Adaptación y validación del Inventario de Burnout de Maslach en profesionales argentinos de la salud mental / Adaptation and validation of the Maslach Burnout Inventory in Argentinian mental health professionals

Objetivo: el objetivo de este estudio instrumental fue adaptar la versión española del Inventario de Burnout de Maslach (MBI-HSS) en una muestra (n = 544) de psicólogos y psiquiatras argentinos de entre 23 y 71 años de edad. Métodos: para evaluar la estructura interna del instrumento se realizó un análisis factorial confirmatorio (AFC) por medio del método de estimación de Máxima Verosimilitud robusto. La consistencia interna se calculó mediante el coeficiente de confiabilidad compuesta (fc). Resultados: el modelo inicial mostró índices de ajuste aceptables (CFI = .87, TLI = .86; RMSEA = .06; SRMR = .07). Tras la eliminación del ítem 12 del análisis, el ajuste del modelo mejoró satisfactoriamente (CFI = .91, TLI = .90, RMSEA = .05, SRMR = .06) confirmándose la estructura trifactorial. El cálculo de consistencia interna arrojó valores considerados muy buenos (fc > .70). Conclusión: se concluye que el MBI-HSS es una escala fiable y válida para la evaluación del Burnout en psicólogos y psiquiatras argentinos. Se discuten los resultados y sus posibles implicaciones en futuras investigaciones.

Objective: The aim of this instrumental study was to adapt the Spanish version of the Maslach Burnout Inventory - Human Services Survey (MBI-HSS) in a sample (n = 544) of Argentinian psychologists and psychiatrists aged 23 to 71. Method: A confirmatory factor analysis (CFA) was conducted to evaluate the internal structure of the instrument using the robust maximum likelihood estimation. Additionally, the internal consistency was calculated using the composite reliability (CR) coefficient. Results: The original structure provided an acceptable ût to the data (CFI = .87, TLI = .86, RMSEA = .06, SRMR = .07). However, the three-factor model had a closer fit to the data after excluding item 12 from the analysis (CFI = .91, TLI = .90, RMSEA = .05, SRMR = .06). The internal consistency yielded very good values (CR > .70). Conclusion: It is concluded that the MBI-HSS is a reliable and valid scale to measure burnout in Argentinian psychologists and psychiatrists. The results and their possible implications for future investigations are discussed in this paper.

Desarrollo y validación del Test de Ansiedad Social para estudiantes universitarios (TAS-U) / Development and validation of the Social Anxiety Test in university students (SAT-U)

El estudio de la ansiedad social en estudiantes universitarios ha cobrado una especial relevancia considerando sus implicancias en el ajuste social y el bienestar psicológico de quienes la presentan. A pesar de ello, no existen instrumentos de evaluación que estén dirigidos específicamente a esta población, quienes cotidianamente se enfrentan a situaciones particulares que pueden ser potencialmente generadoras de ansiedad. Se presenta el Test de Ansiedad Social para estudiantes universitarios (TAS-U) aportando evidencias de validez y confiabilidad. Se diseñaron 68 ítems preliminares teniendo en cuenta literatura, escalas de antecedentes y consultas con expertos. Utilizando muestreo no probabilístico, se realizaron análisis factoriales exploratorios y confirmatorios de una muestra de estudiantes universitarios argentinos. Se obtuvo una escala final compuesta por 27 ítems distribuidos en cuatro factores (CFI = .95, TLI = .95, RMSEA = .063 y WRMR = 1.19). Sobre la consistencia interna de la escala, los coeficientes alfa de Cronbach y de fiabilidad compuesta fueron buenos y excelentes para cada factor. Las dimensiones son coincidentes con factores evidenciados en estudios de otras escalas similares y con postulados teóricos conceptuales sobre ansiedad social.

The study of social anxiety in college students has gained particular importance if we consider its role in their social adjustment and psychological well-being. Despite this, there are no assessment tools that are specifically aimed at this population, which face events that can potentially generate anxiety on a daily basis. The Social Anxiety Test for University students (SAT-U) is presented herein with evidence of validity and reliability. Sixty-eight (68) preliminary items were designed taking into account the current literature, previous scales and consultation with experts. By using a non-probabilistic sampling, exploratory and confirmatory factorial analyses were performed in a sample of Argentinian college students. A final scale was obtained with 27 items distributed in four factors (CFI = .95, TLI = .95, RMSEA = .063 and WRMR = 1.19). Regarding the internal consistency of the scale, Cronbach's alpha coefficients and the coefficient of composite reliability were good and excellent for each factor. The dimensions coincide with factors seen in studies with other similar scales, and with conceptual and theoretical postulates about social anxiety.

Emotional-evolutional model of social anxiety in university students

Studies of social anxiety in university students have become of particular importance given its disabling impact over social adjustment and psychological well-being. The present research had the objective of developing an explanatory model of this phenomenon with principles based on attachment theory and the theories of emotional regulation. We worked with a sample of 438 university students and structural equation modeling (SEM) was used for data analysis. We produced an explanatory model which presented appropriate adjustment indexes (CFI= .95; GFI= .95; RMSEA= .05). In this model, the predictive role of expectations of social rejection and the difficulties in emotion regulation in the aetiology of social anxiety are clear. These factors are in turn influenced by the fear of abandonment linked to internal working models of insecure attachment of development in early childhood. Significant differences were found in favour of women in percentages of variance explained in social anxiety and expectations of social rejection

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Social Skills Questionnaire for Argentinean College Students (SSQ-U) Development and Validation.

In this paper we present a new instrument called Social Skills Questionnaire for Argentinean College Students (SSQ-U). Based on the adapted version of the Social Skills Inventory - Del Prette (SSI-Del Prette) (Olaz, Medrano, Greco, & Del Prette, 2009), we wrote new items for the scale, and carried out psychometric analysis to assess the validity and reliability of the instrument. In the first study, we collected evidence based on test content through expert judges who evaluated the quality and the relevance of the items. In the second and third studies, we provided validity evidence based on the internal structure of the instrument using exploratory (n = 1067) and confirmatory (n = 661) factor analysis. Results suggested a five-factor structure consistent with the dimensions of social skills, as proposed by Kelly (2002). The fit indexes corresponding to the obtained model were adequate, and composite reliability coefficients of each factor were excellent (above .75). Finally, in the fourth study, we provided evidence of convergent and discriminant validity. The obtained results allow us to conclude that the SSQ-U is the first valid and reliable instrument for measuring social skills in Argentinean college students.

Un estudio comparativo sobre las habilidades sociales en estudiantes de Psicología / A Comparative Study on Social Skills in Students of Psychology

In the present study we investigated the Social skills repertoire of Psychology students of the Universidad Nacional de Córdoba, Argentina. Furthermore, we studied differences between first year students and students who were finalizing their careers (fifth year students). For this purpose, we applied the Social Skills Inventory (IHS-Of the Prette) to 200 psychology students, 100 of the first year and 100 of the fifth year, accidentally selected. We found statistical significant differences in Academic Social Skills (factor 5) favorable to first year. We also observed a great percentage of deficits in the social skills repertoire of the students, as much in the complete scale scores as in the specific skills that the instrument assesses. The percentage of déficits of the students of fifth year was superior. This would indicate that students next to finish their career do not have the necessary training in basic social skills. The results are discussed (AU)

El propósito de este trabajo fue conocer el repertorio de habilidades sociales en una muestra de estudiantes de Psicología, y comprobar si existen diferencias de acuerdo al año de cursado. La muestra estuvo formada por 200 alumnos de la carrera de psicología, 100 de primer año y 100 de quinto año seleccionados de forma accidental y se empleó el Inventario de Habilidades Sociales (IHS-Del Prette) adaptado a la población de referencia como técnica de recolección de datos. Se observaron diferencias estadísticamente significativas en el factor Habilidades Sociales Académicas (factor 5) del IHS, siendo la diferencia a favor de primer año. Se estudió además la prevalencia de déficits en estas habilidades, observándose un gran porcentaje de estudiantes con un repertorio deficitario, tanto en las dimensiones especificas que evalúa el instrumento como en la escala completa. Sumado a esto, el porcentaje de déficits de los alumnos de quinto año fue superior. Esto indicaría que los estudiantes próximos a egresar no cuentan con el entrenamiento necesario en habilidades sociales básicas para su desempeño. Se discuten los resultados (AU)

Autoeficacia y variables vocacionales / No disponible

En el presente trabajo se revisan las principales investigaciones realizadas acerca de las relaciones del constructo autoeficacia con otras variables de relevancia en la explicación del comportamiento vocacional. Todas las evidencias demuestran el poder predictivo de la variable autoeficacia con relación a rendimiento académico, persistencia y elección de carreras y cursos; asimismo se destaca el importante rol de la autoeficacia percibida como mediador cognitivo entre otros determinantes de competencia (tales como habilidades, intereses, expectativas de resultados y logros de ejecución anterior) y el rendimiento subsecuente (Pajares & Valiante, 1999). Estos hallazgos apoyan el importante rol mediacional de la autoeficacia demostrando la generalidad explicativa y predictiva de la teoría

This paper reviews major research on relationships between self efficacy construct and some career-relevant variables with regard to the explanation of career behaviour. There is an extensive evidence of the predictive power of self efficacy with respect to academic performance. Likewise, the relevant role of perceived self efficacy is highlighted as a cognitive mediator between other determinants of competence, including skills, interests, outcome expectations and achievement, and subsequent performance (Pajares & Valiente, 1999). Results support the relevant mediation role of self efficacy, therefore proving the explanatory and predictive capability of this theory