Present study aimed to establish influence of parenting styles on addiction to Internet. 2370 teenage students from third to fifth grades of secondary school were evaluated. They belonged to 14 representative cities of coast, highlands and forest Peruvian regions and aged 13 to 18 years. Parenting Styles Questionnaire (Parker et al. 1997), adapted to our reality for the present study, and Addiction to Internet Test (Young, 1998), also adapted to our reality by Raymundo, Matalinares and Baca (2013, pending publication) were the instruments applied. Results showed that dysfunctional parenting styles (abuse and indifference) influenced on addiction to Internet. Greater incidence of teenage students addicted to Internet was observed in the coast while greater perception of dysfunctional parenting styles was observed in highlands. Dysfunctional parenting styles (indifference, abuse, overprote...

Present study aimed to establish influence of parenting styles on addiction to Internet. 2370 teenage students from third to fifth grades of secondary school were evaluated. They belonged to 14 representative cities of coast, highlands and forest Peruvian regions and aged 13 to 18 years. Parenting Styles Questionnaire (Parker et al. 1997), adapted to our reality for the present study, and Addiction to Internet Test (Young, 1998), also adapted to our reality by Raymundo, Matalinares and Baca (2013, pending publication) were the instruments applied. Results showed that dysfunctional parenting styles (abuse and indifference) influenced on addiction to Internet. Greater incidence of teenage students addicted to Internet was observed in the coast while greater perception of dysfunctional parenting styles was observed in highlands. Dysfunctional parenting styles (indifference, abuse, overprote...

The present study aimed to establish the relationship between ways of coping with stress and psychological well-being. A sample of 934 university students from Lima and Huancayo, 16 to 22 years old, was used. Two were the instruments applied: the COPE Inventory (Carver, Scheir y Weintraub, 1989), about coping with stress strategies, adapted to peruvian context. And the Scales of Psychological Well-Being (SPWB), by Carol Ryff (1989), adapted to Peruvian context by Leal and Silva (2010). The results showed that there is a direct and significant relationship between problem-focused and emotion- focused coping with stress strategies and psychological well-being, while other coping strategies obtained a significant but indirect relationship.

El presente estudio tuvo como objetivo establecer la relación entre los modos de afrontamiento al estrés y el bienestar psicológico. Se evaluó a 934 estudiantes universitarios de Lima y Huancayo, con edades entre 16 y 25 años, a quienes se les aplicó la Escala de Modos de Afrontamiento al Estrés (COPE) diseñado por Carver, Scheir y Weintraub (1989) adaptado al contexto peruano y la Escala de Bienestar Psicológico (SPWB), propuesta por Carol Ryff (1989), adaptada al contexto peruano. Los resultados mostraron que existe una relación directa y significativa entre el modo de afrontamiento al estrés centrado en el problema y la emoción con el bienestar psicológico, mientras que otros estilos de afrontamiento guardan una relación significativa, pero indirecta.

The research presented aims to establish the relationship from reader ́s metacomprehension strategies with learning styles in college students. Participants were 809 students from both sexes who were applied the Strategies Inventory Schmitt metacomprehension of Inventory and Kolb’s Learning Strategies. The results showed that participants have a low level of development strategies and no evidence a metacomprehension predominant learning style. Finally, no relationship was found between metacomprehension reading strategies and learning styles.

The research presented aims to establish the relationship from reader ́s metacomprehension strategies with learning styles in college students. Participants were 809 students from both sexes who were applied the Strategies Inventory Schmitt metacomprehension of Inventory and Kolb’s Learning Strategies. The results showed that participants have a low level of development strategies and no evidence a metacomprehension predominant learning style. Finally, no relationship was found between metacomprehension reading strategies and learning styles.

The present research study aims to relate interpersonal values and self-concept. It is descriptive; correlational; comparative and with a non-experimental design. The sample consisted of 217 public state university students; both male and female; in their first; third and fifth cycles of Environmental Engineering and Business Administration careers. Fernando García and Gonzalo Musitu Self-Concept Questionnaire AF5 Form; validated by Sandoval (2009) and Portilla (2011); and Leonard V. Gordon Interpersonal Values Questionnaire (SIV); adapted by Higueras (1972) and Perez (1987); were the instruments applied. Results showed that there exist correlations between Support and Conformity Values and GeneralSelf-Concept. In a more specific analysis; no relationship between any Interpersonal Value and Family Self-Concept was found. Furthermore; significant differences between Physical and Emotiona...

La presente investigación tiene como objetivo relacionar los valores interpersonales y el autoconcepto. La investigación es descriptiva, correlacional, comparativa y de diseño no experimental. La muestra estuvo constituida por 217 estudiantes universitarios de ambos sexos del primer, tercer y quinto ciclo de Ingeniería Ambiental y Administración de Empresas de una universidad estatal, a quienes se aplicó el cuestionario de autoconcepto forma (AF5), de Fernando García y Gonzalo Musitu, validado por Sandoval (2009) y Portilla (2011), y el cuestionario de valores interpersonales (SIV), de Leonard V. Gordon, adaptado por Higueras (1972) y Pérez (1987). Los resultados mostraron que existe correlación entre los valores interpersonales de soporte y conformidad con el autoconcepto general. En un análisis específico se observa que ningún valor interpersonal se relaciona con el autocon...

This research aimed to establish the degree of relationship between interpersonal values and attributional styles of male and female students of the 5th year of secondary education. We used a descriptive correlational method, the sample consisted of 400 students, distributed in proportion to the population. The research was carried out, using the attributional style questionnaire and the Interpersonal Values Questionnaire SIV Leonard Gordon 1977. The results indicate according to the Spearman correlation coefficient exists correlation significant (p<0.05) between the different values interpersonal Support, Conformity, Recognition and Independence with attributional styles in the area of Academic  Achievement and Interpersonal Relations. Instead no significant correlations between Interpersonal Values Compassion and Leadership attributional styles in Areas of Academic Achievement and ...

This research aimed to establish the degree of relationship between interpersonal values and attributional styles of male and female students of the 5th year of secondary education. We used a descriptive correlational method, the sample consisted of 400 students, distributed in proportion to the population. The research was carried out, using the attributional style questionnaire and the Interpersonal Values Questionnaire SIV Leonard Gordon 1977. The results indicate according to the Spearman correlation coefficient exists correlation significant (p<0.05) between the different values interpersonal Support, Conformity, Recognition and Independence with attributional styles in the area of Academic  Achievement and Interpersonal Relations. Instead no significant correlations between Interpersonal Values Compassion and Leadership attributional styles in Areas of Academic Achievement and ...

Research identified the social representations of corruption and violence and its relationship to levels of socio-moral reflection of young people in urban areas and rural country. We evaluated to  268 young people from urban and rural areas, of both sexes , aged between 18 and 25 years, developing focus groups to identify the social representations of corruption and violence and a questionnaire of socio-reflection  proposed moral Gibbs, Arnold and Morgan and adapted by Grimaldo (2002). No significant relationship was found between socio-moral reflection and social representation of corruption and violence. There is a moral development mostly  located in the  interpersonal harmony ,while a third of the population is located in an instrumental relativist orientation and moral development level reached by youth for the pre-conventional and conventional. The levels of socio-moral  refl...

Research identified the social representations of corruption and violence and its relationship to levels of socio-moral reflection of young people in urban areas and rural country. We evaluated to  268 young people from urban and rural areas, of both sexes , aged between 18 and 25 years, developing focus groups to identify the social representations of corruption and violence and a questionnaire of socio-reflection  proposed moral Gibbs, Arnold and Morgan and adapted by Grimaldo (2002). No significant relationship was found between socio-moral reflection and social representation of corruption and violence. There is a moral development mostly  located in the  interpersonal harmony ,while a third of the population is located in an instrumental relativist orientation and moral development level reached by youth for the pre-conventional and conventional. The levels of socio-moral  refl...

Following the approach of the phonological rules, a descriptive study was conducted of the phonetic/phonological development of pre-school students in Metropolitan Lima, who were selected by a stratified random sampling process. Data was collected with the Phonetic- Phonological Development Test composed of two areas: phonology awareness and phonology rules, evaluating consonantal and vocalic phonemes of the Spanish language. The results showed that there were significant differences in the use of phonology awareness of rhyme and alliteration according to the socio-economic level; however, the differences were not significant when considering sex and age variables. No significant differences were also found in the use of phonological rules according to sex, age and socioeconomic level.

Following the approach of the phonological rules, a descriptive study was conducted of the phonetic/phonological development of pre-school students in Metropolitan Lima, who were selected by a stratified random sampling process. Data was collected with the Phonetic- Phonological Development Test composed of two areas: phonology awareness and phonology rules, evaluating consonantal and vocalic phonemes of the Spanish language. The results showed that there were significant differences in the use of phonology awareness of rhyme and alliteration according to the socio-economic level; however, the differences were not significant when considering sex and age variables. No significant differences were also found in the use of phonological rules according to sex, age and socioeconomic level.