— This article examines the nature of emerging adulthood in Argentina. Arnett defines emerging adulthood as the period of development bridging adolescence and young adulthood during which people are no longer adolescents but have not yet attained full adult status. This period ranges from the late teens through the 20s, with a focus on ages 18 through 25. This period is characterized by frequent change as young people explore various possibilities in love, work, and worldviews. According to studies carried out in the United States, emerging adults do not view themselves as adolescents but many of them do not view themselves entirely as adults either.
Few studies have examined differences in emotional problems and personality of traditional bullies and cyberbullies. The present study aimed to determine whether those engaged in cyberbullying differ in emotional problems, and personality from those engage in traditional bullying perpetration. An Argentinean sample of 898 high school students was recruited (56% female; mean age = 15.2 SD = 1.6). Adolescents completed measures of traditional bullying, cyberbullying, self-esteem, anxiety, depression, and personality. A 6% were traditional bullies; 8%, cyberbullies; and 4% were involved in both forms; the remainders were non involved. Results indicated that cyberbullies showed less depression and anxiety than traditional bullies. Also, cyberbullies scored low in neuroticism and high in agreeableness compared to traditional bullies. The results suggest that cyberbullies are characterized by an emotional and personality profile different from traditional bullies. In the discussion we analyze the implications of these results. Traditional bullying, cyberbullying, and mental healthThe vast majority of researchers agreed that cyberbullying is an intentional, aggressive, and harmful behavior that occurs through electronic media (
Esta investigación exploró las propiedades psicométricas del Cuestionario Revisado de Agresores/Víctimas de Olweus para adolescentes en español. Se constituyó una muestra intencional de 824 y 1756 adolescentes de la Argentina. Los participantes respondieron al Cuestionario Revisado de Agresores/Víctimas de Olweus, así como a cuestionarios que miden nominaciones de pares, cyberbullying y problemas emocionales y externalizantes. Un análisis factorial exploratorio, como confirmatorio, indicó dos dimensiones bifactoriales relacionadas: una subescala de victimización y otra de agresión; las alfas de Cronbach para ambas subescalas eran adecuadas. Se observó validez convergente de las dos subescalas con los problemas emocionales y externalizantes, como validez de criterio con las nominaciones de pares y confiabilidad test/re-test. Por lo tanto, los resultados de la presente investigación sugieren que el cuestionario de Olweus mantendría una buena bondad psicométrica en la Argentina. Palabras clave: bullying, victimización, propiedades, validez, confiabilidad Psychometric Analysis of Olweus Bully/Bullied Questionnaire in Spanish The purpose of this study was to explore the psychometric properties of the Revised Olweus Bully/Victim Questionnaire for adolescents in Spanish. A convenience sample of 824 and 1756 high school students in Argentina completed the Revised Olweus Bully/Victim Questionnaire, as well as questionnaires measuring peer nominations, cyberbullying, and internalizing and externalizing problems. Exploratory and confirmatory factorial analysis indicated two related dimensions: one related to being bullied and another related to being and aggressor. Cronbach's Alphas were good. Regarding validity, both subscales suggested construct validity (significant associations with internalizing and externalizing problems) and criterion validity (associations with peer nomination). Also, test re-test reliability was detected. Therefore, results suggest that the Olweus questionnaire has good psychometric properties in Argentina.
Serious games (SGs) have emerged to improve the commitment and performance of user players, since they perform an exact mission, integrating with the game mechanics, thus creating a very attractive mission. In software engineering (SE), SGs have been addressed to increase the commitment of developers. Moreover, the use of SGs is of great interest to train and train future professionals to experience situations that they could face in software development. This study presents a multivocal literature review (MLR) to systematize and categorize the state-of-the-art of SGs for teaching Agile Methods. The MLR allowed software practitioners and teachers to identify cutting-edge methods for evaluating SGs, application domains in which the assessments were carried out, and the main features considered for assessing the educational benefits of SGs. For academics and professionals eager to test SGs in the training field of Agile Methods, the findings are helpful to (i) provide evidence regarding the usage of games in SE education, (ii) design game-based teaching/learning strategies, and (iii) offer a repertoire of tactics for assessing the use of SGs in SE courses. In conclusion, the knowledge collected was structured and classified to provide a response to our research questions, aimed at providing a summary of the key research in this area, as well as defining open issues in the field.
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