The relationship between behavioral stimulation promotion deployed by the mother and intellectual development reached by the child is analyzed. The sample comprised 51 children of both sexes, whose ages were between 6 and 7 years were enrolled between first and second grade of primary education in a public school in Lima. An ex-post-facto correlational design was used. Scales of Infant Stimulation of Panduro and Intellectual Skills test (THM1) of Yuste were used; Both instruments were applied individually. The results of simple linear regression analysis indicated that 49% of the observed changes in the child’s intellectual development is explained by stimulation of behavioral development (R = 0.70, F = 47,446, p <0.01). Both variables are related study also loud and highly significant (p <0.001) in the group of children whose mothers had the status of married filing status. Anot...

Las adicciones digitales o el uso problemático de las tecnologías digitales constituyen uno de los grandes problemas a nivel mundial, que durante la pandemia por COVID-19 se ha incrementado considerablemente; en este escenario, dos factores de impacto importante para explicar este problema recaerían en el distrés y la ansiedad debido al COVID-19. Objetivo: Determinar el impacto del distrés y la ansiedad por COVID-19 sobre las adicciones digitales en universitarios peruanos. Método: Estudio transversal de relaciones causales de tipo multivariante. Participaron 802 universitarios, con edad media de 21.68 (DE = 3.11), seleccionados mediante muestreo por conveniencia. Se aplicaron el cuestionario MULTICAGE CAD-4, la escala de distrés, y la escala de preocupación por COVID-19. Resultados: Dos modelos examinados con modelamiento de ecuaciones estructurales resultaron con buenos índice...

A predictive model of the intention to graduate with a thesis, based on academic and cognitive-affective factors, is examined in a sample of 198 students from the first to the fifth year of psychology. The structural model tested by Path Analysis presented an adequate adjustment (CFI >.95 and RMSEA <.08), observing that engagement and attitude towards statistics indirectly regulate the intentionality of a thesis, while self-efficacy and methodological competencies have direct effects on intentionality. When there are adequate methodological competencies, the prognosis for doing a thesis is 82.6%, while a favorable attitude towards statistics forecasts 80.6% of the interest of graduating with a thesis.

A predictive model of the intention to graduate with a thesis, based on academic and cognitive-affective factors, is examined in a sample of 198 students from the first to the fifth year of psychology. The structural model tested by Path Analysis presented an adequate adjustment (CFI >.95 and RMSEA <.08), observing that engagement and attitude towards statistics indirectly regulate the intentionality of a thesis, while self-efficacy and methodological competencies have direct effects on intentionality. When there are adequate methodological competencies, the prognosis for doing a thesis is 82.6%, while a favorable attitude towards statistics forecasts 80.6% of the interest of graduating with a thesis.

A predictive model of the intention to graduate with a thesis, based on academic and cognitive-affective factors, is examined in a sample of 198 students from the first to the fifth year of psychology. The structural model tested by Path Analysis presented an adequate adjustment (CFI >.95 and RMSEA <.08), observing that engagement and attitude towards statistics indirectly regulate the intentionality of a thesis, while self-efficacy and methodological competencies have direct effects on intentionality. When there are adequate methodological competencies, the prognosis for doing a thesis is 82.6%, while a favorable attitude towards statistics forecasts 80.6% of the interest of graduating with a thesis.

Objective: The effects of an online prevention program on technological addictions and cognitive-affective dispositions in university students during the COVID-19 pandemic were evaluated. Methods: Forty-two students participated in the sample, of which 21 formed the experimental group (EG) and the other 21 students the control group (CG). Academic efficacy and academic engagement scales were used, as well as cell phone, internet and video game addiction tests. Results: The application of the program significantly reduced the internet addiction, cell phone and video games and at the same time significantly increased the positive assessment of academic engagement and academic efficacy; comparisons between the study groups (GE versus GC) according to the effect sizes (.30 < d >. 50) evidenced important practical differences in the internet addiction, cell phone and video games, for th...