vol. 13 núm. 22 (2017)

Purpose: The article aims to test, using structural equations, a work-study relationship conflict and enrichment background model. Method: 87 students-workers of a bachelor’s degree, of both sexes (24 men and 63 women), participated. Results: The number of working hours and academic self-efficacy are related to the work-study conflict. Peer support and academic self-efficacy stem from workstudy enrichment. As might be expected, both work-study conflict and enrichment are related to satisfaction with academic development. Conclusion: Given that higher education institutions aim to increasingly provide lifelong learning to a student population that reconciles studies with work, it is important to deepen the understanding of how work can influence study negatively and positively, in order to guide informed decisions for students and promote more inclusive educational practices

Purpose: For the present review, publications in the field of gambling disorder that deal with its relationships with others, mainly attention deficit hyperactivity disorder (ADHD) and Parkinson’s disease (PD) were consulted. Methods: The current revision includes a total of 63 references published between 1987 and 2017. It included human stud­ies and revisions regarding the comorbidity of gambling disorder with ADHD or PD. The search terms included: gambling disorder, gambling disorder comorbidity, gambling disorder and adhd, gambling disor­der and pd, gambling disorder and impulsivity. The present review fo­cused on the link among gambling disorder and ADHD or PD, because there were a large number of publications related to these disorders. For organization purpose the current work was split into two main parts: 1) Revision of previous scientific reviews about gambling dis­order, and 2) Overview and conclusions of experimental work about gambling disorder. Conclusions: The principal conclusions of the cur­rent review are: 1) subjects with a gambling disorder have a higher in­cidence of ADHD(and also of attention deficit disorder [ADD]), 2) the presence of ADHD in subjects that suffer of gambling disorder implies more challenges for the health care system, and 3) PD treatments that increase the agonism of dopamine type of receptor are related to an elevated probability for developing a gambling problem or an impulse control disorder.

Introduction: Drug use among the young population of developing countries has increased in the last decades; educational and health institutions are concerned about this trend, as it can alter learning and memory, and particularly affects university students. Purpose: To describe and compare the relationship between drug use and academic performance among Health Sciences students at two Latin American universities. Method: Non-probability convenience sampling was used and the Drug Use among University Students Questionnaire (CODEU) was applied online. Data analysis was carried out based on descriptive statistics, and the point biserial correlation coefficient and Kruskal-Wallis non-parametric test were applied, considering the grade average obtained during the last period studied. Results: At the Universidad Veracruzana it was found that the use of alcohol, marijuana, cocaine and inhalable drugs decreases academic performance, while at the Universidad de Boyacá only the use of tranquilizers affected academic performance. Conclusions: It is important to continue conducting similar studies in order to obtain more accurate results and to clarify the relationship between drug use and academic performance. Therefore, it is recommended that variables related to the consequences of drug use be incorporated into indicators such as attendance, homework, and grades.

Introduction: Social discrimination and stigmatization of individuals for belonging to a particular group, specifically for their place of residence in this case, is a major problem and affects well-being and mental health. Purpose: The objective of this study was to establish the relative influence of collective identity and the perception of discrimination on the psychological well-being of inhabitants of stigmatized neighborhoods. Method: The sample consisted of 160 adults (50% women) living in stigmatized neighborhoods in the province of Concepción, Chile. The instruments used were Keyes’s Mental Health Continuum-Short Form (MHC-SF) for the measurement of psychological well-being, the Van Zomeren’s Collective Identity Scale and the Discrimination Experiences Scale adapted to the Latin American context by Smith-Castro. Results: The results show psychological well-being is negatively influenced by discrimination and positively influenced by collective identity. Conclusions: Strengthening the sense of belonging and endogroup pride could enable environments and living conditions that promote mental health and healthy lifestyles.

Introduction: An extended theoretical review of various fields of knowledge made us conceive the possibility that music could be a privileged device in understanding the development of human psychological structures and a driving force for change. Purpose: This possibility led us to outline the following objective: To understand how music, as an art, may possess elements that enhance psychological and emotional development. Method: Thus, a study was designed based on a quantitative methodology, in order to evaluate the impact of musical training on three psychological processes: empathic processing, differentiation ability, and emotion regulation. Three instruments were administered to a sample of 237 subjects: The Interpersonal Reactivity Index, the Emotion Differentiation Repertoire and Ability Assessment Scale, and the Emotion Regulation Questionnaire. Results: While there were no significant differences between listeners and performers, the study allowed an in-depth understanding of how gender can determine empathic processing and the use of adaptive emotion regulation strategies; academic progression can influence the way of interpreting and acting on the environment. Conclusion: Commitment to music, no matter how, can be sufficient to promote certain psychological processes.

Purpose: To determine the psychosocial risk levels in adolescents attending school in Ambato, Ecuador. Method: We worked with a group of 302 adolescents between 14-18 years old, from four educational institutions. The assessment was made through the Self-Description Inventory (SDI) for adolescents. Results: The results showed that the levels of risk behaviors and situations are below the cut-off point at all levels evaluated. Men exhibited greater differences (t(203)=3.094, p < 0.001) than women in the health risk dimension. We identified two vulnerable subgroups in the risk assessment: 20% of participants in the school dimension and 17% of women in the family dimension. Conclusions: Family and individual psychological history constitutes a risk factor that is present in more risk behaviors and situations. The scope of these results in future prevention and intervention plans with Ecuadorian adolescents is discussed.

Introduction: The Personality Assessment Inventory for Adolescents (PAI-A) examines the psychopathological symptomatology and variables related to the design of psychotherapeutic interventions. It is composed of 264 items for use in the clinical assessment of adolescents between 12-18 years old. Validity, clinical, treatment-related, and interpersonal relationship scales are included. Purpose: This paper presents psychometric analyses of the Personality Assessment Inventory for Adolescents. Method: The participants were 1,002 adolescents (50.3% women, 49.7% men, Mage=14.99, SD=1.88) living in Buenos Aires (Argentina) and on the outskirts. Cronbach’s alphas were calculated to estimate internal consistency, with excellent values for clinical, treatment-related and interpersonal relationship scales, and acceptable values for validity scales and subscales. Results: Dimensionality was examined by principal component analysis with a varimax rotation. A four-factor structure was isolated by including the 22 scales, whereas two factors were obtained when analyzing the 11 clinical scales. Conclusions: We provide evidence of the psychometric quality of the pai-a for use with adolescents from Buenos Aires, filling a gap in local psychological assessment. Further research should extend these psychometric quality analyses, and replicate the procedures in clinical samples.

Introduction: The term “generativity” was used for the first time by Erikson (1950). It refers to the state of adulthood in the life cycle, which implies procreativity, productivity and creativity, it also impulses the development of one’s own identity. There are several ways to measure generativity such as interviews, direct observation, case studies, or self-report questionnaires. The most widely used method is self-report, and among the available scales, the Loyola Generativity Scale (LGS) is one of the salient scales. lgs is a self-report measure composed of twenty items that measure a general factor of generativity. Objective: This study examined the factorial validity and internal consistency of the adaptation of the Loyola Generativity Scale to Spanish for its use with Dominican teachers. Method: Two competitive factor models were tested based on previous existing literature, and a third model with method effects associated to negatively worded items was added, in order to find the best fitting solution for this sample. In order to examine the factorial validity of the three models, three Confirmatory Factor Analysis (CFA) were performed, and internal consistency and composite reliability indices were also calculated. Results: In general, the three models showed good psychometric properties. However, the third model that considered a general factor of generativity together with a method effect factor showed the best fit for this sample. Conclusion: Implications for an adequate measurement of generativity are discussed. More research is needed to examine if these properties are stable on different samples from different populations.