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  • 1
    Online Resource
    Online Resource
    Relación del desarrollo cognitivo con el clima familiar y el estrés de la crianza
    FapUNIFESP (SciELO) ; 2005
    In:  Psico-USF Vol. 10, No. 2 ( 2005-12), p. 161-168
    Details
    In: Psico-USF, FapUNIFESP (SciELO), Vol. 10, No. 2 ( 2005-12), p. 161-168
    Abstract: A study was performed over 120 families located in the marginal areas of Hermosillo, Sonora, Mexico. Mothers whose age averaged 32 years old responded to a scale of family performance and childrearing stress; their children were measured throughout cognitive development. This study was aimed to evaluate significant differences with regards to cognitive development, child-rearing stress and family environment among the three types of family. The families were classified based on a measurement of family environment with a cluster analysis. Consequently, the results indicate the following: a) Three different types of environment, which were labeled as disciplined, in harmony and without direction; b) the environment without direction becomes associated to a negative perception of the child and motherhood restrictions, resulting with the lowest average of cognitive development, thus; c) the cohesive environment becomes associated with a lower level of stress in the mother induced by child-rearing and with the highest records of cognitive development.
    Type of Medium: Online Resource
    ISSN: 1413-8271
    URL: Article
    DOI: 10.1590/S1413-82712005000200007
    Language: Unknown
    Publisher: FapUNIFESP (SciELO)
    Publication Date: 2005
    detail.hit.zdb_id: 2607287-7
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    Online Resource
  • 2
    Online Resource
    Online Resource
    Prácticas de estimulación y promoción del desarrollo infantil en la etnia Mayo
    FapUNIFESP (SciELO) ; 2010
    In:  Psico-USF Vol. 15, No. 3 ( 2010-12), p. 365-377
    Details
    In: Psico-USF, FapUNIFESP (SciELO), Vol. 15, No. 3 ( 2010-12), p. 365-377
    Abstract: In this study the characteristics of stimulation practices and developmental practices in an indigenous Maya community from the state of Sonora and Sinaloa in the northwestern part of Mexico have been evaluated. Two groups of 50 mothers each: the first group, which we will call ethnic resistance, spoke the Mayan language to their children and participated in a non-schooled educational program of development stimulation. A second group of mothers which we will call ethnic assimilation did not speak the Mayan language and didn't belong to the initial educational program. It was accomplished by the application of interviews to mothers with the scales of psychological development for children ranging from 0 to 5 years of age. The results indicate that the non-speaking population and without the initial education (ethnic assimilation) present low frequency in the range of developmental problems and home stimulation of the child, compared to the speaking populations and with initial education (ethnic resistance). We conclude for an intercultural model of initial education for an indigenous population.
    Type of Medium: Online Resource
    ISSN: 1413-8271
    URL: Article
    DOI: 10.1590/S1413-82712010000300010
    Language: Unknown
    Publisher: FapUNIFESP (SciELO)
    Publication Date: 2010
    detail.hit.zdb_id: 2607287-7
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    Online Resource
  • 3
    Online Resource
    Online Resource
    Psychometric Properties of the COVID-19 Burnout Scale in Brazil
    Universidad Miguel Hernandez de Elche ; 2022
    In:  Revista de PSICOLOGÍA DE LA SALUD Vol. 11, No. 1 ( 2022-07-13)
    Details
    In: Revista de PSICOLOGÍA DE LA SALUD, Universidad Miguel Hernandez de Elche, Vol. 11, No. 1 ( 2022-07-13)
    Abstract: The present study aims to adapt and analyze the psychometric properties (evidence of factor validity and internal consistency) of the COVID-19 Burnout Scale in a sample of Brazilian health professionals. Two studies were carried out (N total = 427). In Study 1 [202 health professionals (age over 18), mainly women (82%) and psychologists (31.2%)], an exploratory factor analysis support the one-factor solution and the suitability of the ten items. Moreover, was also presented in Study 2 [225 health professionals (over 18 years old), the majority of women (79.6%) and psychologists (24.8%)] results of confirmatory factor analysis and item parameters (Item Response Theory) that corroborate the unifactorial structure and convergent validity with the Coronavirus Anxiety Scale. The results indicate that this measure may be suitable for use in research and in the burnout evaluation scenario.
    Type of Medium: Online Resource
    ISSN: 2386-2300 , 0214-6118
    URL: Issue
    URL: Article
    DOI: 10.21134/pssa.v11i1
    DOI: 10.21134/pssa.v11i1.300
    Language: Unknown
    Publisher: Universidad Miguel Hernandez de Elche
    Publication Date: 2022
    SSG: 5,2
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  • 4
    Online Resource
    Online Resource
    Características métricas de la Escala de Actitudes hacia las Personas con Discapacidad (EAPD)
    Universidad Nacional de Cordoba ; 2022
    In:  Revista Evaluar Vol. 22, No. 2 ( 2022-08-31), p. 14-29
    Details
    In: Revista Evaluar, Universidad Nacional de Cordoba, Vol. 22, No. 2 ( 2022-08-31), p. 14-29
    Abstract: Debido a la relevancia que supone entender el papel que juega la actitud hacia las personas con discapacidad en el proceso de inclusión educativa, se han elaborado numerosos instrumentos de medición. En el contexto hispano-parlante, se destaca la Escala de Actitudes hacia las Personas con Discapacidad (EAPD). Sin embargo, esta escala no ha sido validada en México. Por lo tanto, el objetivo del presente trabajo es evaluar la evidencia de validez de la EAPD, así como proponer una versión modificada del instrumento en una muestra de 1934 estudiantes universitarios del estado de Sonora, México. Para ello se llevaron a cabo un análisis Rasch, un análisis factorial exploratorio y confirmatorio, y uno de invarianza entre sexos. Los resultados muestran que la escala modificada cuenta con propiedades psicométricas adecuadas y se divide en una estructura bifactorial con actitudes igualitarias y discriminatorias sobre la discapacidad.
    Type of Medium: Online Resource
    ISSN: 1667-4545 , 1515-1867
    URL: Issue
    URL: Article
    DOI: 10.35670/1667-4545.v22.n2
    DOI: 10.35670/1667-4545.v22.n2.38683
    Language: Unknown
    Publisher: Universidad Nacional de Cordoba
    Publication Date: 2022
    detail.hit.zdb_id: 2797611-7
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  • 5
    Online Resource
    Online Resource
    Medición de competencias científicas en profesores de educación superior tecnológica
    FapUNIFESP (SciELO) ; 2012
    In:  Avaliação: Revista da Avaliação da Educação Superior (Campinas) Vol. 17, No. 1 ( 2012-03), p. 237-254
    Details
    In: Avaliação: Revista da Avaliação da Educação Superior (Campinas), FapUNIFESP (SciELO), Vol. 17, No. 1 ( 2012-03), p. 237-254
    Abstract: A descriptive study was made with the aim of establishing the sustainable factorial structure of the questionnaire used to measure "Teacher's views on scientific competences development", as well as evaluating its reliability. By means of structural analysis, this study brought up a sustainable model which consists of three relevant variables called Conduct and Disclosure, Development, and Design, making a total of 15 indicators. The conclusion is that the instrument can be used to measure development perceived by students in their scientific competences, since its use can be considered sound from a theoretical and practical viewpoint.
    Type of Medium: Online Resource
    ISSN: 1414-4077
    URL: Article
    DOI: 10.1590/S1414-40772012000100012
    Language: Unknown
    Publisher: FapUNIFESP (SciELO)
    Publication Date: 2012
    detail.hit.zdb_id: 2413554-9
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  • 6
    Online Resource
    Online Resource
    Validity and Reliability of the Brief Scale of Alcohol Dependence (BEDA) on Teenagers
    Canadian Center of Science and Education ; 2016
    In:  Journal of Educational and Developmental Psychology Vol. 7, No. 1 ( 2016-12-05), p. 36-
    Details
    In: Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, Vol. 7, No. 1 ( 2016-12-05), p. 36-
    Abstract: The Brief Scale of Alcohol Dependence (BEDA) has shown validity and reliability on previous studies. Despite the frequent use in treatment programs for addictions, there are gaps on its psychometric properties and diagnostic efficiency on the teenage population. This study conducted analysis of construct validity of the Brief Scale of Alcohol Dependence and its relation to attitudes towards an accident prevention program for young people in Sonora. 838 high school students (Cecytes) from Hermosillo participated, including students from second, fourth and sixth semesters. 54% are male, while the rest (46%) are female, with an average age of 16 and a SD of 1, with a minimum age of 15 and a maximum of 19. Results show that the scale meets the statistical criteria that proves its validity and supports its use on the teenage population. Results support the hypothesis of the scale having evidence of validity and reliability, which justifies its use in research and in the creation of indicators of alcohol consumption in young people.
    Type of Medium: Online Resource
    ISSN: 1927-0534 , 1927-0526
    URL: Article
    DOI: 10.5539/jedp.v7n1p36
    Language: Unknown
    Publisher: Canadian Center of Science and Education
    Publication Date: 2016
    detail.hit.zdb_id: 2675624-9
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  • 7
    Online Resource
    Online Resource
    Teaching Practices, School Support and Bullying
    Sciedu Press ; 2017
    In:  World Journal of Education Vol. 7, No. 4 ( 2017-08-14), p. 50-
    Details
    In: World Journal of Education, Sciedu Press, Vol. 7, No. 4 ( 2017-08-14), p. 50-
    Abstract: Research in recent years indicates that schools, and in particular teaching practices, play an essential role in preventing bullying. This study’s aim is to investigate the direct and indirect relationships between permissive and direct intervention teacher practices, school support and bullying. In a non-probabilistic way, 386 (58.1%) boys and 278 (41.9%) girls from 30 primary schools were selected in a city in the northwest of Mexico. The average age of students was 10.4 years (SD = 1.3 years). From the results of the calculation of a model of structural equations, it is inferred that permissive teaching practices are directly related positively to bullying, whereas direct intervention does it in a negatively. It is seen that both types of practices are indirectly related to bullying through its effects on school support. These findings confirm the role of the teacher in the prevention of bullying.
    Type of Medium: Online Resource
    ISSN: 1925-0754 , 1925-0746
    URL: Article
    DOI: 10.5430/wje.v7n4p50
    Language: Unknown
    Publisher: Sciedu Press
    Publication Date: 2017
    detail.hit.zdb_id: 2635381-7
    SSG: 5,3
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    Online Resource
  • 8
    Online Resource
    Online Resource
    Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate
    SAGE Publications ; 2021
    In:  SAGE Open Vol. 11, No. 4 ( 2021-10), p. 215824402110525-
    Details
    In: SAGE Open, SAGE Publications, Vol. 11, No. 4 ( 2021-10), p. 215824402110525-
    Abstract: Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.
    Type of Medium: Online Resource
    ISSN: 2158-2440 , 2158-2440
    URL: Article
    DOI: 10.1177/21582440211052551
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2021
    detail.hit.zdb_id: 2628279-3
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  • 9
    Online Resource
    Online Resource
    RELACIONES ENTRE LOS RASGOS DE PERSONALIDAD, LA COMPETENCIA INTERPERSONAL Y LA ACEPTACIÓN SOCIAL POR PARES DE ADOLESCENTES CON TALENTO ACADÉMICO.
    Universidad Autonoma del Estado de Mexico ; 2022
    In:  Revista de Psicología de la Universidad Autónoma del Estado de México Vol. 11, No. 26 ( 2022-07-05), p. 175-
    Details
    In: Revista de Psicología de la Universidad Autónoma del Estado de México, Universidad Autonoma del Estado de Mexico, Vol. 11, No. 26 ( 2022-07-05), p. 175-
    Abstract: El presente estudio se propuso examinar las relaciones entre la agradabilidad, la extraversión, la competencia interpersonal y la aceptación social por pares de adolescentes con talento académico. Participaron 510 adolescentes con edades entre los 11 y 14 años (M = 13.2 años, DE = 0.88). Se calculó un modelo de ecuaciones estructurales con variables latentes. Los resultados muestran que la agrababilidad, la extraversión y la competencia interpersonal se relacionaron directamente de forma positiva con la aceptación social de los adolescentes con talento académico. Adicionalmente, ambas características de personalidad favorecen indirectamente la aceptación social por sus efectos positivos en la competencia interpersonal. Se concluyó que las características de personalidad favorecen la aceptación social de los adolescentes con talento académico.
    Type of Medium: Online Resource
    ISSN: 2007-7149
    URL: Issue
    URL: Article
    DOI: 10.36677/rpsicologia.v11i26
    DOI: 10.36677/rpsicologia.v11i26.19079
    Language: Unknown
    Publisher: Universidad Autonoma del Estado de Mexico
    Publication Date: 2022
    detail.hit.zdb_id: 3050985-3
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  • 10
    Online Resource
    Online Resource
    Efectos del maltrato docente en el acoso escolar entre pares
    Editorial Pontificia Universidad Javeriana ; 2018
    In:  Universitas Psychologica Vol. 17, No. 5 ( 2018-12-05), p. 1-10
    Details
    In: Universitas Psychologica, Editorial Pontificia Universidad Javeriana, Vol. 17, No. 5 ( 2018-12-05), p. 1-10
    Abstract: En el estudio, se analizan las relaciones entre el maltrato docente-estudiante, clima social de la escuela, apoyo docente y el acoso entre estudiantes. Participaron 1 577 estudiantes (800 chicos y 777 chicas), con una edad promedio de 12.94 años (DE = 1.77 años), pertenecientes a 64 escuelas secundarias públicas de Sonora, México. Se calcula un modelo de ecuaciones estructurales con apoyo del AMOS. De los resultados, se infiere que el maltrato docente favorece de forma directa e indirecta, mediante sus efectos negativos, en el clima escolar y el apoyo docente y la violencia entre pares. Se concluye que el maltrato docente afecta negativamente la dinámica de las escuelas y favorece el acoso escolar. Finalmente, se discuten implicaciones teóricas y prácticas de los hallazgos.
    Type of Medium: Online Resource
    ISSN: 2011-2777 , 1657-9267
    URL: Article
    DOI: 10.11144/Javeriana.upsy17-5.emda
    Language: Unknown
    Publisher: Editorial Pontificia Universidad Javeriana
    Publication Date: 2018
    detail.hit.zdb_id: 2205740-7
    SSG: 7,36
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