This study sought to determine the relationship between test anxiety and learning strategies among students of 4th and 5th grade of secondary of public schools in Lima. The sample was obtained by an intentional method, evaluating 469 students, 45.6% males and 54.4% females, belonging to four public schools of Lima. It was used the questionnaire of Anxiety and performance - CAR and the Learning Strategies Scale - ACRA. The test anxiety (punctuations in all three dimensions: concern, emotionality and facilitation) and learning strategies (punctuations in four dimensions: acquisition, coding, support and recovery of information processing) had low correlations and in some cases negative, all of which are significant.

The aim of this investigation is establish the relation between self-efficacy and academic procrastination of university students in Lima City metropolitan area. The sample was obtained by intentional procedure. Assessments were made on 348 university students: 50.6% male and 49% female students; 70.1% from private and 29.9% from state universities. Self-Efficacy Scale and Academic Procrastination Scale were used for assessment and it was found they had both psychometric reliability according to internal consistency method and construct validity according to exploratory factorial analysis. The formulated hypothesis is accepted as the correlation coefficient obtained between both variables was negative (-235) and significant (p˂.000) but low.

The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academic performance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic selfefficacy; self-regulated learning and academic performance were both positive and significant, but low. In addition, the correlation between academic selfefficacy and self-regulated le...

It is proposed that the problem of the mind-brain relationship can be overcome by a non-classical materialistic model of personality based on the information defined as a special form of negentropy with a structure and activity, which in five intra-individual categories, organizes all and each of the levels of the personality, and, in an extra-individual category organizes the society. This concept of information leads to a monistic view of the universe and turns into conceptions of society, personality, consciousness, and mental activity based on a theoretical framework that explains the nature of the social individual.

El objetivo del presente estudio fue establecer la relación entre la autoeficacia y la procrastinación académica en estudiantes universitarios de Lima Metropolitana. La muestra se obtuvo por un procedimiento no probabilístico, incidental, evaluándose a 348 alumnos universitarios, siendo el 50.6% de sexo masculino y el 49.4% femenino, y de acuerdo con el tipo de gestión, el 70.1% pertenecía a universidades particulares, mientras que el 29.9% a universidades estatales. Se evaluó la muestra con la Escala de Autoeficacia y la Escala de Procrastinación Académica, las cuales evidenciaron tener propiedades psicométricas de confiabilidad, según el método de consistencia interna, y validez de constructo, mediante el análisis factorial exploratorio. Se aceptó la hipótesis formulada debido a que el coeficiente de correlación obtenido entre ambas variables de estudio fue negativo (-...

It is proposed that the problem of the mind-brain relationship can be overcome by a non-classical materialistic model of personality based on the information defined as a special form of negentropy with a structure and activity, which in five intra-individual categories, organizes all and each of the levels of the personality, and, in an extra-individual category organizes the society. This concept of information leads to a monistic view of the universe and turns into conceptions of society, personality, consciousness, and mental activity based on a theoretical framework that explains the nature of the social individual.

This study sought to determine the relationship between test anxiety and learning strategies among students of 4th and 5th grade of secondary of public schools in Lima. The sample was obtained by an intentional method, evaluating 469 students, 45.6% males and 54.4% females, belonging to four public schools of Lima. It was used the questionnaire of Anxiety and performance - CAR and the Learning Strategies Scale - ACRA. The test anxiety (punctuations in all three dimensions: concern, emotionality and facilitation) and learning strategies (punctuations in four dimensions: acquisition, coding, support and recovery of information processing) had low correlations and in some cases negative, all of which are significant.

The following study aims to identify statistically significant differences between adolescent students with and without Attention Deficit Disorder and Hyperactivity (ADHD) in emotional intelligence skills. The study sample was composed of 44 students with ADHD diagnosis and 192 students without ADHD; both groups were obtained by an intentional process. The participants were evaluated with the Emotional Intelligence Inventory of BarOn ICE: NA, Peruvian adaptation and standardization (Ugarriza & Pajares, 2003). The results showed that there are statistically significant differences in intrapersonal skills (U = 3306.50, z = -2.25, p = .024, r = -.15) and positive impression (U = 3369.00, z = -2.10, p = .036, r = -.14) of emotional intelligence between students with ADHD and students without ADHD. Thus, the first group got higher scores than the second one in both aspects.

The following study aims to identify statistically significant differences between adolescent students with and without Attention Deficit Disorder and Hyperactivity (ADHD) in emotional intelligence skills. The study sample was composed of 44 students with ADHD diagnosis and 192 students without ADHD; both groups were obtained by an intentional process. The participants were evaluated with the Emotional Intelligence Inventory of BarOn ICE: NA, Peruvian adaptation and standardization (Ugarriza & Pajares, 2003). The results showed that there are statistically significant differences in intrapersonal skills (U = 3306.50, z = -2.25, p = .024, r = -.15) and positive impression (U = 3369.00, z = -2.10, p = .036, r = -.14) of emotional intelligence between students with ADHD and students without ADHD. Thus, the first group got higher scores than the second one in both aspects.