This article offers to examine the main content related to two comparative socio-educational normative frameworks, based on dimensions in social ethics and human development. Contemporary religious literature raises referential content to ethical-social learning in accordance with individual moral thought, on the other hand, the globalized capabilities approach maintains that a utilitarian or mercantilist educational policy generates educational-training neglect in human development as a starting point. Methodologically, through the comparative analysis, parallel and contemporary basic premises are identified in both normative frameworks, since the premises in Jorge Bergoglio's literature hypothetically coincide with the related proposal of the capabilities approach of Amartya Sen and Martha Nussbaum. For this reason, the results are confirmed and derived based on a social ethical vision...

The objective of this instrumental research was to confirm the psychometric properties of the EACIN-R Attitudes towards Research Scale, which contains three factors with 28 items comprised in three subscales: interest, vocation and assessment of research. 220 students from a Peruvian university participated, 82 men and 138 women. Confirmatory factor analysis and parallel Horn analysis confirmed the internal structure of the instrument, the trifactorial model, and the number of items in each subscale. Cronbach's alpha index, for the reliability analysis, yielded a value of .898 in the total test. In addition, reliability was obtained for each of its factors, vocation (.862), assessment (.692) and interest in research (.757). It is concluded that the instrument presents a good level of internal consistency, and its use is supported to measure this construct in university students with simi...