Evidencias de validez de una escala para evaluar el ajuste a la vida universitaria / Evidence of Validity of a Scale to Assess College Adjustment / Evidências de validade de uma escala para avaliar a adaptação à vida universitária

El propósito de la investigación fue desarrollar una escala para medir el proceso de ajuste a la vida universitaria. Este constructo multifactorial se basa en un modelo teórico de tres dimensiones: académica, social e institucional. La muestra principal estuvo conformada por 673 estudiantes: 42.1 % mujeres, 57.7 % hombres y 0.3 % otro, con un promedio de 18.29 años. En el primer análisis se encontraron evidencias asociadas al contenido de las dimensiones de la escala denominada AjusteU. En el análisis de validez convergente se halló una correlación de 0.582 a un nivel de significancia del 0.01 (bilateral) con el instrumento CAVU, otra medida del ajuste a la vida universitaria. En el tercer análisis se validó el planteamiento teórico con los datos empíricos mediante un modelo de ecuaciones estructurales. Finalmente, en el análisis predictivo se comprobó que la puntuación de la escala AjusteU se asoció significativamente con el rendimiento del primer período universitario. Se concluye que estas evidencias empíricas permiten un uso adecuado de los resultados, especialmente en la toma de decisiones oportunas para favorecer el proceso de transición de secundaria a la educación superior. La principal limitación fue la aplicación de la escala en modalidad remota en el contexto de pandemia, por lo que las experiencias del estudiantado podrían ser diferentes en un entorno presencial

The purpose of the research was to develop a scale to measure college adjustment. The theorical model was based on three dimensions: academical, social and institutional. The principal sample was conformed for 673 students: 42.1 % women, 57.7 % men and 0.3 % other, with an average of 18.29 years old. In the first analysis were found evidence associated to the content of the dimensions of the scale denominated AjusteU. In the validity convergent analysis was found a correlation of 0.582 to a significance level of 0.01 (bilateral) with the instrument CAVU, other measure that is related to the adjustment process. In the third analysis, the theoretical approach was validated with empirical data using a structural equation model. Finally, in the predictive analysis was proved that the scoring of the scale AjusteU was associated significantly with the performance of the first period of college. The conclusion is that this empirical evidence allows an appropriate use of their results, specifically in the opportune decision making to favor the transition process from high school to higher education. The main limitation was the application of the scale in the remote modality in the pandemic context, therefore the experiences of the students might be different in an on-site experience.

O objetivo da pesquisa foi desenvolver uma escala para medir o processo de adaptação à vida universitária. Este construto multifatorial é baseado em um modelo teórico de três dimensões: acadêmica, social e institucional. A amostra principal foi composta por 673 estudantes, sendo: 42.1 % mulheres, 57.7 % homens e 0.3 % outros, com idade média de 18.29 anos. Na primeira análise, foram encontradas evidências associadas ao conteúdo das dimensões da escala denominada AjusteU. Na análise de validade convergente, uma correlação de 0.582 foi encontrada em um nível de significância de 0.01 (bilateral) com o instrumento CAVU, outra medida de adaptação à vida universitária. Na terceira análise, a abordagem teórica foi validada com dados empíricos usando um modelo de equações estruturais. Por fim, na análise preditiva verificouse que a pontuação da escala AjusteU esteve significativamente associada ao desempenho do primeiro período universitário. Concluise que estas evidências empíricas permitem uma utilização adequada dos resultados, sobretudo na tomada de decisões oportunas que favoreçam o processo de transição do ensino médio para o superior. A principal limitação do estudo foi a aplicação da escala de forma remota no contexto de pandemia, de modo que as experiências do corpo discente poderiam ser diferentes em um ambiente presencial.

Ajuste escolar, empatía y conectividad con el medio ambiente natural en el marco de la educación ambiental en educación secundaria en España / School adjustment, empathy and connectedness with the natural environment in environmental education in Spanish secondary education

Resumen En investigaciones recientes se ha constatado que la empatía y la conectividad con el medioambiente natural son variables predictoras de la conducta proambiental. Sin embargo, no se han realizado trabajos en los que se analicen las relaciones entre estas dimensiones y el ajuste en la escuela, un escenario en el que tienen lugar gran parte de los programas relacionados con la educación ambiental y cuya finalidad es la de promover conductas proambientales. Con el presente trabajo se pretende analizar las relaciones entre el ajuste escolar, la empatía y la conectividad con el medioambiente natural en función del género. La muestra estuvo constituida por 881 estudiantes (47.2 % chicos), escolarizados en centros de educación secundaria (España), con edades comprendidas entre los 12 y los 17 años (M = 13.67 y SD = 1.32). Se administró una batería de instrumentos para medir el ajuste escolar, la empatía y la conectividad con el medioambiente natural. Se realizó un MANOVA para el análisis de los datos. Los resultados obtenidos mostraron que el ajuste escolar, la empatía y la conectividad se relacionan significativamente y que el género desempeña un rol significativo en estas relaciones. También se observó que chicos y chicas con alto ajuste escolar diferían en empatía emocional, pero no en conectividad. Se discuten los resultados obtenidos y se recomienda la incorporación del ajuste escolar en los estudios y programas relacionados con la educación ambiental.

Abstract In recent research it has been observed that empathy and connectedness with the natural environment are relevant predictive variables of pro-environmental behaviour. However, no work has been done in which the relationships between these dimensions and the adjustment in the school are analysed, a context in which most of the programs related to environmental education, whose purpose is to promote pro-environmental behaviours, take place. The general aim of this paper is to analyse the relationships between school adjustment, empathy and connectedness with the natural environment according to gender. School adjustment is defined as the adolescent's ability to adapt to this context and includes aspects such as academic performance, adaptation to school rules, respect for the teacher as an authority figure, the student's attitude towards school and participation in school activities. Empathy is conceptualized as the awareness of the emotions and cognitions of others, and it is important in the school context for the promotion of coexistence and prevention of aggressive behaviors. Like empathy with people, empathy with the natural environment is a social-emotional process. It is a process that focuses on the ability to feel and understand everything related to that medium. In this line, an essential aspect of empathy is its influence on the attitudes and behaviors of people in general and towards the natural environment. An aspect related to empathy is connectedness which refers to the identification of human beings with the natural environment and the relationships they establish with it. In such a way that to study the connection with nature is to try to understand how people build their relationships and identify themselves with it. Connectedness to the natural environment is related in a negative sense to selfish beliefs and attitudes and in a positive sense to the development of attitudes towards the natural environment and ecological behavior in general. These aspects are taken into account in this work. The sample was composed of 881 students (47.2 % boys), enrolled in secondary education (Spain), aged between 12 and 17 (M = 13.67 y SD = 1.32). A battery of instruments to measure school adjustment, empathy and connectedness with the natural environment was administered. A MANOVA was used for data analysis. The results showed that the school adjustment, empathy and connectedness were significantly related and that gender had a significant role in these relationships. It was also observed that boys and girls with high school adjustment differed in emotional empathy, but not in connectedness. Results obtained are discussed and the inclusion of the school adjustment in the studies and programs related to environmental education is recommended. These results raise the idea that school adjustment, connectedness and empathy should be the subject of further analysis because their results would help to incorporate new ideas and proposals into education and intervention programs regarding the natural environment. It was expected that environmental connectedness in adolescents had the same sign as their connectedness with school, family, etc. because many studies have observed that girls have greater connectedness in these scenarios than boys; however, this result deserves a greater exploration regarding gender and its relationships with other connectedness It is recommended that the results presented be considered in future environmental education programs, mainly aimed at students and their families. All this will benefit these educational programs and interventions aimed at enhancing respect and awareness of the natural environment. In short, the promotion of pro-environmental behaviors should be defended through environmental education that seeks to ensure the health and well-being of all citizens.

Entrada no ensino superior e envolvimento do estudante / Higher education entering and student engagement / Ingreso a la educación superior y participación estudiantil

No Ensino Superior, algumas experiências iniciais podem dificultar o envolvimento no novo ambiente académico. Este estudo analisa a relação entre a perceção sobre a entrada no Ensino Superior e o envolvimento do estudante. 784 estudantes do Ensino Superior responderam a um questionário sociodemográfico, a uma subescala do BES e à EAE-E4D. Os itens da subescala do BES foram organizados em três categorias: "Integração e acolhimento", "Nível de participação" e "Praxe". Os resultados indicam: diferenças significativas (teste t) entre os estudantes em função da idade, com os mais velhos mais envolvidos; correlações (Pearson) positivas e estatisticamente significativas entre as categorias do BES e a EAE-E4D; modelos ajustados (regressão linear múltipla) globalmente significativos e os coeficientes das variáveis "Integração e acolhimento" e "Nível de participação" estatisticamente significativos para a EAE-E4D global e dimensão afetiva. O processo de entrada tem efeito preditivo no envolvimento.

In Higher Education some early experiences may make it difficult to get engaged in the new academic setting. This study analyzes the relationship between the perception of entering higher education and student engagement. 784 higher education students answered to a sociodemographic questionnaire, a BES´ subscale and the EAE-E4D. The BES´ subscale items were organized into three categories: "Integration and Reception", "Participation Level" and "Hazing". The results indicate: significant differences (t-test) between students according to age, with the oldest more engaged; positive and statistically significant correlations (Pearson) between BES´ categories and EAE-E4D; globally significant adjusted models (multiple linear regression) and the coefficients of the variables "Integration and reception" and "Level of participation" statistically significant for the global EAE-E4D and its affective dimension. The entry process has a predictive effect on engagement.

En la enseñanza superior, algunas experiencias iniciales pueden dificultar la participación en el nuevo entorno académico. Este estudio analiza la relación entre la percepción sobre el ingreso a la enseñanza superior y la participación de los estudiantes. 784 estudiantes de enseñanza superior respondieron un cuestionario sociodemográfico, una subescala del BES y a la EAE-E4D. Los itens de la subescala BES se organizaron en tres categorías: "Integración y acogida", "Nivel de participación" y "Hábitos". Los resultados indican: diferencias significativas (test t) entre los estudiantes según la edad, con los mayores más involucrados; correlaciones positivas y estadísticamente significativas (Pearson) entre las categorías del BES y la EAE-E4D; modelos ajustados globalmente significativos (regresión lineal múltiple) y los coeficientes de las variables "Integración y acogida" y "Nivel de participación" estadísticamente significativos para el EAE-E4D global y la dimensión afectiva. El proceso de entrada tiene un efecto predictivo sobre la participación.

Bem-estar e adaptabilidade de carreira na adaptação ao ensino superior / Well-being and career adaptability in adaptation to college / Bienestar y adaptabilidad de carrera en la adaptación a la educación superior

No âmbito da adaptação ao ensino superior, é analisado o bem-estar subjetivo considerando adaptabilidade de carreira e outras variáveis vocacionais, académicas e sociais. Os participantes são universitários (n = 273) do 1º e 2º anos, em Escolas de Lisboa, sendo 82% mulheres, que responderam às Escalas de Adaptabilidade de Carreira, de Desenvolvimento e Bem-estar, e Questionário de Ajustamento e Adaptação ao Ensino Superior. Os resultados mostram como preditores de Bem-estar a Adaptabilidade de Carreira, designadamente Controlo e Confiança e fatores adaptativos de Perspetiva de Carreira, Gestão Tempo, Relação com Pares, sendo Ansiedade à Avaliação fator negativo. A estatística inferencial, evidencia índices de maior adaptação dos estudantes do 2º ano, comparativamente aos do 1º ano. São discutidas implicações nas intervenções.

In the context of adaptation to higher education, subjective well-being is analyzed, considering career adaptability and other vocational, academic and social variables. The participants are first- and second-year undergraduates (n = 273), from Lisbon schools, among which 82% are female. They responded to the Career Adaptability Scale, Development and Well-being Scale and the Adjustment and Adaptation to Higher Learning Questionnaire. The results show that Career Adaptability, namely Control and Confidence, and the adaptive factors of Career Perspective, Time Management, Relationship with Peers, and Evaluation Anxiety as a negative factor, are predictors of well-being. Furthermore, inferential statistics shows greater adaptation in second year students in comparison with first year students. Implications for interventions are discussed.

En el ámbito de la adaptación a la enseñanza superior, se analiza el bienestar subjetivo considerando la adaptabilidad de carrera y otras variables vocacionales, académicas y sociales. Los participantes son universitarios (n = 273) de primer y segundo año de universidades de Lisboa (82% mujeres), que respondieron las Escalas de Adaptabilidad de Carrera, de Desarrollo y de Bienestar; y el Cuestionario de Ajuste y Adaptación a la Educación Superior. Los resultados mostraron, como predictores del Bienestar, la Adaptabilidad de Carrera, específicamente el Control y la Confianza, y factores adaptativos de Perspectiva de Carrera, Gestión del Tiempo, Relación con Iguales, siendo la ansiedad ante las evaluaciones un factor negativo. La estadística inferencial evidencia índices de mayor adaptación en los estudiantes de segundo año con relación a los de primer año. Son analizadas las implicaciones de las intervenciones.

School experience during adolescence: a comparative study between adolescent offenders and not offenders / A experiência escolar na adolescência: estudo comparativo entre adolescentes judicializados e não-judicializados / Experiencia escolar en adolescencia: un estudio comparativo entre adolescentes con juicios y sin juicios

This study aimed to test the school control model, inherent to the Social and Personal Control Theory, verifying which context variables and mechanisms would distinguish offender adolescents from non-offenders adolescents, aiming to understand their school experience. Sixty male adolescents (15 school-dropouts-offenders/15 student-offenders, 15 school-dropouts-nonoffenders/15 students-non-offenders), aged 14 to 18 participated (M=16,6; SD=0,78). All responded a scale formulated in the light of the theoretical framework. Data were analyzed by the Kruskall-Wallis test, with Dunn post-test. The results showed that everyone would be to some extent vulnerable to negative school-experience, depending on the context variables, and also indicated that "performance" and "school-bond" would be more associated with school-dropout, while "school constraints" with involvement in infractions. The identification of these problematic aspects in the schooling of the offender adolescents helps to think about the interventions, in the socio-educational accompaniment, aiming at an adequate (re)insertion in the school. (AU)

Este estudo objetivou testar o modelo da regulação escolar, inerente à Teoria da Regulação Social e Pessoal da Conduta, verificando quais variáveis de contexto e mecanismos distinguiriam significativamente adolescentes infratores de não infratores, visando à compreensão de sua experiência escolar. Participaram 60 adolescentes do sexo masculino (15 infratores-evadidos/15 infratores-estudantes, 15 não infratores evadidos/15 não infratores estudantes), com idades entre 14 e 18 anos (M = 16,6; DP = 0,78). Todos responderam a uma Escala formulada à luz do referencial teórico. Os dados foram analisados pelo teste de Kruskall Wallis, com pós-teste de Dunn. Além de mostrar que todos seriam, em alguma medida, vulneráveis a uma experiência escolar negativa, em função das variáveis de contexto, os resultados também indicaram que "desempenho" e "vínculo escolar" estariam mais associados à evasão, e "constrangimentos escolares" ao envolvimento em atos infracionais. A identificação destes aspectos problemáticos na escolaridade dos adolescentes infratores ajuda a pensar as intervenções, no escopo do acompanhamento socioeducativo, visando uma adequada (re)inserção escolar. (AU)

Este estudio tuvo como objetivo comprobar el modelo de regulación escolar, inherente a la Teoría de Regulación Social y Personal de la Conducta, verificando que variables de contexto y mecanismos distinguirían significativamente adolescentes infractores de no-infractores, buscando la comprensión de su experiencia escolar. Participaron 60 adolescentes de sexo masculino (15 infractores-evadidos/15 infractores-estudiantes, 15 no-infractores-evadidos/15 no-infractores-estudiantes), con edades entre 14 y 18 años (M=16,6; DP=0,78). Todos respondieron una Escala basada en referencial teórico. Los datos fueron analizados por el test de Kruskall-Wallis Test y Post-Test de Dunn. Además de mostrar que todos serían, en alguna medida, vulnerables a una experiencia escolar negativa, en función de las variables de contexto, los resultados también indicaron que "desempeño" y "vínculo escolar" estarían más asociados a evasión y "constreñimientos escolares" y a participación en actos de infracción. La identificación de estos aspectos problemáticos en la escolaridad de los adolescentes infractores ayuda a pensar en las intervenciones, en el objetivo de acompañamiento socio-educativo, buscando una adecuada (re)inserción escolar. (AU)

El cuestionario sociométrico Guess Who 4 como screening de la competencia social en educación primaria / Guess Who 4 Sociometric Questionnaire as Screening of Social Competence in Elementary Education

Resumen Este trabajo presenta la adaptación y validación española del Cuestionario Sociométrico Guess Who 4 (GW4) (Mavroveli, Petrides, Sangareau, & Furnham, 2009), que evalúa la reputación social en el contexto del grupo-aula, fundamentado en la técnica de evaluación por pares de Coie & Dodge (1988). La muestra se compone de 668 alumnos de tercero a sexto de Educación Primaria, y edades comprendidas entre 7-13 años (M= 9.6, DT= 1.11). Se analizan las correlaciones del GW4 con problemas emocionales y de conducta infantil, y rendimiento académico, en función del sexo. Los resultados avalan la fiabilidad y validez criterial del instrumento para la evaluación breve de la competencia social, con fines de investigación o de aplicación en la práctica de la evaluación psicoeducativa y la orientación psicopedagógica.

Abstract This paper presents the Spanish adaptation and validation of the Guess Who 4 Sociometric Questionnaire (GW4) (Mavroveli, Petrides, Sangareau, and Furnham, 2009), which assesses the social reputation in the context of group-classroom, based on the peer assessment technique by Coie and Dodge (1988). The sample consists of 668 students from third to sixth of primary education, aged 7-13 years (M =9.6, SD=1.11). GW4 correlations with emotional and behavioral problems of child and academic performance are analyzed. The results support the reliability and criterion validity of the instrument as a brief assessment of social competence, for use in research or application to psychoeducational assessment and counseling.

The relationship of emotional resilience, stress and school adjustment of junior high school students / 中华行为医学与脑科学杂志

Objective To explore the relationship among emotional resilience,stress and school adjustment.Methods Adolescent life events check-list,adolescent emotional resilience scale and school adjustment scale of middle school students were conducted among 394 junior high school students.Results (1)The emotional resilience score and emotion recovery score of male junior high school students(46.07±8.56,24.43±5.80) were higher than that of female ones(44.39±8.39,23.27±5.37),and the differences were statistically significant(t=1.97,2.05,P＜0.05).The total score of emotional resilience(45.46±8.50,44.83±8.56) was not statistically related with whether they were the only children(t=0.68,P=0.50).The emotional resilience score and positive emotion score of rural junior high school students(44.04±8.53,20.63±5.35)were lower than that of urban ones (46.46± 8.34,22.15 ±4.72),and the differences were statistically significant(t=-2.86,-2.99,P＜0.01).The total score of emotional resilience (47.23±7.82,44.63±8.45,43.00±8.97) in different grades was statistically significant (F=8.86,P=0.00),and the first grade students were higher than the second and third year students.(2)Psychological stress was negatively related with emotional resilience and school adjustment(r=-0.23～-0.35,P＜0.01),and emotional resilience was positively correlated with school adjustment(r=0.12 ～ 0.29,P＜0.01).The relationship between stress and school adjustment were mediated by positive emotion and emotional recovery (the mediating effect were 11.11％,21.15％).Conclusion Frotional resilience plays a mediating role between psychological stress and school adjustment.

Development and Evaluation of a School Adjustment Model for Juvenile Delinquents

PURPOSE: The aim of this study was to develop and evaluate a structural model including relevant factors to identity the variables that affect school adjustment in juvenile delinquents. On the basis of a review of the literature on school adjustment of juvenile delinquents and on Bronfenbrenner's bio-ecological model, a hypothetical model was developed by setting home environmental factors (e.g.,economic conditions, parent child communication, parenting attitudes, peer relationships, and academic stress) as exogenous variables, and personal factors (e.g., ego identity and psychological well-being) as endogenous variables. METHODS: Data were collected from January 29 to March 3, 2015 by a survey of 206 students attending junior high and high schools in City B. The collected data were analyzed using the SPSS and Amos 22.0 software. RESULTS: The verification of the hypothetical model indicated a good fit for the model: χ²=0.009 df=13, χ²/df=2.161, GFI=0.97, AGFI=0.90, RMESA=0.07, CFI=0.98, TLI=0.95, and RMR=0.01. CONCLUSION: The results suggest that ego identity and parent-child communication do not directly affect school adjustment of juvenile delinquents but influence it depending on the psychological well-being of delinquents. High levels of psychological well-being, better economic conditions, better parent-child communication, and low academic stress were abserved to contribute to better school life. Therefore, to improve the school adjustment of juvenile delinquents, appropriate measures need to be taken and programs need to be designed for improving ego identity and parent-child communication, thus promoting psychological well-being.

Expectativas de universitários sobre a universidade: sugestões para facilitar a adaptação acadêmica / Students' expectations regarding university: suggestions to facilitate adjustment to college / Expectativas de universitarios sobre la universidad: sugerencias para facilitar la adaptación académica

Buscou-se conhecer as expectativas dos estudantes em relação ao Ensino Superior e identificar como a universidade pode facilitar a adaptação acadêmica dos mesmos. Foram entrevistados 20 estudantes universitários de uma universidade pública. As respostas foram submetidas à análise de conteúdo. As expectativas dos estudantes em relação ao Ensino Superior incluíam maior integração com os colegas, melhor relação com os professores, uma formação mais completa, maiores informações sobre a universidade e o próprio curso. As expectativas não satisfeitas ao ingressar na universidade deram origem a sugestões sobre como a instituição pode facilitar a adaptação acadêmica dos estudantes. Conclui-se que as sugestões dos universitários podem ser úteis para a reformulação das práticas das universidades que visem atender melhor as necessidades dos estudantes.

This study aimed to verify students' expectations regarding higher education and to identify how the university can facilitate their adjustment to college. We interviewed 20 students from a public university. Their answers were submitted to content analysis. Students' expectation regarding higher education were greater interaction with classmates, better relationship with professors, a better education, more information about university and their major. Data indicated that the expectations which were not met when the students joined the university become suggestions about how the university may facilitate their adjustment. We conclude that the suggestions of the students may be useful to reformulate supporting services offered by universities.

Este estudio tuvo como objetivo conocer las expectativas de los estudiantes con relación a la educación superior e identificar cómo la institución universitaria puede facilitar su adaptación académica. Fueron entrevistados 20 estudiantes de una universidad pública. Las respuestas fueron sometidas a análisis de contenido. Las expectativas de los estudiantes en relación con la educación superior incluían mayor integración con los colegas, mejor relación con los profesores, una formación más completa, más información acerca de la universidad y la propia carrera. Al existir expectativas no satisfechas al ingresar a la universidad, emergieron sugerencias sobre como la institución puede facilitar la adaptación académica de los estudiantes. Se concluye que las sugerencias de los universitarios pueden ser útiles para la reformulación de las prácticas institucionales en las universidades, para atender mejor las necesidades de los estudiantes.

School Bonding of Adolescent Offenders / Vinculação Escolar de Adolescentes em Conflito com a Lei / Vinculación Escolar de Adolescentes Infractores de la Ley

strongly bonded to the educational institution are more motivated to study and less likely to present behavioral problems and/or juvenile delinquency. This study's objective was to verify the existence of variations in school bonding among different groups of adolescents and identify the most problematic aspects among adolescents in conflict with the law from the perspective of Marc LeBlanc's Social and Personal Control Theory of Deviant Behavior. The 60 adolescents participating in the study responded to the Portuguese version of the School Scale, part of the Measuring Adolescent Social and Personal Adaptation Scale. The results reveal that the level of school bonding differentiated the groups, showing that offenders who dropped out of school obtained the worst indicators of school bonding when considering investment and commitment levels, as well as attachment to teachers...

Alunos fortemente vinculados à instituição escolar apresentam maior motivação para os estudos e menor probabilidade de manifestação de problemas comportamentais e/ou infracionais. Este estudo objetivou verificar a existência de variações na vinculação escolar em grupos distintos de adolescentes, de modo a localizar os aspectos mais problemáticos àqueles em situação de conflito com a lei, na perspectiva da Teoria da Regulação Social e Pessoal da Conduta Divergente na Adolescência, de Marc LeBlanc. Os 60 adolescentes participantes da pesquisa responderam à versão em português da Escala Escola pertencente ao Measuring Adolescent Social and Personal Adaptation. Os resultados mostram que o nível de vinculação escolar distingue os grupos estudados, denotando-se que os infratores evadidos da escola são os que possuem os piores indicadores de vinculação escolar, considerando-se os níveis de investimento, de empenho escolar e de apego aos professores...

Los estudiantes fuertemente vinculados a la institución educativa tienen más motivación para los estudios y presentan menos probabilidad problemas comportamentales y delictivos. Este estudio tuvo como objetivo verificar la existencia de variaciones en la vinculación con la escuela en diferentes grupos de adolescentes con el fin de localizar los aspectos más problemáticos para aquellos en conflicto con la ley, en vista de la Teoría de la Regulación Social y Personal de Conducta Deviante en la Adolescencia, de Marc LeBlanc. Los 60 participantes respondieron a la versión en portugués de la Escala Escuela perteneciente al Measuring Adolescent Social and Personal Adaptation. Los resultados muestran que el nivel de vinculación escolar diferencia a los grupos: los infractores de la ley en deserción escolar son los que presentan los peores indicadores de participación en las actividades académicas, en compromiso con la escuela y en apego a los maestros...

Escala da Eficácia Adaptativa (EDAO-AR): evidências de validade com universitários / Adaptive Efficacy Scale (EDAO-AR): Validity evidence with university students / Escala de Eficacia de Adaptación (EDAO-AR): evidencias de validez con estudiantes universitarios

A Escala Diagnóstica Adaptativa Operacionalizada de Autorrelato (EDAO-AR) foi desenvolvida para avaliar a eficácia adaptativa de dois setores da personalidade: Afetivo-Relacional e Produtividade. Para tanto, conta com duas escalas independentes, cada uma com três fatores: foco na situação problema, foco na relação interpessoal e foco no eu. Este estudo teve como objetivo avaliar a validade interna e precisão da EDAO-AR aplicada a universitários e comparar os resultados com os obtidos em estudos anteriores com amostras de pacientes e acompanhantes em hospital geral. A amostra foi composta por 257 universitários com idade entre 17 e 46 anos (M=22,07; DP=5,24; 89,5% mulheres). Análises Fatoriais Confirmatórias demostraram adequação dos modelos com três fatores. Coeficientes alfas de Cronbach indicaram índices aceitáveis de precisão das escalas e seus respectivos fatores. Observou-se que estudantes apresentavam maiores níveis de eficácia adaptativa em comparação com pacientes e acompanhantes. Novas pesquisas deverão envolver amostras mais heterogêneas e representativas...

The Adaptive Operational Diagnostic Scale – Self-Reported (EDAO-AR) was developed to evaluate the adaptive efficacy according to two areas of personality: Affective-Relational and Productivity. The EDAO-AR has two independent scales, each with three factors: focus on a problem situation, focus on interpersonal relationships, and focus on self. This study aimed to evaluate the internal validity and reliability of the EDAO-AR when applied to university students, and compare the results with those obtained in a previous study, applied to patients and caregivers in a hospital. The sample consisted of 257 students between 17 and 46 years of age (M=22.07, SD=5.24; 89.5% female). Confirmatory Factor Analyses demonstrated suitability of the three-factor models. Cronbach's alpha indicated acceptable reliability levels for the scales and their respective factors. Compared to the patients and caregivers, the students were found to have higher levels of adaptive efficacy. Further research should involve more heterogeneous and representative samples...

La Escala de Adaptación (EDAO-AR) fue desarrollada para evaluar la eficacia adaptativa de dos áreas de la personalidad: Afectivo- Relacional y Productividad. Esta constituida de dos escalas independientes, cada una con tres factores: foco en situación problemática, foco en la relación interpersonal y foco en el self. Objetivo: evaluar la validez interna y la precisión de EDAO-AR con universitarios, y comparar los resultados con los obtenidos en estudio previo con muestras de pacientes y cuidadores en hospital general. La muestra de 257 estudiantes de edades comprendidas entre 17 y 46 años (M=22.07, SD=5,24; 89,5% mujeres). Los análisis factoriales confirmatorias demostraron adequación de los modelos con tres factores. Coeficientes alfa de Cronbach indicaron niveles aceptables para las escalas y sus factores. Los estudiantes tenían niveles más altos de eficacia en comparación con la qualidad adaptativa de pacientes y cuidadores. Nuevas investigaciones deben incluir muestras más heterogéneas y representativas...

Conducta agresiva y ajuste personal y escolar en una muestra de estudiantes adolescentes españoles / Aggressive Behavior and Personal and School Adjustment in a Sample of Spanish Adolescent Students

El objetivo del presente estudio fue determinar en qué medida la conducta agresiva hacia los iguales predice un mayor desajuste personal y escolar en los adolescentes agresores, chicos y chicas. Se utilizó una muestra de 1510 adolescentes españoles de Educación Secundaria Obligatoria. Los análisis de regresión logística mostraron que, en relación con el ajuste personal, el comportamiento agresivo predice significativamente y para ambos sexos altas puntuaciones en sintomatología depresiva, estrés percibido y soledad, y bajas puntuaciones en autoestima, satisfacción vital y empatia. En el ámbito escolar, la conducta agresiva se relacionó con bajas puntuaciones en implicación académica, afiliación con los compañeros, percepción de apoyo del profesor y actitud positiva hacia la escuela.

The aim of the present study was to determine to what extent aggressive behavior toward peers predicts problems of personal and school adjustment in aggressive adolescents, boys and girls. A sample of 1510 Spanish adolescents of compulsory secondary school was used. The logistic regression analyses showed that, in relation to personal adjustment, aggressive behavior significantly predicted for both sexes high scores in depressive symptoms, perceived stress and loneliness, and low scores on self-esteem, life satisfaction and empathy. For the school variables, aggressive behavior was associated with low scores on academic involvement, affiliation with peers, perceived teacher support and positive attitude toward school.

Personalidade e autoavaliação global como estudante: alguns indicadores com um modelo multimonial / Personality and overall self-assessment as student: some indicators through a multimonial model / Personalidad y autoevaluación general como estudiante: algunos indicadores con un modelo multimonial

Neste trabalho analisamos a relação entre a personalidade e o modo como os adolescentes se autoavaliam globalmente como estudantes. Participaram 351 adolescentes dos 14 aos 18 anos, distribuídos por vários níveis de escolaridade. Para avaliar a personalidade, utilizámos o Sumário Estrutural da versão portuguesa do Minnesota Multiphasic Personality Inventory – Adolescent, e um questionário de autoavaliação como estudante, com quatro categorias de resposta possíveis, entre Abaixo da Média e Muito Bom. Num modelo de regressão multinomial identificámos a personalidade como preditor da autoavaliação que os adolescentes fazem de si como estudantes, destacando-se os resultados nas dimensões Imaturidade e Desajustamento Global, o que enfatiza a importância da autorregulação e controlo dos impulsos, bem como da emocionalidade positiva, no modo como os adolescentes se autoavaliam. Os resultados são discutidos considerando o papel da organização da personalidade, não só nos padrões de comportamento observável, como também nas autoavaliações e perceções subjetivas dos indivíduos...

In this paper, we analyze the relationship between personality and the way adolescents globally assess themselves as students. Participants were 351 adolescents, aged from 14 to 18 years old, and at various levels of schooling. For personality assessment, we used the Structural Summary of the Portuguese version of the Minnesota Multiphasic Personality Inventory – Adolescent, and a questionnaire for students’ self-assessment, with four possible response categories, from Below Average to Very Good. Through a multinomial regression model we identified personality as a predictor of adolescents’ self-assessment as students, being noteworthy Immaturity and Global Maladjustment dimensions, which emphasizes the importance of self-regulation and impulse control characteristics, as well as of positive emotionality, for adolescents' self-assessment as students. Results are discussed considering the role of personality organization, not only for the patterns of observable behavior, but also in self-assessments and subjective perceptions of individuals...

En este artículo se analiza la relación entre la personalidad y la forma como los adolescentes se autoevalúan globalmente como estudiantes. Participaron 351 estudiantes, con edades de 14 a 18 años. Se utilizó el Sumario Estructural de la versión portuguesa del Inventario Multifásico de Personalidad de Minnesota – Adolescentes (MMPI-A) y un cuestionario de autoevaluación como estudiantes. A través de un modelo de regresión multinomial, se ha identificado la personalidad como un preditor significativo de la autoevaluación global de los adolescentes como estudiantes, destacándose las dimensiones Inmadurez e Inadaptación Global, que enfatizó la importancia de la autorregulación y control de los impulsos, así como de emocionalidad positiva, para el modo como los adolescentes se autoevalúan. Los resultados se discuten teniendo en cuenta el papel de la organización de la personalidad, no sólo para los patrones de comportamiento observable, sino también en las autoevaluaciones y percepciones subjetivas de los individuos...

Personalidade e comportamentos problema: um estudo comparativo com adolescentes em contexto escolar / Personality and problem behavior: a comparative study with adolescents in school context

Neste estudo transversal analisámos a relação entre os comportamentos problema ao nível da indisciplina, desrespeito e conflituosidade dos adolescentes, em contexto escolar, e a personalidade e a psicopatologia, operacionalizadas nas dimensões PSY-5 do MMPI-A. Participaram no estudo 351 estudantes do 9º ao 12º ano, com idades compreendidas entre os 14 e os 18 anos, distribuídos em três grupos diferentes, de acordo com o reporte da frequência de comportamentos problema. Os instrumentos foram a versão experimental portuguesa do MMPI-A e um questionário sobre diferentes dimensões do percurso escolar, em que se incluem os comportamentos problema. Através de análise estatística multivariada, verificámos diferenças significativas entre os grupos nas dimensões PSY-5, num padrão em que o grupo de maior frequência de comportamentos problema apresenta resultados superiores no MMPI-A. Os resultados são interpretados numa perspetiva que sublinha a relevância da personalidade na adaptação à vida escolar, bem como a importância da existência de técnicas de avaliação psicológica de forma a detetar, em contexto de normalidade, estudantes em risco de desenvolvimento de trajetórias inadaptativas.

In this cross-sectional study we analyzed the relationship between problem behaviors in school context, such as indiscipline, disrespect or conflictuality, and personality and psychopathology, which were operationalized in the PSY-5 dimensions of the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A). Participants were 351 students from 9th to 12th grades, aged from 14 to 18 years old, and distributed in three different groups, according to their report of problem behavior frequency. Instruments were the Portuguese experimental version of the MMPI-A and a questionnaire on several school dimensions, including problem behaviors. Multivariate statistical analysis of variance indicates significant differences between the groups in PSY-5 dimensions, in a pattern in which the group presenting the highest frequency of problem behaviors has higher results in the MMPI-A. Results are interpreted under a perspective that underlines the importance of personality in the comprehension of adaptation to school, as well as the relevance of psychological assessment techniques that make possible to detect, within normality contexts, students at risk of developing non-adaptive developmental pathways.

The mediation effect of the peer attachment between the self-esteem and the school adjustment of the children affected by AIDS/HIV / 中华行为医学与脑科学杂志

Objective To explore the mediation effect of the peer attachment between the self-esteem and the school adjustment of the children affected by AIDS/HIV.Methods 250 children affected by the AIDS/HIV were investigated in the research in a district affected by AIDS/HIV in the Henan province.Self-esteem scale,peer attachment questionnaire and school adjustment questionnaire was adopted in the study.Results ①Self-esteem had a positive significant effect on the school adjustment (β=0.227,P＜0.01).(②)self-esteem had a positive significant effect on the peer attachment (β=0.236,P＜ 0.01).(③When controlled the indirect effect of peer attachment,the effect of the self-esteem on the school adjustment had still been significant (β =0.145,P＜0.05),it proved that the peer attachment played a partly mediation between the relationship of the self-esteem and the school adjustment.Conclusion Self-esteem has a positive significant effect on the school adjustment; and self-esteem can not only affect the school adjustment directly,but also affect the school adjustment through the peer attachment.

Effects of School Adjustment on Higher Grade Elementary School Students' Internet Game Addiction: Focused on Gender Difference / 정신간호학회지

PURPOSE: The purpose of this study was to investigate factors predicting internet game addiction in higher grade elementary schoolers by gender in a city. METHODS: The participants were 356 elementary school students who were in the 5th or 6th grade. Data were collected by structured questionnaires from March 15 to May 10 2011, and analyzed using descriptive statistics, chi2-test, t-test, ANOVA, Pearson correlation coefficients, and stepwise multiple regression with the SPSS/WIN 17.0 program. RESULTS: Prevalence rate of internet game addiction for elementary school students was 10.1% (boys 17.2%, girls 2.4%). School adjustment showed a negative correlation with internet game addiction by gender (boys: r=-.36, p<.001, girls: r=-.21, p=.005). In boys, variables that predicted internet game addiction were academic activity, amount of time for internet gaming per week, conforming to school norms, and parents' child-rearing attitudes (54.0%). In girls, variables that predicted internet game addiction were academic activity and amount of time for internet gaming per day (33.0%). CONCLUSION: The findings from this study indicate the need to develope school adjustment enhance programs, particularly for boys, to prevent internet game addiction in higher grade elementary school students.

Optimismo y salud positiva como predictores de la adaptación a la vida universitaria / Optimism and positive health as predictors of adjustment to university life / Otimismo e saúde positiva: preditores da adaptação à vida universitária

El objetivo de la investigación era identificar el papel del optimismo y la salud positiva como predictores del nivel de adaptación de jóvenes que ingresan a la universidad. La muestra, conformada por 77 estudiantes de ambos géneros, con edades entre los 17 y 26 años de edad, corresponde al total de los que ingresaron durante el primer periodo académico de 2005, a la jornada diurna del primer semestre de psicología de una universidad privada. Los instrumentos utilizados son el Test de Orientación Vital LOT, la Escala de Optimismo de Seligman, el Cuestionario de Salud Mental Positiva, la Escala de Satisfacción General, y una ficha de registro de información académica. Todos éstos fueron aplicados en dos momentos: el primero, al ingreso de los estudiantes, y el segundo, dos años más tarde. Se realizó un análisis multivariado para determinar el nivel predictivo de cada una de las variables y de su interacción sobre la adaptación. Los resultados muestran que el optimismo es determinante no sólo de la permanencia, sino que además predice la cancelación y repetición de asignaturas, ambas consideradas señales de riesgo para la deserción.

The aim of this research was to identify the role of optimism and positive health as predictors of the adjustment level of youth who started at university. The sample was formed by 77 students of both genders who entered their first semester of Psychology on the first academic term of 2005, on the day shift, at a private university. Their ages ranged between 17 and 26 years. The instruments used were the Vital Orientation Test - VOT, the Optimism Scale by Seligman, the Positive Mental Health Questionnaire, the General Satisfaction Scale and a registration form for academic information. These instruments were administered at two instances: the first one, at the students' entrance; and the second, two years later. A multivariate statistical analysis was carried out in order to determine the predictive level of each one of the variables and their interactions in terms of the students' adjustment. Results show that optimism determines not only permanence but also predicts cancellation and repetition of courses, both regarded as risk signals for desertion.

O objetivo desta pesquisa foi identificar o papel do otimismo e da saúde positiva como preditores do nível de adaptação de jovens ingressarem à universidade. A amostra, constituída por 77 estudantes de ambos os gêneros, com idades entre 17 e 26 anos, corresponde ao total dos que ingressaram no primeiro período acadêmico em 2005 à jornada diurna do primeiro semestre de psicologia de uma universidade privada. Foram utilizados os seguintes instrumentos: Test de Orientação Vital LOT, Escala de otimismo Seligman, Questionário de Saúde Mental Positiva, Escala de Satisfação Geral e uma ficha de registro de informação acadêmica. Estes instrumentos foram aplicados em dois momentos: ao ingressar os estudantes e dois anos depois. Realizou-se uma análise multivariada a fim de estabelecer o nível preditivo de cada variável e de sua interação sobre a adaptação. Os resultados revelam que o otimismo é determinante não somente da permanência, senão que também prediz o cancelamento e a repetição de matérias. Ambos os aspetos consideram-se sinais de risco para a deserção.

The Impact of Application Motives on Medical School Adjustment / 한국의학교육

PURPOSE: This study was aimed to identify application motives and to explore the impact of motives on school adjustment in medical school students. METHODS: Fifty-one third-year medical students were individually interviewed by two independent interviewers to evaluate application motives and school adjustment. Fisher's exact test and two-way analysis of variance were used to examine group differences in school adjustment and academic performance according to application motives and personal characteristics. RESULTS: On the basis of Marcia's identity status model, four types of application motives were identified including "objective orientation", "achievement orientation", "heteronomy" and "objective diffusion." Students who were classified into either objective orientation or achievement orientation did not have any adjustment problem. However, half the students classified into either heteronomy or objective diffusion had academic or social problems. The students in the first two classifications achieved higher grades in basic science courses than those of the later two. Conclusions: These results suggest that application motives tend to impact school adjustment and academic performance. Motive-based admission policies and student guidance should be considered as alternative measure for improving school adjustment and academic performance in medical school students.

The Correlational Study on School Adjustment, Sensation Seeking and Sexual Allowance among Adolescents who are in High School / 아동간호학회지

The purpose of this study was to examine to what extent teenagers accepted sexual relations, and to determine in which way that was affected by their disposition of stimuli, one of the psychological factors, and by their adjustment to school life, one of the environmental factors, as those factors seemed to have impact on that. This study was of descriptive correlational approach, and the subjects were 962 boy and girl students randomly selected from regular and business high schools. The data were collected from May through July 2002, and SPSS win 10.0 program was employed for data analysis. The major findings of this study were as follows; First, the students investigated got a mean of 44.49 marks on school adjustment. Their sensation seeking got an average of 130.10 marks. Their sexual allowance got a mean of 38.90 marks. Second is to regard the influence of their general characteristics on school adjustment, sensation seeking and sexual allowance. school adjustment was significant on gender, grade, career track, religion, school record, economic state, sexual intercourse. Sensation seeking was significant on all of their general characteristics. Sexual allowance was significant on all except economic state. Third, concerning correlation among sexual allowance, school adjustment and sensation seeking, sexual allowance was positively correlated to sensation seeking and negatively to school adjustment. The above-mentioned findings suggested that school adjustment and stimuli pursuit was associated with sexual attitude, and the findings of this study are expected to make any contribution to creating an ideal sexual culture for the youth.

Relationships among School Children's Internet Addiction, Family Environment and School Adjustment / 아동간호학회지

PURPOSE: The purpose of this study is to investigate the degree of school children's internet addiction and to explicit the relationship among the internet addiction, family environment and school adjustment. METHOD: The subjects of the study were 640 students from 5th and 6th year children of five elementary schools in G city. The data were analyzed by SAS program with frequency, percentage, means, standard deviation, chi2-test, ANOVA and Pearson's Correlation Coefficient. RESULT: In the degree of the internet addiction were 10.0% of addiction group, 58.0% of intermediate group, and 32.0% of nonaddiction group. There were significant differences in family environment score(F=25.09, p=.0001) and school adjustment score(F=34.46, p=.0001) regarding internet addiction degree. The relationship among internet addiction score, family environment score and school adjustment score revealed a significant inverse correlation(r=-0.32, p=.0001, r=-0.35, p=.0001). And the relationship between family environment score and school adjustment score revealed a significant correlation(r=0.52, p=.0001). CONCLUSION: The degree of school children's internet addiction has been found to be very high and correlated to the family environment and school adjustment. Therefore, programs should be developed in order to improve this situation.