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

La pobreza ha sido blanco de innumerables investigaciones. No obstante, este artículo tiene como objetivo conocer el efecto de este fenómeno sobre la deserción escolar, desde una perspectiva longitudinal utilizando modelos de supervivencia, en el periodo comprendido entre 2002 y 2018 para determinar si la educación es una herramienta eficiente, para romper los ciclos intergeneracionales de pobreza. Para construir el primer pseudo-panel mexicano, se utilizaron 9 presentaciones de la ENIGH. Los resultados muestran que los estudiantes mexicanos tienen una probabilidad promedio de abandonar la escuela de 84% desde el momento en que están en edad de iniciar la educación formal y hasta los 18 años, cifra que se incrementa en áreas rurales, y el riesgo de padecer deserción escolar varía en función de la edad, el género y el lugar de residencia. Conviene mencionar que, en algunas zonas, la condición de pobreza empeora; han pasado más de tres décadas, sin que esta situación mejore en México. Se requiere de políticas públicas que mitiguen la deserción escolar entre la población más vulnerable, generando así alternativas para reducir la pobreza. Abstract Poverty has been the objective of innumerable research; however, this article aims to know the effect of this phenomenon on school dropout using survival models from a longitudinal perspective and using the period between 2002 and 2018 to determine if education is an efficient tool to break intergenerational cycles of poverty. To build the first Mexican pseudo-panel, 9 periods of the ENIGH were used. The results show that the households experiencing poverty in the initial stage of the period are not able to get out of poverty. It is worth mentioning that in some areas this condition worsens, more than three decades have passed without this situation improving in Mexico. Therefore, public policies are needed that address this serious problem, the most innovative theories indicate that minors must attend especially from early childhood to obtain authentic positive effects on society.

El riesgo de crédito es una de las principales preocupaciones de los organismos de supervisión y regulación financiera, así como de las instituciones bancarias. Así, se propone un modelo de puntuación crediticia basado en una regresión logística, para analizar la probabilidad de incumplimiento por segmentos de una cartera de clientes de tarjeta de crédito de una institución mexicana. Los resultados muestran que el modelo propuesto tiene un alto nivel de predictibilidad y de estabilidad, tanto fuera como dentro del periodo de modelado, la comprobación de monotonicidad, también asegura que el modelo tenga un alto nivel de precisión. La originalidad subyace en que existen escasos estudios sobre modelos de puntuación crediticia para México, el resultado del modelo tiene alto nivel de precisión y arroja como resultado una tabla de puntuación de fácil interpretación para el personal bancario. Se concluye que el modelo es confiable y con alto nivel de ajuste. Abstract Credit risk is one of the main concerns of financial institutions and supervision and regulation organisms. Thus, a credit scoring model is proposed based on the logit approach to analyze the default risk for a credit card portfolio in a Mexican financial institution. Findings show that the model proposed has a high level of prediction and stability, in and out of the sample. The monotonicity property provides evidence that the model has a high level of precision. The originality lies in the fact that there is scarce literature on credit scoring models for Mexico.  The model results are highly accurate in terms of predictability and the evidence is presented in a scoring table that is easy to interpret for all bank employees. We conclude that the model is reliable and highly accurate.

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Teaching practice involves continuous exposure to stress situations. The identification of coping patterns is very scarce in teachers, and usually from an approach focused on variables. It is also unclear which variables influence belonging to a certain profile, although in cases such as emotional intelligence theoretical arguments are better known. Thus, from a person-centered approach, we intend to: 1) identify coping profiles in teachers; 2) analyze whether emotional intelligence determines the probability of belonging to the identified profiles; and 3) test whether membership in a particular profile is related to a health outcome such as burnout. Two hundred and fifty teachers (161 women) participated in the study. Three profiles were obtained through latent profile analysis: 1) “adaptive copers”; 2) “behavioural evaders with broad strategies”; and 3) “cognitive evaders with consumption-based strategies”. Results show that the emotional intelligence dimensions contribute to explaining membership in related profiles with better health outcomes. In terms of profile-related outcomes, the profile of "cognitive evaders with consumption-based strategies" shows the highest levels of burnout.

Diseases such as type 2 diabetes (T2D) prevail among older adults (AM). Therefore, psychological interventions are proposed to improve their quality of life. In turn, interventions with social support have shown improvements in psychological variables associated with T2D. Hence, the purpose of this study was to identify the characteristics of psychological interventions with social support (SS) in AM with T2D. For this, a systematic search was carried out that yielded 1294 manuscripts from the following databases: Pub Med, Psycinfo, Science Direct and Emerald insight. Of these, 12 articles were selected that met the criteria and that were based on randomized controlled clinical trials with AM over 50 years with T2D, published between 2010 and 2020, in English or Spanish, in which the treatments were given by health professionals. The results showed that there are few psychological interventions that include SS and that focus on AM with T2D. Finally, the importance of testing the effectiveness of cognitive-behavioral techniques that complement SS is discussed, by training the social support provider through motivational interviewing, to improve the quality of life of AM.

The growing study of Emotional Intelligence enabled the development of various theoretical models and valid and reliable instruments for its measurement. However, it is unknown what measures are used in Spanish-speaking countries such as Argentina. In response to this problem, a systematic review was carried out in order to: a) examine which instruments were constructed, adapted and/or validated for the measurement of EI in adults of the Argentine population, b) identify the theoretical models used, and c) provide evidence on their psychometric quality. The following databases were searched: PubMed, SciELO, Redalyc, and ScienceDirect, yielding 805 results. Of which, 8 articles met the inclusion criteria: 1) validation, adaptation or construction studies, 2) written in Spanish or English; 3) published in peer-reviewed journals; 4) with adult samples; 5) that provided evidence of validity and reliability. This led to de detection of five instruments (mostly adaptations) based on the ability model, 2 on the mixed model and 1 on the trait model. Although few instruments were found, they report adequate psychometric properties and are valuable tools for measuring EI at the local level and for cross-cultural research of said construct.

This monograph has been to publish studies that help us identify new trends in emotional intelligence research and advance in its conceptualization, measurement, and training from different disciplines such as neuroscience, psychology, and education. Specifically, this monograph has been organized to appear in two volumes of Escritos de Psicología - Psychology Writings corresponding to the years 2022 and 2023. Four articles have been published in this 2022 volume. The first two are systematic reviews; the first focused on the implications of emotional intelligence in the clinical, occupational, and educational context, and the second on the most used instruments for the measurement of emotional intelligence in Argentine adults. The other two articles are empirical studies focused on the educational field that analyze the Emotional Commitment of Teachers and its relationship with different psychoeducational variables, and how Emotional Intelligence is a protective factor of burnout in teachers. The four articles that make up this first part of the monograph coincide in highlighting the relevance of research in the assessment and training of Emotional Intelligence for its impact on our personal and professional lives.

The Teacher Emotional Engagement is a recently-validated psychoeducational construct that characterizes the teacher-student relationship in three educational stages: preschool, primary, and secondary. It is empirically defined as an emotional bond that the teacher establishes with their students, based on behavioral and verbal manifestations that imply affection and concern towards the students, distributed in four dimensions. The objective of this study was to observe which psychoeducational variables predict the scores in Teacher Emotional Engagement and if there are differences in the construct’s dimensions based on them. The participants were 671 teachers from the three educational stages. The results revealed that the variables gender, training in emotional education and educational stage most explain the scores’ variability in the construct’s dimensions. These findings offer an initial approximation to the relationship of the construct with the socio-academic variables included in this study, enabling our progress in understanding it as well as guiding both initial and continuing teacher training.

Investigating what makes us different means verifying the richness of human diversity and understanding the enormous advantages that it brings to our species. For this reason, knowledge of diversity must lead to respect for the equal rights and duties of different individuals, whatever their differences. The Ibero-American Association for the Investigation of Individual Differences (AIIDI) promotes the investigation of individual differences in intelligence, abilities, temperament, and personality, as well as their related causes and factors. The conferences held annually aim to bring together researchers interested in these differences, promoting and sharing knowledge. Below are summaries of the papers presented at the XI AIIDI Conference, held on September 22 and 23, 2022, at the University of Malaga. In this edition we have had 48 presentations of empirical works focused on variables of personality, intelligence and health. All are quality studies that provide a panoramic view of current research topics in the field of human differences.  

Emotional intelligence (EI) has been a widely studied construct in recent decades. By involving emotions and the way of directing them, it affects various areas such as clinical, labor and educational fields. This review’s objective is to summarize the main findings about the implications of EI in these areas. The main results in the area of ​​health show that EI has been linked to well-being and quality of life, as well as to psychopathology. In the workplace, EI has been associated with job satisfaction, burnout syndrome, teamwork’s performance and leadership styles. Finally, in the educational area, EI seems to influence academic performance through the mediation of personality and metacognitive variables, among others. All this makes clear the importance of focusing research on the analysis of implementing EI in these contexts, putting theory into practice and exploring the influence of each of EI’s components.