Los resultados muestran que los chicos son más sexistas hacia las mujeres y tienen mayores actitudes benevolentes hacia los hombres, tendencia que se mantiene en las diferentes edades evaluadas aunque con una ligera disminución de las actitudes sexistas más benevolentes. Por su parte el EIRS predice tanto el sexismo hostil como el sexismo benevolente aunque éste en mayor medida, por lo que puede ser utilizado al igual que las escalas ASI y AMI eficazmente para medir el sexismo moderno, resultado de la combinación del hostil y el benevolente. Palabras clave: Sexismo ambivalente hacia mujeres, actitudes ambivalentes hacia hombres, rol sexual, adolescencia.
El objetivo principal de esta investigación es identificar el nivel de sexismo interiorizado tanto hacia mujeres como hacia hombres por estudiantes de Educación Secundaria Obligatoria, como variable independiente se tiene en cuenta la tipología del centro educativo y se analiza también la relación entre las distintas escalas de sexismo moderno. La muestra representativa a nivel nacional, está compuesta por 1113 estudiantes españoles de Educación Secundaria Obligatoria (49.9% chicos y 50.1% chicas), con un rango de edad de 14 a 18 años. Se aplicaron las siguientes escalas: ASI, Escala de Sexismo Ambivalente (Glick & Fiske, 1996); AMI, Escala de Actitudes ambivalentes hacia hombres (Glick & Fiske, 1999); MOS, Escala de Viejo Sexismo y Sexismo Moderno (Swim et al., 1995); y Escala de Neosexismo (Tougas et al., 1995). Los resultados muestran que los chicos independientemente de la tipología del centro, son más sexistas hacia las mujeres y tiene mayores actitudes benevolentes hacia los hombres; por su parte las chicas tienen actitudes más hostiles hacia los hombres. En cuanto a la relación de las escalas, la escala de Neosexismo se relaciona tanto con la de MOS y como con la de Sexismo Hostil, pero no con la de Sexismo Benevolente, al igual que la escala de Viejo Sexismo, mientras que la escala de Sexismo Moderno se relaciona con la de Sexismo Benevolente.
The aim of this study was to investigate the association between disordered eating behaviours/attitudes and mass media exposure in a cross-sectional national survey of 1165 Spanish secondary students (age between 14 and 16 years). A battery of questionnaires were used to investigate mass media influence, body dissatisfaction, physical appearance, sociocultural attitudes and self-esteem. Likewise, the EAT-26 questionnaire was used to assess disordered eating behaviours/attitudes, identifying that 6.6% (n = 32) of the male and 13.6% (n = 68) of the female students reached a cut-off point of 20 or above. The main finding was that female and male adolescents with disordered eating showed an increased exposure to TV and magazine sections related to body image, specifically regarding music video channels, in comparison with those without eating disordered, gender-matched counterparts. However, findings indicate that media exposure was different to some degree between males and females with disordered eating behaviour. Males with disordered eating behaviours and attitudes were associated with higher TV and magazine exposure to health sections and also greater body dissatisfaction, internalisation of the thin-ideal and social and appearance comparison. In females, disordered eating was associated with higher TV and magazine exposure to dieting, fashion and sport sections, greater body dissatisfaction, internalisation and awareness of the thin-ideal and lower self-esteem. Understanding the mechanism involved in the media exposure's influence on adolescents is critical in preventing disordered eating.
The personality characteristics of the failing university student at the University of Seville were investigated. In total 103 students with a mean age of 21 years were evaluated using the 16 PF questionnaire. The personality profile was completed by application of the Survey of Interpersonal Values (SIV), including an intelligence evaluation using the Wechsler Intelligence Test. The results support the majority of previous studies in which certain personality traits were found to relate to academic failure (Lathey, 1991;Weiss, Lotan, Kedar, & Ben-Shakhar, 1988). Students who are failing in their courses scored significantly higher for neurosis and extroversion than did their population group. Results encourage consideration of the existence of other personality traits which limit academic success. We believe more precise lines of investigation and the formulation of new working hypotheses are called for.
La violencia política constituyó en 1991 uno de los principales problemas de esta región altiplánica. Inicialmente focalizada en dos provincias de la zona norte de Puno, la violencia política se ha extendido significativamente en los último tres años. Este incremento se debe, fundamentalmente, a la creciente presión de Sendero Luminoso por controlar espacios territoriales y abrir nuevos frentes para el desarrollo de la "guerra popular".
The perception of the university lecturer/teacher role from the students' perspective was analyzed. A sample of 1,599 social sciences university students responded to an open question about the most relevant characteristics that their ideal teacher/lecturer should have. The chi-square test performed showed that students' preferred features of the teacher/ lecturer role were associated with their mutual interaction (e.g., having respectful manners, being understanding and open) as well as having the ability to clearly transmit information. Understanding students' expectations of their professors is essential in order to improve the professor-student relationship, and can also assist professors in developing their roles.The teacher-student relationship is one of the key predictors of academic performance (Yoon, 2002). Recognizing its relevance, in different studies the main features of this relationship have been investigated. Two major approaches have been used in identifying such factors: separate analysis of professor and student roles, and analysis of the interaction between them.
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