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Copyright of Gaceta Médica de Caracas is the property of Academia Nacional de Medicina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Self-control, a pivotal determinant in the regulation of human behavior, has consistently demonstrated a strong association with a plethora of advantages, particularly notable in the context of academic accomplishments. This scholarly article presents a comprehensive literature review that delves deeply into the multifaceted construct of self-control, shedding light on its intricate psychological underpinnings. Furthermore, it offers an extensive descriptive study with the principal objective of scrutinizing the interrelationship between self-control and academic performance, as assessed by academic grades, within a carefully selected sample of 161 students pursuing degrees in business engineering. The evaluation hinges on the deployment of the Abbreviated Self-Control Scale. The research findings divulge a moderately robust and positively significant correlation between these key variables, characterized by a Spearman's rs coefficient of 0.317, signifying statistical significance at a 99% confidence level. These outcomes undeniably substantiate a meaningful connection between self-control and academic performance, thereby contributing to an enhanced understanding of the profound impact of self-control on academic success. This study constitutes a valuable addition to the existing body of knowledge and paves the way for future research endeavors within this domain. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En el presente trabajo de investigación se estudió la relación entre las estrategias de aprendizaje y la motivación para estudiar con el autoconcepto en los estudiantes de Medicina, de una universidad de Manizales. Se trabajó con 349 estudiantes a quienes se les aplicaron la escala de autoconcepto (AF5) y el cuestionario de motivación y estrategias de aprendizaje (CMEA). Los resultados mostraron correlación directamente proporcional entre la motivación y el autoconcepto. En la escala de motivación, los mayores puntajes promedios obtenidos fueron en autoeficacia para el aprendizaje (5,5), la orientación a metas extrínsecas (5,3) y la orientación a metas intrínsecas (5,4). Se destaca el autoconcepto académico y familiar y físico, mientras que el autoconcepto emocional tuvo puntajes bajos, con correlación inversa entre ansiedad para los exámenes y autoeficacia en el aprendizaje. Así mismo, se encontró un peso significativamente menor en el autoconcepto social para las mujeres, en comparación con los hombres. Se evidencia la importancia de la motivación extrínseca e intrínseca, así como un favorable autoconcepto académico y, de otra parte, se infiere una probable influencia desfavorable del componente emocional, principalmente de la ansiedad ante los exámenes y la creencia de autocontrol.

Copyright of Revista Interamericana de Psicología is the property of Sociedad Interamericana de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El uso desmedido de las tecnologías por parte de los menores de edad puede acarrear consecuencias negativas. Este estudio, con una muestra de 158 adolescentes de educación secundaria obligatoria, analizó la influencia de las redes sociales en sus habilidades interpersonales, autoestima y autocontrol. A través de una investigación cuantitativa descriptivo-correlacional, se aplicó un cuestionario de 55 ítems. Se utilizó el coeficiente de correlación de Spearman, las pruebas U de Mann-Whitney y H de Kruskal-Wallis, y análisis de contenido para las preguntas de respuesta abierta. Casi el 40% de los adolescentes no se sentía cómodo hablando en público. 6 de cada 10 se percibían inútiles en ocasiones y dedicarían más tiempo al estudio si no estuvieran conectados a internet. El 70% reconoció problemas de concentración. Las redes sociales fueron más usadas por mujeres, principalmente TikTok, Instagram y WhatsApp, y prioritariamente con finalidades comunicativas, de entretenimiento y diversión. Se encontró una relación significativa entre el uso de redes sociales y el autocontrol. Si bien no se detectaron niveles graves de dependencia, sí se identificaron problemas de autocontrol en los jóvenes. Se recomienda implementar programas para prevenir la adicción al mundo virtual y fomentar un uso responsable de las tecnologías.

El éxito de los nuevos procesos de enseñanza-aprendizaje incluye la adquisición de habilidades de regulación emocional efectivas y, como consecuencia, un desarrollo social y emocional saludable. Sin embargo, en los últimos años ha habido un aumento de síntomas emocionales y conductuales, clínicos y subclínicos, entre los estudiantes (hombres y mujeres) que afectan directamente al clima emocional del aula. Los videojuegos pueden ser un vehículo accesible para que el alumnado aprenda a controlar y gestionar sus emociones superando barreras reconocidas en los programas de prevención e intervención tradicionales, como la falta de motivación y compromiso. El objetivo de esta revisión es analizar el nivel de eficacia, factibilidad y aceptabilidad de los videojuegos diseñados para entrenar habilidades de regulación emocional en niños y adolescentes de 6 a 18 años, en muestras clasificadas como población universal, en riesgo y diagnosticadas. Para ello se utilizaron las bases de datos Scopus, Web of Science, PubMed, ERIC, IEEE Xplore y ACM Digital Library, se siguieron las pautas de la declaración PRISMA y se calcularon tamaños de efecto estandarizados (g de Hedge). Los resultados muestran que los videojuegos pueden ser efectivos en el aprendizaje de estrategias de regulación emocional y en la reducción de síntomas relacionados con la depresión, la ansiedad y la falta del control de impulsos. Si bien esto no siempre implica un cambio clínicamente significativo, sugiere que estos videojuegos pueden ser valiosos en el contexto escolar como acción preventiva y como apoyo a niños y adolescentes diagnosticados.

Este artículo tiene como propósito analizar la apreciación de la autoevaluación por parte de los docentes y su relación con los procesos de autorregulación de los estudiantes. La metodología abordada es diseño no experimental, con enfoque mixto y nivel descriptivo correlacional, se utiliza un método sintético analítico, con una técnica de encuesta y revisión de avances en el campo de la evaluación formativa en cinco instituciones educativas de sexto grado de educación media ubicadas en las ciudades de Pasto, Manizales, Bogotá, Villavicencio y el municipio de Talaigua Nuevo (Bolívar) en el año escolar 2023. Los resultados indican que los docentes tienen un conocimiento limitado sobre métodos de evaluación, los estudiantes carecen de conciencia sobre autorregulación y no hay incentivos para la autoevaluación. Se concluye que es esencial trabajar en aula para mejorar la comprensión y aplicación periódica de la autoevaluación y autorregulación, estableciendo criterios claros y consensuados.

Adolescence is a sensitive period for the neurodevelopment of social cognition (SC), and adverse childhood experiences (ACE) can alter these processes. This study investigated the relationship between ACE and SC in 157 adolescents (66 females, 54 males) from a school in Bogota. The level of EAN was assessed through the Adverse Childhood Experiences Scale. SC was assessed with mentalization, morality and self-control tasks. In addition, behavioral problems were probed with a scale based on DSM IV-R criteria. The accumulation of ACE was related to alterations in SC in a sex-dependent manner. Specifically: (a) women with high ACEs presented lower accuracy in mental inferences and instrumental moral decisions; (b) men under similar conditions presented self-control problems; (c) exposure to armed conflict correlated with higher latency in moral decisions; and (d) men with ACE accumulation, moral decisions based on immediate rewards and low self-control showed more externalizing behaviors. The social implications of these findings for the design of evidence-based, sectorized psychosocial interventions are discussed. [ABSTRACT FROM AUTHOR]

Fundamento: en diversas enfermedades crónicas, el apoyo social puede influir significativamente en la adhesión al tratamiento, la gestión de la enfermedad y el bienestar emocional. Objetivo: analizar la relación entre el apoyo social percibido y la eficacia de la autogestión del tratamiento de la diabetes en jóvenes. Método: se llevó a cabo un estudio descriptivo, correlacional de corte transversal en dos clínicas de diabetes del norte y centro de la ciudad en el período de febrero a abril de 2023. Se realizó un muestreo selectivo. El estudio comprendió la evaluación de un grupo de 100 jóvenes diabéticos de 16 a 18 años. La técnica empleada para la recopilación de los datos fue la encuesta. Se utilizaron el Cuestionario de Apoyo Social y el Cuestionario de Autogestión de la Diabetes para caracterizar la muestra. Se realizaron pruebas cuantitativas para la medición de la hemoglobina glucosilada como indicador médico. Los resultados se analizaron estadísticamente mediante pruebas no paramétricas y análisis de varianza con el paquete estadístico SPSS 25.0. Resultados: el análisis de los resultados de las pruebas no reveló diferencias significativas en el apoyo social entre los pacientes con alto y bajo autocontrol. Los pacientes con mal resultado del tratamiento percibieron menos red de apoyo social, pero estaban más satisfechos que los pacientes con buen control de la diabetes, además, la duración de la morbilidad de la diabetes fue moderada y negativamente correlacionada con la red de apoyo y el grado de satisfacción con la ayuda recibida. Conclusiones: aunque se esperaba que los pacientes con malos resultados terapéuticos recibieran menos apoyo, los resultados mostraron que ambos grupos recibían la misma cantidad de apoyo y estaban igualmente satisfechos con él.

El balonmano es algo más que ejecución. La percepción y la decisión le otorgan la condición de deporte complejo. Proponer entrenamientos en condiciones complejas y lo más parecidos a los partidos será una obligación del entrenador, así como diseñarlos bajo esas circunstancias. La concentración o atención ejecutiva permite a los jugadores focalizar de modo interno o externo su percepción. Un jugador en formación o uno experto no lo hacen de la misma manera. Es conveniente tener presente los dos modos de pensamiento: el sistema 1 o “sistema automático” y el sistema 2 o “sistema esforzado”. Asimismo, para el desarrollo de balonmanistas jóvenes, la dualidad entre “cantidad” y “calidad” de la información deberá estar presente. Además, la variabilidad y la impredecibilidad de las acciones aumentan la experiencia y facilitan la decisión. El error y el autocontrol completan, enriquecen y dinamizan el proceso de toma de decisión del jugador y son elementos que el entrenador debe regular. El trabajo finaliza con una propuesta para la construcción de ejercicios de entrenamiento, mostrando los elementos básicos en el diseño de tareas, con sus variantes temporales, espaciales y grupales y haciendo hincapié en las herramientas del autocontrol y del error.

La adolescencia es un periodo sensible para el neurodesarrollo de la cognición social (CS) y experiencias adversas en la niñez (EAN) pueden alterarlo. Este estudio indagó sobre la relación entre EAN y la CS en 157 adolescentes (66 mujeres, 54 hombres) de una escuela de Bogotá. El nivel de EAN fue valorado a través de la Escala de experiencias adversas durante la niñez. La CS se evaluó con tareas de mentalización, moralidad y autocontrol. Además, se indagaron problemas de conducta con una escala basada en criterios DSM IV-R. La acumulación de EAN se relacionó con alteraciones en la CS de una forma dependiente del sexo. Puntualmente: (a) mujeres con altos EAN presentan menor precisión en inferencias mentales y decisiones morales instrumentales; (b) hombres bajo condiciones similares presentan problemas de autocontrol; (c) la exposición al conflicto armado correlacionó con mayor latencia en las decisiones morales; y (d) hombres con acumulación de EAN, decisiones morales basadas en recompensas inmediatas y bajo autocontrol muestran más conductas externalizantes. Se discuten las implicancias sociales de estos resultados en el diseño de intervenciones psicosociales sectorizadas y basadas en evidencias.

Copyright of Ingeniería Solidaria is the property of Universidad Cooperativa de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes and compares the levels of self-control and impulsivity, key aspects of self-regulation, in three age groups to evaluate possible differences due to age; and at two times: September 2019 (n=190), a normal period, and September 2020 (n=199), a period with lockdown during the pandemic. It was found that self-control increases, and impulsivity decreases with increasing age. Also, improvidence impulsivity was higher during the pandemic, while compulsive urgency and self-control were lower than in 2019. In short, age is a relevant factor in explaining differences in self-regulation, and the COVID-19 restrictions led to a depletion of self-control and greater impulsivity in times of stress. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Ciencias Sociales is the property of Fondo Editorial Fundacion Universitaria Luis Amigo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Psychological time is an essential aspect of humans. Two of the most important notions of subjective temporality are time perspective and temporal focus. Time perspective is a process by which the flow of personal and social experiences are framed in five different temporal categories: past negative, past positive, present hedonistic, present fatalistic and future. Temporal focus refers to the attention people devote to thinking about the past, present, and future. Previous research shows there is a strong relation between psychological time and self-regulatory processes, specifically self-control and impulsivity. Self-control is the ability to inhibit impulsive behaviors or reactions that can keep the person from pursuing the proposed goals. On the other hand, impulsivity refers to a short attention span and a tendency to engage in risky behaviors, and to prefer immediate rewards. Both subjective temporality and self-regulatory processes influence behaviors and psychological states such as psychological distress. In particular, the objective of this study was to find out if subjective temporality --time perspective and temporal focus-- and self-control and impulsivity have repercussions on psychological distress, particularly during the COVID-19 pandemic, in an Argentinian sample. The theoretical conjecture is that subjective temporality is closely linked to self-regulation, which influences the development of impulsivity and self-control, and impacts psychological distress. A quantitative, non-experimental, and cross-sectional empirical study was carried out (N = 279; 78 % women; ME = 30.14 years old; SD = 11.21). Firstly, the results of the correlational analysis showed significant relations between the variables. Then, to facilitate further analyses, an index variable of self-control was created, which included the scores of self-control and three dimensions of impulsivity. An optimal parallel analysis was performed. It indicated the existence of a single dimension. Then a semi-confirmatory factor analysis was ran, which showed acceptable results (KMO = .68; X² (6) = 198.8, p < .001; GFI = .99; RMSR = 0.03). Thirdly, to determine the predictive variables of psychological distress, a multiple linear regression analysis was performed. It was found that 48 % of the variance of psychological distress was explained by negative past, self-control index, and future and present temporal focuses (F (4, 266) = 64.66, p < .001, R² = .49, R² adjusted = .48). The best predictor variable was past negative. Afterwards, a theoretical model was tested to explain the direct and indirect causes of psychological distress. It presented a good fit (X² /gl = 1.63; GFI = .99; RMSEA = .04). Time perspective and temporal focus explained 53 % of the variability of self-control and presented indirect effects on psychological distress through self-control. Self-control inversely influenced psychological distress; more self-control generates less psychological distress. The model explained half of the variance of psychological distress (R² = .50). The findings indicate that subjective temporality and self-control explain psychological states, even during a pandemic, which confirms previous studies that show the importance of personality variables --in addition to biological and contextual variables-- in the manifestation of psychological distress. The results support the theory that psychological time can be considered as a personality trait underlying self-control and psychological distress. A theoretical and practical discussion of the results is presented. [ABSTRACT FROM AUTHOR]

Self-regulation is an important factor in achieving successful reading comprehension. This study analyses the effects of a self-regulated strategy instruction programme versus a control group on reading comprehension performance, time spent applying strategies during the reading comprehension process and reading self-efficacy. The programme comprised two conditions (condition 1 and condition 2) in which the teachers provided direct and explicit teaching of self-regulation strategies before, during and after the reading process. In condition 2, explicit instruction in reading self-efficacy was added. In the control condition, teachers provided traditional instruction based on reading aloud, sequential reading, text questions and the use of dictionaries. A total of 180 Spanish primary school students from eight different Year 5 and 6 classes (aged 10-12 under the Spanish education system) were either assigned to one of the two experimental conditions (Condition 1: N = 47. Condition 2: N = 47) or to the control condition (N = 86). Pre-test/post-test/follow-up measures were taken (six weeks after the intervention) of reading performance, reading self-efficacy and time spent applying self-regulation strategies before, during and after reading through an online assessment. The results showed that the instructional programme had a positive and significant effect in the two experimental conditions compared to the control group in terms of reading performance and time spent applying self-regulation strategies before and after the reading process. However, no statistically significant differences were observed in the time spent applying strategies during reading and in reading self-efficacy, neither between the two experimental conditions nor between the experimental conditions and the control condition. The implications of these results and their contribution to educational practices are discussed. [ABSTRACT FROM AUTHOR]

En este artículo se describen y comparan los niveles del autocontrol y la impulsividad, aspectos clave de la autorregulación, en tres grupos de edad para evaluar las diferencias por edad; y en dos momentos: septiembre de 2019 (n=190), período normal, y en septiembre de 2020 (n=199), período con aislamiento durante la pandemia. Se encontró que el auto-control aumenta y la impulsividad disminuye conforme aumenta la edad. Además, que la impulsividad por imprevisión fue mayor durante la pandemia, mientras que la urgencia compulsiva y el autocontrol fueron menores que en 2019. En síntesis, la edad es un factor relevante para explicar las diferencias en autorregulación, y las restricciones por COVID-19 dieron lugar a un agotamiento del autocontrol y a mayor impulsividad en momentos de tensión.

El presente ensayo tiene el objetivo de mostrar y discutir aspectos clave del autocontrol infantil con base en investigación reciente, así como plantear factores y estrategias para promover el desarrollo de esta importante capacidad. Para ello inicia definiendo el autocontrol, luego identifica algunos de sus beneficios, seguidamente describe el test de la golosina y su análisis en contexto. Luego relaciona el autocontrol con la toma de decisiones, analiza el papel de la confianza, el rol de las personas adultas en su fomento en niñas y niños, y finalmente plantea algunas estrategias para apoyarlo.

Advertising is under constant change in order to adapt to the public's taste and necessities. In the last few years, there is a certain trend towards the use of emotions and ethical questioning as an advertising tool. This is called emotional marketing. Today's consumer seeks to feel identified to be connected to the brands. It's the case of the Christmas announcements of lotteries and state bets, and therefore, the chosen organization as a case study for this final project. The Christmas' Lottery has become a media and social phenomenon. Mostly since the end of the 90's, with the appearance of the famous "Calvo de la Navidad". In addition, after the effects of the 2014's campaign, there is a sustainable change on the physiological axis of the ads. This project will cover an analysis of the adverts from SE REPITE 2014-2019 Christmas announcements of lotteries and state bets, in relation to the Advertising Ethical Code made by AUTOCONTROL. The objective will be to contrast the last years' performances with the most updated Ethical Code. The analysis will reflect whether the ads default on the ethical principles. And will study the social inclusion of the Christmas' spots. Leading to conclusion, such as the default on some ethical principles through the misuse of five articles from the Ethical Code and the lack of social inclusion within the communicative arguments. [ABSTRACT FROM AUTHOR]

Background/objective: The parenting styles and social skills are important factors to emotional development of young people and can associate, positive or negative way, to suicidal thoughts of adolescents. The current study analyzed the contribution of parenting styles of mother and father and social skills on suicidal ideation of adolescents. Further, it tested the moderating role of social skills on the previous association. Method: The sample comprised 604 adolescents (54.6% were girls) with ages ranging from 15 to 18. Participants responded to a measure of parenting styles of mother and father, social skills, and suicidal ideation. Results: The results showed that the mother's physical coercion was positively linked with suicidal ideation, while assertiveness was negatively associated with adolescents' suicidal thoughts. Results also indicated that empathy moderated the association between authoritative and authoritarian styles of both parents and suicidal ideation. Moreover, findings revealed that assertiveness moderated the association among mother's authoritative style and suicidal ideation. Results also exhibited that the permissive style of both parents was linked suicidal ideation, regardless of the social skills of adolescents. Conclusions: Findings are discussed according to Baumrind's parenting styles approach and taking into consideration the importance of parents and social skills in understanding the processes inherent to suicidal ideation of adolescents. [ABSTRACT FROM AUTHOR]

The experience of a program designed to strengthen self-regulation skills in a group of first-time university students is presented, in order to facilitate the transition from traditional education to virtual and distance education. The program was carried out in different phases through a process of virtual meetings, in which the proposed sessions were developed, taking advantage of information and communication technologies. A pre and post process is performed and the analysis of the results shows a significant improvement in self-efficacy, self-regulation shows a descriptive but not statistically significant improvement. It is concluded that it is important to incorporate selfregulatory capacity promotion strategies into the study plans of higher education students, with greater relevance to those who choose or require the use of virtual and distance methodologies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Nursing UFPE / Revista de Enfermagem UFPE is the property of Revista de Enfermagem UFPE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Educación Física, Deporte y Salud is the property of Universidad del Atlantico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El objetivo planteado es identificar el nivel de espiritualidad en docentes universitarios durante el contexto de la pandemia. Se utilizó la metodología cuantitativa descriptiva correlacional con pruebas U de Mann-Whitney, rho de Spearman y H de Kruskal-Wallis en 85 docentes universitarios de las facultades de Salud y Humanidades de un ente público. Aplicada la escala de espiritualidad, se analizó la información mediante SPSS, versión 24. Los resultados evidencian altos niveles de espiritualidad en 96% de docentes. Existen diferencias estadísticamente significativas de las puntuaciones respecto a la edad y el sexo en la dimensión necesidades espirituales, siendo los hombres y el grupo entre 30 y 39 años los que presentaron mayor promedio (p

La escuela Normal realizó, a lo largo del siglo XX, una importante tarea de normalización de las prácticas del profesorado con la finalidad de que su actuar respondiera a las expectativas generadas en torno a la imagen de un maestro comprometido, entregado, a la docencia. Específicamente, ser normalista implicaba estar sujeto a determinadas demandas asumidas como inherentes a la adscripción que se tenía a una institución formadora de docentes. Esto es, ser un estudiante de la escuela Normal debía traducirse en un conjunto particular de disposiciones (acciones y emociones), un comportamiento específico cuyo aprendizaje, adopción o desarrollo se apoyaba en controles escolares externos (normas escolares no escritas) y controles internos (sentimientos de culpa o vergüenza). Con la finalidad de profundizar en los procesos de regulación de la conducta en las instituciones normalistas a finales del siglo pasado, se inició una investigación en una escuela Normal del estado de Oaxaca haciendo uso de una metodología apoyada en la perspectiva de las figuraciones humanas. Mediante una reconstrucción de las vivencias de profesores y profesoras que cursaron sus estudios en los años ochenta, se obtuvo un acercamiento a las regulaciones individuales y colectivas que moldearon una forma particular de pensar, sentir y ejercer la condición de docente normalista.

El objetivo de este estudio fue explorar la asociación entre estilos de apego adulto y regulación emocional. Participaron 290 estudiantes de 18 a 25 años (M = 21.18; DE = 2.86), procedentes de varias carreras universitarias de dos instituciones de educación superior de Quito (Ecuador), seleccionados por agrupamiento casual. Para la medición se utilizaron dos instrumentos. El primero fue la escala Experiences in Close Relationships-Revised (ECR-R), validada en el contexto ecuatoriano, con la que se evaluó el tipo de apego en las relaciones de pareja. El segundo instrumento fue la escala Difficulties in Emotion Regulation Scale (DERS), en su versión original traducida al castellano, empleada para evaluar dificultades en regulación emocional. Los resultados demostraron que el apego seguro se presenta en mayor porcentaje en las participantes mujeres (60 %), que no existen diferencias por sexo en los indicadores de regulación emocional (p > .05) y que, en la población estudiada, hay una asociación entre estilos inseguros de apego adulto y desregulación emocional (p

Copyright of E-balonmano.com: Journal of Sports Science / Revista de Ciencias del Deporte is the property of Federacion Extremena de Balonmano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to assess the relationship between time perspective and self-control in young people and adults from Buenos Aires, Argentina. The study design was non-experimental, cross-sectional, inferential, and correlational. Snowball sampling—a nonprobability sampling technique— was used. Participants (n = 560; 65.5% women), aged 18 to 60 years (M = 30.32; SD = 13.17), completed a sociodemographic questionnaire, the Zimbardo Time Perspective Inventory, and the Brief Self-Control Scale. Group difference (Student's t), correlation (Pearson's linear r), multiple linear regression, and path analyses were performed. Mean self-control scores were higher in adults than in young people. Self-control covaried significantly and positively with future and age, covarying negatively with fatalistic present, negative past, and hedonistic present. Three dimensions of time perspective— future, hedonistic present, and negative past—and age explained 44.8% of the variability of self-control scores. Results provide empirical evidence of the relationship between the psychological processing of time and the capacity for self-control. [ABSTRACT FROM AUTHOR]

El objetivo del estudio fue evaluar la relación entre la perspectiva temporal y el autocontrol en jóvenes y adultos de Buenos Aires, Argentina. El diseño de investigación fue no experimental, transversal, inferencial, con alcance correlacional. Se utilizó un muestreo no probabilístico de tipo bola de nieve. Los participantes (n = 560; 65,5% mujeres), con edades entre 18 y 60 años (M = 30,32; DE = 13,17), completaron un cuestionario de datos sociodemográficos, el Inventario de Perspectiva Temporal de Zimbardo y la Escala Breve de Autocontrol. Se realizaron análisis de diferencias de grupos (t de Student), de correlación (r lineal de Pearson), de regresión lineal múltiple y un análisis de senderos. Se halló que las puntuaciones medias de autocontrol fueron mayores en adultos que en jóvenes. El autocontrol covarió de manera significativa y positiva con el futuro y la edad y de manera negativa con el presente fatalista, pasado negativo y presente hedonista. Tres de las dimensiones de la perspectiva temporal —futuro, presente hedonista y pasado negativo— y la edad explicaron un 44,8% de la variabilidad de las puntuaciones del autocontrol. Los resultados aportan evidencia empírica sobre la relación que existe entre el procesamiento psicológico del tiempo y la capacidad de autocontrol.

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Biological aging is a common root for multiple diseases causing morbidity and mortality, and trajectories of aging may start early in life. This study was designed to examine whether a universal family‐based substance use preventive intervention to enhance self‐control and reduce substance use would also result in reductions in biological aging among Black youth from the rural South. The Adults in the Making (AIM) program is a randomized controlled trial with six 2‐h sessions for Black youth. The 216 youths agreeing to provide blood at age 22 included 114 who had received the AIM intervention and 102 who assigned to the control group. We examined accelerated DNA methylation (DNAm)‐based aging using a recently developed measure, "GrimAge," that has been shown to predict the risk of early mortality and that is known to be more strongly affected by substance use than other DNAm‐based aging indices. Relative to those randomly assigned to the control group, those receiving the intervention demonstrated significantly enhanced self‐control, slower increases in substance use, and reduced Grim aging at age 22. Using a bootstrapping method with 1000 replications, we found a significant indirect effect of AIM on reduced Grim aging through its effect on self‐control and substance use. Sensitivity analyses examined effects using other indices of DNAm‐based aging. These findings suggest that a family‐based program designed to enhance rural Black youth's self‐control can have beneficial effects on self‐control, enhancing young adult health and health behavior, and ultimately decreased mortality risk. [ABSTRACT FROM AUTHOR]

Copyright of Mexican Journal of Behavioral Analysis / Revista Mexicana de Análisis de la Conducta is the property of Sociedad Mexicana de Analisis de la Conducta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La etapa del preescolar es uno de los momentos más importantes en la vida del ser humano; es allí donde los niños presentan avances significativos en todas las dimensiones, pero en especial desarrollan la parte socio emocional en el momento en que interactúan con el otro, la empatía y el amor propio. También se enmarcan las habilidades de autocontrol y autorregulación, las cuales tienen gran significado en esta etapa ya que se enfocan en que los niños sean capaces de regular lo que piensan y sienten, distinguiendo a partir de ello, el modo como responden ante cualquier situación que se les presente en la vida. Por medio de este artículo se propone desarrollar una mirada general sobre las habilidades de autocontrol y autorregulación en la etapa del preescolar, se realizó una revisión narrativa, donde se tuvo a consideración literatura científica que permitiera conocer sobre estudios donde se hubiera evaluado la autorregulación y el autocontrol en niños. Según los hallazgos de la revisión literaria se presentan los resultados teniendo en cuenta las siguientes categorías: conceptualización de las habilidades de autocontrol y autorregulación, autorregulación en la infancia y estilos parentales y autorregulación y el juego. Por medio de este recorrido teórico y partiendo de la indagación motivante respecto al reconocimiento de las habilidades de autocontrol y autorregulación en la edad preescolar, se logra desprender la importancia de reconocer y concebir la diferenciación entre los conceptos de autorregulación y el autocontrol, en tanto, que desde su singularidad, logran establecer importantes herramientas desde los primeros años de vida para alcanzar cognitivamente un dominio en la obtención de metas y la adaptación al medio, aspectos que contribuyen en el aprendizaje.

The symptoms of Attention Deficit Hyperactivity Disorder (ADHD) affect the social functioning of children and adolescents. Objective: to describe the skills of self-control and resolution of social situations in early adolescents with ADHD living in Tucumán (Argentina). Materials and method: 21 early school adolescents between 10 and 12 years, participated: 10 with and without a diagnosis of ADHD. They were administered individually the Questionnaire of Cognitive Strategies for Solving Social Situations (EIS), the Socialization Battery Self-Control Scale (BAS-3), the Sociodemographic Survey, the adapted Scale of Swanson, Nolan and Pelham, SNAP IV, the Wechsler Intelligence Scale for children (WISC IV) and the Behavioral Observation Guide for Children. Results: The corroboration of the diagnosis showed symp¬toms of ADHD in inattention, impulsiveness and hyperactivity and comorbidity with behavioral problems. Adolescents in the clinical group reported more aggressive and inhibited strategies for solving social problems and less self-control than their peers in the control group. Discussion: these data allow expanding the field of knowledge about social deficits linked to ADHD in order to implement intervention strategies in the school environment. [ABSTRACT FROM AUTHOR]

The article presents the international references of the current state of the configuration of the internal control systems in the public administration and its influence on the specific development of the Colombian case, of which its normative and institutional design is explained and contrasted with the results of its application, in order to formulate some concrete proposals aimed at overcoming their dysfunctionalities, in a way that serves the purpose of preventing and detecting in time the risk of diversion or misappropriation of public resources, which has a special incidence so that they do not the objectives that legitimize the exercise of the public function are achieved. [ABSTRACT FROM AUTHOR]

The proposed objective is to identify the level of spirituality in university teachers during the context of the pandemic. The correlational descriptive quantitative methodology was used with Mann Whitney's U, Spearman's rho and Kruskal Wallis's H tests in 85 university professors from the Faculties of Health and Humanities of a public entity. Applying the Spirituality scale, the information was analyzed using SPSS, version 24. The results show high levels of spirituality in 96% of teachers. There are statistically significant differences in the scores with respect to age and sex in the spiritual needs dimension, with men and the group between 30 and 39 years old having the highest average (p <0.05). The self-awareness dimension predominated at the highest level. Conclusions: spirituality, as a construction given from beliefs, practices and own experiences, represents a relevant element for the care of being; considering it essential to face difficulties, especially in apparently disruptive situations such as COVID-19. In the experience of the pandemic, teachers adopt spirituality as a part of their being that gives value to themselves, guides the search for harmony with nature and focuses on their goals. [ABSTRACT FROM AUTHOR]

Objective Performing autocontrol with a reflex direct antiglobulin test (DAT) or directly performing IgG DAT only for alloantibody detection has been a matter of institutional preference. The aim of this study is to evaluate antibody identification (ABID), local cost, and staff time savings of both processes. Methods We retrospectively reviewed all positive indirect antiglobulin tests with corresponding ABID, DAT, autocontrol, and patients with newly identified antibodies in 2014 and 2016. The number of tests performed, ABID, and the cost differences between methods were compared. Cost analysis was estimated from direct material costs, labor costs, and time spent per ABID workup. Results Annual costs and time saved by performing direct IgG DAT only were $8460 and 180 hours, respectively. The percentage of new ABID in 2014 and 2016 was identical (3.3%). Conclusion Removing autocontrol with reflex DATs at our center reduced costs and staff time while maintaining a comparable rate of positivity of ABID. [ABSTRACT FROM AUTHOR]

Copyright of Social Psychology / Psihologie Socială is the property of Alexandru Ioan Cuza University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)