Objetivo. El presente estudio tuvo como propósito analizar las propiedades psicométricas de la versión española del Interpersonal Reactivity Index (IRI) (Pérez-Albéniz et al., 2003) en universitarios, para su adaptación al contexto Mexicano. Material y Método. El IRI se aplicó a 729 estudiantes de pregrado de diversas facultades de la Benemérita Universidad Autónoma de Puebla. Resultados. Los resultados indican que la adaptación del IRI muestra una adecuada consistencia interna (α=.82), y el análisis confirmatorio corroboró la estructura teórica de cuatro factores, similar a la versión original. Asimismo, se presentaron diferencias de género en las dimensiones afectivas, pero no en las cognitivas. Conclusión. El estudio proporciona una adecuada adaptación del IRI para ser utilizado en población mexicana con características similares a los de esta investigación. Sin embargo, se sugiere ampliar la muestra en otras zonas del país para generalizar su validez en todo el territorio mexicano.
Previous studies have suggested that empathic process involve several components such as cognitive empathy, affective empathy, and prosocial concern. It has also been reported that gender and empathy trait can influence empathic responses such as emotional recognition, which requires an appropriate scanning of faces. However, the degree to which these factors influence the empathic responses, which include emotion recognition, affective empathy, and cognitive empathy, has not yet been specified. Aim: The aim of the present study was to identify the differences between individuals with high and low level of empathy trait, as well as differences between men and women, in an explicit task in order to evaluate the empathic responses. Methods: With this goal in mind, we recorded eye movements during the presentation of dynamic emotional stimuli (joy, anger, fear, and neutral videos). After watching each video, participants had to rate the valence and arousal dimensions of emotional content and explicit empathy responses were assessed. Thirty participants (15 women) were included in a High Empathy group (HE; mean age = 21.0) and 30 participants (16 women) in the Low Empathy group (LE; mean age = 21.2), according to their scores in the Interpersonal Reactivity Index (IRI) scale. Results: As expected, the HE group showed higher scores than the LE group in the explicit empathy responses. These differences, based on global scores, were mainly explained by affective empathy and cognitive empathy responses but not by emotional recognition one. No differences were observed by gender in these measures. Regarding eye movements in the dynamic emotional stimuli, HE group had longer fixation duration on the eyes area than LE group. In addition, women spent more time on the eyes area in comparison to men. Discussion: Our findings suggest that both men and women with high empathy trait are more accurate to empathizing but not on the basis of the emotional recognition response. Martínez-Velázquez et al.
El propósito del estudio es presentar hallazgos de la experiencia educativa del alumnado con discapacidad múltiple y/o trastorno del desarrollo y familia al inicio del confinamiento por el SARS-Cov2. Participaron 25 mamás con niños de 4 a 13 años de edad, quienes completaron una entrevista que explora cuatro tópicos: estado emocional de niños y niñas, estado emocional y actitudinal: núcleo familiar, experiencia de la modalidad de educación a distancia y habilidades adaptativas adquiridas en casa. Los resultados muestran que, ante las emociones negativas, las madres aplicaron estrategias para poder adaptarse. Asimismo, se reportan avances en las habilidades adaptativas de los discentes bajo el modelo de educación a distancia. Finalmente, se muestran algunas áreas que se traducen en nuevos desafíos educativos.
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