The present study aims to verify the relationship between temporal orientation and quality of vital goals and the role of age, sex and planning level. Also, it aims to study the influence of the vital goals’ quality and the sex on the temporal extension. The Zimbardo & Boyd Time Perspective Inventory was applied, as well as some items from the Boyd & Zimbardo Transcendental Future Time Perspective Inventory and the Nurmi Hopes and fears Questionnaire. By means of cluster and variance analysis, it was found that there is a more adaptive temporal orientation style, which influences planning and that the most relevant variations appear when considering the weight of the goals’ quality on time orientation in interaction with age and sex.

La présente étude avait pour objectifs étaient de vérifier la relation entre l’orientation temporelle et la qualité des objectifs de vie et le rôle de l’âge, du sexe et du niveau de planification; ainsi que l’influence de la qualité des buts de vie et du sexe sur l’extension temporelle. L’inventaire de perspective temporelle de Zimbardo et Boyd a été appliqué, ainsi que certains items de l’Inventaire de perspective temporelle transcendantale de Boyd & Zimbardo et du Questionnaire Espoirs et craintes, de Nurmi. Au moyen d’une analyse de clusters et de variance, on constate qu’il existe un style d’orientation temporelle plus adaptatif, qui influence positivement la planification et que les variations les plus pertinentes apparaissent lorsqu’on considère le poids de la qualité des objectifs sur la orientation temporelle, en interaction avec l’âge et le sexe.

El presente estudio tuvo como objetivos verificar la relación entre orientación temporal y calidad de metas vitales y el rol de la edad, el sexo y el nivel de planificación; así como la influencia de la calidad de las metas vitales y el sexo sobre la extensión temporal. Se aplicó el Inventario de Perspectiva Temporal de Zimbardo & Boyd, algunos ítems del Inventario de Perspectiva Temporal Futura Trascendental de Boyd & Zimbardo y el Cuestionario de metas y temores de Nurmi. Mediante análisis de conglomerados y de varianza, se encontró que hay un estilo de orientación temporal más adaptativo, que influye positivamente sobre la planificación y que las variaciones de mayor relevancia aparecen cuando se considera el peso de la cualidad de las metas sobre la orientación temporal en interacción con la edad y el sexo.

O presente estudo teve como objetivos verificar a relação entre a orientação temporal e a qualidade das metas vitais e o papel da idade, sexo e nível de planejamento; bem como a influência da qualidade dos objetivos vitais e do sexo na extensão temporal. O Inventário da Perspectiva Temporal de Zimbardo & Boyd foi aplicado, bem como alguns items do Inventario da Perspectiva Temporal Futura Transcendental de Boyd & Zimbardo e do Questionário de metas e medos de Nurmi. Por meio da análise de cluster e variância, verifica-se que existe um estilo da orientação temporal mais adaptativo, que influencia positivamente o planejamento e que as variações mais relevantes aparecem quando se considera o peso da qualidade das metas na orientação temporal em interação com idade e sexo.

The time notion has a central place both in the philosophical reflection and in Psychology, indicating a systematical position with regard to the man's mode of existence in the world. In Psychology, the time perspective concept was introduced by Lewin (1935), and defined as the totality of the individual's views of his psychological future and psychological past existing at a given time, a more or less stable trait of the personality, which influences the motivation, thinking, and various aspects of their behaviour. Zimbardo is the author that more has been busy of the operationalization of this concept, which he defined as a non conscious process through which the flow of personal and social experiences is assigned to temporal categories that help give order, coherence and meaning to those experiences. The relative weight of the time frames introduce considerable differences in the decisions and behaviours and this preference for any of the dimensions can function as a static personality trait that can be non-adaptive. Hence, the authors introduce the concept of balanced time perspective (BTP) according to which the present, past and future are combined in a flexible manner, in response to the demands of the times and tasks in the life of the people, as well as to their dominant values. In this work we present the results of data collected in a sample of 329 students of secondary, tertiary and university levels, from which explored the possible relationship between profiles of temporal perspective and personality styles in Argentinean students and evaluate the role of balanced temporal perspective in that relationship. The ZTPI (Inventory of Temporal Perspective -Zimbardo & Boyd, 1999), the Questionnaire of Transcendental Future Time Perspective (PTFT -Boyd & Zimbardo, 1997), and the MIPS adaptation to Argentina (Casullo & Castro Solano, 2000) are applied. For the data analysis was used the following statistical: analysis of correlations, analysis of variance (ANOVA one way), tests of significance of the proportional differences and K-Means Cluster Analysis. We used the SPSS.20. Using cluster analysis, three profiles of time perspective and three personality styles are obtained. It is also estimated the deviation of balanced temporal perspective (DBTP) for each subject and three conglomerates were determinated. The correlations and variance analysis show empirical evidence about the meaningful relationships between profiles of temporal perspective and personality styles. It was verified, in particular, that there is a profile of temporal perspective more adaptive than the rest. In fact, 55% of the subjects who are identified with a profile of equilibrate-transcendent PT are within the group with open, active, strong and sociable personality stile, while 40% of subjects with conflicting PT are located in the style of conflicted personality. The inclusion of the future transcendental time scale, unified with the ZTPI allows us to see this perspective influences, in particular in the profiles of PT and its relationship with the personality styles. Some of these relationships and their difference with those found by the authors of both scales of PT are interpreted as a result of cultural differences. All the links found are confirmed on the basis of the determination of the balanced time perspective (BTP), which in our sample corresponds to the 28 per cent of the total number of subjects. There would be a two-way relationship, a mutual influence; on the one hand, certain personality traits would glances spreads to the temporal dimensions of the lived and living life and, on the other hand, the profile of temporal perspective that is being consolidated as personality trait refluxes on the rest of the traits, to contribute to the achievement of a identity with greater or lesser degree of adaptation and completeness.

En la Psicología, el concepto de perspectiva temporal introducido por Lewin (1935) se define como la dirección preferencial de los pensamientos de un sujeto hacia el presente, pasado o futuro, dimensión más o menos estable de la personalidad, que influye sobre la motivación, el pensamiento y diversos aspectos de su conducta. Zimbardo define el concepto como un proceso no consciente mediante el cual el flujo de las experiencias personales y sociales se encuadran en categorías temporales que ayudan a dar orden, coherencia y significado a esas experiencias y lo operacionaliza, introduciendo también el concepto de perspectiva temporal balanceada (BTP). Se presentan los resultados de datos recogidos en una muestra de 329 estudiantes argentinos de nivel medio, terciario (nivel superior no universitario) y universitario, a partir de los que se exploró la posible relación entre perfiles de perspectiva temporal y estilos de personalidad y se evaluó el rol de la perspectiva temporal balanceada en la relación entre ambos constructos. Se aplicó el Inventario de Perspectiva Temporal (ZTPI - Zimbardo & Boyd, 1999), el Cuestionario de Perspectiva Temporal Futura Trascendental (PTFT - Boyd & Zimbardo, 1997) y la adaptación para Argentina del Inventario Millon de Estilos de Personalidad (Casullo & Castro Solano, 2000). Los análisis de correlaciones y de variancia arrojan evidencia empírica acerca de las relaciones significativas entre perfiles de perspectiva temporal y estilos de personalidad y se verifica, en particular, que hay un perfil de perspectiva temporal más adaptativo que el resto. Se interpretan los resultados como bidireccionales.

The objective of this study was to assess the effect of deforestation and subsequent conifer reforestation on carbon stocks (CS) and nitrogen stock (NS), and their stratification ratios in Oxisols. A completely randomized design was used, with twelve plots under subtropical rainforest (S) and twelve plots under plantation of 20-year-old pines (P) at the Department of Oberá (Misiones). For each plot, composite samples were collected at 0-0.10; 0.10-0.20 and 0.20-0.30 m depths. The following variables were measured: texture, pH, bulk density (Bd), soil organic carbon (SOC) and total nitrogen (Nt). Carbon and nitrogen stocks as well as the carbon accumulation rate (TACOS) were calculated from 0 to 0.30 m. Then, the carbon stratification ratios (SOCr) and the nitrogen stratification ratios (Nr) were determined. Lower values for SOC and Nt content, as well as their respective stock decline, were indicative of soil degradation in the pine plantation. The COSr were higher in the subtropical rainforest (>2) which indicated enhanced soil quality. The carbon accumulation rate in the forest soil was - 0.86 Mg C ha-1 year-1, which revealed soil carbon loss. Removal of the subtropical rainforest and subsequent conifer reforestation reduced SC and SN by 28% and 51%, respectively. Forest land-use, hence, resulted in soil degradation and poorer soil quality.

El objetivo de este trabajo fue evaluar los efectos del desmonte y posterior reforestación con coníferas (Pinus sp.) sobre las reservas de carbono y nitrógeno del suelo, y sus relaciones de estratificación en Oxisoles. En el departamento de Oberá (Misiones), con un diseño completamente al azar, se seleccionaron doce reservas de Selva subtropical (S) y doce lotes con forestaciones de Pinus sp. de 20 años de edad (P). En cada uno se realizó un muestreo de suelo, compuesto, aleatorio simple, a 3 profundidades: 0-0,10; 0,10-0,20; 0,20-0,30 m. Las variables evaluadas fueron: textura, pH, densidad aparente (Da), carbono orgánico (COS) y nitrógeno total (N). Se calcularon los stocks de carbono (SC) y de nitrógeno (SN) de 0 a 0,30 m, la tasa de acumulación de carbono (TACOS) y las relaciones de estratificación del COS y del N (COSr y Nr). Los suelos bajo P presentaron menores valores de COS, N, SC y SN, en tanto que la TACOS fue -0,86 Mg C ha-1 año-1, señalando degradación del suelo. Las COSr fueron mayores en S, tomando valores superiores a 2, denotando una alta calidad de suelo. La eliminación de la S y su reemplazo por P provocó una pérdida del 28% del SC y del 51% del SN, indicando degradación y pérdida de calidad del suelo por el uso forestal.

An empirical study is reported, whose goal is twofold. In the first place, it seeks to assess the objectivity of the judgements students make about their hand-drawing skills at the start of their university education. It then focuses on the particular relation between beliefs and self-regulated learning. The sample is made up of 300 students enrolled on the basic course taught at the Architecture, Design and Urban Planning School of the University of Buenos Aires. The subjects' negative beliefs about their own ability have been objectively verified, whereas those who rated themselves as 'good' or 'very good' have been proved wrong. Their mistake seems to be linked to a superficial learning style, which would suggest that students showing less inclination for reflection as well as low processing and self-regulation strategies levels are less aware of their limitations. The relation between agency and specific self-efficacy is discussed. Instructional guidelines are put forward.

Se evaluó la objetividad del juicio que los alumnos hacen acerca de su habilidad para el dibujo a mano alzada, al comienzo de sus estudios y la relación entre la creencia y los componentes del aprendizaje auto-regulado. La muestra de 300 sujetos está compuesta por alumnos que cursan el Ciclo Básico Común en la Facultad de Arquitectura Diseño y Urbanismo de la Universidad de Buenos Aires. La objetividad de la creencia en la propia habilidad se ha verificado parcialmente, para el caso del grupo de sujetos que se manifiestan negativamente al respecto. En el grupo que se evaluó erróneamente como bueno o muy bueno, este error parece ligarse con un estilo de aprendizaje superficial, lo que hace pensar que estos sujetos tienen menos conciencia de sus límites. A partir de los resultados se discute la relación entre agentividad y creencia de autoeficacia específica y se señalan líneas de intervención pedagógica.

Avaliou-se a objetividade do julgamento que os estudantes fazem a respeito de sua habilidade para o desenho à mão livre no começo de seus estudos e a relação entre a crença e os componentes da aprendizagem autorregulada. A mostra de 300 sujeitos está composta por estudantes que estudam no Ciclo Básico Comum da Faculdade de Arquitetura, Desenho e Urbanismo da Universidade de Buenos Aires. A objetividade da crença na própria habilidade foi verificada, parcialmente, para o caso do grupo de sujeitos que se manifestam negativamente a respeito do assunto. No grupo que se avaliou erroneamente como bom ou muito bom, o erro parece unir-se com um estilo de aprendizagem superficial, o que faz pensar que estes sujeitos têm menos consciência de seus limites. A partir dos resultados discute-se a relação entre agentividade e crença de autoeficácia específica e assinalam-se linhas de intervenção pedagógica.

El artículo presenta los resultados de una investigación acerca de los factores que inciden en la deserción y retención en la educación superior. En una muestra de 2273 alumnos del primer año de las carreras de Arquitectura, Diseño y Urbanismo de la Universidad de Buenos Aires, Argentina, que cursaron la materia de Dibujo, se aplicó un instrumento ad-hoc para evaluar la competencia espacial, el cuestionario MSLQ para evaluar los componentes del estilo de aprendizaje y se recogieron los datos demográficos y las calificaciones obtenidas por los alumnos. Se verificó que los factores de más peso en la explicación de la varianza para la deserción/retención fueron el nivel de competencia espacial en el momento de iniciar el curso, el rendimiento del primer semestre y las variables relacionadas con el estilo de aprendizaje. Además, se verificaron relaciones con factores demográficos: sexo, momento de inscripción, lugar de proveniencia y tipo de escuela media, gestión y orientación. De estos resultados surgen algunas reflexiones en el plano pedagógico, referidas a la necesidad de contribuir a que los alumnos desarrollen estilos de aprendizaje adaptativos, que les permitan asumir positivamente las exigencias que se derivan del nuevo ámbito de estudio, en el que es preciso crecer en la auto-regulación.

The paper reports a study of the factors behind retention and dropping out phenomena at higher education level. The sample was made up of 2273 fist-year students enrolled on the drawing course at the Architecture, Design, and Urban Planning School, University of Buenos Aires. An ad hoc instrument was devised to assess spatial competence, and the Motivated Strategies for Learning Questionnaire (MSLQ) was used to determine learning style. Demographic data and students marks were also gathered. It was verified that the more significant factors in the explanation of the variance for the attrition/retention were the level of spatial competence in the moment of starting the course, the performance of the first semester and variables related to the learning style. In addition, relationships with demographic factors were verified: sex, time of registration, place of origin and type of middle school, management and orientation. From these results, some reflections arise in the classroom level, based on the need to help students develop styles of adaptive learning, enabling them to positively take on the demands arising from the new field of study, in which it must grow in self-regulation.

This paper discusses the results of research on factors affecting academic performance and attrition in a sample of 1,500 freshman students majoring in architecture, design and urbanism at the Universidad de Buenos Aires, Argentina [University of Buenos Aires, Argentina] who were enrolled in a drafting course. The hypotheses we tested concern the mediating role of learning styles on the relationship between spatial competence and academic performance, learning-style differences by gender and cohort, and the relationship between attrition, spatial competence level and learning style. Statistical analysis of the data was performed and spatial competence enhanced by motivational profile was found to predict final achievement. Educational implications are identified, highlighting the need to promote in students those academic behaviors that characterize a self-regulated learning style and encourage the use of specific intellectual abilities.

El artículo presenta los resultados de la investigación realizada acerca de los factores que inciden en el rendimiento académico y la deserción con una muestra de 1500 alumnos del primer año de las carreras de Arquitectura, Diseño y Urbanismo de la Universidad de Buenos Aires, Argentina, que cursaron la materia de Dibujo. Se sometieron a prueba las hipótesis acerca del rol mediador del estilo de aprendizaje en la relación entre competencia espacial y rendimiento académico; las diferencias por sexos y por cohortes en los estilos de aprendizaje y la relación entre la deserción, los niveles de competencia espacial y los estilos de aprendizaje. Se hizo un análisis estadístico de los datos y se concluyó que la competencia espacial potenciada por el perfil motivacional son factores predictores del rendimiento final. Las consecuencias pedagógicas obtenidas señalan la necesidad de promover en los alumnos conductas académicas que definan el estilo de aprendizaje autorregulado y favorezcan el aprovechamiento de las capacidades intelectuales específicas.

The paper reports an enquiry aimed at: (1) assessing the spatial reasoning level reached by students admitted to the university entrance course at the Architecture, Design and Urban Planning School of the University of Buenos Aires, (2) examining the relation between spatial reasoning and academic achievement, (3) exploring the relation between spatial reasoning and secondary schooling, (4) evaluating spatial reasoning progress at the end of the course, and (5) ascertaining possible gender - related differences in spatial reasoning and academic achievement. Current literature is reviewed, focusing on the concept of spatial reasoning, the skills involved, gender - related differences and academic achievement, with special reference to technology studies. Two prevailing trends are identified: the factorial approach and cognitive. Explanations of male spatial skills advantage stress biological or environmental aspects or a combination of both. Students' poor spatial reasoning performance at the start of university highlights the need to develop spatial competence at the lower levels of schooling, particularly in secondary school, within an integral education approach. This would en- compass all the essential dimensions of the human being, rather than concentrate on disembodied rationality. Research points to mental visualisation and graphic communication abilities as necessary components of drawing and design. Training in object manipulation, block building and the sketching of observed objects has been found to enhance performance in activities specifically related to the contents taught, although transfer to test situations would seem harder to accomplish. Spatial skills training should, therefore, become part of university curriculum, especially in the case of technology courses. The sample was made up of 596 students enrolled in the Drawing Course. A quasi-experimental pre-test post-test intact group design was used and the results were linked to gender-related attribution patterns. Students' initially low spatial reasoning level would point to secondary schooling shortcomings. Significant differences in spatial reasoning level have been observed between the beginning and the end of the course, which might be ascribed to instructional intervention, consistently with research findings on the effects of training on spatial reasoning ability. Results for the whole sample reveal that male subjects scored higher on spatial reasoning ability, but no significant gender-related differences have been detected in the case of subjects with a technologically oriented secondary education. This might be associated with gender-based differences concerning the role of specific training. Drop-out rates were lower among women, who, together with higher post-test score increases and final achievement scores would point to the part played by effort in compensating for skills deficits. Female subjects would appear to make better use of the instruction received. Spatial reasoning has been found to be a good predictor of achievement, with initial spatial reasoning level combined with first semester achievement predicting 60% of the final achievement scores. Academic achievement levels were lower than spatial reasoning ones, especially in the first test. The gap narrowed in the second, which suggests that students learned to use their ability to better advantage during the course. It is concluded that the spatial reasoning capacity of students newly admitted to university may be characterised as limited, which might pose a major hurdle to the completion of technology entrance courses. Secondary schooling should be redefined in terms of the relationship between spatial skills and the capacity to assign representational content to conceptual knowledge, which is required for the latter to become fully possessed and transferable. Far from being restricted to the sphere of technical performance, the need to integrate the conceived and the perceived is rooted in the very nature of human knowledge. A relation has been identified between differences in spatial reasoning and drop-out rates, on the one hand, and degree course choice, on the other.

Se presentan los resultados de una investigación cuyos objetivos fueron evaluar los siguientes puntos: (a) el nivel de razonamiento espacial en alumnos del Ciclo Básico Común (CBC) de la Facultad de Arquitectura, Diseño y Urbanismo de la Universidad de Buenos Aires (UBA), (b) la relación entre razonamiento espacial y rendimiento académico, (c) la relación entre razonamiento espacial y educación media de origen, (d) el progreso en razonamiento espacial al finalizar el CBC y (e) las posibles diferencias en razonamiento espacial y en rendimiento académico según sexo. La muestra estuvo compuesta por 596 alumnos que cursaban la materia Dibujo. Se usó un diseño cuasi-experimental de clases intactas, con pre y post-test. Resultaron diferencias significativas en el nivel de razonamiento espacial entre el comienzo y el final del CBC, consideradas como un efecto de la enseñanza. Los varones superaron a las mujeres en capacidad de razonamiento espacial. Las mujeres registraron una menor tasa de deserción, mayor incremento en los puntajes de razonamiento espacial post-test y en el rendimiento final, que se interpretan en relación con el rol del esfuerzo. El rendimiento de la primera parte del año, en combinación con el nivel de razonamiento espacial en el momento del ingreso, permitió predecir el 60% del resultado final. Se verifican diferencias en razonamiento espacial y en los índices de deserción en relación con la variable Carrera.

El estudio en el que se basó el artículo se propuso identificar patrones de aprendizaje en estudiantes de ingeniería de primer año, debidas a variables demográficas y posibles relaciones entre patrones y rendimiento académico. Se aplicó el Inventario de Estilos de Aprendizaje (ILS), de Vermunt, en una muestra de 420 estudiantes de primer año de ingeniería de una universidad tecnológica de Argentina. Se recogieron datos demográficos y calificaciones de los exámenes de las cuatro materias que constituyen el ciclo básico de la carrera, para probar la validez de las escalas del ILS, con modificaciones para las escalas de autorregulación y de orientación académica. En todos los casos, el análisis de confiabilidad arrojó coeficientes satisfactorios. Se confirmó la existencia de cuatro patrones de aprendizaje, lo cual coincide con las investigaciones de Vermunt, excepto en patrones orientados a la reproducción. A través del análisis de regresiones múltiples se verificó el papel de los procesos de autorregulación en las relaciones entre los componentes de los patrones. Se logró obtener un perfil diferencial del estudiante de ingeniería y se probaron diferencias por edad, sexo y escuela media de origen en los patrones de aprendizaje. También se encontraron diferencias significativas en el rendimiento académico, pero debe reconocerse que el ILS es un predictor débil de este. El fenómeno de la cronicidad mostró relaciones significativas con el enfoque superficial, la falta de estrategias de procesamiento profundo y la escasa motivación intrínseca.

The paper seeks to identify the learning styles of a group of first-year engineering students, focusing on learning-style differences attributable to demographic variables and the possible relations between learning-style and academic performance. Vermunt's Inventory of Learning Styles (ILS) has been administered to a sample of 420 first-year engineering students of an Argentine technological university. Demographic data have been gathered, as well as students' examination marks for the subjects making up the elementary courses. Factor analysis determined the validity of ILS scales, with modifications to the self-regulation and learning orientation ones were proved. The reliability test yielded satisfactory results. Second-order factor analysis confirmed the existence of four learning styles, in keeping with Vermunt's findings, except with respect to the reproduction-directed style. Multiple regression bore out the central role of self-regulation in the relations between style components. A distinctive profile of engineering students emerged, with learning-style differences according to age, sex and secondary school. Academic performance differences were found, although ILS is acknowledged to be a weak predictor in this regard. Failure to complete the course in normal time related significantly to surface style, lack of deep processing strategies and low intrinsic motivation.

O estudo no qual se baseou o artigo se propôs a identificar padrões de aprendizagem em estudantes de engenharia de primeiro ano, devidos a variáveis demográficas e possíveis relações entre padrões e rendimento acadêmico. Aplicou-se o Inventario de Estilos de Aprendizagem (ILS), de Vermunt, em uma amostra de 420 estudantes de primeiro ano de engenharia de uma universidade tecnológica da Argentina. Coletaram-se dados demográficos e qualificações dos exames das quatro matérias que constituem o ciclo básico do curso, para comprovar a validade das escalas do ILS, com modificações para as escalas de auto-regulação e de orientação acadêmica. Em todos os casos, a análise de confiabilidade esboçou coeficientes satisfatórios. Confirmou-se a existência de quatro padrões de aprendizagem, o que coincide com as pesquisas de Vermunt, exceto nos padrões orientados à reprodução. Através da análise de regressões múltiplas verificou-se o papel dos processos de auto-regulação nas relações entre os componentes dos padrões. Consegui-se obter um perfil diferencial do estudante de engenharia e provaram-se diferenças por idade, sexo e escola secundária de origem nos padrões de aprendizagem. Encontraram-se também diferenças significativas no rendimento acadêmico, mas deve reconhecer-se que o ILS é um preceptor débil deste. O fenômeno da cronicidade mostrou relações significativas com o enfoque superficial, a falta de estratégias de processamento profundo e a escassa motivação intrínseca