This paper analyzed the coping strategies and exam anxiety in 140 Psychology majors at the University of the Aconcagua, in the state of Mendoza. It also evaluated the differences and the relationship between these two variables according to gender, completed courses and academic year. Results showed that the coping strategies included the Search for Alternative Bonuses and Emotional Discharge; students also reported a low level of anxiety. Significant associations were found between these two variables, as well in relation to gender and theacademic year. No significant results were found in the relationship with completed courses.

Este artículo analizó las estrategias de afrontamiento y la ansiedad ante situación de examen en 140 estudiantes universitarios de Psicología de la Universidad del Aconcagua de la provincia de Mendoza. Además, evaluó las diferencias y el grado de relación entre estas dos variables en cuanto a género, materias rendidas y año académico. Los resultados mostraron que las estra-tegias de afrontamiento fueron la búsqueda de Gratificaciones Alternativas y la Descarga Emocional; además, que los estudiantes presentan un nivel bajo de ansiedad. Se encontraron relaciones significativas entre ansiedad ante exámenes y estrategias de afrontamiento, como también entre estas variables en relación al género y el año de cursado. No se encontraron resultados significativos al correlacionar con cantidad de materias rendidas.

This paper analyzed the coping strategies and exam anxiety in 140 Psychology majors at the University of the Aconcagua, in the state of Mendoza. It also evaluated the differences and the relationship between these two variables according to gender, completed courses and academic year. Results showed that the coping strategies included the Search for Alternative Bonuses and Emotional Discharge; students also reported a low level of anxiety. Significant associations were found between these two variables, as well in relation to gender and theacademic year. No significant results were found in the relationship with completed courses.

This study analyzes the psychometric structure of the CAPE- R scale, which assesses the beliefs about the educational process in rural teachers; explores the teacher´s profile, and analyzes the significant differences between the beliefs according to sociodemographic variables. The sample included 150 rural teachers from Mendoza, Argentina. The exploratory factor analysis yielded a factorial structure made up of four factors that explained a 44.19% of the variance of responses to the test. Internal consistency coefficients ranged from .74 to .85. The data show a predominance of difficulties in the educational process dimension (M=2.83; DE=.69), the only dimension that reached a significant association with the educational level of the classes (F =4.77, p<.05).

El artículo tuvo los siguientes objetivos, analizar la estructura psicométrica de la escala CAPE-R que evalúa las creencias acerca del proceso educativo en docentes rurales, conocer el perfil docente y analizar si existen diferencias significativas entre las creencias según variables sociodemográficas. Se trabajó con una muestra de 150 docentes rurales de Mendoza, Argentina. Los resultados del análisis factorial exploratorio arrojaron una estructura factorial conformada por cuatro factores que explicaron un 44.19 % de la varianza de respuestas al test. Con respecto a la consistencia interna, los coeficientes oscilaron entre .74 y .85. Los datos muestran un predominio de la dimensión dificultades en el proceso educativo (M=2.83; DE=.69). Además, es la única dimensión que alcanzó una asociación significativa con el nivel educativo en el que el docente imparte clases (F =4.77, ...

This study analyzes the psychometric structure of the CAPE- R scale, which assesses the beliefs about the educational process in rural teachers; explores the teacher´s profile, and analyzes the significant differences between the beliefs according to sociodemographic variables. The sample included 150 rural teachers from Mendoza, Argentina. The exploratory factor analysis yielded a factorial structure made up of four factors that explained a 44.19% of the variance of responses to the test. Internal consistency coefficients ranged from .74 to .85. The data show a predominance of difficulties in the educational process dimension (M=2.83; DE=.69), the only dimension that reached a significant association with the educational level of the classes (F =4.77, p<.05).