Attitudes toward Learning English and Procrastination in Students from a Private Institution Specialized in Foreign Languages in the City of Lima-Peru

The current study has as its objective to analyze the relationship between students’ attitude towards learning English and the procrastinating behavior at the academic level. Attitudes strengthen people’s motivation to learn a foreign language (Delfín, 2007), and procrastination, which involves unjustified delaying of activities, causes negative consequences in completing academic tasks postponement of responsibilities (Rodríguez & Clariana, 2017). The design was correlational, and the sample consisted of 55 students learning English. The instruments were the Attitudes towards English language learning questionnaire and the academic procrastination questionnaire. According to the results, evidence shows that there is a positive median relationship between the variables, leading us to conclude that despite having positive attitudes towards learning English, procrastinating behavior does not diminish. The results of this study could be utilized in bilingual programs, or those could also be utilized to implement curricula in language programs at schools or universities. The idea is that higher education institutions include, as mandatory, the instruction of English as a global language. How to cite this article: Marquina Luján, R. J., Huaire Inacio, E. J., Horna Calderón, V. E., Villamar Romero, R. M., & Kishnani García, A. (2021). Attitudes toward Learning English and Procrastination in Students from a Private Institution Specialized in Foreign Languages in the City of Lima-Peru. Revista Colombiana de Psicología, 30(2), 27-39. https://doi.org/10.15446/rcp.v30n2.83678

Model of Psychological Empowerment Based on Structural Equations for Predicting Autonomy

The study relies on the assumption that one of the main effects of phycological empowerment composed by attributes like self-esteem, locus of control, and assertiveness, is increased autonomy. The theoretical arguments are tested based on a structural equation model that allows estimating hypothetical relationships simultaneously. Additionally, differences in means between women and men are estimated for each phycological variable and the hypothetical model is tested separately to both sexes. 1,569 people (56% women) from five Mexican States compose the sample. The average age is 29 years and 59% of the sample has college degrees. The results suggest that psychological empowerment is strongly related to autonomy. How to cite this article: Muñoz-Márquez, C. E., Morales Barrera, R., & Domínguez Espinosa, A. del C. (2021). Model of Psychological Empowerment Based on Structural Equations for Predicting Autonomy. Revista Colombiana de Psicología, 30(2), 55-69. Retrieved from https://revistas.unal.edu.co/index.php/psicologia/article/view/82149

Motivation and Strategies for Reading Comprehension in Middle School

In this study, we investigated the relationships among achievement goals, self-efficacy, reading strategies, and the self assessment of performance in 47 Middle School students with control of the variable’s history of repetition, school year, and age. The differences in the students’ self-assessment regarding the practice of recreational reading were also analyzed. The students responded to three scales of the Multidimensional Battery of Reading Comprehension Self-Regulation. Statistically significant correlations were identified among the motivational constructs, reading strategies, self-assessment, and achievement goals. We identified differences in the indices between the bivariate and partial correlations. The achievement goals were predictors of self-efficacy and reading strategies. These three constructs predicted the students’ self assessment in Portuguese language and reading comprehension. Students who practiced recreational reading presented a higher self-assessment than students who did not have this habit. It is suggested to continue the investigations on the theme and incorporate the findings of this study into the pedagogical practices that encourage reading. How to cite this article: Ferraz, A. S., Inácio, A. L. M., Pinheiro, M. C., & dos Santos, A. A. A. (2021). Motivation and Strategies for Reading Comprehension in Middle School. Revista Colombiana de Psicología, 30(2), 71-86. https://doi.org/10.15446/rcp.v30n2.88781

Verification of the Internal Structure of the Dimensional Clinical Personality Inventory 2 in a Brazilian Community Sample

The internal structure is investigated in mental health measures, exploring or confirming the association of stimuli composing the test and whether this structure is consistent with expectation. Our focus is on the internal structure of the Dimensional Clinical Personality Inventory 2 (idcp-2), a self-report test for pathological traits measurement. Previous studies have only partially verified the internal structure of idcp-2. The objective of this study is to verify the internal structure of idcp-2, contemplating in the same analysis all its dimensions and factors. Participants were 2,000 people from the general population. We conducted confirmatory (cfa) and exploratory (efa) factorial analyzes, including bifactor models. The results showed the bifactor model with 12 specific factors with best fit indices. The internal consistency for the general factor was above .90, and from .40 to .91 for the specific factors. Findings suggested the original solution of idcp-2 is reasonable using a bifactor model. How to cite this article: Carvalho, L.F., Gonçalves, A.P., Araujo, J.A., Macedo F.M. (2021). Verification of the internal structure of the Dimensional Clinical Personality Inventory 2 in a Brazilian community sample. Revista Colombiana de Psicología, 30(2), 115-125. https://doi.org/10.15446/rcp.v30n2.83530

Homonegatividad Internalizada en una Muestra Colombiana: Asociación con el Grado de Identificación con la Homosexualidad y las Variables Sociodemográficas

Introducción: diferentes autores señalan la necesidad de realizar más estudios sobre las variables asociadas con la homonegatividad internalizada (hi) en Latinoamérica. Objetivo: explorar la asociación entre la hi, la autoidentificación con la homosexualidad y las variables sociodemográficas (género, edad, nivel educativo y desigualdad económica). Método: un muestreo no probabilístico tipo “Bola de nieve” fue realizado en un grupo de 489 personas con un promedio de 23.4 años de edad (de=6.6) en cinco ciudades colombianas (Bogotá, Barranquilla, Pereira, Villavicencio y Tunja). El grado de autoidentificación con la homosexualidad fue estimado con la escala de Kinsey. También se utilizó un cuestionario de hi. Resultados: un análisis de regresión lineal jerárquica mostró que la hi está asociada significativamente con el género, el grado de identificación con la orientación sexual y la edad, pero no con el nivel educativo o la desigualdad económica. A pesar de que todas las variables estudiadas aportaron algún grado de varianza al modelo, la autoidentificación con la homosexualidad y el género aportaron el mayor porcentaje de varianza para explicar la asociación con hi. Discusión: este estudio permite una primera aproximación empírica al estudio de la hi en Colombia y resalta la importancia de implementar políticas públicas y el uso de terapias afirmativas para disminuirla, particularmente en hombres jóvenes en proceso de autoidentificación con lahomosexualidad.

Generating Subjective Theories After a Disaster: The Role of Personality

The role of people's beliefs in their perception of disasters has been scarcely studied. In this study, we analyzed how people who experienced an earthquake and a subsequent tsunami employ subjective theories (ST) to explain their traumatic experience. This study aimed to interpret the explanations developed by a group of people about the earthquake and tsunami that took place in Chile in 2015. Thirteen episodic interviews were conducted as part of a qualitative case study. The participants' theories were grouped into four categories: the impact of personality on one's reaction to hardships; the existence of a link between personality and coping styles; the limited influence of personality on one's way of coping with difficulties; and changes in personality after experiencing hardships. These findings are discussed analyzing whether the participants' explanations could foster personal growth and psychological well-being after the catastrophe. How to cite: González-Palta, I., Castro-Carrasco, P. J., Cabrera, E., Jamet, P., & Leal-Soto, F. (2021). Generating Subjective Theories After a Disaster: The Role of Personality. Revista Colombiana de Psicología, 30(2), 13-26. https://doi.org/10.15446/rcp.v30n2.79061

Repeated Suicide Attempts Among Service Users of An Emergency Service in Northern Colombia: Characteristics, Associated Factors, And Management

Suicide has increased close to 60% in the last four decades worldwide. In Colombia, during the year 2019, 10,9% of violent deaths were due to suicide. This study aimed to identify risk factors predicting repeated suicide attempts. It also aimed to describe the management of suicidal behaviour within an emergency department of Northern Colombia. Dataset comprised 336 medical records of individuals seeking medical assistance for intentional selfharm between 2008-2019; 136 medical records were associated with previously reported suicide attempts. Results from a multivariate logistic regression showed that suicide ideation and having a history of psychiatric disorders significantly predicted repeated suicide attempts. Furthermore, repeated attempts were more likely in underaged individuals and young adults. Management of patients engaging in suicidal behaviour involved hospitalization and outpatient mental health services. However, a few patients were sent home with recommendations or were noncompliant. Findings from this study highlight the importance to develop evidence-based screening and monitoring protocols that prevent repeated suicide attempts. How to cite this article: Aristizabal-Diazgranados, E. T., Chamorro-Coneo, A. M., & Rodriguez-Acosta, S. (2021). Repeated Suicide Attempts Among Service Users of An Emergency Service in Northern Colombia: Characteristics, Associated Factors, And Management. Revista Colombiana de Psicología, 30(2), 41-54. https://doi.org/10.15446/rcp.v30n2.88942

“I Drive Well, the Problem is the Other Driver”: A Study About the Self-Assessment of the Ability to Drive

This study aims to verify the self-evaluation that people make about their ability to drive and investigate whether there is a difference between self-evaluation and evaluation about their friends’ abilities. To this end, 151 people answered three different questionnaires, one questionnaire about driving abilities (self-evaluation and evaluation of friends), the Driver’s Behavior Questionnaire and a socio-demographic questionnaire The sample consisted of 50.3% of males with a mean age of 25.32 years (sd = 1.66). As a result, self-evaluation was positively correlated with age, evaluation of friend, weekly driving hours, Common Violations, and Aggressive Violations. In addition, there was significant difference between evaluation by sex: males carry out self-assessments in a more positive way. It was also found that people evaluate themselves better than they evaluate their friends. From this research, it is possible to think the target audience that would most benefit from an intervention to reduce self-evaluation, that is, men, people over 24 years old, and people who have more driving experience.

Bienestar Social, Autoestima y Reconocimiento: Estudio Empírico sobre Crimen y Exclusión Basado en la Categoría de Menosprecio de Axel Honneth

Este trabajo estriba en un primer acercamiento empírico a la categoría de menosprecio de Axel Honneth, para quien la lucha por reconocimiento consiste en una negociación intersubjetiva con pretensiones de reivindicación identitaria. Según este autor, el reconocimiento desplaza la concepción de justicia desde su acepción tradicional de redistribución material hacia la noción de vida satisfactoria. Este artículo examinará especialmente la hipótesis de que el crimen, en su interconexión con la exclusión social, sería consecuencia de la negación de reconocimiento. Así, se armó un estudio cuantitativo con sujetos residentes en España, agrupados en presos (N = 117), personas en situación de riesgo social (N = 131) e individuos fuera de ambas condiciones (N = 294). Las variables utilizadas fueron autoestima, bienestar social subjetivo, fatalismo y autoeficacia.Los resultados de los análisis estadísticos sobre diferencias de medias entre grupos, correlaciones y regresiones múltiples indicaron la validez de la categoría de menosprecio de Honneth y confirmaron la hipótesis planteada. Cómo citar este artículo: Pepe, C., Moreno-Jiménez, M., & Massola, G. (2021). Bienestar social, Autoestima y Reconocimiento: Estudio Empírico sobre Crimen y Exclusión Basado en la Categoría de Menosprecio de Axel Honneth. Revista Colombiana de Psicología, 30(1), 11-26. https://doi.org/10.1544/rcp.v30n1.80978

The Influence of Social Class on Family Participation in Children’s Education: A Case Study

Parental involvement in children’s education is commonly accepted as beneficial. However, family social class plays a crucial role in the efficacy of homework help. In a comparative case study, a low-income immigrant family from Mexico and a middle-income family in Los Angeles were observed helping their children with math homework and were asked questions about goals, tutoring strategies, and beliefs about learning. Qualitative analysis focused on two effective teaching methods: scaffolding and productive struggle. The low-income mother with little formal education provided direct help rather than a scaffold, and disapproved of hard problems. However, an older sibling with more education than her mother used scaffolding and believed that difficult problems aid learning. In these respects, she resembled the college-educated middle-income mother. The sister exemplifies how older siblings in immigrant families provide bridges to educational achievement for younger siblings. We suggest effective ways for schools to involve parents who lacked educational opportunity themselves to participate in the education of their children. How to cite this article: Vazquez, S. R., & Greenfield, P. M. (2021). The Influence of Social Class on Family Participation in Children’s Education: A Case Study. Revista Colombiana de Psicología, 30(1), 133-147. https://doi.org/10.15446/rcp.v30n1.89185