Anuario de Psicologia最新文献

The study was conducted in two classrooms of third cycle of primary with very similar features, except in the work methodology (textbook or projects). Both classrooms are ‘Eskola txikiak’ (grouping of students by cycles in the same classroom) with a significant proportion of immigrant students. The aim was to analyze the interactions of teachers and the degree of participation of students, to assess whether the educational practices approach or not to those considered beneficial in terms of Intercultural Education. For this, 3-4 sessions video between 45 and 60 min in each classroom were recorded, of which 2 h of interaction were selected to make a detailed analysis of the interaction in two dimensions: how and who. The analysis was carried out following the scheme of Sánchez et al. (2006). The results allow us to reflect about the educational consequences of the dynamics of interaction in the classroom.

The current study has analysed the predictive role for different types of aggressions in peer relationship and the moderating effect of personality on these relationships in boys and girls. This is a pre-study which has included up to 54 Spanish children (46.3% boys and 53.7% girls) with the age range from 8 to 10 years old (M = 9.07 and SD = .75). In order to analyze these relations multiple linear regressions were applied. For boys as for girls, the rejection was predicted by the direct aggression, but only in the case of girls the direct aggression had a negative effect on the social preference. For boys, friendship was damaged by physical aggression and by verbal aggression in girls; however these indirect aggression makes come up new friend relationships in girls. Conscientiousness was revealed as a moderating factor of these relationships for all participants; also just for girls, emotional stability has moderated the contribution of physical aggression on rejection.

The current study expects to provide evidence of the relationship between the characteristics of emotional intelligence, resilience and wellbeing. The study took a sample of 432 university students ranging from 17 to 59 years of age, with an average age of 21.77 (TD = 5.12). The information was compiled through 3 self-reporting programs: the Trait Meta-Mood Scale-24, the Resilience Scale from Wagnild and Young, and the Life Satisfaction Scale from Diener, Emmons, Larsen and Griffin. Regarding the association between the satisfaction with life and the emotional intelligence characteristics, it was found to be statistically significant and positive and was related with emotional clarity and reparation. Equally, the results obtained showed significant and positive associations between satisfaction with life and resilience. The results showed that individuals with a high level of resilience and emotional repair have the highest rates of satisfaction with life. Finally, the results of that practical study highlights the need to foster education of emotional intelligence and resilience to improve personal wellbeing.

This study aimed to examine the principal stress sources perceived by university students at academic context and to analyze the relationship between these stressors and academic burnout and performance. Participants were 532 undergraduate students from Universidad de León. The techniques used in this survey were Academic Stress Questionnaire and the Spanish version of the Maslach Burnout Inventory-Student Survey. Results showed that situations related to exams are perceived as stressor more frequently. Lack of value from the contents is a significant predictor of burnout. In addition, efficacy and performance are predicted by teacher methodological shortcomings and lack of participation. On the other hand, stress caused by public participation shown a negative influence on both efficacy and performance. To reduce stress level and burnout and improve students’ performance, possible intervention strategies are proposed.

Social desirability represents the psychological tendency to self-attributed socially desirable qualities, rejecting those undesirable. Balanced Inventory of Desirable Responding (BIDR-6) is one of the most used instruments to measure it. The present study investigated the factorial, convergent and external validity, internal consistency of the scales and correlations with demographic variables. The instrument was applied to an intentional and non-probabilistic sample of 406 adult participants, 188 men and 218 women residing in Buenos Aires, Argentina. For the current discussion about the nature and dimensionality of the construct, confirmatory factor analysis of different models were performed and the setting values and the factor structures obtained were compared, finding greater empirical support for a one-dimensional model of social desirability with 18 indicators. The results of this research bring support to construct validity and reliability of adaptation BIRD-6 in its reduced version. Also, it has been obtained favorable evidence of external validity, comparing the social desirability between offenders and non-offenders. Regarding the relationship among social desirability and socio-demographic variables studied the results are consistent with previous literature. Women have higher social desirability values. The older the participants are, the higher tendency they show in socially acceptable self-image. On the other hand, higher educational levels tend to report lower scores in social desirability.

The purpose of this study was to construct and validate an instrument that meets the necessary requirements in order to know which strategies are drivers when driving must be adapted due to the decline or psycho-physical limitations or circumstances. In the validation study was involved 312 drivers (80,4% men and 19,6% women), aged from 20 to 80 years. The analysis of internal consistency obtained a Cronbach alpha value of 0,90 for the questionnaire. The values of item-total correlations ranged from 0,44 to 0,66. The concurrent validity relative to benchmark ‘Questionnaire 55 or + ’ was 0,53. Factor analysis has a structure of 3 factors: Displacement, driving skills, and environmental conditions that explain 57,11% of the variance. In conclusion, the ‘Compensatory behaviors for driving questionnaire’ is a short instrument to assess adaptation to driving which shows adequate psychometric values.

People evaluate themselves from the successes and failures everyday with others in social comparisons and comparisons with their own internal parameters, as well as to the evaluation by the individual, and the perception of evaluation what, others do about these groups, thus presenting the personal nature (PSE) and collective (CSE) of self-esteem. The main objective of this study is to explore the differences in ethnic identity in Brazil, as well as contrast the relations between PSE and CSE. A total of 255 people completed the PSE Rosenberg (1965), CSE of Crocker and Luhtanen (1990) and Multigroup Ethnic Identity Measure (Phinney, 1992) scales. The results show that PSE is associated with the CSE, especially in the dimension of perceived social support in their group. Achievement of ethnic identity and linguistic practices, is related the Blacks to PSE although Mulattos show significant specificities. Finally, CSE of is a source of PSE, especially in its dimension of membership or perceived social capital within the group, particularly in heterogeneous societies like Brazil as well as possible derivations and improvements of the study. Some implications for future research are discussed.

Mice of the inbred C57Bl/6J strain displayed considerable inter-mice variation in ambulation, rearing, grooming, and defecation in the open-field (coefficients of variation from 30% to 150%). Those differences were not random, because six measurements of the same behavior, taken along six months, were correlated (Kendall coefficients of concordance were in the range 0.37–0.59 and statistically significant); yet, the mice displayed different behavioral profiles along the six measurements (i.e. uniqueness occurred within some order). Of all the behaviors measured, only ambulation and rearing were correlated; i.e., they may constitute a behavioral syndrome.

We carry out a study about how the development achieved by a group is a key determinant of the performance in project teams. The group development scale (EDG) and the group development questionnaire (GDQ) were applied to 30 project teams using different subjective criteria to evaluate their performance (i.e. self-reported effectiveness, satisfaction of needs’ members, internal operations and maintenance). By carrying out a cross sectional study, and controlling for group size, group development was able to predict some of these criteria of performance such as self-reported effectiveness (23% of explained variance) and the satisfaction of needs (53% of variance explained). Similarly, with regard to an overall measure of team performance, group development accounted for 40% of its variance. In addition, the EDG showed incremental validity relative to GDQ (F = 5,84, p < .01) to predict team performance. Finally, we also discuss how to contribute to group development as a way to achieve more effective teams.

Following Zuckerman's psychobiological personality model, a series of genetic association hypotheses between some polymorphisms of Serotonin, Testosterone, Dopamine, MAO-A and COMT, and three temperamental traits (Impulsive Unsocialized Sensation Seeking, Neuroticism, and Extroversion-Sociability) were tested. In order to surpass previous limitations of this kind of studies: 1) the measurement of the phenotype was improved by using eight personality scales, and 2) some statistical analyses were conducted to test conjointly the effects of the considered polymorphisms. 252 participants from two samples (147 male inmates, and 105 male healthy volunteers) were analyzed. A tendency in the theoretical expected direction is reported when several polymorphisms are considered conjointly. The discussion section recommends applying more integrative frameworks to explore the complex paths from genetics to behavior.