Introduction: The Life Snapshot Inventory (LSI) is a self-report instrument to measure the meaningful vital, personal, and social directions. It was created in the Functional Analytic Psychotherapy as a continuous evaluation of vital changes in areas of life (family, work, love, spirituality, sexuality, health, etc.).
Objective: The aim was to validate its psychometric characteristics for the first time.
Method: This study involved 530 participants (average age 33 years), in a Spanish sample. The questionnaire has been compared with the Rosenberg Self-Esteem Scale (RSES) to obtain convergent validity.
Results: The results showed a high internal consistency (α = .93) and a correlation of .61, both statistically significant. The factorial analysis showed only one factor (43.56% of variance). In addition, it was sensitive to changes due to interventions, and made it possible to differentiate those people with vital problems.
Conclusion: This questionnaire could be a helpful measure for healthcare and clinical contexts.
This study tests a model to predict suicidal ideation in adolescents, considering violence and school victimization, family and academic self-concept, and depressive symptoms as antecedents. 792 Mexican high school adolescents participated (49.4% women, 50.6% men) between 11 and 16 years old (M = 13.3, D.T. = 1.0), selected with a non-probabilistic sampling for convenience. The Suicidal Ideation, Violent Behavior at School, Victimization at School, Self-Concept Form-5 and CES-D scales were administered. From Structural Equation Models, the results showed that the model that best fits indicates a double relationship between school victimization and suicidal ideation: a direct and positive effect on suicidal thoughts, and, on the other hand, an indirect and negative effect through family support, and positive with depressive symptoms. Family self-concept was an important protection factor.
Objective: Once the paradigm of intelligence as the only predictor of academic performance has been overcome, the influence of other variables, such as reasoning, verbal fluency, executive functions, motivation and self-esteem, was studied.
Method: For this purpose, an exploratory and incidental research design was used in a sample of 132 subjects aged 6-9 years. Different instruments were administered: RAVEN, Effective Reading, Brief II, MAPE II, and Coopersmith Scale, respectively.
Results: The results indicate that the predictive model formed by reasoning, verbal fluency, executive functions, and self-esteem explains 55.4% of the academic results. As mediating variables, self-esteem emerges as a predictor of both cognitive and motivational variables, and executive functions, as a predictor of emotional and motivational variables.
Discussion: This implies theoretical and practical implications of an educational nature with practical implications in primary school classrooms, in order to implement plans to develop self-esteem and executive functions.
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：