Spanish Journal of Psychology最新文献

The main objective of this study was to examine the effectiveness of an intervention implemented by elementary school teachers within the context of the Response to Intervention (RtI) model. For this purpose, a Tier 2 or secondary intervention was implemented by Spanish-speaking teachers in grades K-3 after receiving training to implement RtI components with fidelity. A total of 1,923 at-risk students were assigned to treatment (in reading, n = 542; in math, n = 483) or control (in reading, n = 406; in math, n = 492). Teachers were provided with a support system that included two web-based training programs for reading (i.e., Letra program) and math (i.e., Primate program). Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted, and differences in the growth rate of reading and math performance were analyzed between at-risk students who have received the intervention and those who have not received it. Children at-risk in the intervention condition appeared to benefit more than at-risk children in the control condition. Moreover, findings indicate that the earlier the intervention, the greater the percentage of students who leave the situation of risk of learning difficulties in reading and math.

Institutionalization is a current problem, related to several indicators of psychological maladjustment. In the same way, there are several studies that point to the role of shame and self-criticism in the development of psychopathology. Therefore, our study explored, in institutionalized adolescents, whether early memories of warmth and safeness (EMWS) were associated to depression through external shame and self-criticism. The sample included 171 institutionalized adolescents (60.2% girls; Mage = 15.56; SD = 1.49). Depression, EMWS, external shame and self-criticism were assessed. The EMWS didn't show a direct effect on depression, exerting its effect indirectly through external shame and self-criticism. The relationship between EMWS and self-criticism was fully mediated by external shame, and the relationship between external shame and depression was fully mediated by self-criticism. In conclusion, the way the individual sees and relates to the self seems to impact on psychological adjustment and in the development of psychopathology. The fact that external shame and self-criticism fully mediated the relationship between EMWS and depression emphasizes the relevance of preventive and therapeutic approaches that aim to promote a healthier way of relating to the self.

Motivational climate can be defined as the environmental status of sport that influences motivation levels. The present study aimed to systematically identify the most widely used measures examining motivational climate. The databases for searching were PsycNET, PubMed and ScienceDirect. The search returned a total of 378 studies of which 8 met the inclusion criteria for analysis. The results show that the most used instruments for evaluation of motivational climate have good psychometric characteristics of reliability, validity and factorial structure. On the other hand, there was a lack of studies that analyzed invariance of measures, which may be a critical consideration. Finally, the review points out the need for development of new theoretical perspectives, potential new instruments that extend beyond the socio-cognitive approach and instruments that allow the measurement of other environmental, personal and structural variables other than parents, coaches and athletes.

Chronic pain (CP) is a common condition affecting millions of people worldwide. Compassion-related interventions are proving to be advantageous in CP, and self-compassion (SC) is hypothesized to be related with pain regulation physiological processes, as well as with psychological benefits in CP. We aimed to review scientific literature on: 1) Compassion-based psychological interventions and their changes in pain outcomes; and 2) associations between SC and pain-related outcomes. We performed a systematic research in four electronic databases: MEDLINE, EMBASE, PsycINFO and the Cochrane Library from inception until April 2020. In Question 1, we included studies involving adult patients with CP who participated in compassion-based psychological interventions. In Question 2, we included studies that examined the associations between SC and pain outcomes in adults with CP. We identified 16 studies. For Question 1, we included seven studies focused on different compassion-based interventions that assessed at least one pain outcome, in a total of 253 participants with CP associated with multiple conditions. For Question 2, we included nine studies, in a total of 1,430 participants, with eight different pain outcomes: Intensity, acceptance, catastrophizing, self-efficacy, disability, distress, pain related coping and anxiety. Considering the high heterogeneity between studies and the poor-quality assessment, we could not draw definitive conclusions on the efficacy of compassion-based interventions nor on the association between SC and pain outcomes. Studies are further discussed in detail. This review can be a starting point for large-scale and high-quality trials in this area as it provides an organized overview of the current literature on this topic.

In career development, a variety of personal, organizational and labor market variables challenge employees and organizations, in particular those in dynamic working environments, such as higher education (HE) institutions. This study examines the association between work history, organizational social capital (OSC) and perceived organizational prestige (POP) as antecedent variables, and perceived employability (PE) and career satisfaction (CS) as outcome variables, as well as the mediating role of organizational identification (OI) in these relations. A sample of 283 workers in Chilean HE institutions filled out an on-line questionnaire, and hypotheses were tested using a mediation model. Results indicated a significant mediation effect of OI, abt = 0.363, 95% CI [0.181, 0.576] abt/c = 31.98%, to explain the relationship between internal perceived employability (IPE) and its predictor variables POP, abpo = 0.102, 95% CI [0.056, 0.160], abpo/c = 9.01%, and OSC, abcsoc = 0.101, 95% CI [0.053, 0.183, abcsoc/c = 8.89%. Promoting a positive image of the organization and its social capital, strengthened by OI, emerge as strategies for HR management oriented toward workers' career development, with consequent implications for commitment, intention to leave and ultimately for organizational results. The study provides a deeper understanding of the complexity of careers and explains the importance of identification with the organization when the impact of organizational attributes on one's career is analyzed.

After more than 80 years in predicting organizational performance, empirical evidence reveals a science of teams that seems unable to consistently implement solutions for teams performing in real work settings -outside and away from the isolated teams breeding in research laboratories in the academic context. To bridge this growing practitioners-researchers divide, we first identify five main challenges involved in working with teams today (purposeful team staffing; proper task design and allocation; task and interaction process functionality; appropriate affective tone; and suitable team assessment). And second, we offer a toolbox of interventions (empowering and restorative) to help practitioners to transform the potential threats inherent in these challenges into opportunities for team effectiveness. Our five-challenge diagnosis and proposed intervention toolbox contribute to better address research questions and theoretical falsifiability using teams performing in real work settings, and to assess and intervene in teams by adjusting their internal functioning to contextual conditions and constraints.

We evaluated the psychometric properties of the empathy quotient (EQ) scale translated to Spanish in Chile. We estimated its structural validity, and its construct validity with other convergent measures of empathy and attachment, as well an inversely associated construct such as aggression. We used a general sample of students and community individuals (n = 336). Participants completed the EQ, Interpersonal Reactivity Index (IRI), and Buss-Perry Aggression Questionnaire (BPAQ). Another exclusively community group (n = 102) completed Collins Adult Attachment scale and the EQ. CFA and ESEM analyses confirmed the structural model fit of the data to three previously reported dimensions of the EQ: cognitive empathy (CE), emotional reactivity (ER) and social skills (SS). Sex-differences in emotional reactivity, and the predicted relationships with the convergent measures were observed. The current Chilean version of the EQ resulted in an appropriate multidimensional measurement of empathy. Finally, providing a specific social skills dimension extends the traditional conception of cognitive and affective empathy to the social realm in the Chilean context.

Prior research has indicated that the people one loves the most, such as their romantic partners, ironically, are also the people toward whom they often direct destructive behaviors in times of conflict, and such destructive responses become one of the most challenging relationship problems. Identifying the conditions that promote destructive (vs. constructive) conflict-resolution strategies is a crucial gap requiring study to help individuals build healthier and happier relationships. Across three studies (total N = 728), we examined whether (a) power is related to direct destructive (vs. constructive) responses during romantic conflicts; (b) this effect was moderated by the seriousness of the conflict and the relationship's inclusiveness. In Study 1, participants involved in romantic relationships completed scales assessing interpersonal power, the conflict's seriousness, their relationship's inclusiveness, and conflict-resolution responses. In Studies 2-3, the participants were randomly assigned to complete an essay in which the conflict's seriousness and power were experimentally manipulated. Findings from hierarchical regression analyses consistently showed that power led to destructive (and lower constructive) responses. However, this only occurred when the participants faced severe conflicts and their partner was not central to their self-concept. An internal meta-analysis of the studies confirmed the reliability and significance of these relationships; |r's| =.13-37. Together, these results support the proposition that power asymmetries can threaten relationships by driving destructive responses during romantic conflicts, and untangle the conditions under which this happens. The conflict's seriousness and the inclusiveness of the relationship may be considered to provide skills that help individuals navigate their relationships' life challenges.

This study aimed to develop a program based on Goal Management Training (GMT) and to investigate its effectiveness on executive functions, through formal instruments and an ecological task. Participants were 25 adolescents with complaints of executive dysfunctions. They underwent neuropsychological assessment of working memory, inhibitory control, cognitive flexibility, planning, and intellectual ability. Participants also took part in a cooking activity and were evaluated for errors per action, of omission, activity performance time, recipe consultation. After, they were randomly allocated to an active control group (CG), which underwent psychoeducation sessions, and an experimental group (EG), stimulated through GMT in eight sessions. Then participants underwent another assessment and follow-up after 4 weeks. In post-intervention analyses, results showed an improvement in executive functions in EG, in the working memory measurement and time of the ecological activity (g = 1.78 and .93, respectively), IQ (g = -1.01), reasoning (g = -.89), flexibility (g = -1.21), and inhibition (g = -3.11). In follow-up evaluation, large-size effects were observed on flexibility (g = -2.95), inhibition (g = -5.78) and execution time of the ecological activity (g = .98). Significant interactions between assessment Time x Group revealed EG gains in IQ, scores in reasoning and flexibility. EG also had longer execution time in flexibility and inhibition tests. That is, EG had greater scores and probably was less impulsive in these tests. Furthermore, EG decreased the number of verifications and the time in the ecological task, that is, had a more efficient performance. Results suggest the intervention can be as instrument to promote executive function.