Psicologia-Reflexao E Critica最新文献

Introduction: Academic misconduct remains a pervasive issue in higher education institutions, undermining both academic integrity and the quality of the educational environment. Existing research primarily focuses on describing the forms and frequency of violations.

Objective: This study evaluated the effectiveness of an educational intervention designed to modify students' attitudes and behaviors regarding academic integrity.

Methods: The study implemented a controlled experimental design with pre-test and post-test measurements. The participants were 400 undergraduate students from a Chinese university (202 males and 198 females, mean age = 21 years), who were assigned to either an experimental or control group. The six-month intervention was an educational program comprising lectures, role-playing exercises, discussions, and interactive workshops. The scale of academic dishonesty developed by Rawwas and Isakson was used to measure aspects such as acceptance of cheating, unfair advantages, data fabrication, and disregard for dishonest practices.

Results: The analysis revealed statistically significant improvements across all categories among students in the experimental group after completing the program. No significant changes were observed in the control group.

Conclusion: The findings confirm the efficacy of structured educational programs in reducing the propensity for academic misconduct. This study provides empirical evidence useful for universities seeking to implement ethical standards and foster a culture of academic integrity.

Background: Positive development in sports (PDS) is a theoretical framework emphasizing human potential development in sports participation. Despite theoretical advancements, operationalizing PDS remains challenging, given the scarcity of instruments that translate theoretical models into practical applications in sports.

Objective: This systematic review aimed to identify measurement instruments for assessing positive development in sports, their theoretical foundations, and validity evidence supporting their use.

Methods: This study follows COSMIN guidelines and includes a comprehensive search across MEDLINE, PubMed PMC, PsycINFO, AgeLine, SPORTDiscus, CINAHL, Web of Science, and Scopus databases. The search strategy refined with expert input yielded 702 records, with 41 meeting inclusion criteria (i.e., peer-reviewed original studies focused on the development, adaptation, or validation of measurement instruments assessing positive development in sports or related constructs). Screening was performed by two researchers in a double-blind process, with conflicts resolved by a third researcher. Data extracted included sample characteristics, theoretical underpinnings, and psychometric properties.

Results: Most instruments were grounded in Positive Youth Development theories and Basic Psychological Needs. Internal structure validity and internal consistency were the primary types of evidence reported, with Cronbach's alpha widely used. Despite recognition that human potential can be developed across the lifespan, instruments primarily targeted youth in sports contexts, with limited tools for older cohorts, revealing a significant gap. Most instruments originated in high-income countries, such as those in North America and Europe, underscoring the need for adaptations of theories and tools for low- and middle-income regions.

Conclusions: Underrepresentation of diverse populations with regards to race, ethnicity, and gender, absence of interpretative norms, and limited focus on older cohorts were critical limitations. Addressing these gaps can enhance PDS instruments' inclusivity and applicability, ultimately fostering more inclusive and impactful sports practices. Furthermore, the results indicate the need to develop instruments rooted in robust PDS theoretical models alongside theoretical revisions to better represent diverse populations and people from middle- and low-income countries, in addition to the adequate adaptation of instruments.

Introduction: Food addiction is characterized by repeated and uncontrolled consumption of food, usually ultra-processed foods.

Objective: To investigate the impact of sociodemographic, health, lifestyle, and dietary factors on food addiction symptoms.

Methods: A total of 512 university students (both sexes, aged between 18 and 35 years) provided information on completion that included the variables include family income, physical activity, psychiatric and physical disorders, and alcohol, drug, and tobacco use. They also shared dietary information such as main meal types and whether they added salt to food. Food addiction symptoms were assessed using the Yale Food Addiction Scale 2.0. We used a multiple linear regression model was used to investigate predicted changes in the number of food addiction symptoms.

Results: The model hadshowed an adjusted R² adjusted of 0.167 (and p < 0.001). Female sex (B = 0.506; p = < 0.,0401), low family income (from low to moderate: B = -0.803, p = 0.,002; and from low to high: B = -0.732, p = 0.024), physical (p = 0,046) and psychiatric disorders (B = 1.062, p < = 0.001,08), practice of physical activity (B = -0.682, p = 0.009) and be in current dieting (B = 1.498, p < 0.001) predicted morea use of tobacco and derivatives (p = 0,020) food addiction symptoms. (p = 0,018) (p = 0,025) consumes less than five meals a day (p < 0,001).

Conclusion: Food addiction symptoms were found to be a multifactorial phenomenon, associated with sociodemographic and economic status, diet, exercise, and mental health. The limitations of this study of this study includewere its cross-sectional design, lack ofno dietary consumption data, sample convenience sampling-based, self-selection bias, and simplification ed collection of dietary concerns.

Background: Problematic social media use has been linked to increased loneliness among university students, yet the mechanisms underlying this relationship remain unclear.

Objective: The study examines the mediating roles of self-esteem and positive childhood experiences in the relationship between problematic social media use and loneliness among university students.

Methods: A total of 464 university students aged 18 to 28 years (M = 22.71, SD = 2.71; 58% women) participated in the study. Data were collected via an online survey using standardized measures of positive childhood experiences, social media addiction, self-esteem, and loneliness.

Results: The findings revealed a significant positive relationship between problematic social media use and loneliness, as well as significant negative associations between problematic social media use and both self-esteem and positive childhood experiences. Mediation analyses indicated that problematic social media use significantly predicted loneliness, accounting for 6% of its variance, while the combined influence of problematic social media use, self-esteem, and positive childhood experiences explained 37% of the variance in loneliness. Notably, both self-esteem and positive childhood experiences partially mediated the relationship between problematic social media use and loneliness.

Conclusion: This study provides important evidence for designing and implementing interventions that aim to enhance self-esteem and foster positive childhood experiences to mitigate the negative effects of problematic social media use on loneliness.

Background: Public safety professionals are frequently exposed to unique stressors and traumas in their work, which can have significant impacts on their mental well-being. However, the stigma surrounding mental health within their professional circles often deters them from seeking help when necessary. Understanding the nature and extent of this stigma is essential for developing targeted interventions to overcome barriers to help-seeking.

Objective: This study aims to evaluate the psychometric properties of the Perception of Stigmatization by Others for Seeking Help Scale (PSOSH) and the Self-Stigma of Seeking Help Scale (SSOSH) among public safety professionals.

Method: A total of 11,335 public safety agents from various organizations across all federal units of Brazil participated in the study, completing the PSOSH, SSOSH, and a sociodemographic questionnaire. Exploratory and confirmatory factor analyses, as well as item response theory's graded response model, were conducted to examine the psychometric properties of the measures.

Results: The validity evidence suggests one-factor structures for both instruments, with acceptable reliability coefficients. While the PSOSH demonstrated adequate psychometric properties, including good factor loadings, communalities, fit indices, reliability coefficients, and discrimination and difficulty parameters, the SSOSH yielded some results that raise questions about its psychometric properties.

Conclusion: The PSOSH exhibits satisfactory psychometric quality for application in public safety contexts in Brazil. However, further investigation is needed to establish the psychometric parameters of the SSOSH more robustly.

Background: The measurements of metacognition through performance-based tasks are better predictors of academic performance than those based on self-report tests, but evidence on the prediction of academic performance by standardized performance-based metacognition tests is scarce. The reason is that there are few tests of this nature with psychometric evidence of validity and reliability. Only a single study with Honduran university students compared the prediction of academic performance by a standardized performance-based test, and a self-report test in which both measure cognition regulation, a metacognitive construct. The results indicated that only the standardized performance-based test predicts academic performance, and the measures of these tests are not correlated.

Objective: Two hypotheses are investigated in this article: (1) performance-based metacognitive tests predict academic performance better than self-report metacognitive tests; (2) there is a null correlation between measures of cognition regulation from performance-based standardized tests and self-report tests.

Method: A sample of 264 university students and graduates from Brazil, with an average age of 21.1 years, is used in the study. The majority are female, from private institutions, and enrolled in humanities and social sciences courses. The Meta-Text was used as the standardized performance-based test, and the self-report test was the Metacognitive Self-Regulation Scale of the Motivated Strategies for Learning Questionnaire (MSLQ). The predictors were cognition regulation, measured by both tests, and judgment, measured by the Meta-Text. The outcome was the overall score on the National High School Exam, a large-scale educational assessment for university admission.

Results: Only the regulation of cognition measured by Meta-Text predicts academic performance (β = 0.47, CI 95% [0.36, 0.58]). The correlations between the test measures were null (r = .002, p = .974).

Conclusion: The evidence corroborated both hypotheses and raises doubts about the quality of self-report tests for measuring cognition regulation. It also indicates that standardized performance-based tests have a similar predictive capacity to tasks that require performance. This result is promising because standardized tests are easy to apply and correct, allowing studies to be carried out on large samples, while performance-based tasks require a complex process, only feasible in studies on small samples.

Background: The Clinical Outcomes in Routine Evaluation (CORE) system is widely used to assess psychological well-being and clinical symptoms across various settings, but most studies on its psychometric properties have focused on clinical populations and the 34-item version, leaving a gap in understanding the performance of shorter versions and its applicability in non-help-seeking samples.

Objective: This study investigates the acceptability, reliability, and score distributions of various forms within the CORE system among a non-help-seeking Spanish population.

Methods: Data from 1667 participants were analyzed, with a mean age of 37.16 years and a predominance of women (59.1%). The majority had higher education (53.1%), and over half were employed at the time of the study.

Results: Acceptability was high, with low item omission rates (<0.1%) across all forms during both initial and retest assessments. Internal consistency was strong, with Cronbach's alpha and McDonald's Omega exceeding 0.80 for all forms. Test-retest reliability showed correlations above 0.59 for all scores, with no significant differences between assessment intervals. Score distributions were compared by gender, age, and education, revealing significant differences between gender and education but not for age.

Conclusion: The study provides key reference data for the CORE system in Spain, supporting outcome comparisons in non-help-seeking samples. Despite an overrepresentation of highly educated individuals, it offers crucial insights into its psychometric properties and score distributions. The findings highlight potential applications of these distributions and underscore the need for further research into the psychometric performance of individual CORE forms.

Objective: The aim of this study was to evaluate the psychometric properties of the Dating Violence Questionnaire for Victimization and Perpetration (DVQ-VP) in a sample of the Ecuadorian population.

Methods: The study included 819 participants (47% men and 53% women), consisting of Ecuadorian adolescents and university students. An instrumental design was employed for the linguistic adaptation, reliability, and convergent (AVE), discriminant (HTMT), and structural (CFI, TLI, and RMSEA) validation of the DVQ-VP. The construct validity and internal consistency of the instrument were assessed. Construct validity was analyzed using confirmatory factor analysis (CFA), while internal consistency was evaluated using ordinal Cronbach's alpha and McDonald's omega coefficients. Additionally, a network analysis was conducted with the DVQ-VP items.

Results: The CFA results indicated that the DVQ-VP has a factorial structure consistent with the original theoretical model, with adequate fit indices (CFI > 990, TLI > 990, and RMSEA < 0.08 in both models of the DVQ-VP). The Cronbach's alpha and McDonald's omega values for the victimization and perpetration subscales were above .70, indicating good internal consistency. Additionally, the instrument proved to be sensitive in identifying different forms of dating violence.

Conclusion: The findings support that the DVQ-VP demonstrated adequate levels of validity and reliability for assessing dating violence in a sample of Ecuadorian adolescents and university students. These results suggest that, within this specific context and population, the instrument can be a useful tool for identifying patterns of victimization and perpetration in dating relationships. Its application may contribute to early detection and the development of targeted interventions to reduce intimate partner violence among young people.

Background: The COVID-19 pandemic presented challenges for mental health providers all over the world, since they had to abruptly change from in person assistance to remote meetings. The adverse effects from social isolation were critical in Latinx populations such as Brazil and Mexico, since these countries faced a great amount of social, health, and economic burden during the pandemic, which affected families' access to care and increased inappropriate parenting practices.

Objective: This study aimed to understand the impacts of adapting parenting interventions to online sessions for Brazilian and Mexican providers, due to the COVID-19 pandemic.

Methods: Sixty-two Brazilian and 49 Mexican mental health care providers that worked with parenting interventions (including psychologists, social workers, occupational therapists, counselors, and others) took part in this study. The measures included two standardized questionnaires (the Questionnaire about Acceptability, Feasibility and Appropriateness of Telehealth, and the Epidemic-Pandemic Impact Inventory), demographic data, and complementary items developed specially for this study. All measures were translated from English to Brazilian Portuguese and Spanish, resulting in five sets of themes related to (a) service delivery, (b) barriers to mental health assistance, (c) acceptability, feasibility and appropriateness of telehealth, and (d) impacts of pandemic on providers´ professional and personal lives.

Results: For all participants, adapting to online sessions presented challenges related to technology issues, time management, less healthy habits, and overload of chores between work and home tasks, besides concerns related to confidentiality and privacy. Kruskal-Wallis Rank Sum Tests revealed that Mexican providers reported less barriers regarding technology, while Brazilian providers mentioned less economic impact.

Conclusion: This study describes a comparison between providers of two Latinx countries facing demands from COVID19 pandemic, showing common challenges and specific barriers. Suggestions are presented in order to improve the experience of telehealth (i.e., tailored sessions, guidelines for families that ensure privacy, and policies that can increase telehealth access for vulnerable populations).

Introduction: Pseudoisochromatic stimuli are widely used in psychophysical color vision testing and the features of the luminance noise present on these stimuli have been reported modifying the psychophysical chromatic discrimination.

Objective: The present study investigated how modifications in the luminance noise features (luminance contrast and number of luminance values) affect chromatic visual evoked cortical potentials (VECP) elicited by pseudoisochromatic gratings, aiming to evaluate the influence of luminance contrast and the number of luminance values in the pseudoisochromatic stimulus on the chromatic VECP.

Methods: The sample consisted of seven young trichromatic participants. The waveforms of the visual evoked cortical potentials (VECP) were analyzed, focusing on the P1, N1, and P2 components across all stimulus conditions. The luminance noise contrast in the pseudoisochromatic stimulus had distinct effects on the amplitudes of the VECP components. Significant effects were observed for the amplitudes of the P1 (p = 0.01) and P2 (p = 0.04) components, while no significant effect was found on the amplitude of the N1 component (p = 0.3).

Results: There was no significant effect of the luminance noise range on the latency of the VECP components (P1 VECP component, p = 0.54; N1 VECP component, p = 0.79; P2 VECP component, p = 0.49). The number of luminance values in the noise had no significant effect on VECP components amplitude and latency. Different manipulations of luminance noise influenced P1 and P2 VECP components and no modification of the luminance noise had influence on the main chromatic VECP component, N1 component.

Conclusion: Manipulations in features of the luminance noise in pseudoisocrhomatic stimulus impacted in putative luminance components, but not chromatic components, of visual evoked potentials. The present findings may have potential applications in clinical neuro-ophthalmology, particularly for assessing congenital and acquired color blindness.