Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article addresses tutorial and citizen development in high school students, the objective was to establish the relationship between the tutorial action and the development of democratic and intercultural citizenship exercise competencies in fifth grade students of the secondary level of public institutions of Network No. 06 of Callao. The research was quantitative, not experimental, descriptive correlational, basic and cross-sectional. The population was composed of 489 students, the sample being determined by 215 students, who were applied a questionnaire as a survey to collect information. The results show that there is a moderate and positive relationship between the tutorial action and the development of the competencies of the democratic and intercultural citizenship exercise, given that the Spearman's Rho is 0.404, with a significance value of p = .003 compared to the α = .05 where it is found that (p <α).

The ways in which pedagogical practices have evolved and how to understand the teaching and learning process are different. With the use of the Internet, the sources of information and evaluation are amplified, and educational agents within virtual education play an important role, reflecting on a new paradigm of learning and knowledge construction. From the theoretical review carried out in this document, aspects for virtual education and the tendency to an evaluative practice that does not deal exclusively with the classroom are exposed, since the intercommunication tools become and contribute to a new pedagogical practice focused on learning, giving rise to a more active role for students.

The objective of this work is to point out the importance and applicability of technology, especially the use of computers, in psychometric evaluation. To this end, three topics are presented, in an introductory manner, which, in the author's opinion, are some of the most outstanding. Specifically, the central aspects of items improved with technology, item banks and computerized adaptive tests are presented. As for technology-enhanced items, emphasis is placed on their importance for broadening the representativeness and fidelity with which a construct is measured, pointing out different printed and internet resources that can be consulted to see more examples of this type of items. When dealing with the issue of the item bank, the role that they currently play is highlighted, which goes far beyond being an organized store of items, to become a true computer system that allows the items to be elaborated, reviewed and applied. Finally, the main aspects of an adaptive computerized test are presented. Based on a bank of items, it allows, in real time, to estimate the measurement of a latent feature and apply appropriate items according to said estimate. Reference is also made to an alternative linked to free software, which allows the implementation of an adaptive computerized test.

This article provides an analysis of digital competences in the current context. The growing expectation of new technologies and their multiple applications have produced important repercussions in all spheres of society, and, specifically, in the aspect of higher education where the demands are more than significant seeking to cover their implications. In the first place, the theoretical panorama about the different meanings and concepts in relation to digital competences is made known. This approach provides information on aspects that relate to digital s. Next, below there are some data that allow to give new perspectives, such as the importance and repercussions, as well as what should be the digital competences in professors according to the current demand in higher education. Finally, a variety of expectations are presented in relation to the aspects that could be developed based on such a relevant topic.

 The objective of the study was to identify the relationship between psychosocial factors of academic work and Burnout Syndrome in a public university in Mexico. In a sample of 247 academics from a public university in Mexico, an online battery was applied that was made up of an adaptation of the questionnaire Psychosocial Factors of Academic Work (FPSIS), the Questionnaire for the Evaluation of Burning Syndrome by Work for Educational Professionals (CESQT-PE) and a section on sociodemographics The high and/or critical prevalence of Burnout dimensions was around 30% at the same time as more than 90% showed high levels of illusion at work. Multivariate linear regression models showed a statistically significant relationship between all psychosocial factors and most Burnout dimensions independent of sex, age or marital status, reaching explained variances between 16% and 43%. The most reliable predictors were "social and organizational problems" and "problems with students", which also had higher prevalence (40.9% and 34.8% respectively). Negative dimensions of burnout and Illusion for work seem to coexist to some extent. The psychosocial factors found are clearly linked to the new higher education policies. It is recommended to implement actions at the institutional level that contribute to improving working conditions and well-being, as well as preventive programs to reduce work stress and improve the quality of life of academics.

The aim of this study was to investigate the perceptions that teachers in urban and rural schools have of the psycho-social-environmental factors that trigger teacher work stress. Considering a phenomenological qualitative approach, with exploratory scope, a case study design is used with teachers from the locality of Collipulli, southern Chile, with a Discussion Group technique to collect data and content analysis, from which it can be inferred that teachers tend to perceive that environmental factors such as deficient leaderships, undetermined teaching roles, work overload, overcrowded classrooms, unmotivated students, and disconnection of parents from their educational role, would be the main threats to their mental health. The psychological resources, coping styles and context perception presented by the teachers in the study are discussed.

The purpose of this systematic review was to characterize job psychosocial risk factors and their consequences on subjective indicators and health objectives in university professors from Spanish-speaking countries in Latin America.  The web search included PubMed, EBSCO, PsycINFO, PSICODOC, LILACS, MEDIGRAPHIC, IMBIOMED, Redalyc, Dialnet, Scielo and Doyma. Three reviewers selected the articles for review independently and assessed their methodological quality according to the STROBE guideline. As a result, 8 articles met the inclusion and exclusion criteria. The results confirmed the presence of different psychosocial risk factors derived from working conditions linked to the higher education international policies. In the study, the relationships of these factors with different psychological and biological health effects are shown. The need for more and better quality studies and the importance of implementing health and welfare prevention programmes in the academic sector are also discussed.

This study aims at systematizing and integrating research findings about Future Time Perspective (FTP) in Peruvian educational contexts. FTP is a motivational psychological variable that allows explaining the present behavior, considering goals set in the future.  The construct demonstrated its theoretical and empirical strength in different contexts. During the second half of the XXth Century Nuttin and Lens (1985) applied the variable in different fields, especially the educational one. Their proposal considered the cognitive and motivational properties of FTP; its density, extension and level of realism was then reported. Empirical research has been conducted to date under this theoretical background; however, a decade ago this concept was redirected to a multidimensional proposal conceptualized as Future Orientation (FO) considering three components: motivational, cognitive and behavioral (Seginer, 2009).In Peru, longitudinal and cross-sectional studies were carried out since 1998. These studies consistently documented that adolescents and youngsters studying in different educational institutions, showed a short FTP, a low level of realism and a keen aspiration for becoming professionals. During the last years, FO measuring was reoriented considering the multidimensional feature of the concept. Recent research findings in Peruvian adolescents and youngsters indicate that there is a positive and intense relation between satisfaction with life and the motivational component of FO. Taking into account these results, researchers consider that it is important to develop this line of investigation, as the analysis of the youngster’s motivation and FO will provide the guidelines for future social interventions in favor of their social insertion and well-being.

The objective of the study was to determine the predictive value of personality traits according to the Mexican model of the Five Personality Factors in the Burnout Syndrome (BOS) and its dimensions from the Gil-Monte model. Three hundred and seventy-five basic education teachers from Mexico City took part in it. The sampling was intentional, non-probabilistic with cross-sectional and correlational design. The Spanish Burnout Syndrome inventory and the Mexican Five Personality Factors scale were used. Pearson's Correlation Test and a stepwise linear regression model were employed for the analysis. With the exception of Emotional Control and Enthusiasm towards work (r2=.087; p>0.05), the results found significant correlations of the Five Mexican personality factors and BOS, negative in the case of personality traits and Psychic Burnout, Indolence, and Guilt; and positive among personality factors and enthusiasm towards work. The multiple linear regression model included Expressive Sociability, Organization and Acceptableness as BOS predictors (F= 39.8, β=-.197*). Therefore, it is concluded that these are the personality traits associated with the syndrome that have a flexible role in the development of BOS. The results also coincide with other studies. It is suggested for further research to evaluate the modulating role of these traits with Psychosocial Risk Factors as an antecedent.

The aim of the present study was to observe if there are differences in the level of the burnout dimensions between teachers who have experienced symptoms or health problems in the last year and those who have not  in a sample of 223 teachers working in educational institutions (elementary school level). Participants completed the Maslach Burnout Inventory (MBI) in its teachers’ version, and a sociodemographic survey. A two –independent t test was carried out in order to see if both groups of teachers differed significantly in the values obtained for the MBI dimensions (emotional exhaustion, depersonalization, and lack of personal accomplishment). The results of the t test showed significant differences between the groups of teachers, specifically in the dimensions of emotional exhaustion and depersonalization, showing higher values in the group of teachers who reported suffering from symptoms or health problems in the last 12 months.