Relación entre diferenciación del self y agresión entre pares en estudiantes universitarios argentinos / Relationship between Differentiation of Self and Peer Aggression among Argentine University Students

Resumen La agresión entre pares, sea un caso aislado o recurrente, se ha convertido en un problema cada vez más frecuente que socava el desarrollo psicoafectivo saludable en adolescentes y universitarios. Como en el caso de otras conductas de riesgo, la investigación sugiere que los aspectos emocionales son relevantes para su prevención. El objetivo de este trabajo fue explorar la posible relación entre la agresión entre pares, la agresión frecuente como potencial conducta de bullying, y la diferenciación del self, un constructo procedente de la perspectiva sistémica, vinculado con la autorregulación emocional y la madurez afectiva. Universitarios de entre 17 y 20 años (. = 365), completaron sendos cuestionarios autoadministrados sobre estilos de vida (Carlos et al., 2016) y diferenciación del self (Duch-Ceballos et al., 2022). En esta muestra, los análisis realizados indican que menores niveles de diferenciación del self en los varones se asocian con mayor probabilidad de agresión entre pares, tanto sufrida como ejercida. Además, uno de los componentes de la diferenciación del self, la reactividad emocional, predijo también las probabilidades de agresión (sufrida y ejercida) entre las mujeres. La diferenciación del self está recibiendo una creciente atención como variable relevante para explicar la conducta de los adolescentes y jóvenes emergentes, especialmente en lo que refiere a conductas de riesgo. Este sería el primer estudio sobre la relación entre diferenciación del self, agresión entre pares y agresión frecuente como potencial conducta de buylling. Finalmente, a partir de los resultados encontrados, se plantean futuras líneas de investigación y aplicaciones prácticas.

Abstract The socio-emotional well-being of children and adolescents is a subject of interest, both for academics and researchers, as well as for parents, teachers, and educators. Initiatives on this subject promoted from the scientific and social fields are constantly increasing, and tend to have multiple objectives, among which one is to understand the dynamics of violence and aggression (which can lead to harassment situations), in order to design more effective prevention and intervention programs. Research suggests that emotional aspects are relevant to the prevention of aggression. Within this realm, we have focused on Differentiation of self (DoS). The Differentiation of Self is the central construct of Bowen's (1978) systemic family theory, considered from the systemic perspective as one of the most comprehensive theories of human behavior. With multiple applications in various fields, DoS is a multidimensional construct, defined as the ability to balance emotional and intellectual functioning -intrapsychic dimension-, and intimacy and autonomy in personal relationships -interpersonal dimension-. Based on previous studies in which associations between bullying and socio-emotional competencies were found, the objective of this study was to find relationships between differentiation of self and peer aggression. The sample of this study was comprised of university students between 17 and 20 years old (. = 365; . = 18.3, SD = .7), who were studying the first or second year of different careers at a private university in Argentina. Participants completed self-administered questionnaires on lifestyles (Carlos et al., 2016) and the Spanish version of the Differentiation of Self Inventory-Revised (S-DSI; Rodríguez-González et al., 2015). Considering that peer aggression does not represent bullying in all cases, the association between self-differentiation and peer aggression was first analyzed and, second, this same association was analyzed, but considering frequent aggression. Peer aggression was perpetrated by 54 % of women and 63 % of men (. = .043) and suffered by 72 % of women and 61 % of men (. = .124). Frequent peer aggression was perpetrated by 15 % of women and 21 % of men (. = .001) and suffered by 41 % of women and 24 % of men (. = .146). Both measures of DoS (Emotional reactivity and Emotional cutoff) were associated with a lower prevalence of both aggression and frequent aggression. This work offers two main findings. First, given the high incidence of peer aggression, the results of this study confirm the relevance of the research on peer aggression and, specifically, on frequent aggression associated with bullying. Second, present data suggests the existence of a relationship between differentiation of self and aggression. Since the idea and perceptions about aggression could be changing, new research is suggested, based around the cultural context and social changes that identify how the concept of bullying evolves should be promoted. Moreover, it would be positive to develop new research that can delve into the role played by the differentiation of self, since it is a factor that impacts the development and health of adolescents. The significant relationship between peer aggression and DoS found in this study contributes to the empirical corpus that affirms the relevance of the emotional factor in aggressive and bullying behaviors. In this sense, this study joins others that support the idea of intervening in aggression and buylling through the development of school intervention programs aimed at developing emotional competencies, involving students and also parents and educators.

Psychometric Properties of the Causal Attributions Scale for Reading Comprehension / Propiedades psicométricas de la Escala de Atribuciones Causales para la Comprensión Lectora / Propriedades psicométricas da Escala Atribuições de Causas para a Compreensão de Leitura

Causal attributions, achievement goals, and self-efficacy comprise the motivational dimension of self-regulated learning. Due to the absence of scales to assess the causal attributions of Brazilian middle school students, this study aimed to investigate the psychometric properties of the Causal Attributions Scale for Reading Com-prehension. The study involved three samples: one of the expert judges and two composed of students. Evidence of content validity was found through theo-retical and practical representativeness and the intel-ligibility of the scale items. The associations between the attributional causes and psychological dimensions proved validity based on the scale's internal structure. The effects identified in the comparisons between the scale and achievement goals, and the scale and self-efficacy indicated validity based on the relationship with other variables. This instrument can be recom-mended for use by professionals in psychology and education. We also suggest the performance of further studies with the scale.

Las atribuciones causales, los objetivos de logro y la autoeficacia constituyen la dimensión motivacional del aprendizaje autorregulado. Debido a la ausencia de escalas para evaluar las atribuciones causales de estudiantes brasileños de enseñanza fundamental, en este estudio investigamos las propiedades psicométricas de la Escala de Atribuciones Causales para la Comprensión Lectora. Este análisis involucró tres muestras: una de jueces expertos y dos formadas por estudiantes. Se encontró evidencia de validez de contenido a través de la representatividad teórica y práctica, y por medio de la inteligibilidad de los ítems de la escala. Los resultados de las asociaciones entre las causas atribucionales y las dimensiones psicológicas proporcionaron evidencia de validez basada en la estructura interna. Los efectos identificados en las comparaciones entre la escala y metas de logro, y la escala y autoeficacia, indicaron evidencia de validez basada en la relación con otras variables. Este instrumento puede ser recomendado para su uso por profesionales en psicología y educación. También se sugiere la realización de más estudios con la escala

Atribuições causais, metas de realização e autoeficácia constituem a dimensão motivacional da aprendizagem autorregulada. Devido à ausência de escalas para avaliar as atribuições causais de estudantes brasileiros do ensino fundamental, neste estudo investigamos as propriedades psicométricas da Escala Atribuições de Causas para a Compreensão de Leitura. Este estudo envolveu três amostras: uma amostra de juízes especialistas e duas amostras compostas por estudantes. Encontrouse evidência de validade de conteúdo através da represen-tatividade teórica e prática e por meio da inteligibilidade dos itens da escala. Os resultados das associações entre as causas atribuídas e as dimensões psicológicas forneceram evidências de validade com base na estru-tura interna. Os efeitos identificados nas comparações entre a escala e os objetivos de realização, e a escala e autoeficácia indicaram evidências de validade com base na relação com outras variáveis. Recomendamos que este instrumento seja utilizado por profissionais da psicologia e da educação. Outros estudos com a escala também são sugeridos.

Self-regulation in youth with bipolar disorder

Objectives: To examine the composition of self-regulation in pediatric bipolar disorder (PBD) through the relationship between executive functions, emotion processing, and family environmental factors. Methods: 58 participants (36 with PBD and 22 controls), ages 12-17, were assessed using the Barratt Impulsiveness Scale (BIS), Conners' Continuous Performance Test (CPT-II), Wisconsin Cards Sorting Test (WCST), Computerized Neurocognitive Battery Emotion Recognition Test-Facial Emotion Recognition Test (PENNCNB ER-40), and Expressed Emotion Adjective Checklist Questionnaire (EEAC). Results: Adolescents with PBD displayed significant deficits in all three spheres when compared to the control group. Emotion processing correlated negatively with inhibition and attention, and correlated positively with mental flexibility/working memory. Family environmental factors correlated negatively with mental flexibility/working memory and emotion processing, and positively with attention and inhibition. These correlations indicate that better inhibitory control, attention, and mental flexibility/working memory are associated with greater emotion processing and a fitter family environment. Conclusion: This study is the first to investigate all of the components of self-regulation deficits simultaneously in patients with PBD. Results suggest that self-regulation is essential for a comprehensive perspective of PBD and should be assessed in an integrative and multifaceted way. Understanding that self-regulation is impacted by the abovementioned factors should influence treatment and improve the functional impairments of daily life observed in this population.

The mediating effect of self-regulation fatigue between acceptance of hearing impairment and work withdrawal behavior in young and middle-aged patients with sudden deafness / 中国实用护理杂志

Objective:To explore the mediating effect of self-regulation fatigue between acceptance of hearing impairment and work withdrawal behavior in young and middle-aged patients with sudden deafness, so as to provide reference for the formulation of intervention measures for job withdrawal behavior.Methods:A cross-sectional survey was conducted to facilitate the selection of 326 young and middle-aged patients with sudden deafness who were treated in the Department of Otolaryngology, Head and Neck Surgery in the First Affiliated Hospital and the Second Affiliated Hospital of Air Force Military Medical University of the Chinese PLA from February 2021 to January 2022. The survey was carried out by general information questionnaire, the Revised Acceptance Disability Scale, the Self-Regulatory Fatigue Scale, and the Work Withdrawal Behavior Scale. Structural equation model method was used to analyze the mediating effect.Results:The acceptance of hearing impairment score in young and middle-aged patients with sudden deafness was (59.82 ± 10.99) points, the self-regulation fatigue score was (60.38 ± 8.84) points, and the work withdrawal behavior score was (39.06 ± 6.51) points. Self-regulation fatigue was negatively correlated with acceptance of hearing impairment ( r=-0.541, P<0.01). Work withdrawal behavior was negatively correlated with acceptance of hearing impairment ( r=-0.488, P<0.01), and was positively correlated with self-regulation fatigue ( r=0.587, P<0.01). Self-regulation fatigue played a partial mediating effect between the acceptance of hearing impairment and work withdrawal in young and middle-aged patients with sudden deafness, and the mediating effect ratio was 56.30%. Conclusions:The acceptance of hearing impairment can not only directly affect the work withdrawal behavior of young and middle-aged patients with sudden deafness, but also indirectly affect their work withdrawal behavior through self-regulation fatigue. Medical staff should pay attention to the internal relationship between the acceptance of hearing impairment, self-regulation fatigue and work withdrawal behaviors, so as to improve the acceptance of hearing impairment of patients, relieve their self-regulation fatigue, and avoid the occurrence of work withdrawal behaviors.

Estrategias de autorregulación del aprendizaje en contextos virtuales en estudiantes de odontología / Strategies for the self-regulation of learning in virtual contexts in dental students

Objetivo: Comparar estrategias de autorregulación del aprendizaje en contextos virtuales de estudiantes de la carrera de odontología. Métodos: Participantes: estudiantes de 5 asignaturas de la carrera de odon-tología (N=1514). Instrumento: escala de auto-re-porte validada con 25 reactivos agrupados en 5 dimensiones: D1) Estrategias de planeación y control; D2) Atribuciones motivacionales; D3) Trabajo colabo-rativo con compañeros; D4) Apoyo del asesor en las tareas. La muestra se agrupó en 3: (G3) cursantes del último año de la carrera; (G2) de asignaturas in-termedias; (G1) de primer año. Se utilizaron: ANOVA de medidas repetidas y test de Tukey como post-hoc; tests de X2 y comparación de proporciones con post-hoc de Bonferroni. Resultados: Puntajes por grupo (media±DS-%): D1) G3=39,2±5,6-78,5%; G2=38,8±6,1-77,6%; G1=36,7±5,7-73,1%. D2) G3=14,4±5,2-57,4%; G2=15,5±5,1-61,9%; G1=14,8±5,6-59,3%. D3) G3=22,8±3,1-91,2%; G2=21,2±4,3-84,7%; G1=18,9±6,5­76,3%. D4) G3=15,5±4,5­61,9%; G2=15,8±4,6-63,1%; G1=16,4±4,0-65,8%. Diferencias significativas: entre G1 y G3 en D1 (p=0,014) y entre los tres grupos en D3 (p<0,001). G1 y G3 se diferenciaron (p<0,05) en cin-co de los 10 reactivos de D1 y en todos los reactivos de D3. Conclusiones: Los estudiantes de primer año reportaron menos estrategias de planeación y con-trol. El trabajo colaborativo mostró un incremento a lo largo de la carrera (AU)

Objective: To compare self-regulated learning strat-egies in virtual contexts (VC) among dental students. Methods: Participants: Undergraduate dental students attending five subjects. (N=1514). We used a validat-ed self-report scale with 25 items grouped into five dimensions: D1) planning and control strategies, D2) motivational attributes, D3) collaborative work with colleagues, and D4) support from the advisor Statistical analysis: The relative percentage of the max-imum score was calculated. Students were grouped into 3: those in the last year of their degree (G3), an intermediate group (G2), and freshmen (G1). We used repeated measures ANOVA and Tukey's post-hoc test to compare the relative weights of the dimensions; X2 test, proportion comparisons, and Bonferroni post-hoc test were used for comparisons. Results: Scores by group (mean±SD-%): D1) G3=39.2±5.6-78.5%; G2=38.8±6.1-77.6%; G1=36.7±5.7-73.1%. D2) G3=14.4±5.2-57.4%; G2=15.5±5.1-61.9%; G1=14.8±5.6-59.3%. D3) G3=22.8±3.1-91.2%; G2=21.2±4.3-84.7%; G1=18.9±6.5­76.3%. D4) G3=15.5±4.5­61.9%; G2=15.8±4.6-63.1%; G1=16.4±4.0­65.8%. Significant differences were observed between G1 and G3 on D1 (p=0.014), and between the three groups on D3 (p<0.001). G1 and G3 differed (p<0.05) in five of the 10 D1 items and in all D3 items. Conclusions: Freshmen reported the lowest number of planning and control strategies. Collaborative work increased throughout the career (AU)

Behavioral self-regulation in pediatric bipolar disorder and healthy offspring of bipolar patients

Objectives: This study investigated behavioral self-regulation problems using the Children's Hostility Inventory (CHI) in pediatric bipolar disorder (PBD), healthy offspring of bipolar disorder patients (HOBD), and healthy controls (HC) without previous history of psychiatric disorders. Methods: The CHI was administered to 41 consecutive children and adolescents diagnosed with PBD, to 16 HOBD, and to 22 HC. The inventory assessed irritability, expression, hostility, and aggression and was completed by the children with the help of their mothers. Adolescents and their respective parents were interviewed separately using the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL). Results: All subscales of the CHI presented statistically significant differences, except for the subscale assessing feelings of suspicion. Pairwise comparisons revealed consistently significant differences between the PBD group and controls, indicating more self-regulation difficulties in the PBD group, represented by high levels of hostility and aggressive behavior. There were no significant differences between the PBD and HOBD groups. Conclusions: Future studies should further investigate if such behavior is state-dependent or a trait of bipolar juvenile expression. Expression of hostility and irritability should be considered relevant targets in psychosocial approaches addressing this population.

Predictive Potential of Motivation to Learn in the use of Learning Strategies / Potencial Preditivo da Motivação para Aprender no Uso das Estratégias de Aprendizagem

Abstract This paper investigates motivation to learn and learning strategies in a sample of 353 Brazilian students in elementary and secondary education. Data were collected through the Motivation to learn scale and two Learning Strategies Assessment Scales, one for elementary school and another for high school. Learning goals and use of metacognitive strategies were predominant in the sample. Significant positive and negative correlations between the subscales were found. Two models emerged explaining 33% and 37% of the variance in the use of learning strategies that can be attributed to motivation to learn factors. The study underscores the importance of motivation to learn for engaging students in strategic behavior.

Resumo O artigo investigou a motivação para aprender e as estratégias de aprendizagem em uma amostra de 353 estudantes do ensino fundamental e médio brasileiro. Foram utilizadas a Escala de avaliação da motivação para a aprendizagem e uma Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental e outra para o Ensino Médio. A Meta Aprender e as estratégias metacognitivas foram predominantes na amostra. Foram encontradas correlações positivas e negativas significativas entre as subescalas e emergiram dois modelos que explicaram 33% e 37% da variância no uso de estratégias de aprendizagem que podem ser atribuídos aos fatores da motivação. O estudo reforçou a importância da motivação para aprender no engajamento dos estudantes em comportamentos estratégicos.

Eating self-regulatory skill, diet quantity, and diet quality of Malaysian healthcare university students: A cross-sectional study

@#Introduction: The ability to self-regulate eating can improve health. This study aimed to determine the relationship between eating self-regulatory skills, diet quantity, and diet quality among Malaysian university students. Methods: This cross-sectional study involved 132 university students. Eating self-regulatory skill was assessed using the Self-Regulation of Eating Behaviour Questionnaire (SREBQ). Dietary intakes from two 24-hour dietary recalls were used to assess diet quantity and quality. Diet quantity was measured as energy and macronutrient intakes, analysed using NutritionistPro. Diet quality was measured using the Malaysian Healthy Eating Index (M-HEI). The relationship between eating self-regulatory skills, diet quantity, and diet quality were evaluated using tests for differences between means and multiple linear regression. Results: Male participants (n=47) consumed more energy than female participants (n=85) (Male: 1850±570 kcal/day, Female: 1596±567 kcal/day, p=0.015). Participants from the Nutrition and Dietetics (N&D) course (n=49) had better M-HEI scores than participants from other health courses (n=83) (N&D course: 52.7±10.5, non-N&D course: 47.2±10.7, p=0.005). The predictors of energy intake were gender (β=-0.193, p=0.023) and SREBQ score (β=- 0.223, p=0.009). Being female and having higher eating self-regulatory skills were associated with lower energy intake. The predictors of diet quality were university course (β=0.240, p=0.005) and SREBQ score (β=0.181, p=0.033). Studying N&D and having higher eating self-regulatory skills were associated with higher M-HEI scores. Conclusion: Higher self-regulation of eating behaviour score is a factor that contributes to lower daily energy intake and higher diet quality score.

Cognitive Ability In Relation To Academic Resilience And Self- Regulation Of School Students In Punjab

The study was conducted to explore the cognitive ability in relation to academic resilience and self-regulation among school students. The study was conducted on 100 school students from Patiala. Cognitive Ability Scale (Gupta and Lakhani, 2018), Academic Resilience Scale (Mallick and Kaur, 2015) and Self-Regulation Scale (Erickson et al., 2015) were used for data collection. The results indicated significant relationship between cognitive ability and academic resilience of school students. It was also found that a significant relationship exists between cognitive ability and self- regulation of school students.

Asociación entre autorregulación alimentaria, dieta, estado nutricional y bienestar subjetivo en adultos en Chile / Association between diet, eating self-regulation, nutritional status and subjective well-being of adults in Chile

Resumen Antecedentes La prevalencia de obesidad de la población mundial hace necesario profundizar en sus determinantes conductuales y cognitivos motivacionales. La autorregulación alimentaria emerge como un recurso individual que favorece mantener una dieta y estado nutricional saludable, lo que a su vez incidirá en la experiencia de bienestar de la población. Objetivo Establecer la asociación entre autorregulación alimentaria, dieta, estado nutricional y bienestar subjetivo en adultos. Método estudio descriptivo correlacional, en una muestra no probabilística de 528 adultos chilenos quienes respondieron un cuestionario sobre antecedentes sociodemográficos y de salud, cumplimiento de recomendaciones alimentarias y escalas de autorregulación alimentaria y bienestar subjetivo. Se realizó análisis descriptivo, correlación y regresión multivariada. Resultados Adultos normopeso presentaron mejores índices en todas las variables estudiadas. La autorregulación alimentaria predijo el cumplimiento de recomendaciones nutricionales (β = 0,085, Wald = 48,501, p<0,001) y el estado nutricional (β = -0,05, Wald = 16,02, p<0,001). El cumplimiento de recomendaciones nutricionales (β = 0,206, p <0,001) y el IMC (β = - 0,142, p = 0,001) predijeron el bienestar. Conclusiones En un contexto obesogénico, la autorregulación alimentaria emerge como un recurso clave que influye positivamente no solo en una dieta y estado nutricional saludable, sino que también en el bienestar.

Abstract Background The prevalence of obesity in the world population makes it necessary to explore into its behavioral and cognitive motivational determinants. Eating self-regulation emerges as an individual resource that favors maintaining a healthy diet and nutritional status, which in turn will affect the well-being of the population. Objective To establish the association between eating self-regulation, diet, nutritional status and subjective well-being in adults. Method descriptive correlational study, in a non-probabilistic sample of 528 Chilean adults who answered a questionnaire on sociodemographic and health history, compliance with dietary recommendations and scales of food self-regulation and subjective well-being. Descriptive analysis, correlation and multivariate regression were carried out. Results Normal weight adults presented better indices in all the variables studied. Eating self-regulation predicted compliance with nutritional recommendations (β = 0.085, Wald = 48.501, p <0.001) and nutritional status (β = -0.05, Wald = 16.02, p <0.001). Compliance with nutritional recommendations (β = 0.206, p <0.001) and BMI (β = - 0.142, p = 0.001) predicted well-being. Conclusions In an obesogenic context, eating self-regulation appears as a key resource that positively influences not only a healthy diet and nutritional status, but also subjective well-being.

Family environment and self-regulation among young adults

Background: The purpose of the research is to understand the relationship between family environment and self- regulation in young adults (20-25 years). Methodology: A sample of 100 young adults participated in the study. Family environment scale and Self- regulation scale was used to measure the variables. Results: The result indicated that there is significant relationship between cohesion and competitive framework, moral orientation and recreational orientation, organization and expression, organization, and moral orientation at 0.01 level. There was significant relationship between independence and expression, independence, and organization at 0.05 level. Self-regulation had correlation with competitive framework at 0.05 level and self-regulation also had correlation with cohesion at 0.01 level. Conclusion: To increase self-regulation family should promote more recreational orientation, that is, the extent of participation in social, recreational political intellectual and cultural activities by the family members

Estudiar - Análisis de la producción científica en periódicos brasileños / Estudar - análise da produção científica em periódicos brasileiros / Studying - analysis of scientific production in brazilian journals

Estudar é um comportamento essencial para todos os alunos, pois, potencialmente, permite aprender qualquer conteúdo. O presente estudo teve como objetivo analisar a produção da comunidade científica, divulgada em periódicos brasileiros, sobre o estudar. Nas bases de dados SciELO e PePSIC foram inseridas palavras de busca, que resultou em 82 estudos selecionados. As informações obtidas dizem respeito aos autores, instituições, área de conhecimento, abordagem teórica e tipo de pesquisa. Dentre os resultados, destacam-se: crescimento das publicações a partir de 2004; predomínio de poucos grupos de pesquisa; pouca participação da área da Educação; dominância da Psicologia Cognitiva; predomínio de pesquisas descritivas; utilização de instrumentos padronizados; predomínio do Ensino Superior e utilização da sala de aula como setting. Discute-se sobre a necessidade de mais pesquisas de intervenção, além da maior participação dos professores que deveriam ser os principais participantes envolvidos nas pesquisas.

Estudiar es un comportamiento esencial a todos los alumnos, pues, potencialmente, permite aprender cualquier contenido. En el presente estudio se tuvo como objetivo analizar la producción de la comunidad científica, relatada en periódicos brasileños, sobre el estudiar. Se utilizaron palabras de búsqueda, que se insirió en los bancos de datos de SciELO y PePSIC, se seleccionaron 82 estudios. Se obtuvo, entre otras, informaciones sobre autores, instituciones, área de conocimiento, abordaje teórico, tipo de investigación. Entre los resultados, se destacan: crecimiento de las publicaciones a partir de 2004; predominio de pocos grupos de investigación; poca participación del área de la Educación; dominancia de la Psicología Cognitiva; predominio de investigaciones descriptivas; utilización de instrumentos normatizados; predominio de la Enseñanza Universitaria y utilización de la sala de clase como setting. Se discute sobre la necesidad de más intervención, además de más participación de los profesores que deberían ser los principales participantes involucrados en las investigaciones.

Studying is an essential behavior for all students, as it potentially allows them to learn any content. This study aimed to analyze the production of the scientific community, published in Brazilian journals, about studying. Search words were inserted in the SciELO and PePSIC databases, which resulted in 82 selected studies. The information obtained concerns the authors, institutions, area of ​​knowledge, theoretical approach, and type of research. Among the results, the following stand out: an increase in the number of publications since 2004; predominance of few research groups; little participation from the Education area; predominance of Cognitive Psychology; predominance of descriptive research; use of standardized instruments; predominance of Higher Education and the use of the classroom as a setting. It discusses the need for more intervention research, in addition to the greater participation of teachers who should be the main participants involved in the research.

Self-regulated learning of Natural Sciences and Mathematics future teachers: learning strategies, self-efficacy, and socio-demographic factors

Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI ­ Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical pproaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported an aging their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

La utilización del Método de Análisis de Conceptos para la comprensión del concepto de Autorregulación a el Aprendizaje / A utilização do método de análise de conceitos para a compreensão do conceito de aprendizagem autorregulada / The use of concept analysis method to understand the concept of self-regulation learning

Nas últimas décadas, o termo autorregulação tem sido mencionado em pesquisas de diferentes áreas, entre elas a Educação. Devido a essa crescente utilização, questiona-se: quais são os elementos comuns no conceito de aprendizagem autorregulada apresentados em pesquisas internacionais? Neste estudo foram associados os métodos de revisão integrativa e de análise de conceitos. Na primeira etapa da análise de conceitos foi realizado um levantamento de artigos revisados por pares no Portal de Periódicos da CAPES, resultando em 372 trabalhos que permitiram indicar as áreas de utilização do termo. Na segunda etapa, aplicando os critérios de revisão integrativa, foram selecionados 67 trabalhos na base de periódicos ERIC. Entre os fatores comuns foi possível identificar que o processo de aprendizagem autorregulada inclui planejamento, autonomia, implementação de objetivos, metas e estratégias, controle de emoções, gerenciamento do tempo, valorização do conhecimento e execução de tarefas com êxito.

En las últimas décadas, el término autorregulación ha sido mencionado en investigaciones de distintas áreas, entre ellas la Educación. Debido a esa creciente utilización, se cuestiona: ¿cuáles son los elementos comunes en el concepto aprendizaje autorregulado presentados en investigaciones internacionales? En este estudio se asociaron los métodos de revisión integrativa y de análisis de conceptos. En la primera etapa del análisis de conceptos se realizó una recopilación de artículos revisados por pares en el Portal de Periódicos de la CAPES, resultando en 372 estudios que permitieron indicar las áreas de utilización del término. En la segunda etapa, aplicando los criterios de revisión integrativa, se seleccionados 67 estudios en la base de periódicos ERIC. Entre los factores comunes se identificó que el proceso aprendizaje autorregulado incluye planeamiento, autonomía, implementación de objetivos, metas y estrategias, control de emociones, gerenciamiento del tiempo, valoración del conocimiento y ejecución de tareas con éxito.

In recent decades, the term self-regulation has been mentioned in research in different areas, including Education. Due to this growing use, the question is: what are the common elements in the concept of self-regulation learning presented in international research? In this study, integrative review and concept analysis methods were associated. In the first stage of the concept analysis, a survey of peer-reviewed articles was carried out on the CAPES Periodicals Portal, resulting in 372 articles that allowed indicating the areas of use of the term. In the second stage, applying the integrative review criteria, 67 articles were selected from the ERIC journals. Among the common factors, it was possible to identify that the self-regulation learning process includes planning, autonomy, implementation of objectives, goals and strategies, control of emotions, time management, appreciation of knowledge and successful execution of tasks.

Autoeficácia e procrastinação acadêmica em estudantes do ensino superior: um estudo correlacional / Self-efficacy and academic procrastination in higher education students: a correlational study / Autoeficacia y procrastinación académica en estudiantes de enseñanza superior: un estudio correlacional

Os objetivos do estudo são analisar as diferenças da autoeficácia na formação superior (AEFS) e da procrastinação acadêmica em função do sexo, idade e momento do curso e estabelecer relações entre os construtos. Participaram da investigação 1.635 estudantes do ensino superior, 66,5% mulheres, 48,6% ingressantes e 67,5% menores de 22 anos. Os instrumentos utilizados foram a Escala de Autoeficácia na Formação Superior e a Escala de Procrastinação Acadêmica. As mulheres relataram níveis superiores na AEFS e nas dimensões regulação da formação, ações proativas e gestão acadêmica. Os estudantes mais velhos descreveram autoeficácia mais elevada na totalidade da escala e em todas as dimensões e os ingressantes indicaram menor nível de autoeficácia acadêmica. Os homens e os estudantes mais jovens relataram resultados mais elevados na procrastinação. As correlações entre a autoeficácia e a procrastinação são negativas e, na maioria, moderadas. Os achados reforçam a relação conceitual entre os construtos e potenciais implicações para o sucesso acadêmico são discutidas.

The purposes of this study are to examine gender, age and graderelated differences in Higher Education Self-efficacy (HESE) and Academic Procrastination, also to investigate the relationship between the constructs. This study was conducted using 1.635 undergraduates, 66.5% of them were women, 48.6% were freshman, and 65.7% were students under the age of 22 years old. The data was collected using the Higher Education Self-efficacy Scale and the Academic Procrastination Scale. The women had a higher level of HESE and of education regulation, proactive actions, and academic management factors. Students above the age of 22 reported high values of self-efficacy in all of its factors and the freshman showed a lower level of academic self-efficacy. The male and the younger students reported higher values of procrastination. There were negative correlations between the levels of Self-efficacy and Procrastination in an almost moderate relationship. These findings were strengthening the conceptual relationship between the constructs and the potential implications to undergraduates' academic success are discussed.

Los objetivos del estudio son analizar las diferencias de la Autoeficacia para la Formación Superior (AEFS) y la Procrastinación Académica en función del sexo, edad y año cursado; y establecer relaciones entre los constructos.Participaron de la investigación 1.635 estudiantes, siendo: 66.5% mujeres, 48.6% ingresantes y 67.5% menores de 22 años. Los instrumentos utilizados fueron las Escala de Autoeficacia en la Formación Superior y Escala de Procrastinación Académica. Las mujeres relataron valores más altos en la AEFS total y en lasdimensiones regulación de la formación, acciones proactivas, gestión académica. Los estudiantes con más edad describieron Autoeficacia total más elevada y en sus dimensiones y los ingresantes indicaron valores menores en la Autoeficacia académica. Los hombres y los estudiantes más jóvenes relataron una mayor frecuencia de Procrastinación. Las correlacións entre la AEFS y la procrastinación son negativas y moderadas en la mayor parte de las relaciones estudiadas. Los esultados refuerzan la relación conceptual entre los constructos y se presentan las implicaciones para el éxito académico.

Effect of self-regulation combined with health education on postoperative deep vein thrombosis and emotion in patients with cerebral hemorrhage / 中国实用护理杂志

Objective:To observe the effects of self-regulation combined with health education on postoperative deep vein thrombosis (DVT) and emotion in patients with cerebral hemorrhage, so as to provide reference for the formulation of clinical nursing plan.Methods:A total of 118 patients with cerebral hemorrhage underwent surgery in Qinghai Provincial People′s Hospital from January 2019 to January 2020 were enrolled, and divided into two groups by random number table method, each group with 59 cases. The patients in the routine group received routine nursing and health education and the patients in the combined group received self-regulation based on the routine group. Then the cerebral edema, hematoma volume, National Institutes of Health Stroke Scale (NIHSS) score, Self-rating Anxiety Scale(SAS) score, Self-rating Depression Scale (SDS) score, postoperative DVT rate, and blood coagulation indexes were compared between the two groups.Results:There was no significant difference in the cerebral edema, hematoma volume, NIHSS score, SAS score, SDS score before nursing between the two groups( P>0.05). After nursing, the cerebral edema volume, hematoma volume and NIHSS score were (16.42 ± 6.41) ml, (6.74 ± 0.81) ml, (11.30 ± 4.43) points in the combined group, which were lower than those in the routine group (20.44 ± 5.04) ml, (9.93 ± 1.30) ml, (15.31 ± 4.65) points, the differences were statistical significant( t=3.79, 16.00, 4.80, all P<0.05). The SAS and SDS scores after nursing were (37.21 ± 2.71), (41.32 ± 3.26) points in the combined group, which were significantly lower than those in the routine group (45.23 ± 4.65), (46.56 ± 4.66) points, the differences were statistical significant ( t=11.45, 7.08, both P<0.05). The incidence of DVT during nursing in the combined group was 1.69%(1/59), which was significantly lower than that in the routine group 13.56%(8/59), the difference was statistical significant ( χ2=4.33, P<0.05). The prothrombin time, thrombin time, activated partial thrombin time and fibrinogen had no significant difference after nursing between the two groups ( P>0.05). Conclusions:Application of self-regulation combined with health education for patients with cerebral hemorrhage can effectively alleviate the negative emotions, ameliorate the neurologic deficits, cerebral hematoma and cerebral edema, and prevent DVT of lower extremity without affecting blood coagulation indexes of patients.

Habilidades de autorregulação emocional e resolução de problemas interpessoais em pré-escolares: relato de experiência / Emotional self-regulation skills and interpersonal problem-solving skills in preschoolers: experience report / Habilidades de autorregulación emocional y resolución de problemas interpersonales en niños en edad preescolar: relato de experiencia

Este trabalho relata a experiência de um grupo de graduandas, vinculadas ao Programa de Educação Tutorial do Ministério da Educação, sobre a imple-mentação de um projeto de promoção das habilidades de autorregulação emocional e resolução de problemas interpessoais em uma escola de educação infantil. Considera-se a idade pré-escolar como estratégica para intervenções de prevenção e promoção em saúde mental e a escola como o contexto mais propício para intervenções proativas. Participaram aproximadamente 80 alunos, com média de 5 anos de idade, de quatro turmas do segundo período de uma escola municipal de educação infantil da cidade de Juiz de Fora/MG. A intervenção subdividiu-se em dois eixos de trabalho: autorregulação emocional e resolução de problemas interpessoais, realizada mediante seis encontros semanais para cada eixo, com a utilização de recursos lúdicos e audiovisuais. A atividade foi avaliada de forma bastante positiva pelas docentes, que rela-taram a apropriação e utilização dos conteúdos pelas crianças, bem como a sua transposição para a sala de aula. Conclui-se que projetos dessa natureza devem ser estimulados com maior frequência na escola, considerando seu potencial de prevenção de comportamentos agressivos e promoção de desenvolvimento socioemocional na infância.

This paper reports on the experience of a group of students, associated with the Tutorial Education Program of the Ministry of Education in Brazil, with a project to promote emotional self-regulation skills and interpersonal problem--solving skills in a preschool. Pre school is known as a strategic period for prevention and promotion actions in mental health and schools are the most proper environment for proactive actions. About 80 students participated, with an average age of 5 years old, from four second period classes of a public city preschool in the city of Juiz de Fora, state of Minas Gerais. The intervention was subdivided into two axes: emotional self-regulation and interpersonal problem-solving. Each axis was developed through six weekly meetings, using playful and audiovisual resources. The intervention was assessed positively by the teachers, who reported that the children learned and used the concepts, applying them in the classroom. In conclusion, projects like this should be stimulated more often in schools, given their potential for preventing aggressive behaviors and promoting socio-emotional development in early childhood.

Este trabajo relata la experiencia de un grupo de estudiantes de pregrado vinculados al Programa de Educación Tutorial del Ministerio de Educación, en Brasil, acerca de la implementación de un proyecto para promover las habili-dades de autorregulación emocional y resolución de problemas interpersonales en una escuela de educación infantil. La edad preescolar es estratégica para intervenciones de prevención y promoción en salud mental y la escuela es el contexto más propicio para intervenciones proactivas. Participaron aproxi-madamente 80 alumnos, con una edad promedio de 5 años, de cuatro clases del segundo período de una escuela municipal de Educación Infantil de la ciudad de Juiz de Fora, estado de Minas Gerais. La intervención se subdividió en dos ejes de trabajo: autorregulación emocional y resolución de problemas interpersonales, realizada a través de seis encuentros semanales para cada eje, con el uso de recursos lúdicos y audiovisuales. La actividad fue evaluada de manera muy positiva por las profesoras, quienes informaron la apropia-ción y uso del contenido por parte de los niños, así como su transposición a la clase. Se concluye que proyectos de esta naturaleza deben ser estimulados con mayor frecuencia en la escuela, considerando su potencial para prevenir conductas agresivas y promover el desarrollo socioemocional en la infancia.

Validación y examen de la estructura factorial del Metacognitive Awareness Inventory (MAI) en español con una muestra colombiana de estudiantes universitarios / Validation and examination of the factor structure of the Metacognitive Awareness Inventory (MAI) in Spanish with a colombian sample of university students

RESUMEN Objetivo: El Metacognitive Awareness Inventory (MAI) fue desarrollado originalmente en inglés por Schraw & Dennison en 1994 para medir las habilidades metacognitivas. Desde su validación inicial, el MAI ha sido considerado como el instrumento más utilizado en el mundo para evaluar las habilidades metacognitivas de autoinforme de las personas, razón por la que ha sido traducido y empleado en varios idiomas, demostrándose así, en diferentes investigaciones sobre la estructura psicométrica de la prueba una alta confiabilidad de consistencia interna y una validez de constructo adecuada. Sin embargo, ningún estudio hasta la fecha había examinado si el instrumento en su forma original, cuando se usa en el idioma español, mantiene una estructura factorial consistente con lo informado por Schraw & Dennison (1994). Así mismo, en el presente trabajo se buscó proporcionar evidencia empírica del uso práctico de este instrumento en poblaciones de estudiantes universitarios de habla hispana. Método: El presente estudio buscó establecer la estructura factorial del MAI en español en una muestra sólida de estudiantes universitarios colombianos de nivel de pregrado (N=528). En cuanto a la edad y el género, 315 estudiantes se identificaron como mujeres y 213 como hombres, con edades comprendidas entre los 20 y 30 años (M=23,90; Mediana=23). En el estudio primero se emplearon análisis factoriales exploratorios (AFE) con extracción de factores comunes (factorización del eje principal) y una rotación oblicua (promax), seguidos posteriormente, de análisis factoriales confirmatorios (AFC; estándar y de orden superior). En la fase de los AFE, se compararon tres modelos, una solución inicial de diez factores, seguida de una con ocho y finalmente otra con dos factores. En la fase de los AFC, se evaluaron dos modelos competidores, un modelo de orden superior de diez factores y un modelo de dos factores. Resultados: Se encontró que en la fase de los AFE, la solución de dos factores produjo el mejor ajuste en comparación con los otros dos. En la fase de los AFC, al igual que el estudio de validación original de Schraw & Dennison (1994), la solución de ocho factores compuesta por cada componente individual no se ajustaba a los datos; sin embargo, una solución de dos factores (conocimiento de la cognición y regulación de la cognición) mostró un ajuste superior a los datos y fue un modelo significativamente mejor en comparación con la solución de ocho factores, consistente con los resultados del estudio de validación de 1994. Conclusiones: En esta versión en español del MAI que se propone en el presente estudio, se establecieron métricas apropiadas de confiabilidad de consistencia interna y validez de constructo. Por lo tanto, los investigadores y los profesionales en campos como la psicología y las ciencias del aprendizaje pueden emplear con seguridad la medida para examinar la conciencia metacognitiva de estudiantes universitarios colombianos y de habla hispana.

ABSTRACT Objective: The Metacognitive Awareness Inventory (MAI) was originally developed in English by Schraw and Dennison in 1994 to measure metacognitive skills. Since its initial validation, the MAI has been employed countless times in various languages -mainly English- to assess individuals' self-report metacognitive skills, with the instrument consistently reporting high internal consistency reliability and adequate construct validity. However, no research to date has examined whether the instrument, when used in languages other than English, maintains a consistent factor structure to that reported by Schraw and Dennison. Further, the present study sought to provide empirical evidence of the practical use of this instrument in Spanish-speaking populations. Method: Thus, the present study investigated the factor structure of the MAI in Spanish in a robust sample of Colombian undergraduate students (N=528). Regarding age and gender, 315 identified themselves as female and 213 as male, between 20 and 30 years old (M=23,90; Median=23). First, exploratory factor analyses (EFA) with common factor extraction (principal axis factoring) and an oblique rotation (promax) were employed, followed by confirmatory factor analyses (CFA; standard and higher-order). In the EFA phase, three models were compared, an initial solution of 10 factors followed by one with eight and one with two factors. In the CFA phase, two competing models were evaluated, a 10-factor higher-order model and a two-factor model. Results: Findings revealed that, in the EFA phase, the two-factor solution yielded the best fit compared to the other two. In the CFA phase, like the original 1994 validation study, the eight-factor solution comprised of each individual component was ill fitting to the data; however, a two-factor solution (knowledge of cognition and regulation of cognition) exhibited superior fit to the data and was a significantly better model compared to the eight-factor solution, which mirrors the findings of the 1994 validation study. Conclusions: This Spanish version of the MAI demonstrates appropriate internal consistency reliability and construct validity metrics. Thus, researchers and practitioners can employ the measure to examine metacognitive awareness in Spanish-speaking samples.

Las guías de autorregulación del aprendizaje ¿influyen en el rendimiento académico de estudiantes de carreras de ciencias de la salud? / Do self-regulation guidelines influence the academic performance of health science students?

La guía de autorregulación del aprendizaje es un instrumento de aprendizaje y evaluación cuya estructura de planificación, ejecución y reflexión permite trabajar en función de los resultados de aprendizaje esperados en una unidad del programa de un curso. El objetivo del estudio compara el rendimiento académico de estudiantes de 4to año, de nutrición y dietética de la asignatura de Dietoterapia en patologías complejas durante el año 2019 con otro grupo que no utilizó guías de autorregulación en el mismo curso durante el año 2018. La muestra fue de tipo no probabilística discrecional n=51 estudiantes (2018), n=49 estudiantes (2019). Se evaluó la percepción de los estudiantes mediante un instrumento de valoración, tipo Likert y se contrastaron las calificaciones obtenidas mediante T Student. Los resultados obtenidos mostraron una mejora significativa en las calificaciones de los estudiantes que utilizaron guías de autorregulación. Logrando un promedio más alto en comparación con estudiantes que trabajaron con metodología tradicional (p> 0,05). La percepción de los estudiantes indicó que la guía de autorregulación del aprendizaje es una herramienta que permite mejorar sus calificaciones y planificar sus tiempos de estudios.

The learning self-regulation guide is a learning and evaluation instrument whose planning, execution and reflection structure allows working according to the expected learning outcomes in a unit of a course program. The objective of the study compares the academic performance of 4th year students, nutrition and dietetics of the subject of Dietotherapy in complex pathologies during the year 2019 with another group that did not use self-regulation guidelines in the same course during the year 2018. The sample It was discretionary non-probabilistic n = 51 students (2018), n = 49 students (2019). The perception of the students was evaluated by means of a Likert-type assessment instrument and the grades obtained by T Student were contrasted. The results obtained a significant improvement in the grades of the students who used self-regulation guides. Achieving a higher average compared to students who worked with traditional methodology (p > 0.05). The perception of students indicates that the self-regulation learning guide is a tool that allows them to improve their grades and plan their study times.

Consciência gestáltica: a busca de autorregulação do organismo (corpo/mente) / Gestalt Awareness: searching an organismic self-regulation (body/mind)

O artigo objetiva apresentar as reflexões que resultaram de uma pesquisa sobreo que ocorre biopsicologicamente com o ser humano na busca de autorregulação do organismo (corpo/mente). As seções do artigo destacam as contribuições de Friederich (Fritz) Salomon Perls, Daniel Goleman, Daniel Kahneman e outros autoresà elucidação dos processos envolvidos na regulação entre o organismo e o meio, sempre com um viés de defesa da indissolubilidade corpo/mente. Por fim, o texto infere que um organismo saudável é aquele que se experimenta como um todo integrado e se autorregula em relação ao ambiente ao dar-se conta, de forma holística, da figura que emerge no aqui e agora.

The article aims to present the results from a research about what biological and psychological processes occurs in the human being during the organismic (body/mind) self-regulation. The sections of the article highlight the contributions of Friederich (Fritz) Salomon Perls, Daniel Goleman, Daniel Kahneman and other authors to elucidate the processes involved in the regulation between the organism and the environment. Every conclusion is taken always with a bias towards the defense of the body/mind indissolubility. Finally, the text infers that a healthy organism can get an integrated experience as of self-regulation with the environment in the here-and-now.