Pub Date : 2020-06-01DOI: 10.14349/rlp.2020.v52.11
Raúl Fernando Pinilla López, Pablo Páramo
In public spaces, citizens face decisions that involve selfish or social cooperation behaviors, that affects the quality of urban life. What makes that their decision benefit the social group instead their individual benefit only? This article explores the dilemmas that individuals meet in the urban environment from the experimental model of game theory. Participated 80 people who had to decide, in pairs, between a responsible urban behavior (CUR, Spanish acronym) versus an uncivic behavior. Participants were distributed by random into four groups, consisting of 20 couples each one (on average). Each individual had to choose to act cooperatively or selfishly depending on their partner's decision to get the maximum benefit from the situation. Groups differed according the amount of benefits associated to reciprocity, high medium or nothing (altruism) and its concrete or abstract value. The results showed that the decision to opt for a CUR PALABRAS CLAVE Prosocialidad, cooperación social, comportamiento urbano responsable, teoría de juegos, cooperación, autocontrol
在公共空间，公民面临涉及自私或社会合作行为的决策，这些行为会影响城市生活质量。是什么让他们的决定只对社会群体有利，而对个人有利？本文从博弈论的实验模型出发，探讨了个体在城市环境中遇到的困境。参与了80人，他们必须成对地在负责任的城市行为（CUR，西班牙语首字母缩写）和不文明行为之间做出决定。参与者被随机分为四组，每组20对（平均）。每个人都必须根据伴侣的决定选择合作或自私，以从这种情况中获得最大利益。群体根据互惠、高-中-无（利他主义）及其具体或抽象价值的相关利益数量而不同。结果表明，选择CUR PALABRAS CLAVE Prosocialidad，cooperación social，comportamiento urbano responsible，teoría de juegos，cooperción，autocontrol的决定
{"title":"Comportamientos urbanos egoístas y cooperativos: el dilema del ciudadano","authors":"Raúl Fernando Pinilla López, Pablo Páramo","doi":"10.14349/rlp.2020.v52.11","DOIUrl":"https://doi.org/10.14349/rlp.2020.v52.11","url":null,"abstract":"In public spaces, citizens face decisions that involve selfish or social cooperation behaviors, that affects the quality of urban life. What makes that their decision benefit the social group instead their individual benefit only? This article explores the dilemmas that individuals meet in the urban environment from the experimental model of game theory. Participated 80 people who had to decide, in pairs, between a responsible urban behavior (CUR, Spanish acronym) versus an uncivic behavior. Participants were distributed by random into four groups, consisting of 20 couples each one (on average). Each individual had to choose to act cooperatively or selfishly depending on their partner's decision to get the maximum benefit from the situation. Groups differed according the amount of benefits associated to reciprocity, high medium or nothing (altruism) and its concrete or abstract value. The results showed that the decision to opt for a CUR PALABRAS CLAVE Prosocialidad, cooperación social, comportamiento urbano responsable, teoría de juegos, cooperación, autocontrol","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44450157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-01DOI: 10.14349/rlp.2020.v52.14
J. Úbeda-Colomer, J. Devís-Devís, K. A. Ginis
University students with disabilities engage in physical activity to a lesser extent than their able-bodied peers, with women reporting less physical activity than men. The present study aimed to examine gender differences in theory-based predictors of physical activity in this population. Spanish university students with different disabilities (n = 1076) completed measures of the Theory of Planned Behaviour constructs and the reduced Spanish version of the Barriers to Physical Activity Questionnaire for People with Mobility Impairments. Self-efficacy and controllability were significantly lower in women and gender differences on the barriers predicting controllability were obtained. In conclusion, the present results could be useful in order to implement physical activity behaviour change interventions which differently target men and women with disabilities.
{"title":"Gender differences in theory-based predictors of physical activity in university students with disabilities","authors":"J. Úbeda-Colomer, J. Devís-Devís, K. A. Ginis","doi":"10.14349/rlp.2020.v52.14","DOIUrl":"https://doi.org/10.14349/rlp.2020.v52.14","url":null,"abstract":"University students with disabilities engage in physical activity to a lesser extent than their able-bodied peers, with women reporting less physical activity than men. The present study aimed to examine gender differences in theory-based predictors of physical activity in this population. Spanish university students with different disabilities (n = 1076) completed measures of the Theory of Planned Behaviour constructs and the reduced Spanish version of the Barriers to Physical Activity Questionnaire for People with Mobility Impairments. Self-efficacy and controllability were significantly lower in women and gender differences on the barriers predicting controllability were obtained. In conclusion, the present results could be useful in order to implement physical activity behaviour change interventions which differently target men and women with disabilities.","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41418856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-15DOI: 10.14349/rlp.2019.v51.n3.9
Claudia Pineda-Marín, Bogotá Colombia Fundación Universitaria Konrad Lorenz, María Teresa Muñoz Sastre, Diana Gutiérrez Villamarín, M. CarolinaEspitia, E. Mullet
espanolResumen Este estudio examino la disposicion a perdonar de personas comunes colombianas frente a los crimenes en contra de las mujeres, durante el contexto del conflicto armado colombiano. Tambien estudio las relaciones entre la disposicion a perdonar y las actitudes frente al proceso de paz. Se observo que la mayoria de los participantes (61%) tienen muy baja disposicion a perdonar. Entre los participantes que no fueron completamente hostiles, se observaron tres posiciones: un 18% estaba dispuesto a perdonar en funcion del tipo de crimen, para el 8% su disposicion a perdonar dependia de la conducta de disculpas por parte del ofensor, y para el 8% el perdon fue incondicional. Los participantes que no rechazaban la posibilidad de perdonar, expresaron de manera significativa perspectivas mas positivas frente al actual proceso de paz que los aquellos quienes expresaron rechazo. EnglishAbstract We examined the Colombian people's positions on forgiving perpetrators of offenses against women during the armed conflict, and the relationship between willingness to forgive and attitudes towards the peace process. The majority of participants (61%) were quite unwilling to forgive. Among participants who were not completely hostile, three positions were found. For 18%, forgiving mainly depended on the type of crime, for 8%, it depended on the subsequent apologetic behaviour, and for 8%, forgiving was unconditional. Participants who did not reject the possibility of forgiveness expressed significantly more positive views regarding the current peace process than participants who expressed rejection.
{"title":"Colombian People’s Willingness to Forgive Offenses against Women Perpetrated during the Armed Conflict","authors":"Claudia Pineda-Marín, Bogotá Colombia Fundación Universitaria Konrad Lorenz, María Teresa Muñoz Sastre, Diana Gutiérrez Villamarín, M. CarolinaEspitia, E. Mullet","doi":"10.14349/rlp.2019.v51.n3.9","DOIUrl":"https://doi.org/10.14349/rlp.2019.v51.n3.9","url":null,"abstract":"espanolResumen Este estudio examino la disposicion a perdonar de personas comunes colombianas frente a los crimenes en contra de las mujeres, durante el contexto del conflicto armado colombiano. Tambien estudio las relaciones entre la disposicion a perdonar y las actitudes frente al proceso de paz. Se observo que la mayoria de los participantes (61%) tienen muy baja disposicion a perdonar. Entre los participantes que no fueron completamente hostiles, se observaron tres posiciones: un 18% estaba dispuesto a perdonar en funcion del tipo de crimen, para el 8% su disposicion a perdonar dependia de la conducta de disculpas por parte del ofensor, y para el 8% el perdon fue incondicional. Los participantes que no rechazaban la posibilidad de perdonar, expresaron de manera significativa perspectivas mas positivas frente al actual proceso de paz que los aquellos quienes expresaron rechazo. EnglishAbstract We examined the Colombian people's positions on forgiving perpetrators of offenses against women during the armed conflict, and the relationship between willingness to forgive and attitudes towards the peace process. The majority of participants (61%) were quite unwilling to forgive. Among participants who were not completely hostile, three positions were found. For 18%, forgiving mainly depended on the type of crime, for 8%, it depended on the subsequent apologetic behaviour, and for 8%, forgiving was unconditional. Participants who did not reject the possibility of forgiveness expressed significantly more positive views regarding the current peace process than participants who expressed rejection.","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41933984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-30DOI: 10.14349/rlp.2019.v51.n3.3
Laura Férriz Romeral, M. Sánchez, J. A. Gómez-Fraguela, Jorge Sobral Fernández
espanolResumen Numerosas investigaciones se han centrado en analizar los vinculos entre la desconexion moral y las conductas antisociales o delictivas en poblacion juvenil, con variados resultados. Este estudio tiene como objetivo principal estimar la magnitud y direccion de la relacion entre la desconexion moral y la delincuencia juvenil, asi como analizar la influencia de una serie de variables moderadoras, para lo cual se empleo la tecnica del metaanalisis. Se aplico un modelo de efectos aleatorios para obtener el tamano del efecto promedio y para explorar moderadores. Se obtuvo un total de 20 estudios primarios, con una muestra acumulada de 10061 individuos, y un tamano de efecto resultante de r = .35 (p EnglishAbstract Several researches have focused on analyzing the links between moral disengagement and illegal behaviours in young population showing different results. The main aim of this review was to estimate the relationship between moral disengagement and juvenile delinquency, as well as to analyze the influence of certain moderating variables. A random effects model was used in the meta-analytic review in order to settle the average effect magnitude and obtain the moderating effects of demographic and methodological variables. A total of 20 independent studies were obtained involving 10061 youths. Moral disengagement has been found to be associated with juvenile delinquency (r = .35, p
{"title":"Desconexión moral y delincuencia juvenil severa: metaanálisis de su asociación","authors":"Laura Férriz Romeral, M. Sánchez, J. A. Gómez-Fraguela, Jorge Sobral Fernández","doi":"10.14349/rlp.2019.v51.n3.3","DOIUrl":"https://doi.org/10.14349/rlp.2019.v51.n3.3","url":null,"abstract":"espanolResumen Numerosas investigaciones se han centrado en analizar los vinculos entre la desconexion moral y las conductas antisociales o delictivas en poblacion juvenil, con variados resultados. Este estudio tiene como objetivo principal estimar la magnitud y direccion de la relacion entre la desconexion moral y la delincuencia juvenil, asi como analizar la influencia de una serie de variables moderadoras, para lo cual se empleo la tecnica del metaanalisis. Se aplico un modelo de efectos aleatorios para obtener el tamano del efecto promedio y para explorar moderadores. Se obtuvo un total de 20 estudios primarios, con una muestra acumulada de 10061 individuos, y un tamano de efecto resultante de r = .35 (p EnglishAbstract Several researches have focused on analyzing the links between moral disengagement and illegal behaviours in young population showing different results. The main aim of this review was to estimate the relationship between moral disengagement and juvenile delinquency, as well as to analyze the influence of certain moderating variables. A random effects model was used in the meta-analytic review in order to settle the average effect magnitude and obtain the moderating effects of demographic and methodological variables. A total of 20 independent studies were obtained involving 10061 youths. Moral disengagement has been found to be associated with juvenile delinquency (r = .35, p","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91369180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-30DOI: 10.14349/rlp.2019.v51.n3.5
Jorge Valenzuela, Carla Muñoz, M. Frenay, C. Devos, Marisol Marfull-Jensen, Andrea Precht, I. Silva-Peña, M. Oliva
espanolResumen Este estudio cuantitativo examina la relacion entre diversas variables motivacionales y el compromiso academico en futuros docentes. Los participantes correspondieron a futuros profesores (n=764) de nueve universidades chilenas. Se realizaron analisis de regresion lineal multiple y analisis de ruta. Se controlaron las variables demograficas y academicas y se propuso un modelo causal con variables motivacionales que predicen significativamente el compromiso academico. Los resultados muestran una relacion fuerte y positiva entre el compromiso y los componentes de expectativa / valor de la motivacion para la formacion profesional, el valor de la tarea para la lectura academica y la curiosidad intelectual. Aunque las variables motivacion para llegar a ser profesor y la motivacion por ensenar resultaron predictores debiles del compromiso, fueron estadisticamente significativas y mediaron otras variables motivacionales. En general, el modelo muestra un buen ajuste. En conclusion, los resultados del presente estudio alertan de que, al menos dentro del contexto chileno, la consideracion de las variables "motivacion para convertirse en maestro" o "motivacion por ensenar" pueden no ser suficientes para explicar el compromiso academico durante la formacion inicial de los docentes. EnglishAbstract This quantitative study examines how pre-service teachers' personal motivations are related to engagement. Subjects were pre-service teachers (n=764) enrolled in nine Chilean universities. Multiple linear regression analysis and path analysis were conducted. Controlling for demographic and academic variables, we show a motivational variables model that significantly predicts engagement. Results indicate strong, positive relationships between engagement and expectancy/value components of motivation for professional training, task value of motivation for academic reading, and intellectual curiosity. Although weaker predictors of engagement, motivation to become a teacher and motivation to teach were still statistically significant and mediated other variables. Overall, the model shows good fit. The results of the present study call for, at least within the Chilean context, the careful consideration that "motivation to become a teacher" or "motivation to teach" may not be enough to explain the teacher training engagement.
本研究的主要目的是评估教师在课堂上的表现，并评估教师在课堂上的表现。研究对象为智利9所大学的未来教授(n=764)。采用多元线性回归分析和路径分析。在本研究中，我们评估了一项研究的结果，该研究的目的是评估学生的学业承诺。在本研究中，我们分析了职业教育动机的承诺与期望/价值组成部分、任务对学术阅读的价值和智力好奇心之间的关系。在这项研究中，我们评估了教师的动机和教师的动机，这两个变量是教师参与的弱预测因子，但它们具有统计学意义，并介导了其他动机变量。总的来说，该模型具有良好的拟合性。最后，本研究的结果警告说，至少在智利的背景下，考虑变量“成为教师的动机”或“教学的动机”可能不足以解释教师在最初培训期间的学术承诺。这一定量研究考察了在职前教师的个人动机与敬业度之间的关系。研究对象为智利9所大学的职前教师(n=764)。线性Multiple regression analysis and path analysis是建都。在人口统计学和学术变量的控制下，我们提出了一个显著预测参与的动机变量模型。结果表明，专业训练动机的承诺与期望/价值组成部分、学术阅读动机的任务价值和智力好奇心之间存在很强的正相关关系。虽然参与的预测因素很弱，但成为教师的动机和教学的动机在统计上仍然很重要，并介导了其他变量。= =地理= =根据美国人口普查，这个县的总面积为，其中土地和(0.964平方公里)水。本研究的结果要求，至少在智利的情况下，仔细考虑“成为教师的动机”或“教学的动机”可能不足以解释教师培训的承诺。
{"title":"Academic Engagement in Preservice Teachers: Motivational Variables for a Chilean sample","authors":"Jorge Valenzuela, Carla Muñoz, M. Frenay, C. Devos, Marisol Marfull-Jensen, Andrea Precht, I. Silva-Peña, M. Oliva","doi":"10.14349/rlp.2019.v51.n3.5","DOIUrl":"https://doi.org/10.14349/rlp.2019.v51.n3.5","url":null,"abstract":"espanolResumen Este estudio cuantitativo examina la relacion entre diversas variables motivacionales y el compromiso academico en futuros docentes. Los participantes correspondieron a futuros profesores (n=764) de nueve universidades chilenas. Se realizaron analisis de regresion lineal multiple y analisis de ruta. Se controlaron las variables demograficas y academicas y se propuso un modelo causal con variables motivacionales que predicen significativamente el compromiso academico. Los resultados muestran una relacion fuerte y positiva entre el compromiso y los componentes de expectativa / valor de la motivacion para la formacion profesional, el valor de la tarea para la lectura academica y la curiosidad intelectual. Aunque las variables motivacion para llegar a ser profesor y la motivacion por ensenar resultaron predictores debiles del compromiso, fueron estadisticamente significativas y mediaron otras variables motivacionales. En general, el modelo muestra un buen ajuste. En conclusion, los resultados del presente estudio alertan de que, al menos dentro del contexto chileno, la consideracion de las variables \"motivacion para convertirse en maestro\" o \"motivacion por ensenar\" pueden no ser suficientes para explicar el compromiso academico durante la formacion inicial de los docentes. EnglishAbstract This quantitative study examines how pre-service teachers' personal motivations are related to engagement. Subjects were pre-service teachers (n=764) enrolled in nine Chilean universities. Multiple linear regression analysis and path analysis were conducted. Controlling for demographic and academic variables, we show a motivational variables model that significantly predicts engagement. Results indicate strong, positive relationships between engagement and expectancy/value components of motivation for professional training, task value of motivation for academic reading, and intellectual curiosity. Although weaker predictors of engagement, motivation to become a teacher and motivation to teach were still statistically significant and mediated other variables. Overall, the model shows good fit. The results of the present study call for, at least within the Chilean context, the careful consideration that \"motivation to become a teacher\" or \"motivation to teach\" may not be enough to explain the teacher training engagement.","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86400786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-30DOI: 10.14349/RLP.2019.V51.N3.6
F. Ruiz, Marco Sierra Martínez, Iduar Dereix-Calonge
espanolResumen La investigacion transversal ha mostrado que los practicantes de psicologia clinica suelen enfrentar un amplio rango de estresores relacionados con la practica clinica y tienden a presentar mayor grado de malestar emocional que otros estudiantes de psicologia. Sin embargo, ningun estudio longitudinal ha analizado este hecho. Este articulo analiza la evolucion de los sintomas emocionales entre un grupo de practicantes en psicologia clinica novatos comparados con una cohorte control. Se reclutaron 575 estudiantes de Psicologia colombianos: 52.9% comenzaban su practica clinica y 47.1% cursaban un semestre normal. Al inicio del semestre (T1), los participantes respondieron a medidas de sintomas emocionales (Depression, Anxiety, and Stress Scale-21, DASS-21; General Health Questionnaire-12, GHQ-12). Aproximadamente dos meses despues (T2), respondieron al DASS-21 y GHQ-12. Los dos grupos no difirieron en las puntuaciones del DASS-21 y GHQ-12 en el T1. Los ANOVA de medidas repetidas Bayesianos mostraron que los practicantes incrementaron sus puntuaciones en el DASS-Total, DASS-Depresion y DASS-Estres mas que los participantes que asistian a un semestre normal. Este es el primer estudio que muestra que los practicantes de psicologia clinica experimentan un mayor incremento de sintomas emocionales que los de una cohorte control. EnglishAbstract Cross-sectional research has shown that clinical psychology trainees usually face a wide range of stressors related to the clinical practice and tend to present higher distress than other psychology students. However, to our knowledge, no longitudinal study has been conducted analyzing this fact. Specifically, this study analyses the evolution of emotional symptoms among a group of novice clinical psychology trainees compared with a control cohort. We recruited 575 Colombian Psychology undergraduates: 52.9% were in the semester in which they began their clinical practice, and 47.1% were attending a regular semester. At the beginning of the semester (T1), participants responded to measures of emotional symptoms (Depression, Anxiety, and Stress Scale - 21, DASS-21; General Health Questionnaire - 12, GHQ-12). Approximately two months later (T2), participants responded to the DASS-21 and GHQ-12. The two groups did not differ in their scores on the DASS-21 and the GHQ-12 at T1. Bayesian repeated-measures ANOVA showed that clinical psychology trainees showed higher increases in scores on the DASS-Total, DASS-Depression, and DASS-Stress than participants attending a regular semester. This is the first study that shows clinical psychology trainees experiencing a higher increase in emotional symptoms compared with a control cohort.
{"title":"The increase in emotional symptoms of novice clinical psychology trainees compared with a control cohort","authors":"F. Ruiz, Marco Sierra Martínez, Iduar Dereix-Calonge","doi":"10.14349/RLP.2019.V51.N3.6","DOIUrl":"https://doi.org/10.14349/RLP.2019.V51.N3.6","url":null,"abstract":"espanolResumen La investigacion transversal ha mostrado que los practicantes de psicologia clinica suelen enfrentar un amplio rango de estresores relacionados con la practica clinica y tienden a presentar mayor grado de malestar emocional que otros estudiantes de psicologia. Sin embargo, ningun estudio longitudinal ha analizado este hecho. Este articulo analiza la evolucion de los sintomas emocionales entre un grupo de practicantes en psicologia clinica novatos comparados con una cohorte control. Se reclutaron 575 estudiantes de Psicologia colombianos: 52.9% comenzaban su practica clinica y 47.1% cursaban un semestre normal. Al inicio del semestre (T1), los participantes respondieron a medidas de sintomas emocionales (Depression, Anxiety, and Stress Scale-21, DASS-21; General Health Questionnaire-12, GHQ-12). Aproximadamente dos meses despues (T2), respondieron al DASS-21 y GHQ-12. Los dos grupos no difirieron en las puntuaciones del DASS-21 y GHQ-12 en el T1. Los ANOVA de medidas repetidas Bayesianos mostraron que los practicantes incrementaron sus puntuaciones en el DASS-Total, DASS-Depresion y DASS-Estres mas que los participantes que asistian a un semestre normal. Este es el primer estudio que muestra que los practicantes de psicologia clinica experimentan un mayor incremento de sintomas emocionales que los de una cohorte control. EnglishAbstract Cross-sectional research has shown that clinical psychology trainees usually face a wide range of stressors related to the clinical practice and tend to present higher distress than other psychology students. However, to our knowledge, no longitudinal study has been conducted analyzing this fact. Specifically, this study analyses the evolution of emotional symptoms among a group of novice clinical psychology trainees compared with a control cohort. We recruited 575 Colombian Psychology undergraduates: 52.9% were in the semester in which they began their clinical practice, and 47.1% were attending a regular semester. At the beginning of the semester (T1), participants responded to measures of emotional symptoms (Depression, Anxiety, and Stress Scale - 21, DASS-21; General Health Questionnaire - 12, GHQ-12). Approximately two months later (T2), participants responded to the DASS-21 and GHQ-12. The two groups did not differ in their scores on the DASS-21 and the GHQ-12 at T1. Bayesian repeated-measures ANOVA showed that clinical psychology trainees showed higher increases in scores on the DASS-Total, DASS-Depression, and DASS-Stress than participants attending a regular semester. This is the first study that shows clinical psychology trainees experiencing a higher increase in emotional symptoms compared with a control cohort.","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88405153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-30DOI: 10.14349/rlp.2019.v51.n3.4
Carmen Barriga, Cristina Rodríguez, Roberto A. Ferreira
espanolResumen Es bien sabido que las expectativas docentes tienden a estar sesgadas por factores como el nivel socioeconomico de los estudiantes (NSE) y el genero. Sin embargo, se ha investigado menos como las caracteristicas de los docentes pueden afectar sus propias expectativas de los estudiantes. El presente estudio investigo las expectativas de 343 docentes chilenos (240 en servicio y 103 alumnos en practicas). Primero se diseno y valido un instrumento para medir expectativas; luego se evaluo el efecto del genero y experiencia del profesor, y el genero del estudiante y NSE de la escuela en la formacion de las expectativas del profesor. Los datos fueron analizados mediante tecnicas dirigidas por hipotesis y por datos. Los resultados mostraron un efecto del NSE de la escuela en las expectativas docentes (η2 = .03 a .12), con una mayor probabilidad de que los profesores de escuelas con alto NSE tengan expectativas positivas de sus estudiantes. Sin embargo, las expectativas negativas fueron distribuidas equitativamente entre los profesores que trabajaban en escuelas con bajo y alto NSE. Tampoco hubo evidencia del efecto de genero de los profesores o estudiantes en las expectativas del profesor. Respecto a la experiencia del profesor, los hallazgos son claros; tanto los estudiantes en practica profesional como los profesores en servicio mostraron identicas expectativas hacia sus estudiantes. Estos hallazgos tienen implicaciones importantes respecto a los programas de formacion docente ya que el sesgo de las expectativas se observa tempranamente desde la formacion. EnglishAbstract It is well-known that teacher expectations tend to be biased by factors such as student socio-economic status (SES) and gender. However, much less research has been devoted to understanding how teacher characteristics may impact their own expectations of the students. The present study investigated teacher expectations for 343 Chilean teachers (240 in-service and 103 pre-service). We first designed and validated an instrument to measure expectations; then we assessed the effect of teacher gender and experience, and student gender and school-SES in the formation of teacher expectations. The data were analysed using hypothesis and data-driven analyses. The results showed that SES had an effect on teacher expectations (η2= .03 to .12); there was a higher probability that teachers from high-SES schools would have positive expectations of their students. However, negative expectations were equally distributed across teachers working in high and low-SES schools. There was also no evidence of the effect of teacher or student gender on teacher expectations. With respect to teacher experience, the findings were clear cut; both pre-service and in-service teachers shared identical expectations of their students. These findings have important implications regarding teacher training programmes since the expectation bias is observed very early during training.
在这一过程中，教师的期望往往受到学生社会经济地位(NSE)和性别等因素的影响。然而，很少有人研究教师的特点如何影响他们自己的学生期望。这项研究调查了343名智利教师(240名在职教师和103名实习学生)的期望。首先，设计并验证一种衡量期望的工具;然后评估教师的性别和经验，以及学生的性别和学校对教师期望形成的影响。采用假设驱动技术和数据驱动技术对数据进行分析。结果表明，学校的NSE对教师期望有影响(η2 = 0.03 ~ 0.12)， NSE高的学校教师对学生有积极期望的可能性较高。然而，在低NSE和高NSE学校工作的教师中，负面期望平均分布。没有证据表明教师或学生的性别对教师的期望有影响。关于教师的经验，发现是明确的;实习学生和在职教师对他们的学生表现出相同的期望。这些方案具有重要意义的编队飞行教师因为偏倚的期望从早期注意:编队飞行。众所周知，教师的期望往往受到学生社会经济地位和性别等因素的偏见。然而，致力于了解教师特点如何影响学生自身期望的研究却少得多。本研究调查了343名智利教师(240名在职教师和103名在职教师)的教师期望。我们首先设计并验证了测量期望的仪器;然后我们评估,the effect of teacher gender and experience and gender and school-SES学生in the formation of teacher expectations。The data民工analysed using hypothesis data-driven非洲。结果表明SES对教师期望有影响(η2= 0.03 ~ 0.12);there was a higher probability that from high-SES学校教师将有积极expectations of students。然而，在高低两所学校工作的教师中，消极期望平均分布。也没有证据表明教师或学生性别对教师期望的影响。关于教师的经验，结果是明确的;服务前教师和服务中教师对学生的期望是相同的。这些发现对教师培训方案具有重要意义，因为在培训初期就观察到期望偏差。
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