This research explores sex and discipline-area differences in empathy across theInterpersonal Reactivity Index developed by Davis. A descriptive cross-sectionalstudy was performed with the participation of 680 university students, divided into351 women and 329 men belonging to Physics-Mathematics, Social-Humanisticand Biological-Chemistry areas. The results show sex differences in threedimensions of the inventory with higher scores for women. No differences inrelation to the subject area of the students were observed. There is interactionbetween sex and discipline in the mathematical-physicist women who obtainedhigher scores in Personal Distress than other participants.

Esta investigación explora diferencias por sexo y área disciplinar en Empatíamedidas a través del Interpersonal Reactivity Index desarrollado por Davis. Serealiza un estudio descriptivo-transversal con la participación de 680 estudiantesuniversitarios, distribuidos en 351 mujeres y hombres, pertenecientes a las áreasde física y matemáticas, social y humanista, química y biológica. Los resultadosmuestran diferencias de sexo en tres dimensiones del inventario con puntajesmayores para las mujeres. No se observaron diferencias en relación con el áreadisciplinar del estudiantado. Existe interacción entre sexo y área disciplinar en lasmujeres físico-matemáticas, quienes obtuvieron puntajes superiores en PersonalDistress, respecto de los demás participantes.

This research explores sex and discipline-area differences in empathy across theInterpersonal Reactivity Index developed by Davis. A descriptive cross-sectionalstudy was performed with the participation of 680 university students, divided into351 women and 329 men belonging to Physics-Mathematics, Social-Humanisticand Biological-Chemistry areas. The results show sex differences in threedimensions of the inventory with higher scores for women. No differences inrelation to the subject area of the students were observed. There is interactionbetween sex and discipline in the mathematical-physicist women who obtainedhigher scores in Personal Distress than other participants.

Background: Gifted students or students with academic potential need an enriching environment to achieve an outstanding performance. However, phenomena such as school segregation negatively affect the transformation of intellectual potential into academic talent. Objective: To compare the distribution of gifted students from the fifth grade of elementary school to the fourth year of high school in the Province of Concepción, Chile, coming from families of low, medium and high socioeconomic status, determined by the type of educational institution in which they study. Method: Six hundred fifty (650) students aged between 11 and 17 participated in the study and answered the Raven’s Progressive Matrices Test, which allowed the identification of the intellectual potential based on the cut-off score. Results: Statistically significant differences were found in the intellectual potential am...

In the educational model of the University of Concepcion, Chile, affective domain is developed during the third and fourth year of studies. This research presents theexperience of Biology career. In it, the strategy of reflexion is used to develop the affective domain of generic competencies with 13 students. Results show that there is a change in the way that students conceive generic competencies, from being a tool for good performance to be a fundamental part of professional training.

La dimensión afectiva de las competencias genéricas (CCGG), es fundamental para formar profesionales integrales. En el modelo educativo de la Universidad de Concepción de Chile, la dimensión afectiva se desarrolla en tercer y cuarto año de carrera. En esta investigación se presenta la experiencia de la carrera de biología. En ella se utiliza la estrategia de reflexión con trece estudiantes para desarrollar la dimensión afectiva de las competencias genéricas. Los resultados muestran que hay un cambio en la forma en que las conciben, pasando de ser una herramienta para el buen desempeño a ser parte fundamental de la formación profesional.

In the educational model of the University of Concepcion, Chile, affective domain is developed during the third and fourth year of studies. This research presents theexperience of Biology career. In it, the strategy of reflexion is used to develop the affective domain of generic competencies with 13 students. Results show that there is a change in the way that students conceive generic competencies, from being a tool for good performance to be a fundamental part of professional training.