We explored the home learning environments of 173 Mexican preschool children (aged 3–6 years) in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children’s numeracy and literacy performance. Children completed measures of early numeracy skills. Mexican parent–child dyads from families with either high- or low-socioeconomic status (SES) participated. Low-SES parents (n= 99) reported higher numeracy expectations than high-SES parents (n= 74), but similar frequency of home numeracy activities. In contrast, high-SES parents reported higher frequency of literacy activities. Path analyses showed that operational (i.e., advanced) numeracy activities were positively related to children’s numeracy skills in the high- but not in the low-SES group. These findings improve the understanding of the role of the home environment in different contexts and provide some insights into the sources of the variable patterns of relations between home learning activities and children’s numeracy outcomes. They also suggest that SES is a critical factor to consider in research on children’s home numeracy experiences.

Home numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children from Canada (n = 42). Parents completed a questionnaire about their expectations for children’s academic performance prior to Grade 1 and the home numeracy and literacy activities they provide for their children. To analyze differences among countries in the home learning environments, we performed mixed and one-way ANOVAs (Analysis of Variance), followed-up by post-hoc comparisons. Mexican parents had higher expectations for children’s early skills than Chileans or Canadians. The frequency with which Mexican, Canadian, and Chilean parents reported home numeracy and literacy activities showed both similarities and differences. Our findings speak to the importance of developing culturally sensitive models of early home learning environments and illustrate the complexities of comparing home learning environments across countries.

The evaluation of quality of life may enable researchers to produce information that may improve health care and the quality of older people’s lives. This research has two main goals: the first is to assess the psychometric properties of the SF-36 Health Questionnaire (construct validity and internal consistency), and the second, to calculate the factorial invariance of the questionnaire in two random, independent samples (i.e., cross-validation). The total sample consisted of 970 elderly subjects from the cities of Chihuahua and Monterrey, Mexico, with an average age of 71.18 (SD = 7.69). The factor structure of the SF-36 was analyzed through confirmatory factor analysis (CFA). The analyses show an adequate four-factor structure. The four-factor structure (Physical Function, Body Pain, Physical Role and Psychological Health) shows adequate reliability and validity indices. In addition, the results from the CFA analyses for the subsamples provide strong evidence of the stability of the four-factor structure. Future research should consider replicating the present findings in larger samples.

En este estudio se comparan los perfiles de estilos atributivos en el área de logros académicos en universitarios mexicanos. La muestra total fue de 1285 participantes; 660 mujeres y 625 hombres, con una edad media de 20.51 y 20.83 años respectivamente. La investigación fue de enfoque cuantitativa, descriptiva, tipo encuesta. Los participantes contestaron la versión informatizada del Cuestionario de Estilos Atributivos en el área de logros académicos adaptado previamente por los autores el año 2016. Los análisis de varianza multivariante y univariados, muestran que las mujeres en comparación con los hombres reportan mayores niveles de control interno en las dimensiones atribución a la suerte, atribución a la habilidad, atribución al profesor y sin diferencias en atribución al esfuerzo. Se concluye que dichas diferencias sugieren que al diseñar cualquier intervención para promover el cambio en los estudiantes hacia un estilo de control más interno habrá que tomar en cuenta al género.

Anxiety is a feeling of fear, dread or restlessness and can develop into a weight-related disorder. The objective was to analyze the psychometric properties of the trait anxiety subscale of the Physical Appearance State and Trait Anxiety Scale (PASTAS), as well as the invariance in Mexican preadolescents. The sample consisted of 604 participants, 285 female and 319 male, whose ages ranged between 11 and 12 years (M = 11.37; SD = 0.48). The questionnaire’s factor structure was analyzed using confirmatory factor analyses. The analyses show the viability and adequacy of a two-factor structure (weight and non-weight factors) both for the total sample and for the populations of male and female. The two-factor structure showed adequate reliability and validity fit indicators. The factor structure, the factor loadings and intercepts are considered invariant according to the variable sex; however, differences between female and male participants were found for levels of anxiety caused by physical appearance. In conclusion, the PASTAS can be considered a convenient instrument to assess the variables related to anxiety generated by one’s physical appearance, as well as allowing more participants to be quickly assessed.

Este estudio visualiza la diferencia en la práctica de actividad física y autorregulación antes y durante la pandemia por COVID-19, por ello, como objetivo fue analizar las diferencias en la práctica de actividad física y autorregulación antes y durante la contingencia. Estudio cuantitativo de tipo descriptivo, mediante el uso de un cuestionario, validado mediante el método Delphi; aplicado de forma presencial a 30 familias Rarámuris que viven en la sierra Tarahumara de Chihuahua, México, con las medidas de seguridad, así como el apoyo de intérpretes. Se efectuó un análisis de varianza de medidas repetidas de antes y después de la pandemia por ítems y un ANOVA. Los resultados señalaron que la práctica diaria de actividad física en niños y niñas es de 1.09 horas; de actividades cotidianas 0.75 a 1.4 horas a ver televisión, celular y esparcimiento. En el Análisis de Varianza de Medidas Repetidas de 2 (tiempo) x 11(ítems) con relación al antes (M = 2.49, DE = 0.66) y durante (M = 2.83, DE = 0.59) la pandemia, se observan diferencias significativas, con mayor frecuencia durante la contingencia, en cinco actividades de autorregulación relacionadas con: parar, pensar y luego actuar; memorización; concentración y atención; cantar con repetición y agregar palabras; y respetar turnos; así como el tiempo dedicado a la actividad física. En conclusión, es importante establecer estrategias que fomenten actividades “positivas” durante y después de la pandemia, con base al estudio la actividad física, el juego y la interacción contribuyen al bienestar y desarrollo del niño. Palabras clave: Actividad física, Autorregulación, Pueblo originario, Pandemia, Rarámuri. The present work was carried out during the COVID-19 pandemic, the objective was to analyze the differences in the practice of physical activity and self-regulation, in Raramuri families, before and during the contingency. The study was quantitative- tive, descriptive, using a Likert-type questionnaire, validated by the Delphi method; to be applied in person to parents of 30 Raramuri families living in the Sierra Tarahumara of Chihuahua, Mexico, with security measures, as well as the support of interpreters. An analysis of variance of repeated measures before and after the pandemic by items and an ANOVA were performed. The results indicated that the daily practice of physical activity in boys and girls is 1.09 hours; from daily activities 0.75 to 1.4 hours, watching television, cell phone and recreation. In the Analysis of Variance of Repeated Measures of 2 (time) x 11 (items) in relation to before (M = 2.49, SD = 0.66) and during (M = 2.83, SD = 0.59) the pandemic, significant differences were ob- served, more frequently during the contingency, in five self-regulation activities related to: stop, think and then act; memorization; concentration and attention; sing with repetition and add words; and respect turns; as well as the time dedicated to physical activity. As a conclusion, it is important to establish strategies that promote "positive" activities during and after the pandemic, based on the study that physical activity, play and interaction contribute to the well-being and development of the child. Key words: Physical activity, Self-regulation, Original group, Pandemic, Raraamuri.