Abstract Objectives The present study aimed to evaluate the measurement invariance of a general measure of the perception of governmental responses to COVID-|19 (COVID-SCORE-10) in the general population of 13 Latin American countries. Methods A total of 5780 individuals from 13 Latin American and Caribbean countries selected by non-probabilistic snowball sampling participated. A confirmatory factor analysis was performed and the alignment method was used to evaluate invariance. Additionally, a graded response model was used for the assessment of item characteristics. Results The results indicate that there is approximate measurement invariance of the COVID-SCORE-10 among the participating countries. Furthermore, IRT results suggest that the COVID-SCORE-10 measures with good psychometric ability a broad spectrum of the construct assessed, especially around average levels. Comparison of COVID-SCORE-10 scores indicated that participants from Cuba, Uruguay and El Salvador had the most positive perceptions of government actions to address the pandemic. Thus, the underlying construct of perception of government actions was equivalent in all countries. Conclusion The results show the importance of initially establishing the fundamental measurement properties and MI before inferring the cross-cultural universality of the construct to be measured.

Resumen (Objetivo) El propósito del estudio fue examinar la relación entre autoeficacia matemática y el rendimiento en la prueba nacional de bachillerato en matemáticas, que considera otros predictores psicosociales relevantes y los efectos moderadores del sexo y del centro educativo. (Metodología) El diseño del estudio fue de corte observacional y transversal, con la participación de 487 estudiantes de undécimo año, provenientes de colegios públicos de la Gran Área Metropolitana de Costa Rica. Se aplicaron varios instrumentos para medir: sexismo hostil y benevolente, percepciones de igualdad de género en las habilidades matemáticas, autoeficacia matemática y habilidades de razonamiento. (Resultados) Los resultados del análisis multinivel bayesiano de efectos aleatorios confirmaron las diferencias a favor de los hombres en la medida de autoeficacia, donde el sexo del estudiantado fue un moderador entre la relación de la autoeficacia matemática y el puntaje de la prueba. Además, se encontró que, según el sexo, la asociación entre autoeficacia y rendimiento también se encontró moderada por el centro educativo. (Conclusiones) Entre las conclusiones se destaca que, si el efecto moderador del colegio entre autoeficacia y rendimiento difiere por sexo, esto implica que las acciones dirigidas a promover la autoeficacia no tendrán el mismo resultado en los hombres y en las mujeres, lo que evidencia la necesidad de desarrollar intervenciones diferenciadas.

Resumo (Objetivo) O objetivo do estudo foi examinar a relação entre auto-eficácia matemática e desempenho no teste nacional de bacharelado em matemática, levando em conta outros preditores psicossociais relevantes e os efeitos moderadores relacionados ao sexo e à escola. (Metodologia) O desenho do estudo foi de coorte observacional e transversal, com a participação de 487 estudantes do décimo primeiro ano das escolas públicas da Grande Área Metropolitana da Costa Rica. Vários instrumentos foram aplicados para medir: sexismo hostil e benevolente, percepções de igualdade de gênero em habilidades matemáticas, auto-eficácia matemática e capacidade de raciocínio. (Resultados) Os resultados da análise multinível Bayesiana de efeitos aleatórios confirmaram diferenças a favor dos homens na medida da autoeficácia, onde o sexo dos estudantes foi um moderador entre a relação de auto-eficácia matemática e a pontuação no teste. Além disso, encontrou-se que, dependendo do sexo, a associação entre auto-eficácia e desempenho também foi moderada pela escola. (Conclusões) Entre as conclusões, destaca-se que, se o efeito moderador da escola entre auto-eficácia e desempenho difere por sexo, isso implica que as ações destinadas a promover a auto-eficácia não terão o mesmo resultado em homens e mulheres, o que evidencia a necessidade de desenvolver intervenções diferenciadas.

Abstract (Objective) The purpose of the present study was to analyze the relationship between students' mathematical self-efficacy and performance in the national high school graduation mathematics test, taking into account other relevant psychosocial predictors and the moderating effects of sex and educational center. (Methodology) The design of the study was observational and cross-sectional, with the participation of 487 eleventh-grade students from public secondary schools in the Greater Metropolitan Area of Costa Rica. Several instruments were applied for measuring hostile and benevolent sexism, perceptions of gender equality in mathematical abilities, mathematical self-efficacy and reasoning abilities. (Results) The results of the multilevel Bayesian random effects analysis confirmed that scores were higher for men than for women in measurements of selfefficacy, where the sex of the student body was a moderator in the relationship of mathematical self-efficacy and test scores. In addition, it was found that, depending on the sex of subjects, the association between self-efficacy and performance was also moderated by the educational center. (Conclusions) Among the conclusions, it is especially noteworthy that if the moderating effect of the educational center between selfefficacy and performance differs by sex, this implies that actions aimed at promoting self-efficacy will not have the same result in men and women, showing the need to develop differentiated interventions.

Resumen Esta investigación utiliza la perspectiva de la eficacia escolar considerando tres factores: características sociodemográficas, actitudes hacia la matemática y creencias sociales en torno al género en contextos matemáticos. El objetivo es explorar el valor predictivo de variables que podrían estar asociadas al rezago en asignaturas de contenido matemático en estudiantes de colegios ubicados en territorios indígenas y del Gran Área Metropolitana de Costa Rica (GAM). El estudio de corte transversal y correlacional se realizó con una muestra de 356 estudiantes, quienes respondieron cuatro escalas: autoeficacia matemática, utilidad de la matemática, creencias sexistas y estereotipos de género en contextos matemáticos. Se utilizaron modelos de regresión multinivel con dos variables dependientes: a) un contador de rezago para asignaturas de contenido matemático y b) una variable que identificó a quienes debieron presentar pruebas de aplazados en matemática. Los resultados mostraron la autoeficacia matemática como el principal predictor del rezago en ambas poblaciones y en ambas variables dependientes. Solo en los colegios del GAM fueron relevantes las predictoras edad, sexismo benevolente y equidad. Aunado a esto, el valor explicativo de los predictores en las variables dependientes, es considerablemente mayor para los colegios de la GAM. A pesar de las diferencias contextuales, se concluye que la autoeficacia matemática es un predictor relevante para el rezago, reforzando la importancia de su estímulo en el aula. Otra conclusión es la necesidad de realizar estudios específicos en colegios de territorios indígenas, con el fin de contribuir a la comprensión de los factores asociados al rezago en esta población particular.

Abstract The School Effectiveness Framework was used to examine three dimensions: socio-demographic characteristics, attitudes towards Math and social beliefs about Math contexts with the objective of exploring the predictive value of variables associated with difficulties in Math-related subjects for high school seniors (last year students) in Indigenous territories and the Greater Metropolitan Area of Costa Rica. The is a cross-sectional and correlational study based on a sample size of 356 students who answered four questionnaires: The Math Self-Efficacy Scale, Math Usefulness, Sexist Beliefs and Math-Gender Stereotypes. Multilevel regression models were calculated using two dependent variables: a) a count indicator for difficulties in Math-related subjects and, b) a variable identifying students who needed to take a remedial test to pass the subject. Results reveal that Math Self-Efficacy was the principal predictor of difficulties in both populations. Benevolent Sexism and Equity were also relevant only for BMA-age high school students. The explicative value of the predictors in both dependent variables is considerably higher for BMA schools. Despite contextual differences, it can be concluded that that Math Self-efficacy is a relevant predictor for indicators related to Math difficulties and its use should be promoted in classrooms. However, more research is needed, specifically in indigenous territories, to help reduce factors that are causing students to lag behind in Math in this specific population group.

Resumen Reconociendo que el género, como constructo, es expresión de una estructura de poder, se buscó explicar diferencias observadas a favor de los varones en dos pruebas estandarizadas de contexto matemático: componente matemático de la Prueba de Admisión de la Universidad de Costa Rica y la Prueba de Matemática del Bachillerato de la Educación Formal. La muestra fue de 487 estudiantes que en 2015 cursaban el undécimo año en 10 secundarias públicas diurnas, de la gran área metropolitana de Costa Rica, 269 eran mujeres. Se estimaron modelos de regresión multinivel con el puntaje en cada prueba como variable de respuesta. El modelo reducido solo incluyó como predictor el sexo de cada estudiante, y el modelo completo incluyó, además, un indicador de habilidades de razonamiento y los puntajes en las siguientes escalas: sexismo hostil y benevolente, actitud hacia la equidad de género en matemática y autoeficacia matemática. Los resultados apuntan a que las diferencias de género se reducen considerablemente al controlar habilidades de razonamiento. El sexismo benévolo predice el desempeño en las pruebas, aunque en menor medida. También se generó evidencia del efecto moderador del colegio para la relación entre el sexo y el puntaje en la prueba de admisión, y, especialmente, para los promedios de la prueba de bachillerato. La autoeficacia matemática también resultó de relevancia predictiva en esta última. Estos resultados evidencian la necesidad de que el personal docente promueva activamente esta dimensión de autoeficacia en sus estudiantes, especialmente en las mujeres. Las considerables diferencias en los promedios de las pruebas de Bachillerato, según colegio, aun siendo todos públicos y de la gran área metropolitana, sugieren la presencia de inequidades que deberían estudiarse con mayor profundidad, incluidos centros educativos de las diversas regiones del país, los cuales podrían presentar todavía mayores desigualdades.

Resumo Dado que o gênero, como construto, é uma expressão de uma estrutura de poder, este trabalho buscou explicar diferenças observadas a favor dos homens nas duas provas padronizadas do contexto matemático: a seção matemática na prova de admissão da Universidade da Costa Rica e a prova de matemática do ensino médio da educação formal. A amostra foi de 487 estudantes da Grande Área Metropolitana da Costa Rica que cursaram o último ano do ensino médio em colégios públicos diurnos no ano de 2015. Do total, 269 são mulheres. Foram ajustados modelos de regressão multinível com a pontuação dessas duas provas como variável resposta. O modelo reduzido somente incluiu como preditor o sexo do estudante. Já o modelo completo, inseriu ainda um indicador de habilidade de raciocínio e as seguintes escalas: sexismo hostil e benevolente, atitude para a equidade de gênero em matemática e autoeficácia matemática. Os resultados apontam que as diferenças de gênero são reduzidas ao controlar habilidades de raciocínio. O sexismo benévolo prediz a performance nas provas, embora haja pouco impacto. Também se gerou evidência do efeito moderador do colégio para a relação entre o sexo e a pontuação nas provas de admissão, especialmente para as médias das provas do ensino médio. A autoeficácia matemática também resultou ser de considerável relevância preditiva nessa última prova. Esses resultados mostram a necessidade dos professores promoverem ativamente essa dimensão da autoeficácia em seus alunos, principalmente nas mulheres. As diferenças consideráveis nas médias das provas de Bacharelado, segundo as escolas, mesmo sendo todas públicas e da grande região metropolitana, sugerem a presença de iniquidades que devem ser estudadas com maior profundidade, inclusive nos centros de ensino das diversas regiões do país, que podem apresentar desigualdades ainda maiores.

Abstract Acknowledging that gender, as a construct, is an expression of a power structure, observed differences favoring males were explained for two standardized tests of mathematical context: the Mathematics section of the University of Costa Rica’s Admission Test and the Mathematics test from the Secondary School’s Exit Exam. The sample was 487 students in the last year of high school in ten public schools from the Greater Metropolitan Area of Costa Rica; 269 were women. Multilevel regression models were estimated using the scores in these tests as dependent variables. The reduced model only included sex as a predictor, whereas the complete model included, additionally, an indicator of reasoning abilities and the following scales: hostile sexism, benevolent sexism, attitude toward gender equity in mathematics, and self-efficacy in mathematics. Results point out that gender differences are reduced by controlling for reasoning abilities. Benevolent sexism predicted performance in the tests to a lesser degree. There was also evidence of the moderating effect of the school for the relationship between sex and the score in the admission test, and, especially, for the means in the secondary school exit test. Mathematics self-efficacy also had considerable predictive power in the latter. These findings provide evidence of the need for teachers to actively promote self-efficacy in their students, especially women. The considerable differences in the average scores of the Secondary School’s Exit Exam, even though they are all public and from the Greater Metropolitan Area of Costa Rica, suggests the presence of inequities that should be studied more in-depth, including schools beyond this area, which could reveal even more disadvantages.

Abstract Background: Acculturation stress is associated with poorer physical and mental health and a lower level of psychological well-being. The causes of acculturation stress are diverse, but most are similar in the migrant population. Despite the importance of evaluating this variable, few studies have reported culturally adapted and validated instruments for specific populations. Based on this, the aim of this study was to evaluate the psychometric properties of a short scale for the evaluation of acculturation stress (EBEA). Methods: Two studies were conducted, involving 1725 first-generation Colombian and Peruvian migrants living in Chile, between the ages of 18 and 60 years. In addition to the EBEA and as evidence of validity, the Beck Anxiety Scale and the WHOQOL-BREF psychological health domain were applied. A confirmatory factor analysis was carried out, and the reliability and nomological validity were evaluated. Results: The results in both studies indicated that the scale presents a factorial structure of three dimensions: (a) the stress derived from the preparation and departure from the country of origin, (b) the stress produced by socioeconomic concerns in the host country, and (c) the tensions typical of adaptation to sociocultural changes or Chilean society. The reliability coefficients and the analysis of their nomological validity were very good. Conclusions: The EBEA is a measure that offers quick, useful screening for researchers who need a short measure for research among migrants. This tool contributes to the work of education, prevention, and intervention in the field of general health and migrants' mental health.

Abstract Nowadays, it is widely accepted that experience can modify multiple aspects of the functioning and structure of the brain; however, there is still a long way to go to understand the mechanisms behind these modifications. In order to understand the relationship between experience and brain plasticity, models and paradigms have been adapted from cognitive neurosciences; one of them has been music training. In the last decades, this paradigm has strengthened because it allows us to understand the structural and functional modifications produced by training. It has been demonstrated that musicians compared to non-musicians present larger sizes of specific brain regions, in particular, the prefrontal cortex, which is associated with a better performance in executive functions tasks. In addition, long-term neurophysiological changes have been identified in people who play an instrument. A relationship between playing an instrument and better performance in executive functions has been identified. However, the evidence of this effect is contradictory. Executive functions are a series of general control processes that help regulate thinking and behavior. Some research indicates that learning an instrument is associated with better performance in working memory, but not regarding tasks related to inhibitory control and cognitive flexibility. However, other studies have revealed significant differences between musicians and non-musicians, both in working memory and tasks of cognitive flexibility as well as in inhibitory control. It is possible that the contradictory results are due to the methodological diversity through which this topic has been addressed, since some studies have carried out experimental and quasi-experimental designs, and others have developed correlational approaches. In addition, different theoretical models have been used to evaluate executive functions. For this study, we work with the theoretical model of Miyake et al. (2000), which is a solid theoretical-empirical proposal about three clearly differentiable executive functions: inhibitory control, cognitive flexibility, and working memory. A meta-analysis was performed with the purpose of identifying the effect of playing an instrument on executive functions as well as identifying the moderator variables. By doing this, we wanted to clarify the problem in question and the controversial results; therefore, empirical studies comparing musicians against non-musicians were included. The comparison group should not have been exposed to musical training, the participants should not present motor or cognitive disabilities, and finally, studies should report means and standard deviations for the scores on executive functions tasks. We included papers published between January 2000 and July 2017. The moderator variables studied were: age in months at the time of evaluation, age at which training began, and total years of training. The coding strategy allowed us to identify a total of 42 294 articles. The titles and abstracts were analyzed and those that did not meet the inclusion criteria were eliminated. This procedure allowed the detection of 24 articles for future analysis, and 12 out of them were finally selected. These 12 articles contributed to 60 effect sizes and 513 participants. The results showed that musicians have a better performance in executive functions tasks when they are compared to non-musicians, d = .712, n = 60, IC95% = (.57; .85), p < .0001. Additionally, the analysis of moderating variables revealed that the practice of an instrument equally benefits all executive functions, and the most important benefit occurs in older adults and children. Results support the hypothesis that the high level of difficulty involved with learning to play an instrument can influence a better performance in executive functions tasks. Our study points out the need of designing research that allows the scientific community to investigate the effect of prolonged musical training over time.

Resumen Se ha sugerido que la práctica profesional de un instrumento musical esta relacionada con mejores puntajes en tareas de funciones ejecutivas. Con el fin de examinar sistemáticamente esta hipótesis se realizó un metaanálisis para identificar el efecto de la interpretación de un instrumento en las funciones ejecutivas, así como las variables que podrían moderar dicho efecto. El metaanálisis incluyó estudios empíricos que: (1) compararon los puntajes en medidas de funciones ejecutivas entre músicos y no músicos; (2) reportaron las medias y desviaciones estándar; (3) el grupo de comparación no recibió entrenamiento musical; y (4) los participantes no presentaron discapacidad motora o cognitiva. Se identificó que los músicos, en comparación con los no músicos, muestran mejores puntajes en tareas de funciones ejecutivas (d = .712). Los resultados apoyan la hipótesis de que la práctica de un instrumento musical está relacionada con mejores puntuaciones en tareas de funciones ejecutivas.

Resumen En Chile, el incremento del flujo migratorio desde América Latina ha llamado la atención con respecto a los procesos de ajuste psicológico y sociocultural de los nuevos inmigrantes. Por tanto, con este trabajo se busca (a) establecer relaciones entre las orientaciones de aculturación, el estrés aculturativo y el bienestar psicológico, (b) identificar perfiles según las preferencias de aculturación, y (c) determinar la existencia de diferencias significativas en el estrés y el bienestar, de acuerdo con estas tipologías. Para esto, se realizó un estudio de tipo correlacional con una muestra de (N = 194) inmigrantes latinoamericanos con edades entre los 18 y los 67 años (M = 34.77; DE = 10.181), donde se evaluaron las orientaciones de aculturación, el estrés por aculturación y el bienestar psicológico. Los resultados indican que el predominio de la integración es más salutogénico que la tendencia a la separación cultural como orientación preeminente, lo que facilita un mejor afrontamiento de los estresores del proceso migratorio. Asimismo, se encontraron tres perfiles aculturativos -individualista moderado, integracionista y separatista-, y la comparación entre perfiles arroja que cuando la integración es más saliente, el bienestar es mayor que en presencia del individualismo como orientación predominante. Este trabajo aporta evidencia con respecto al individualismo como orientación de aculturación escasamente considerada en la literatura, cuya posible influencia negativa puede relacionarse con la pertenencia grupal como vía para acceder a recursos que aportan a la adaptación al nuevo contexto.

Abstract In Chile, the significant increase of migratory flows from Latin America has drawn attention to the psychological and socio-cultural adjustment processes of new immigrants. This paper seeks to (i) establish relationships between acculturation orientations, acculturative stress and psychological well-being, (ii) identify profiles according to acculturation preferences, and (iii) determine the existence of significant differences in stress and well-being between these profiles. This correlational study was conducted with a sample of (N=194) Latin American immigrants with ages between 18 and 67 years (M=34.77; DE=10.181), where acculturation orientations, acculturation stress and psychological well-being were evaluated. Results indicate that the predominance of integration is more salutogenic than the tendency to cultural separation as a preeminent orientation, facilitating a better coping with the stressors of the migratory process. Three acculturative profiles were found: moderate individualist, integrationist and separatist. The comparison between profiles shows that when integration is predominant, well-being is greater than in the presence of individualism as the principal orientation. This study provides evidence regarding individualism as an acculturation orientation scarcely considered in the literature, whose possible negative influence can be related to group membership as a way to access resources that collaborate with adaptation to the new context.

Resumen La presente investigación se dirigió a analizar el efecto del uso de un videojuego de simulación para el entretenimiento en la tendencia altruista de una muestra no probabilística de 56 personas con una edad promedio de 32,63 años, participantes de un programa comunal de capacitación en el uso de la computadora. Mediante un diseño cuasiexperimental con pretest y pos-test se expuso a los participantes al uso de un videojuego de simulación en cuatro condiciones (juego solo, juego en parejas, juego con instrucción, juego sin instrucción). Se observó un aumento significativo en las puntuaciones de la medida de altruismo si el juego se acompañaba de una instrucción pedagógica. En su ausencia, las medidas de altruismo descendieron significativamente. No se mostraron cambios en la tendencia altruista asociados al uso del videojuego en parejas o en solitario. En general, el estudio apoya la idea de que el uso de un videojuego con contenido prosocial se encuentra vinculado con las respuestas prosociales de los usuarios.

Abstract The purpose of this investigation was to analyze the effects of using a simulation videogame for entertainment in the altruistic tendencies of a non-probabilistic sample of 56 people with an average age of 32.63 years who participated in a community training program in computer use. Through a quasi-experimental design with a pre-test and a post-test, participants were exposed to the use of a simulation videogame with four modes (single player, two players, playing with instructions, and playing without instructions). We observed a significant increase in altruism measuring scores when the game included a pedagogical instruction. When there were no instructions, the altruism scores dropped significantly. There were no changes in the altruistic tendencies associated with playing in single mode or in pairs. Overall, the study supports the idea that the use of videogames with prosocial content is linked to the prosocial responses of users.

Resumo A presente pesquisa visa analisar o efeito do uso de um videogame de simulação para o entretenimento na tendência altruísta de uma mostra não probabilística de 56 pessoas em uma idade média de 32 a 63 anos, participantes de um programa comunal de capacitação no uso do computador. Por meio de um procedimento quaseexperimental com pré-teste e pós-teste, os participantes interatuaram com um videogame de simulação em quatro condições (jogo solo, jogo em duplas, jogo com instrução, jogo sem instrução). Evidenciou-se um incremento significativo nas pontuações da medida de altruísmo se o jogo era acompanhado de uma instrução pedagógica. Na ausência desta, as medidas de altruísmo descenderam significativamente. Não se evidenciaram mudanças na tendencia altruísta associadas ao uso do videogame em duplas ou em solitário. Em geral, o estudo apoia a ideia de que o uso de um videogame com conteúdo pro-social está vinculado com as respostas pro-sociais dos usuários.

Resumen Con el fin de proporcionar evidencias de validez de constructo para la escala de competencia intrasexual-in-tergrupal, diseñada por Klavina, Buunk y Park (2009), en la población costarricense, se realizaron dos estudios psicométricos con estudiantes universitarios entre los 16 y 31 años (204 estudiantes, 45,7 % mujeres, en el primer estudio y 335 estudiantes, 50,4 %> mujeres, en el segundo). En estos estudios se aplicó un cuestionario que contenía la medida competencia intrasexual-intergrupal junto con otras mediciones de variables psicosociales y evolucionistas (competencia intrasexual, orientación a la dominancia social, orientación sociosexual, contacto intergrupal, control inhibitorio, valor como pareja). En dichos estudios se realizaron análisis de confiabilidad, análisis factoriales exploratorios y confirmatorios, y análisis de correlaciones. Los resultados mostraron que la escala puede ser considerada como una medida unidimensional y que sus puntuaciones correlacionan de forma positiva con medidas de competencia in-trasexual, orientación sociosexual y orientación a la dominancia social; y de forma negativa con medidas contacto intergrupal, control inhibitorio y de valor como pareja, tal y como se esperaba según la evidencia empírica. Se discute el aporte de esta medida al estudio del comportamiento humano desde la psicología social y la psicología evolucionista.

Abstract Two studies were conducted to provide evidence of construct validity of the Intergroup-Intrasexual Competition Scale, developed by Klavina, Buunk y Park (2009), among Costa Rican university students between 17 and 31 years old (204 students, 45.7 %> female, in the first study and 335 students, 50.4 %> female, in the second), measures of Intergroup Intrasexual Competition were applied with other measures of psychosocial and evolutionary variables (Intrasexual Competition, Social Dominance Orientation, Sociosexual Orientation, Intergroup Contact, Inhibitory Control, Mate Value). Results of both studies showed that the scale can be considered as a measure of a one-dimension construct, correlating positively with measures of Intrasexual Competition, Sociosexual Orientation and Social Dominance Orientation, and negatively with measures of Mate Value, Perceived Contact Quality and Inhibitory Control, as predicted by theory and previous empirical data. The utility of this measure in the study of human behavior from social and evolutionary psychology is discussed.

Resumo Com o fim de proporcionar evidências de validez de constructo para a Escala de Competência intrasexual-Intergrupal, desenhada por Klavina, Buunk e Park (2009), em população costa-ricense se realizaram dois estudos psicométricos com estudantes universitários entre os 16 e 31 anos (204 estudantes, 45,7 %> mulheres, no primeiro estudo e 335 estudantes, 50,4 %> mulheres no segundo) nos quais aplicou-se um questionário que continha a medida Competência Intrasexual-Intergrupal junto com outras medições de variáveis psicossociais e evolucionistas (Competência intrasexual, Orientação à Dominância Social, Orientação Sociossexual, Contato intergrupal. Controle Inibitório, Valor como Casal). Em ditos estudos se realizaram análises de confiabilidade, análises fatoriais, exploratórios e confirmatórios e, análises de correlações. Os resultados mostraram que a escala pode ser considerada como uma medida unidimensional e que as suas pontuações correlacionam de forma positiva com medidas de competência intra-sexual, Orientação Sociossexual e Orientação à Dominância Social; e de forma negativa com medidas Contato intergrupal, Controle inibitório e de Valor como Casal, tal e como se esperava segundo a evidência empírica. Discute-se o aporte desta medida ao estudo do comportamento humano desde a psicologia social e a psicologia evolucionista.

RESUMEN El presente estudio tuvo como objetivo analizar la activación de información estereotípica en contextos de selección de personal. Las hipótesis fueron contrastadas mediante un diseño experimental 2 (sexo del aplicante) x 2 (atractivo del aplicante) x 2 (sexo de la persona reclutadora) en un grupo de reclutadores profesionales. Los resultados indicaron un efecto significativo tanto del sexo como del atractivo de los estímulos. Estos efectos fueron moderados por el sexo de las personas reclutadoras y parcialmente mediados por las atribuciones de calidez y habilidad. Los resultados se discuten considerando el impacto del estereotipo de “lo bello es bueno” y los estereotipos sobre los roles tradicionales asignados a cada sexo.

ABSTRACT This study aimed to analyze the activation of stereotypical information in personnel selection contexts. Hypotheses were tested via a 2 (applicant's sex) x 2 (applicant's appeal) x 2 (sex of the recruiter) experimental design among professional recruiters. Results show a significant effect of both, sex and attractiveness of the stimuli. These effects were moderated by the sex of the recruiter and partially mediated by attributions of warmth and ability. Results are discussed in the light of the impact of the "beautiful is good" effect and the stereotypes of traditional sex roles.

En este trabajo se presenta la "Escala de Creencias sobre el Rol Paterno Posdivorcio" (ECRP-D). Está compuesta por doce ítems y fue elaborada para medir las creencias que el padre tiene acerca de su rol paterno después del divorcio. Participaron en el estudio 200 padres divorciados o separados costarricenses del Gran Área Metropolitana de Costa Rica. Los resultados indicaron que el instrumento presenta una estructura bifactorial, diferenciando dos creencias relativamente independientes sobre el rol paterno después del divorcio: el rol económico y el rol afectivo. Ambas subescalas presentan coeficientes de consistencia interna adecuados superiores al .70. Las evidencias de validez convergente y discriminante apoyan la utilidad de la escala para establecer inferencias sobre los dos distintos roles: las puntuaciones obtenidas en la subescala del rol afectivo correlacionan positivamente con indicadores conductuales y actitudinales de la relación afectiva con los hijos; mientras que la subescala del rol económico se asoció principalmente con indicadores de la situación socioeconómica de los padres. En la discusión se comentan los posibles usos de la escala en la investigación y la intervención psicológica con familias posdivorcio

This paper presents the "Scale of beliefs about the post-divorce parental role" (CRP-D for its Spanish acronym). It comprises 12 items to assess the father's beliefs about his post-divorce parental role. Two hundred Costa Rican divorced or separated fathers from Great Metropolitan Area of the country (known in Costa Rica as GAM for its Spanish acronym) participated in the study. Data showed that the instrument has a two-factor structure, distinguishing between two relatively independent beliefs of the father's role after the divorce: the economic role and the emotional role. Both subscales showed adequate internal consistency coefficients above .70. Evidence of convergent and discriminant validity support the usefulness of the scale to make inferences about two different roles: the scores on the emotional role subscale correlated positively with behavioral and attitudinal indicators of the affective relationship with children, while the economic role subscale was primarily associated with indicators of the father socioeconomic status. Possible applications of the scale in psychological research and intervention with post-divorce families are commented.

Neste trabalho apresenta-se a "Escala de Crenças sobre o Papel Paterno Pós-divórcio" (ECRP-D). Está composta por doze itens e foi elaborada para medir as crenças que o pai tem sobre seu papel paterno depois do divorcio. Participaram no estudo 200 pais divorciados ou separados costarriquenses da Grande Área Metropolitana da Costa Rica. Os resultados indicaram que o instrumento apresenta uma estrutura bifatorial, diferenciando duas crenças relativamente independentes sobre o papel paterno depois do divórcio: o papel econômico e o papel afetivo. Ambas subescalas apresentam coeficientes de consistência interna adequados superiores a 0,70. As evidências de validade convergente e discriminante apoiam a utilidade da escala para estabelecer inferências sobre os dois papéis: as pontuações obtidas na subescala do papel afetivo correlacionam positivamente com indicadores condutuais e atitudinais da relação afetiva com os filhos; enquanto a subescala do papel econômico foi associada principalmente com indicadores da situação socioeconômica dos pais. Na discussão se comentam os possíveis usos da escala na pesquisa e a intervenção psicológica com famílias pós-divórcio.

Cien personas refugiadas colombianas completaron un cuestionario que medía el estrés experimentado durante el proceso de adaptación a la sociedad costarricense, las redes de apoyo construidas en Costa Rica, la frecuencia con que se han visto discriminadas y su nivel de salud mental. Los datos muestran que el estrés por aculturación se estructuran en cuatro dimensiones: el estrés experimentado por los preparativos para la salida, el estrés derivado de su condición de refugiados, el estrés experimentado ante las necesidades económicas y el estrés vivido ante los retos de la adaptación cultural a la sociedad costarricense. Los preparativos para la salida del país son los eventos de mayor estrés reportado. La discriminación percibida y los años de residencia en Costa Rica aparecieron como los principales predictores de los tipos de estrés posinmigración, una vez controlados los efectos de la salud y las redes de apoyo.

One hundred colombian refugees completed a questionnaire measuring the level of stress they have experienced during the process of adaptation to the Costa Rican society; the social networks they have built in Costa Rica; the frequency with which they have been discriminated against; and their mental health. Data show four dimensions for acculturative stress: the stress produced by the arrangements to leave Colombia; the stress derived from their status as refugees; the stress derived from their socioeconomic needs; and the stress resulting from coping with the demands of the social and cultural adaptation to the host society. Participants reported significant higher levels of stress when planning the emigration from Colombia. Perceived discrimination and years of residence in Costa Rica were the principal predictors of acculturative stress in Costa Rica, above and below of the effect of other potential predictors, as social networks and mental health.