Ansiedad y Estres-Anxiety and Stress最新文献

Introduction and objectives

This study obtained preliminary evidence for the validity of the internal structure and invariance of the Social Support at Work Scale, an integrated measure in the battery of UNIPSICO tests for the evaluation of psychosocial factors of resources.

Material and method

177 engineers participated (74% males) aged 19 to 64 years old from the city of Lima, Peru. The internal structure was examined through two models: the nonparametric approach of the Item Response Theory and SEM modeling; the differential functioning of items according to sex was tested and the reliability was estimated with Cronbach's alpha and Omega coefficients.

Results

A strong one-dimensional structure of the Social Support at Work Scale was verified with both approaches (factor loads between .46 and .82); no differential functioning was detected with respect to sex and the reliability coefficients were acceptable and very similar (.79).

Conclusions

The Social Support at Work Scale presents satisfactory results in terms of validity and reliability and opens the door to future research in the Peruvian context.

Anxiety disorders are the most frequent mental disorders and they represent an important health problem in Mexico, so it is important to detect them with the use of valid assessment instruments. The goal of our study is to establish several psychometric properties of the GADI (Generalized Anxiety Disorder Inventory) in college students of Morelia (Mexico).

Material and methods

The GADI and other scales were applied to assess the presence of anxiety, pathological worry, depressive symptomatology and gaudiebility in a sample of university students. A confirmatory factor analysis was applied.

Results

Our results corroborate the three factor structure of the original version and other studies. We observed a high internal consistency of the total scale (α = .928) and also was adequate for the 3 factors. Regarding the evidence of concurrent validity, the correlations between the GADI scale and the other scales were as expected. High test-retest reliability was also observed in a period of four weeks.

Conclusions

the empirical data indicate that the GADI presents satisfactory validity and reliability for college population. Likewise, descriptive data are offered in the university population of Morelia (Mexico).

Introduction and objectives

Currently, the assessment of emotional intelligence (EI) ability using performance measures is somewhat limited. Our study thus describes the development and validation of a new performance measure, known as the Strategic Test of Emotional Intelligence (STEI), to assess EI abilities in Spanish samples based on the Mayer and Salovey (1997) model and Situational Judgment Test paradigm.

Materials and method

Spanish undergraduate students and community participants (N = 504; 64.7% females aged 18–67 years) completed the STEI (consisting of 110 items, 55 of which correspond to the understanding emotions factor and 55 to the managing emotions factor). Different subgroups also completed measures of EI, empathy, personality, and general intelligence.

Results

The findings indicate appropriate reliability and convergent and discriminant validity with respect to EI, empathy, personality, and intelligence measures. Further, confirmatory factor analysis supported the existence of a two-factor structure composed of the understanding and managing emotions subscales. Cronbach's alpha coefficients were adequate (.82 understanding emotions, .85 managing emotions, and .90 total STEI).

Conclusions

The STEI could be a promising new measure for assessing EI in Spanish samples, providing a novel tool for researching the construct and enabling the comparison with previous results found in other cultures.

Introduction and objective

Self-concept is an important field of study in Psychology due to the fact that it encompasses an individual's personality. The aim of this work was to standardize the self-concept test form 5 (AF5) for college students aged between 16 and 24 years at Manizales, Caldas, Colombia.

Methodology

Our sample comprised 604 students of the Universities of Caldas and Manizales. Validity was analyzed by expert judgment; the content validity by using principal components factor analysis with rotation oblimin Kaiser and maximum number of interactions for convergence 25. The concurrent validity was treated by the Spearman correlation coefficient. Cronbach's alpha coefficient was used to measure the internal consistency; in terms of consistency related to the time of application, the hit ratio of a group of 50 students was measured, which were administered the test again 4 months after its first application.

Results

The 5-dimensional model proposed by the authors of the self-concept test was confirmed, and so were the psychometric properties of the test.

Conclusions

Further progress is required in the study of the cultural relevance of the items involved in the social and family dimensions of each of these dimensions.

Introduction

The study of the impact of psychological interventions to reduce stress at work is a focus of increasing attention for health professionals and employers. The objective of this study was to evaluate the effect of cognitive behavioral and psychoeducational intervention on coping strategies, burnout syndrome symptoms and symptoms associated with stress in public officials of the State Human Rights Commission of Veracruz, Mexico.

Material and methods

Thirty one participants were randomly assigned to either an experimental group that received the treatment (n = 15) or a waiting list control group (n = 16), both responded to self-report measures before and after the intervention, which was performed on the job site in eight two-hour sessions. Student's t-test was used and the magnitude of the effect was analyzed with Cohen's d-test to analyze the data.

Results

Both groups were equivalent before the intervention in both the sociodemographic and psychological variables. After the intervention, compared to the control, the experimental group made a higher use of active coping strategies and showed a decrease in their levels of burnout, with large effect sizes in both cases.

Conclusion

Findings suggest that a psychological intervention based on psychoeducation and problem solving is effective and viable to support public officials in managing work stress.

Introduction

Several studies report high levels of stress and burnout in teachers, but few studies analyze interventions that seek to alleviate this problem.

Objective

A mindfulness-based intervention was carried out with the objective to promote awareness, emotion self-regulation, and stress reduction in teachers.

Material and methods

Weekly meetings were held addressing these issues in a theoretical and practical way. Initial and final states of perceived stress, and positive and negative affect were assessed, using the Perceived Stress Scale, and the Positive and Negative Affect Schedule. Furthermore, teachers carried out written records of the performed practices, detailing their processes.

Results

When evaluating pre-postintervention changes, significant differences were found in both scales. After the intervention, stress decreased and there was an increase in positive emotions and a decrease in negative ones. Likewise, teachers became more aware of the impact that their psycho-emotional state has on the relationship with their students.

Conclusions

This mindfulness based intervention could favor not only teachers’ health but also improve intersubjective interactions with their students.

Introduction and objectives

The Perceived Stress Scale (Cohen et al., 1983) (PSS) is one of the scales most frequently used to measure stress. Its psychometric properties have been studied with samples from different countries, although there is no complete agreement on its dimensionality. In addition, few studies have used IRT. Taking into account the need to obtain evidence on the psychometric properties of the scale (extended and short version) in our context, we analyzed the structural validity and precision of the measurements from CTT and IRT in a sample of citizens from Córdoba, Argentina.

Materials and method

Participated 279 citizens (n = 279, M = 36.61 years old, SD = 13.97). The Spanish version of the Perceived Stress Scales was used.

Results

Confirmatory factor analysis showed that the model of two correlated factors and the bifactor model showed adequate global adjustments in both versions of the PSS, although in the second one some items showed non-significant loads. The analysis of internal consistency showed adequate indexes in both versions. The results derived from the IRT indicate that the items of the two dimensions of the scale fit appropriately to a graduated response model, the estimated parameters show that the items estimate a wide range of values of the latent traits and that they discriminate between people with different levels of trait. In turn, high correlations between statistical derived from CTT and IRT were observed.

Conclusions

The evidence obtained makes the scale a useful and reliable instrument to be used in our context.

Background and objectives

Within the broad spectrum of variables that influence learning and consequently academic achievement, affective-motivational factors related to daily stress are particularly important. The aim of this study was to analyze associations between daily childhood stress, learning strategies and academic motivation, by analyzing how they differ across 3 achievement groups (low, medium and high), and the predictive-ability of these groupings.

Method

Non-experimental methodology in a cross-sectional, descriptive, correlational, inferential and multivariate study. A total of 535 primary school students from Cantabria, Spain, aged 9 to 12 (M = 10.72; SD = 0.67), participated in the study. They completed the Inventario de Estrés Cotidiano Infantil [Children's Daily Stress Inventory] and the Diagnóstico Integral del Estudio [Comprehensive Diagnosis of Study], and their school grades were recorded for the subjects of Language Arts, English as a Foreign Language, and Mathematics.

Results

The results showed positive, significant relationships between all the variables pertaining to learning and academic achievement; each of these variables, in turn, had negative, significant relationships with global daily stress (as well as with health, school and family stress). The multivariate discriminant analysis explained the predictive role of complementary strategies, school stress, attitude toward study and self-concept, in different levels of general academic achievement.

Conclusions

There is a need for interventions in self-regulated learning strategies that would serve as a preventive measure, and in development of coping strategies for stressful situations inside and outside the educational context.

Introduction

Anger is a variable that can have an important influence on sport performance and many other related variables. Therefore, its relationship with competition level, sport and professional athletes, is has become an interesting field in scientific research.

Objectives

1) To verify the relationship between anger and the level of sport competition; 2) to investigate the link between anger and sport success; and 3) to identify the relationship between anger and professional athletes.

Method

The sample was composed of 502 athletes.

Material

A socio-demographic questionnaire ad hoc, the State-Trait Anger Expression Inventory (STAXI-2) and The Oviedo Scale of Infrequency of Response (INF-OV) were administered.

Results

Close to significant differences were found amongst those athletes who compete at an international level, because they had lower levels of trait anger and temperament than their counterparts. On the other hand, regression analyses showed a slight tendency to compete at lower levels in those cases where trait anger was high (p < .05).

Conclusions

It was concluded that anger may have an influence on the level of competition, because higher anger levels were more present at a lower rather than a higher level of competition.

Introduction and objectives

The scientific literature has shown several psychoemotional predictors of test anxiety. However, the combined effect that psychoemotional variables relating to trait anxiety and academic burnout, and satisfaction with several personal aspects (self-esteem, life and sleep) have not been studied. The objective of this study was to determine if a group of psychoemotional variables (trait anxiety, self-esteem, academic burnout, satisfaction with life), sleep variables (subjective sleep satisfaction) and sociodemographic parameters (age) have a significant predictive effect on test anxiety in Nursing students.

Material and methods

A descriptive, cross-sectional, survey-based study carried out on a group of 494 nursing students. The data are analysed using correlation tests, mean comparison tests and a regression model.

Results

Regression analysis explains 39.3% of the variance (p < .01) of test anxiety due to statistically significant risk factors: trait anxiety, academic burnout, subjective sleep satisfaction, and age. Women showed a higher average in test anxiety than men.

Conclusions

the study reveals that high scores on trait anxiety, academic burnout, sleep dissatisfaction and being younger were predictors of test anxiety. Women experienced greater test anxiety than men. The need for psychological care teams in Nursing faculties to reduce the incidence of test anxiety in students is discussed.