ABSTRACT
Objetivos: Analizar el efecto de craving sobre el riesgo de recaída en adultos en tratamiento por alcohol, considerando la Inteligencia Emocional Percibida (IEP) como mediador. Materiales y métodos: Estudio descriptivo, transversal, predictivo, de comprobación de modelo con análisis de mediación. La muestra fue de 274 adultos internos en Centros de Rehabilitación contra las Adicciones (CRCA). Los instrumentos utilizados fueron una Cédula de Datos Sociodemográficos, Cuestionario de Craving por Alcohol, Inventario de Cociente Emocional y Cuestionario de Variables Predictoras de Abandono y Adhesión al Tratamiento. Resultados: Existe una relación inversa entre la IEP, el riesgo de recaída (r = -,381, p <,001) y el craving (r = -,354, p <,001). El craving y el riesgo de recaída se relacionaron positivamente (r = ,218, p <,001). Se reporta un efecto total significativo del craving sobre el riesgo de recaída cuando es mediado por la IE, el cual explica el 11 % de la varianza (B = ,1389; t = 5,688; p <,001). Conclusiones: Los resultados de este estudio indican que IEP se asocia inversamente con el craving y el riesgo de recaída, además de que la IEP desempeña un papel significativo como mediador en esta relación. Esto sugiere que las personas con altos niveles de IEP disponen de más recursos para gestionar sus emociones, lo que podría ayudar a reducir las conductas de craving y, consecuentemente, sufrir un menor riesgo de recaída en el consumo de alcohol.
Objectives: To analyze the effect of craving on the risk of relapse in adults undergoing alcohol treatment, considering the Perceived Emotional Intelligence (PEI) as a mediator. Materials and methods: Descriptive, cross-sectional, predictive study, model checking with mediation analysis. The sample consisted of 274 adults interned in Rehabilitation Centers against Addictions (CRCA). The instruments used were a Sociodemographic Data Card, Alcohol Craving Questionnaire, Emotional Quotient Inventory and Questionnaire of Variables Predictors of Abandonment and Adherence to Treatment. Results: There is an inverse relationship between PEI, the risk of relapse (r = -, 381, p <,001) and craving (r = -, 354, p <,001). Craving and risk of relapse were positively related (r = ,218, p <,001). A significant total effect of craving on the risk of relapse is reported when mediated by EI, which explains 11% of the variance (B = ,1389; t = 5,688; p <,001). Conclusions: The results of this study indicate that PEI is inversely associated with craving and risk of relapse, and that PEI plays a significant role as a mediator in this relationship. This suggests the notion that people with high PEI levels have more resources to manage their emotions, which could help reduce craving behaviors and consequently, suffer a lower risk of relapse into alcohol consumption.
ABSTRACT
The present study shows detailed information about the reliability and validity of the psychosocial risk scale included in the Stress Questionnaire (SQ) developed by our research group. The primary purpose of this work is to test the factor structure of the psychosocial risk scale through a first-order confirmatory factor analysis (CFA) using a large pooled dataset obtained from a population of 2026 employees of 15 Italian medium-large companies. Data were collected by a team of researchers who examined demographic variables, work-related stress, workplace bullying, mental health and other constructs. In addition to these substantive issues, the survey was designed to better understand response bias. After the evaluation of the results we conclude that the psychosocial risk scale reported a satisfactory reliability and validity. In addition, it allowed a careful measurement of work related stress, considering both leader's and follower's perspectives.
Subject(s)
Stress, Psychological/epidemiology , Workplace/psychology , Adult , Female , Humans , Italy/epidemiology , Male , Occupational Health/statistics & numerical data , Surveys and QuestionnairesABSTRACT
La preocupación de las universidades por ofrecer una enseñan-za de calidad supone considerar todas las variables implicadas en el proceso enseñanza-aprendizaje. En este sentido, es importante la identificación de los obstáculos y facilitadores que los estudiantes encuentran en el cumplimiento de sus tareas y la relación de éstos con el bienestar psicológico y desempeño académico. Se realizó una investigación con 872 de estudiantes de la Universitat Jaume I, procedentes de 18 titulaciones, pertenecientes a los tres centros de esta Universidad. Los resultados obtenidos a través de un cuestionario de autoinforme y técnicas cualitativas (brainstorming y focus groups), muestran una relación positiva entre obstáculos en el estudio, burnout y propensión al abandono. Mientras que los facilitadores en el estudio se relacionan positivamente con el engagement, compromiso, autoeficacia, satisfacción y felicidad relacionada con los estudios. En cuanto al desempeño académico encontramos la existencia de círculos de espirales positi-vas y negativas en las relaciones entre éxito/fracaso pasado, bienestar/malestar psicológico y éxito/fracaso futuro, respectivamente. Por último, se proponen medidas de intervención de cara a reducir obstáculos y optimizar los facilitadores del proceso enseñanza-aprendizaje
The quality of the service in the learning process is an important goal of Universities. In this way, the identification of obstacles and facilitators of the learning process, as well as its relationship with subjective well-being and performance of students is a key topic. Current research was done among 872 University students from Universitat Jaume I (Spain) from 18 different academic specialities of the three University centres. Results from self-report questionnaire and qualitative techniques (brainstorming and focus groups), showed a positive relationship among academic obstacles, burnout and intention to leave. On the other hand, academic facilitators are positively related with engagement, commitment, self-efficacy, satisfaction and happiness. Regarding academic performance, we found gain and loss spirals among past success/failure, subjective (un/)well being, and future success/failure. Finally, we proposed different intervention measures in order to reduce academic obstacles and optimise facilitators among students
