THE AIM OF THE STUDY WAS TO ANALYZE THE RELATIONSHIP AND PREDICTIVE CAPACITY OF EMOTIONAL INTELLIGENCE ON SCHOOL ANXIETY. THE PARTICIPANTS WERE 2,670 CHILEAN STUDENTS OF SECONDARY EDUCATION AGED BETWEEN 13 AND 17 YEARS OLD (M = 15,50; SD = 1,12), 55.2% GIRLS AND 44.8% BOYS. THE ASSESSMENT WAS CARRIED OUT WITH THE SCHOOL ANXIETY INVENTORY (IAES) AND THE TRAIT META-MOOD SCALE (TMMS-24). THE RESULTS CONFIRM THE RELATIONSHIP AND PREDICTIVE CAPACITY OF EMOTIONAL INTELLIGENCE ON SCHOOL ANXIETY IN ADOLESCENCE.

EMOTIONS PLAY AN IMPORTANT ROLE IN PROMOTING MENTAL HEALTH. HEY ARE DEINED AS REACTIONS OR RESPONSES THAT PEOPLE MANIFEST TO EXTERNAL OR INTERNAL SITUATIONS. FOR THIS REASON, THIS STUDY SEEKS TO EVALUATE THE LEVELS OF EMOTIONAL DEVELOPMENT AND THE COMPONENTS RELATED TO MENTAL HEALTH IN HIGH SCHOOL STUDENTS IN THE ÑUBLE REGION, CHILE. HE STUDY HAS A QUANTITATIVE APPROACH WITH A TRANSACTIONAL DESIGN. HE PURPOSE OF THIS IS TO COLLECT INFORMATION IN A SINGLE MOMENT AND WITH A DESCRIPTIVE SCOPE. HE PARTICIPANTS WERE 1250 HIGH SCHOOL STUDENTS FROM URBAN AND RURALCOMMUNITIES IN THE ÑUBLE REGION, WHOSE SOCIOECONOMIC LEVEL IS MEDIUM-LOW. TO MEASURE EMOTIONAL AWARENESS, THE EDUCATIONAL PRACTICE AND EMOTIONAL DEVELOPMENT TEST (PEYDE) WAS USED, AS WELL AS THE DEPRESSION, ANXIETY AND STRESS SCALE (DAAS-21), WHICH EVALUATED THESE VARIABLES. HE RESULTS SHOW THAT THE """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""EMOTIONAL AWARENESS"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" VARIABLE REVEALS A MEAN THAT IS VERY CLOSE TO THE ARITHMETIC AVERAGE OF THE SCALE (M=16.8; SD= 5.1). HIS MAY INDICATE A MEDIUM DEVELOPMENT OF THIS SKILL. ON THE OTHER HAND, THE VARIABLES OF DEPRESSION, ANXIETY AND STRESS PRESENT SCORES BELOW THE MEAN, WHICH WOULD INDICATE A POSITIVE DEVELOPMENT OF MENTAL HEALTH IN THIS SAMPLE SINCE IT REPRESENTS A LOW PERCEPTION OF APPEARANCE IN EVERYDAY AND SCHOOL SITUATIONS. HESE RESULTS INDICATE THAT STUDENTS SELF-PERCEPTION IS MODERATE, AND IT IS BELIEVED THAT IT COULD BE BETTER ENHANCED IF A FORMAL AND SYSTEMATIC EDUCATIONAL PROCESS WERE TO TAKE PLACE.

ANGER AND ANXIETY ARE RELATED THROUGH THE UNDERLYING BIOLOGICAL VULNERABILITY IN BOTH CONSTRUCTS, BECAUSE INDIVIDUALS REACT FACING TO A THREAT WITH ANGER OR ANXIETY. BUT, HAS THE ANGER THE ABILITY TO PREDICT ANXIETY? IN THIS STUDY WE HAVE PROPOSED TO ANALYZE THE PREDICTIVE ABILITY OF ANGER ON SCHOOL ANXIETY IN A SAMPLE OF 1131 CHILEAN STUDENTS SECONDARY EDUCATION, 560 BOYS AND 571 GIRLS (49.51% AND 51.49%, RESPECTIVELY) BETWEEN 13 TO 18 YEARS (M = 15.30; SD = 1.10). THE ANGER EXPRESSION WAS MEASURED BY THE STATE-TRAIT ANGER EXPRESSION INVENTORY FOR CHILDREN AND ADOLESCENTS (STAXI-NA) AND SCHOOL ANXIETY WITH ANXIETY INVENTORY SCHOOL (IAES). THE LOGISTIC REGRESSION ANALYSIS REVEALED THAT HIGH SCORES ON FEELINGS OF ANGER, ANGER TEMPERAMENT, INTERNAL EXPRESSION OF ANGER, RAGE AND ANGER-STATE-TRAIT PREDICT HIGH ANXIETY. THESE RESULTS SUGGEST THE NEED TO DESIGN AND DEVELOP EDUCATIONAL PROGRAMS THAT HELP STUDENTS TO DIRECT THE ANGER EXPRESSION AND DECREASE SCHOOL ANXIETY LEVELS.

THE PRESENT STUDY SEEKS TO VALIDATE A CHILEAN ADAPTATION OF THE CAPS SCALE, OF SPANISH ORIGIN, IN CHILEAN PRIMARY SCHOOL STUDENTS, THROUGH THE ANALYSIS OF PSYCHOMETRIC CHARACTERISTICS. THE PARTICIPANTS WERE 1195 CHILEAN STUDENTS BETWEEN THE AGES OF 10 AND 17 YEARS OLD (M = 12.5; D.E. = 1.38); THE INSTRUMENT USED WAS THE CHILD-ADOLESCENT PERFECTIONISM SCALE (CAPS). THE DIMENSIONALITY, RELIABILITY, AND FREQUENCY RANGES OF THE TEST WERE ANALYZED IN THE SAMPLE. THE RESULTS GIVE AN ACCOUNT OF THREE DIMENSIONS, WITH A HIGH GENERAL RELIABILITY LEVEL OF .89, ACCORDING CRONBACH'S ALPHA; AND AN ADEQUATE LEVEL IN ITS DIMENSIONS, ALPHA VALUES BETWEEN .722 AND .794. IT IS ALSO OBSERVED IN THE SAMPLE THAT THE EFFORT-ORIENTED PERFECTIONISM (EOP) IS THE CHARACTERISTIC WITH THE HIGHEST SCORE, WHILE THE SOCIALLY PRESCRIBED PERFECTIONISM (SPP) CHARACTERISTIC THE LOWEST. IT IS CONCLUDED THAT THE INSTRUMENT HAS ADEQUATE PSYCHOMETRIC CHARACTERISTICS, AND THAT THE SOCIALLY PRESCRIBED PERFECTIONISM, A NEGATIVE FEATURE OF THE PHENOMENON, ACCORDING TO WHAT IS OBSERVED, IS LESS DEVELOPED IN THE PARTICIPATING GROUP, WHICH WOULD STRENGTHEN SOCIO-EMOTIONAL DEVELOPMENT.

THE OBJECTIVE OF THIS RESEARCH WAS CHARACTERIZE THE EMOTIONAL COMPETENCIES OF STUDENTS AT A UNIVERSITY IN SOUTH-CENTRAL CHILE. FOR THIS PURPOSE, A QUANTITATIVE RESEARCH WAS CARRIED OUT, WHOSE DATA WERE OBTAINED DURING THE YEAR 2023 IN A POPULATION OF CHILEAN UNIVERSITY STUDENTS. THE NON-PROBABILISTIC SAMPLE CONSISTED OF 613 STUDENTS FROM DIFFERENT CAREERS OF A HIGHER EDUCATION INSTITUTION IN THE CENTER-SOUTH OF CHILE. THE RESULTS SHOW THAT IN THE EMOTIONAL AWARENESS DIMENSION THE AVERAGES ARE CLOSE TO 3.8 POINTS, IN THE REGULAR CATEGORY. IN THE DISCIPLINARY AREA OF SOCIAL SCIENCES, THE EMOTIONAL REGULATION DIMENSION IS THE ONE THAT OBTAINS THE LOWEST AVERAGE, WITH STATISTICALLY SIGNIFICANT DIFFERENCES ( P = 0.001), WITH RESPECT TO THE DISCIPLINARY AREAS OF EDUCATION AND HEALTH. AS FOR THE DIMENSIONS OF EMOTIONAL AUTONOMY AND SOCIAL COMPETENCE, THEY HAVE A BEHAVIOR QUITE CLOSE TO THE HIGHEST SCORES OF THE INSTRUMENT, WITHOUT SIGNIFICANT DIFFERENCES BETWEEN THE DISCIPLINARY AREAS, WHICH IS POSITIVE SINCE ACCORDING TO THESE FINDINGS, STUDENTS WOULD BE ABLE TO BE GUIDED BY THEIR OWN NORMS AND ESTABLISH ADEQUATE AND HEALTHY SOCIAL RELATIONSHIPS. THE HIGHEST SCORES ARE IN THE DIMENSIONS OF EMOTIONAL AUTONOMY AND SOCIAL COMPETENCE, WHICH WOULD IMPLY THAT THE STUDENTS HAVE GREATER COMPETENCIES TO FEND FOR THEMSELVES AND TO RELATE TO THEIR SOCIAL GROUPS. IN CONTRAST, THE DIMENSION LEAST DEVELOPED BY THE STUDENTS IS EMOTIONAL REGULATION, ALTHOUGH THEIR AVERAGE SCORES ARE IN THE REGULAR CATEGORY, WHICH GROUPS 60% OF THE CASES, WHICH MEANS THAT THERE IS A PENDING CHALLENGE FOR THE OPTIMAL DEVELOPMENT OF THIS DIMENSION IN UNIVERSITY EDUCATION.

THE PRESENT STUDY HAD A DUAL OBJECTIVE: TO VERIFY THE EXISTENCE OF PROFILES OF ANXIOUS STUDENTS AND TO RELATE THE POSSIBLE PROFILES WITH CAUSAL SELF-ATTRIBUTIONS IN THE AREA OF MATHEMATICS. THE SAMPLE CONSISTED OF 1,730 CHILEAN CHILDREN FROM 9 TO 11?YEARS OLD (M?=?10.05; SD?=?1.03). THE VISUAL ANALOG SCALE FOR ANXIETY-REVISED AND THE SYDNEY ATTRIBUTION SCALE WERE ADMINISTERED. FOUR PROFILES WERE FOUND BY USING THE LATENT CLASS ANALYSIS: LOW ANXIETY, MODERATE ANXIETY, MODERATE ANXIETY SCHOOL-TYPE AND HIGH ANXIETY. THE HIGH ANXIETY PROFILE TENDED TO ATTRIBUTE ITS FAILURES MORE TO ABILITY AND EFFORT. HOWEVER, THE MODERATE ANXIETY SCHOOL-TYPE GROUP SHOWED A GREATER TENDENCY TO ATTRIBUTE ITS FAILURES TO EXTERNAL CAUSES AND ITS SUCCESSES TO EFFORT. THE PRACTICAL IMPLICATIONS OF THESE FINDINGS FOR IMPROVING THE ATTRIBUTIONAL STYLE AND THE ANXIETY LEVELS OF EACH PROFILE ARE DISCUSSED.

EN EL CONTEXTO DE LA FORMACIÓN DEL PROFESORADO, EL DESARROLLO DE COMPETENCIAS EMOCIONALES RESULTAN IMPORTANTES, SOBRE TODO POR EL AUMENTO DE PROBLEMÁTICAS ASOCIADAS A LA CONVIVENCIA ESCOLAR Y A LA SALUD MENTAL DE LA POBLACIÓN EN GENERAL. EL OBJETIVO DEL ESTUDIO HA SIDO DESCRIBIR NIVELES DE LOGRO DE COMPETENCIAS EMOCIONALES EN ESTUDIANTES DE FORMACIÓN INICIAL DOCENTE DE CHILE, COLOMBIA Y ARGENTINA. EL ESTUDIO SE ENMARCA EN UN DISEÑO METODOLÓGICO CUANTITATIVO DE CORTE DESCRIPTIVO. LOS PARTICIPANTES SON 626 ESTUDIANTES DE TRES UNIVERSIDADES, UNA CHILENA (N = 241), UNA ARGENTINA (N = 201) Y UNA COLOMBIANA (N = 184), CON EDADES COMPRENDIDAS ENTRE 18 Y 60 AÑOS (M = 21.3, DE = 4.6), 498 MUJERES Y 128 HOMBRES (79.7 % Y 20.30 %). EL INSTRUMENTO HA SIDO EL INVENTARIO DE COMPETENCIAS EMOCIONALES PARA ADULTOS ICEA, QUE MIDE EL NIVEL DE LOGRO DE CINCO COMPETENCIAS (CONCIENCIA EMOCIONAL, REGULACIÓN EMOCIONAL, AUTONOMÍA EMOCIONAL, COMPETENCIA SOCIAL Y COMPETENCIAS PARA LA VIDA Y EL BIENESTAR). LOS RESULTADOS MUESTRAN PUNTUACIONES DE MODERADAS A ÓPTIMAS EN TODOS LOS GRUPOS DE ESTUDIANTES, ASÍ COMO DIFERENCIAS ESTADÍSTICAMENTE SIGNIFICATIVAS EN CONCIENCIA EMOCIONAL A FAVOR DE LA MUESTRA ARGENTINA, EN COMPETENCIA SOCIAL A FAVOR DEL ESTUDIANTADO CHILENO Y EN COMPETENCIAS PARA LA VIDA Y EL BIENESTAR, A FAVOR DE LAS MUESTRAS COLOMBIANA Y ARGENTINA. A PARTIR DE ESTOS RESULTADOS, ES POSIBLE INDICAR QUE EXISTE UN BUEN PUNTO DE PARTIDA PARA EL DESARROLLO DE COMPETENCIAS EMOCIONALES EN LOS TRES GRUPOS EVALUADOS Y CLARIDAD ACERCA DE LAS DIMENSIONES MÁS FORTALECIDAS SOBRE LAS CUALES SUSTENTAR UN PROCESO DE EDUCACIÓN EMOCIONAL.

LA PANDEMIA POR COVID-19 Y EL CONTEXTO DE EMERGENCIA SOCIO-SANITARIA TRAJO CONSIGO, ENTRE OTRAS COSAS, LA OPORTUNIDAD DE VISIBILIZAR LOS CAMBIOS REQUERIDOS POR EL SISTEMA FORMATIVO Y PROFESIONAL QUE DEMANDA AL COLECTIVO DE TRABAJO SOCIAL: REINVENTARSE PARA LLEVAR A CABO NUEVAS FORMAS DE AYUDA E INTERVENCIO N SOCIAL EN CRISIS. LO ANTERIOR IMPLICA DESPLEGAR TODO SU POTENCIAL PARA OFRECER RECURSOS DE APOYO EMOCIONAL EN SITUACIONES DE DISTANCIAMIENTO FÍ SICO-SOCIAL BAJO MODALIDAD DE TELETRABAJO, EN ESTADO DE CONFINAMIENTO O DE REGRESO A LA NUEVA NORMALIDAD. TODOS ESTOS HECHOS HAN IDO GENERANDO DESGASTE Y AGOTAMIENTO EMOCIONAL, TANTO EN ESTE GRUPO PROFESIONAL COMO EN LA POBLACIO N ESTUDIANTIL EN FORMACIO N. EL OBJETIVO DE ESTE TRABAJO ES RELEVAR LA IMPORTANCIA QUE TIENE LA EDUCACIO N EMOCIONAL Y LA FORMACIO N DE COMPETENCIAS EMOCIONALES QUE FORTALEZCAN EL DESEMPEN O PROFESIONAL DE FUTURAS PERSONAS TRABAJADORAS SOCIALES, NO SOLO EN UN CONTEXTO EXCEPCIONAL SINO EN CUALQUIER SITUACIO N COTIDIANA QUE REQUIERA DE SU ATENCIO N O INTERVENCIO N. EL PRINCIPAL MOTIVO ES, SOBRE TODO, PORQUE LAS COMPETENCIAS EMOCIONALES TIENEN DIRECTA RELACIO N CON LAS HABILIDADES SOCIALES Y COGNITIVAS, CON EL LOGRO DE LOS APRENDIZAJES Y CON LOS RESULTADOS LABORALES. COMO PRINCIPAL RESULTADO SE EVIDENCIA LA NECESIDAD DE IMPLEMENTAR PROGRAMAS FORMATIVOS QUE PROMUEVAN EL DESARROLLO DE COMPETENCIAS EMOCIONALES A PARTIR DE UN DIAGNO STICO CLARO QUE PERMITA......

LA VOCACIÓN DOCENTE ES UN FACTOR IMPORTANTE EN LAS COMPETENCIAS DE EGRESO DE CARRERAS DE PEDAGOGÍA EN CHILE, AUNQUE SE ENCUENTRAN POCAS INVESTIGACIONES QUE ABORDEN ESTA TEMÁTICA. EL OBJETIVO DE ESTA INVESTIGACIÓN FUE CONSTRUIR Y ANALIZAR LAS PROPIEDADES PSICOMÉTRICAS DE UN INSTRUMENTO DE VOCACIÓN DOCENTE EN ESTUDIANTES DE PEDAGOGÍA. EL INSTRUMENTO SE CONSTRUYÓ MEDIANTE REVISIÓN DE LITERATURA, EVALUACIÓN DE CONTENIDO EN BASE A JUECES, Y NIVELES DE VALIDACIÓN INTERNA A PARTIR DE UN ESTUDIO INSTRUMENTAL. EL CUESTIONARIO DE VOCACIÓN DOCENTE PARA ESTUDIAN- TES (CVD-E) QUEDÓ CONFORMADO POR 37 ÍTEMS DISTRIBUIDOS EN 6 FACTORES QUE MIDEN INTERÉS POR LA ENSEÑANZA, MOTIVACIÓN DE LOGRO ACADÉMICO, AUTODETERMINACIÓN, MOTIVACIÓN INTRÍNSECA, INTERÉS DISCIPLINARIO Y UNA ESCALA DE MENTIRAS. EN EL ESTUDIO PILOTO PARTICIPARON 209 ESTUDIANTES DE PEDAGOGÍA DE LA UNIVERSIDAD DEL BÍO-BÍO, CHILE, 86% MUJERES Y 14% HOMBRES, CON EDADES ENTRE 19 Y 29 AÑOS. LOS ANÁLISIS ESTADÍSTICOS INDICAN BUEN NIVEL DE CONFIABILIDAD GLOBAL (?=.833) ASÍ COMO DE SUS FACTORES (CRONBACH ENTRE .419 Y .799). SE PRESENTA UN NIVEL DE CORRELACIÓN SIGNIFICATIVA ENTRE EL INSTRUMENTO GLOBAL Y LOS FACTORES (PEARSON ENTRE .539 Y .760, SIGNIFICATIVAS P> .001). SE CONCLUYE QUE EL INSTRUMENTO ES CONFIABLE PARA EVALUAR EL CONSTRUCTO VOCACIÓN DOCENTE EN ESTUDIANTES CHILENOS DE PEDAGOGÍA.

SE PRESENTA UN ESTUDIO SOBRE CREENCIAS EN ESTUDIANTES DE PSICOLOGÍA DE SEIS UNIVERSIDADES CHILENAS, SOBRE TECNOLOGÍAS DE INFORMACIÓN Y COMUNICACIÓN (TIC); SE CONSIDERAN METAS EN LAS CREENCIAS, VALORADAS COMO MEDIOS O COMO FINES. SE EMPLEÓ UN ESTUDIO CUALITATIVO, DONDE PARTICIPARON 76 ESTUDIANTES DE PSICOLOGÍA, DE INSTITUCIONES PÚBLICAS Y PRIVADAS. PARA CONFIGURAR LAS CREENCIAS, SE APLICÓ UNA MATRIZ IDEOGRÁFICA QUE REGISTRÓ OPINIONES SOBRE LA RELACIÓN ENTRE INFORMÁTICA Y PSICOLOGÍA, CON UNA JUSTIFICACIÓN DE ESA RAZÓN. EL ANÁLISIS CONSISTIÓ EN UNA PRIMERA ETAPA DE CONSTRUCCIÓN DE CATEGORÍAS, MEDIANTE CODIFICACIÓN ABIERTA; EN LA SEGUNDA ETAPA SE REALIZÓ EL LEVANTAMIENTO DE LA ESTRUCTURA DE LAS METAS, A TRAVÉS DE ANÁLISIS DE MENCIONES DE VÍNCULOS ENTRE CATEGORÍAS, QUE CORRESPONDERÍA AL MODELO DE CREENCIAS RESPECTO A LAS TIC. LOS RESULTADOS EVIDENCIAN SIETE CATEGORÍAS, DESTACANDO COMO BASE PARA EL USO DE TIC, LA DENOMINADA COMODIDAD Y RAPIDEZ, ASÍ COMO UNA META DE FINALIDAD DENOMINADA APOYO EN TAREAS PSICOLÓGICAS, QUE ES ADEMÁS, LA VALORADA MÁS ABSTRACTAMENTE. SE CONCLUYE QUE LOS ESTUDIANTES POSEEN UNA REPRESENTACIÓN INSTRUMENTAL DE LAS TIC, SOLO COMO MEDIO DE APOYO A LAS ACTIVIDADES PSICOLÓGICAS, LA QUE ES ACEPTADA Y VALORADA SOCIALMENTE, OBSTACULIZANDO SU INCLUSIÓN EN LA PSICOLOGÍA COMO ÁREA DE DESARROLLO E INVESTIGACIÓN.

ACADEMIC MOTIVATION IN TEACHING AND LEARNING PROCESSES, BOTH IN GENERAL AND IN PARTICULAR IN HIGHER EDUCATION, HAS BEEN OF GREAT INTEREST IN EDUCATIONAL RESEARCH, SINCE IT IS THE BASIS OF ACADEMIC SUCCESS. IN THIS WORK, THE MODEL EXPECTATIONS-VALUE OF ACHIEVEMENT MOTIVATION HAS BEEN CONSIDERED, WHICH USES A SOCIO-COGNITIVE PERSPECTIVE TO DESIGN AN INVENTORY THAT ALLOWS MEASURING THE MOTIVATION FOR ACADEMIC ACHIEVEMENT IN HIGHER EDUCATION. WITH THIS OBJECTIVE, THE MOTIVATIONAL INVENTORY OF ACADEMIC ACHIEVEMENT (IMLA) IS CREATED, SUPPORTED BY A RIGOROUS METHODOLOGICAL PROCESS IN ORDER TO MAKE THIS INSTRUMENT RELIABLE AND VALID. THE PSYCHOMETRIC PROPERTIES OF THE IMLA WERE DETERMINED FROM THE ANALYSIS OF CONTENT VALIDITY,RELIABILITY AND CONSTRUCT IN A SAMPLE OF 464 HIGHER EDUCATION STUDENTS FROM A CHILEAN AND A SPANISH UNIVERSITY. THE RESULTS INDICATE THAT THE IMLA HAS 9 FACTORS THAT EXPLAIN 64.11% OF THE TOTAL VARIANCE AND A CRONBACH'S ALPHA OF .913, A RATING CONSIDERED HIGH ACCORDING TO THE REQUIREMENTS OF A MEASUREMENT INSTRUMENT. IN THIS WAY, THIS STUDY CONTRIBUTES WITH THE CREATION OF A TOOL THAT INTEGRATES IMPORTANT MOTIVATIONAL ASPECTS FOCUSED ON INTERNAL COGNITIVE BELIEFS, BASED ON EXPECTATIONS AND THE VALUE OF THE TASK, AS WELL AS INCORPORATING THE ASSESSMENT OF THE ENVIRONMENT, FOR WHICH REASON IT IS ESTIMATED. THAT THE IMLA IS AN INSTRUMENT WITH A HIGH POTENTIAL FOR THE EDUCATIONAL AND SCIENTIFIC FIELD.