the centers to teachers with this profile. In conclusion, the results of this research suggest that the psychosocial variables evaluated, such as emotional intelligence, self-efficacy, passion for one's work, sense of life, and cultural intelligence, can potentially contribute to transformational leadership in educational contexts, and therefore good teaching performance. From an applied point of view, these same factors should be addressed in initial and in-service teacher training in order to promote quality education.
This paper addresses employability as a key element for the development of organizations and individuals. Its relevance is centered on the fact that employability facilitates insertion and maintenance in the workplace, as well as enabling both the achievement of sustainable competitive advantages for organizations and the career development of individuals. On the other hand, there is an incipient interest in studying its possible relationship with well-being from the eudaemonic tradition, that is, with psychological well-being and social well-being. However, there is a lack of research that provides empirical evidence on this relationship and on the incidence that these modalities of well-being have on workers' perception of employability. For this reason, the objective of this research was to establish the existence of relationships between psychological well-being, social well-being and perceived employability, also determining the explanatory potential of the different dimensions of psychological well-being and social well-being. Based on the theoretical and empirical review, two hypotheses were formulated: H1: There is a positive relationship between psychological well-being, social well-being and perceived employability; H2: The dimensions of psychological well-being and social well-being will contribute to the explanation of perceived employability. The research design of this study is framed within non-experimental quantitative studies, being at the same time ex post facto cross-sectional. The sample consisted of 368 workers residing in the Bio-Bio Region, Chile (M-age = 37.75), of whom 52.98 % were women. Psychological well-being and social well-being scales were applied, as well as a employability scale from a multidimensional, competency-based perspective. The dimensions of perceived employability measured were: professional expertise, anticipation and optimization, professional flexibility, corporate sense and balance. Participation was voluntary, guaranteeing confidentiality and anonymity by signing an informed consent form. Together with the reliability analyses, the possible effect of the common method variance of all the items of the scales was estimated through Harman's test. Bivariate correlation analyses were performed, and due to the exploratory nature of the study, hierarchical regression (stepwise method) were conducted to identify explanatory variables of employability and its dimensions. The results of the one-factor test showed that the effect of the common variance did not seem to significantly affect the relationships between the variables studied. The results of the correlation analyses indicate that there are positive and statistically significant associations between psychological well-being and each of its dimensions with perceived employability, which is replicated in the case of social well-being, except in the dimension of social acceptance. In addition, regression analyses indicate that overall employability is explained by the variables environmental mastery, purpose in life and the social integration variable. Taken together, our results suggest that the role of psychological and social well-being in employability is related to the development of psychological resources such as the feeling of personal competence, proactivity, the ability to make sense of experience, and the pursuit of learning and challenges. This is consistent with previous studies that have reported associations between variables such as self-confidence, proactive personality, future orientation, hope and optimism, and competence to access and maintain employment. So too, the findings of this research underscore the importance of social relationships and a sense of belonging to a community. It is possible that social integration provides ties that contribute to access to emotional and instrumental support, which can generate positive emotions and decrease stress, thus increasing perceived employability. On the other hand, positive feedback from other community members can increase the feeling of self-esteem, enhancing the development of personal and work competencies.These results provide empirical evidence and open different avenues of analysis, which are discussed in terms of their theoretical and practical implications.
Spatial representation is relevant in human cognition, since it is a source domain that facilitates the representation of more abstract domains such as time, which is an abstract entity that is not directly perceptible through the senses. In everyday life it is expressed through the way time is talked about, discourse gestures and cultural aspects to describe the order, duration of events and spatialization in cultural artifacts such as: timelines, graphs, clocks, and calendars. The particularity of their manifestation varies according to cultural, linguistic, and personal aspects. The aim of this study was to describe the spatial representation of deictic time in three cultural groups: rural Mapuche, urban non-indigenous and rural non-indigenous 6 to 10 year-olds (M = 8.5, SD = 1.29). A total of 167 students participated, to whom the cognitive task of spatial representation of everyday temporal events "Deictic time" was applied, which has 6 trials consisting of the presentation of a flat stone (marker) that represents the deictic center (e.g., today, noon, month or current week) and with respect to which two stones (markers) representing a past and a future situation respectively (e.g., yesterday, tomorrow, next week, summer, afternoon, evening, night) must be arranged. The participants' responses were coded by two independent researchers, on three variables: sagittality, horizontality, verticality. Sagittality refers to the successive arrangement of the three temporal stimuli (stones) in a straight line. Horizontality is defined as the distribution of the temporal markers in the horizontal plane. Verticality refers to the arrangement of the temporal markers in the vertical plane. For all three variables the score ranged from 0 to 6 points. To determine the differences between rural Mapuche, rural non-indigenous and urban non-indigenous groups and to answer the specific objectives regarding the sagittal representation and the horizontal and vertical axes, factorial analysis of variance (ANOVA) was used to represent deictic time. It was found that the sagittal representation of time is significantly higher in older schoolchildren. This finding could be explained by the effect of schooling: younger children have had less exposure to formal education and their ways of representation may retain cultural traces. On the other hand, non-indigenous rural students from 6 to 8 years of age use horizontality more frequently and rural Mapuche schoolchildren use the vertical axis more. This finding could account for a cultural variability in the spatial representation of time, in the Mapuche context and language the time interval in which the action takes place or took place is not relevant, but the focus is on how the event occurred and in which part of the cycle it occurred. The results differ according to the cultural group and rurality does not make a difference. These results are discussed as a possible effect of monocultural schooling in the construction of time representations, since a cultural variability is demonstrated in children, the conceptualization of time is not innate, but a notion has prevailed in postindustrial societies and in school a standard mental timeline. This implies that the representations of the time of the native peoples, to the extent that they deviate from the standard, they remain excluded from school knowledge since indigenous knowledge is not recognized as such. The knowledge, social and cultural frameworks that guide the Mapuche family education and the everyday life of people are formed in direct relation to nature and spirituality, while, in school education, knowledge is transmitted through classrooms and laboratories. Results are discussed as a possible cultural effect of schooling on the construction of deictic time representation.
Care is a fundamental aspect embedded in the development of modern societies and plays a significant role in shaping human consciousness and its collective condition. Traditionally, the paradigm of care has focused on meeting the societal needs of individuals, which is essential for sustaining social productivity and economic conditions. However, care encompasses various dimensions that extend beyond meeting basic needs and highlights ethical considerations and interdependence. Recognizing human vulnerability, care influences processes of repair and transformation, ultimately contributing to a dignified life. In the context of care for individuals with intellectual disabilities (ID), normative and cultural frameworks have often perpetuated power dynamics and domination. Public policies and individualistic approaches to care have marginalized collective responsibility, burdening individuals with ID with greater personal agency and associated costs, while limiting options for support. Consequently, vulnerabilities and exclusions arise, particularly concerning the care provided to individuals with ID. To foster the full participation and inclusion of individuals with ID in transformative aspects of their lives, it is crucial to understand care through the lens of interdependence. This understanding allows for a more comprehensive examination of the policies and rights affecting a historically marginalized population. This study aims to analyze the identity processes shaped by narratives of care among six adults with ID residing in Chile. Through qualitative analysis of semi-structured interviews, the researchers explored the construction of identity and the social processes associated with it, recognizing that individuals' thoughts and actions are shaped by the narratives they recount. The findings reveal three main perspectives on care. Firstly, care is often perceived in terms of meeting immediate needs, reflecting a traditional bio-medical perspective. Secondly, care is conceptualized within the context of independent living, which introduces tensions in ongoing debates regarding the rights and support systems for individuals with ID. Lastly, a perspective emphasizing different ways of experiencing care emerges, highlighting the active recognition of individuals' willingness to participate in caregiving and their transformative role in shaping the lives of others and the world around them. These findings deepen our understanding of the care paradigm and contribute to the field of disability studies by exploring novel perspectives that have been relatively unexplored. The orientations of this study aim to advance the comprehension of alternative care models and their implications for disability studies. By adopting an interrelational and ethical perspective, this research contributes to promoting the rights and participation of individuals with ID.
The experience of loneliness in the elderly has been found to relate to general health problems, mental health and lower levels of well-being, as well as to greater social isolation. Therefore, it is important to assess levels of loneliness among the elderly at an early stage. Having assessment instruments with appropriate psychometric properties would provide timely information to design public health strategies to address loneliness. Since there is no validated scale to assess loneliness in the Chilean elderly population, the aim of this study was to examine the psychometric properties of the Loneliness Scale in the Elderly (IMSOL-AM) in adults over 60 years residing in the commune of Temuco. The study design was non-experimental, cross-sectional and correlational. The non-probabilistic sample comprised 229 adults aged 60 years and over living in Temuco. The variables under study were measured on a single occasion using the following scales: Loneliness in the Elderly Scale (IMSOL-AM) Geriatric Depression Scale (15-GDS); Multidimensional Scale of Perceived Social Support (MSPSS), and Sociodemographic and General Health Status Questionnaire. Confirmatory Factor Analysis was conducted to examine the factor structure of the IMSOL-AM. A bifactor model showed better fit to data compared to two-factor model, one-factor model and second order model (CFI=.969; TLI = .961; RMSEA = .056; SRMR = .054). All the items showed statistically significant factor loadings to the general factor in the bifactor model. Several statistical indices derived from the bifactor model were analyzed to better inform psychometric properties of the scale under study and score interpretation. Explained Common Variance (ECV) was .831 indicating that the general factor explained 83 % of the common variance and the remaining 17 % is attributed to the two specific factors. This ECV is higher than .70 which is the threshold to accept essential unidimensionality of the scale. The Percent Uncontaminated Correlations (PUC) was .521 and the Factor Determinacy (FD) of the general factor was .982 higher than the threshold .90, suggesting that the scores of the general factor can be interpreted. The reliability of the general factor and the specific factors were examined through Omega Hierarchical (omega(H)) and the Omega Hierarchical Subscale (omega(HS)), respectively. Hierarchical Omega indicated that 90.3 % of the variance of the total raw scores might be attributed to individual differences in the general factor. While subscale hierarchical Omega (omega HS) indicated that the reliability of both specific factors (Family alienation and Personal dissatisfaction) was very low after controlling for the general factor. Overall, the bifactor statistical indices criteria suggest that IMSOL-AM is essentially unidimensional because ECV was higher than .60; PUC was lower than .80 and Omega Hierarchical was higher than .70. Although some degree of multidimensionality was detected, it is insufficient to question the essentially unidimensional structure. Regarding the convergent validity, the correlation between IMSOL-AM and 15-GDS was significant, positive and strong (Rho = .620, p < .001), while the correlation with the MSPSS was significant, inverse and moderate (Rho =-.433, p < .001). Therefore, the IMSOL-AM shows an essentially unidimensional factor structure, appropriate reliability of the general factor and convergent validity. These results suggested that feeling alienated from family is closely linked to personal dissatisfaction and both components are part of experiences of loneliness among elderly people. Reliability indices indicated that raw total scores consistently measure the general factor. Results also highlighted the high correlation between depressive symptoms and levels of loneliness. In this study, the psychometric properties of the IMSOL-AM were rigorously tested allowing researchers and health practitioners to use this instrument to evaluate levels of loneliness experienced by older people with similar characteristics to the study sample. The IMSOL-AM is a brief and easy to administer scale which comprises items with adequate comprehensibility for people aged sixty and over.
The lesbian, gay, bisexual, trans, intersex and other non-cisheteronormative collectivities and individuals (LGBTI+) face a greater risk of experiencing violations in their sex-affective relationships, being as or more prevalent than in the cisheterosexual population. However, such experiences of violence are aggravated and complexified by the overlapping with other identification categories and their respective subjection/domination devices, as occurs with non-cisnormative people. The aim of this article was to understand the processes of victimization that occurred in the sex-affective relationships of non-cisnormative people in Chilean territory, based on their personal and collective narratives. From Latin American queer and critical victimological perspectives, a polysemic and temporally-spatially located position of the identities of the protagonists of the investigation is offered, a queer look at sexual-affective relationships and a critical look at victimology that entails the identification of the factors psychosocial factors that interfere in the achievement of situations of violence in sexual-affective relationships of non-cisnormative people. A qualitative methodology with narrative and intersectional approaches was implemented, based on its suitability for understanding and deepening the phenomenon from the perspective of the participants and their sociohistorical and geopolitical contexts. The information production devices used were eight narrative interviews, a self-storytelling and a focus group, with nine non-cisnormative people participating in the study. A narrative and intra-category thematic analysis was implemented by means of the Atlas.ti.9 program. Narrative and intra-categorical thematic analysis is implemented through the Atlas.ti.9 program. The research had the ethical-scientific evaluation and approval of the Ethics Committee of the Faculty of Social Sciences of the University of Chile. The results show the particularities of the victimization processes that occur in sex-affective relationships involving non-cisnormative people, which acquire different types and expressions, as well as certain specificities in terms of their roots, dynamics, consequences and perceptions. In the study, it is possible to point out that non-cisnormative people who participate in the study experience more than one situation of intimate violence, including self-inflicted and interpersonal violence. Also, that its expressions respond to a broad criterion in terms of its expressions (symbolic, psychological, social, economic, physical and sexual) and effects, and that its multiple roots incorporate cisheteropatriarchal social and cultural factors. The sequencing of the facts would rather respond to a framework of continuous violence based on their genders, corporealities and desires, which involves aspects such as the omission or denigration of their gender identities and/or expressions as a strategy of victimization, and the stress of minorities as a factor interfering with their mental health, as well as perceptions about the damage caused, the blaming/responsibilization around the facts and the invisibilization of these situations. Although differential phenomena to intimate violence among cisheterosexual people are identified, such as perceived minority stress and gender identity transgression, intimate violence seems to reproduce a cisheteropatriarchal order. Following Das (2008), we recognize the value and power that the voices of non-cisnormative people and their testimonies about violence in sexual-affective relationships have, since it allows us to know the processes of victimization and its harmful effects, as well as the resources deployed and the efforts made to rebuild their daily lives during and after the abusive events experienced. In this sense, their narratives open and build paths for their social dignification and personal improvement, providing lights about the focuses of study and psycho-socio-legal intervention that would contribute to the wellbeing, safety and dignity of the LGBTI+ population.
Sexual abuse is a problem present in various regions of Peru that affects a significant number of the population. Different studies reveal that there are some socially accepted myths about sexual abuse that accentuated the problem and, in some cases, also hinder its adequate approach. The general objective of the present study is to explore the prevalence of these myths in the Peruvian population in order to know the impact they have in the Peruvian society and, specially, on the experience and self-perception of victims of sexual abuse. For this purpose, two studies were conducted with complementary perspectives. This perspective made it possible to collect statistical data and contrast them with the narratives of victims of sexual abuse. The objective of the first study was to determine the degree of acceptance of some myths linked to sexual abuse in Peru. For this purpose, the Acceptance Scale of Modern Myths about Sexual Assault (AMMSA) was validated and applied to 307 people from different regions of Peru. The second study aimed to analyze the accounts of ten victims of sexual abuse in order to highlight the impact that these myths have on self-perception and on the way of approaching, integrating and expressing the evil suffered. This study allowed us to explore some family backgrounds in which general beliefs about abuse are manifested. It also allowed us to open up the response of the family and social environments of the victims and how they were cared for or neglected. This was important to show with concrete cases the impact of these responses on self-understanding and treatment of abuse. That is, given that in most cases there was indifference, disbelief or transference of blame, people had enormous difficulties in dealing with their traumas, seeking psychological and the facts. Some important conclusions of the first study were contrasted with the second one. Specially in the case were the first study reveals a contradiction. That is that the educated population already think that even if some attitudes or behaviors could catalyze abuse (as expose or walk for recognized dangerous places) the victims are not guilty, and they deserved not to be blamed for that. In that sense, the second study reveals that the victims hold themselves responsible. First, for the natural pain caused by the wrongdoing and for objective acts that made them vulnerable to abuse. But, more importantly, because of the family and social reprobation that falls on the one who has been abused. In that sense, the myth is already present and the education of population in this aspect could help to prevent and cooperate with the assistance needed by the victims. Another conclusion of the study showed that the public and political treatment of sexual abuse is needed because the population has the perception of a political inaction facing abuse and a is considered with less importance compared to other types of crimes. In that way, was important to point that more research on the topic is needed to make appropriate decisions on the therapeutic approach to abuse and the application of apposite social correctives. As the second study express with the victims' words, without the correct atmosphere they are sentenced to silence.
The armed conflict in Colombia brought countless consequences for the social well-being and mental health of the survivors, whose integral reparation is one of the most challenging components of the national reconciliation and peace building goal. For this reason, programs such as Psychosocial Attention and Integral Health to Victims Program (PAPSIVI) were created to work for the psychosocial well-being of these populations from various disciplines. Yet, every social program has implementation difficulties linked to the work of its implementers and to the quality of care provided. The aim of this study was to analyze and highlight the outstanding performance of those who participated in the PAPSIVI program for the reparation of survivors. A qualitative method guided by the interpretative paradigm was used. The data collection process comprised unstructured interviews, supported by the guidelines of grounded theory for the data coding process. Thirty-four professionals, who implemented the program in a region of the Colombian Caribbean, participated. The results are organized in two emerging dimensions called: 1) care for survivors: opportunities and risks; and 2) program management. The first dimension incorporates three categories, where narratives are interpreted from the individual perspectives and meanings that professionals give to their challenging work of creating and maintaining humanized relationships to promote the well-being of others in the midst of vulnerability. These relationships promote personal growth but they can also represent a risk for the physical and emotional integrity of those involved, due to the adverse and violent social context in which they occur. For instance, by getting to know the survivors' stories, implementers can get a glimpse of the pain and suffering experienced by many amidst the armed conflict, which becomes an edifying, enriching and fulfilling experience, and a source of many lessons regarding the crude reality of human rights violations. The second dimension includes six categories whose common pattern is the participants' perception of administrative and technical aspects involved in the design, implementation, and evaluation of the program. Self-care training is seen as an effective alternative to prevent the emotional exhaustion associated with the professional's work as an agent of care for others, who tell their stories of pain and suffering. Providing suitable psychosocial care requires a well-balanced emotional state to achieve harmless action in psychosocial assistance, and to reduce the risk of stress and exhaustion generally manifested within this demanding job. One of the aspects to consider when designing a social program is the ecology of the intervention, which may require adaptations during its implementation, without neglecting the main components of the original design. The present paper is proposed as a source of reference to inform public policies in terms of reparation to survivors and to strengthen the future validity of the program to settle the social debt of the communities exposed to political violence. The goal is to promote the restitution and to guarantee the right to integrity and well-being of the survivors, who continue to need the support of society and the state to overcome the adversities to which they have been exposed.
The evaluations carried out in Mexico by the Organization for Economic Cooperation and Development (OECD) to measure the knowledge and skills of students under 15 years of age have revealed a significant lag in school competencies. In this sense, comparative studies on the results obtained through the Programme for International Student Assessment (PISA) in Mexican schoolchildren since its first application in 2000 until 2015, show a constant backwardness in reading, mathematics and science by students in basic education. On the other hand, in recent years, educational research has shown that student performance is a multidetermined phenomenon composed of academic and non-academic factors. Among the non-academic elements, some individual variables stand out that have been confirmed to play a predominant role in determining school performance. Some studies have identified a set of psychological factors (PF) that are both negatively and positively associated with school performance (SP). Several authors have coincided in highlighting that an infant with adequate emotional stability, warmhearted and conscientious, tends to show better performance in elementary school compared to those students who are characterized by being tense, anxious and introverted. In order to determine the relationship between PF that are associated both positively and negatively with SP, a quantitative, descriptive and correlational study of PF and SP was carried out in a population of 173 students in the 1st, 2nd and 3rd grades of elementary school. To measure the PF, the Early School Personality Questionnaire (ESPQ) was applied, and for the SP variable, the grade point average of the total number of subjects of the school year was considered. The data analysis was carried out with the SPPS Version 23 statistical program, using descriptive statistics through measures of central tendency and variability. Contingency tables were used and completed with the chi-square test for categorical variables. According to the global results and within those PF negative to SP characteristic of the population studied, the following factors were identified: obedient (31.8 %) and tense (28.3 %); within those favorable to SP: undemostrative (30.6 %) and vigorous (26.6 %) were found. When analyzing the PF in relation to gender, most of the PF were located in average scores; however, females stood out in the most prevalent reserved PF, while in the obedient PF, males were the ones who obtained the highest frequency. Among the PF with a higher index of statistically significant positive relationship with SP, the following factors were found emotionally stable (rs = .307, p = .001); conscientious (rs = .219, p =. 004) and bright (rs = .218, p = .004), while the factors anxiety (rs =-.302, p = .001); excitable (rs =-.249, p = .001); guilt-prone (rs =-.188, p = .013) and doubting (rs =-.117, p = .019) were identified with a significantly negative relationship. It is concluded in this research that the SP of elementary school students is influenced by different PF, both negative and positive, as shown by the results. These findings, if taken into account for future research within the school environment, will generate more scientific evidence that will allow their generalization and could eventually favor decision-making and the implementation of specific strategies in the curriculum, outside the classroom and in the educational policies of the Mexican educational system. Finally, one of the limitations of the present study is the short time to carry out the data collection, specifically of the participants' grades; due to the school agenda, the grades obtained only during the first trimester of the school year were taken as reference and not the end of cycle grade, which could have a more complete reference of the variable SP.
Reading is a key competence for the development of individuals in knowledge societies. People are increasingly reading on the internet for a variety of purposes, such as entertainment, information, education, searching for specific data, solving practical problems, among others. In this context, reading literacy is defined as the ability to understand, use, evaluate, reflect, and engage with written texts to achieve goals, develop knowledge, personal potential and participation in society. Proficient reading on the internet requires specific skills within specific environments that complement those of offline reading. Therefore, it is relevant to have a reliable measure of this construct. Argentina does not yet have a validated instrument to assess internet reading literacy in high school students. The WebLEC test assesses reading literacy through 28 items distributed in four scenarios that simulate a web environment: Forum, Wikipedia, Service Portal, and Search Engine. The test is administered on a computer and its application lasts, on average, 45 minutes. Each item proposes a task based on the reading of texts contained in a specific scenario. Based on the PISA framework, literacy is measured through performance in three types of tasks: locate information (access and retrieve information within the text, search and select relevant text), integrate and interpret (represent literal meaning, integrate and generate inferences), and evaluate and reflect (weigh the quality and credibility of information, reflect on content and form of texts, detect and regulate conflicts). The goal of this study was to examine the psychometric qualities of the WebLEC test, in its version adapted to the Rio de la Plata context. This work analyzed the internal consistency of the instrument, its degree of convergence with a paper-based text comprehension test (evidence of convergent validity) and its sensitivity to detect differences between students according to their educational level (evidence of validity of contrasted groups). Additionally, it was examined adequacy into a model that includes navigation efficiency as a mediator between the influence of text comprehension and performance in hypertextual reading tasks. One hundred and forty-four high school students from the Buenos Aires metropolitan area (61 % male, M-age = 14.03 years, SD = .44) voluntarily completed a paper-based text comprehension test (TLC-II) and the WebLEC test on a PC or notebook. WebLEC provides a general index, calculated from response accuracy, and two navigation indices, calculated from the log files. The test proved acceptable levels of internal consistency, alpha = .731, omega = .732. As for convergent validity, the analysis revealed significant correlations between the three WebLEC indices and the paper-based text comprehension test, .25 < r > .45, p < .002. Likewise, the mediation model showed that text comprehension significantly predicted WebLEC performance (74.8 %), z = 3.57, p < .001, with part of that effect being mediated by navigation efficiency while completing the test (25.2 %), z = 2.39, p = .017. Finally, the results showed that the performance of the high school sample was lower than that observed in a college freshmen students' sample on all three WebLEC indices, demonstrating that the instrument can identify differences between contrasting groups, p < .001, d > .61. To sum, WebLEC showed a reliable internal structure, moderate to strong associations with a paper-based or offline text comprehension test, and sensitivity to discriminate performance as a function of education level (high school vs. freshmen college students). The results also showed that the linear relationship between WebLEC and the paper-based test was mediated by participants' navigation efficiency, in accordance with prior literature. In summary, the psychometric evidence indicates that WebLEC Argentina is an adequate tool for measuring internet reading proficiency in secondary school students, being the first standardized instrument of its kind in the local context.
