Gender-based violence represents a problem of public interest with a high prevalence on university campuses, which has intensified the preventive strategy for potential victims. However, the prosocial action of the viewer provides a promising alternative to mitigate its incidence. This study analyzes preventive interventions based on gender-based violence towards university viewers as a basis for future proven and sensitive implementation processes of intercultural adaptation. The Scoping review process was implemented based on the Arksey and O’Malley methodology (aligned with the Cochrane manual), with subsequent reporting of results according to the PRISMA guide. In total, 15 articles finally met the selection criteria in the databases: WOS, Scopus, ERIC, PsycINFO, Embase, and PubMed, with specific descriptors. Despite the heterogeneity in the types of intervention and the study variables, the intervention and the results are described, and it is highlighted that they were effective for most of the proposed objectives, such as the decrease in the perpetration of sexual violence, the increase in prosocial behavior, and the recognition of forms of violence. The great value of these preventive interventions is concluded, and the diversity of these strategies implemented in parallel and continuously would have a lasting impact in higher education contexts.

The influence of stress, anxiety, and depression (SAD) on academic procrastination (AP) in the context of COVID-19 was analyzed; a predictive study in 1069 Peruvian students aged 18 to 25 from a public university recruited by non-probabilistic sampling and assessed using the Academic Procrastination Scale and the DASS-21 Scale. The results reflect significant differences in academic procrastination in favor of non-scholarship holders; likewise, for stress, anxiety, and depression in favor of: a) women, b) non-scholarship holders, c) without COVID-19 infection, and d) with family losses due to COVID-19; likewise, a positive correlation between AP and SAD (with emphasis on depression); this correlation is strengthened in the network analysis for the scholarship holder condition. Finally, regarding the analysis of structural equations: anxiety and stress are related at 0.83; both variables explain depression at 63%. On the other hand, depression is presented as a cause of PA at 0.41 and this model has an explanatory value of 17% (with adjustment indices of CMIN/df = 0.305, CFI = 1.000, SRMR = 0.006, RMSEA = 0.000 and PClose = 0.974). The study reflects the predictive capacity of the E-A-D in the behavior of higher education students regarding their academic responsibility.

Objetivos. Evaluar las características psicométricas de la escala de Depresión, Ansiedad y Estrés (DASS-21) en universitarios de Lima, Perú. Materiales y métodos. Se realizó un estudio instrumental en 1163 estudiantes de una universidad estatal, donde se evaluó la validez y confiabilidad de la DASS-21, en concordancia con los estándares internacionales. Resultados. Se efectuó el análisis factorial confirmatorio con un primer modelo de tres factores (x2=706,5; gl=186; CFI=0,986; TLI=0,985; RMSEA=0,049; SRMR=0,057) y otro de segundo orden (x2=706,5; gl=186; CFI=0,986; TLI=0,985; RMSEA=0,049; SRMR=0,057), en el cual se reportó medidas de ajuste esperados. Además, se estableció asociaciones con otras medidas, salud mental positiva (r>-0,49) cuyos resultados fueron correlaciones inversas y valoraciones moderadas, estadísticamente significativas. También, se calculó las medidas de la invarianza métrica en función al sexo. Los coeficientes de confiabilidad, omega, alfa ordinal y Gutman alcanzaron valores mayores a 0,90 según lo esperado. Conclusiones. La DASS-21 evidenció validez del análisis de la estructura interna, validez de criterio concurrente, discriminante y fiabilidad por consistencia interna como también es invariante en función a hombres y mujeres.

El presente estudio evaluó las variables de depresión, ansiedad, estrés (DAE) y salud mental continua en estudiantes universitarios de una institución pública de Lima, Perú. Un estudio de tipo cuantitativo: no experimental, nivel descriptivo, diseño epidemiológico y enfoque transversal en 1920 participantes voluntarios. El proceso de medición se realizó con la escala DASS-21, la escala de salud mental continua – forma corta, y una encuesta sociodemográfica. Los resultados refieren una prevalencia del 29,4% al 24% en las variables de estudio, así como diferencias significativas de DAE en mujeres, en estudiantes de ingenierías y ciencias naturales, del primer año de carrera, no becarios, de otras creencias, de estudio exclusivo, que reportan problemas de salud, experiencia de contagio y pérdida de familiares por la COVID-19. Asimismo, en la salud mental continua se distinguen los estudiantes de ciencias de la salud, del tercer año de carrera, becarios, de religión cristiana, de prácticas preprofesionales y en quienes manifiestan ausencia de problemas de salud, contagio o pérdida de familiares por la COVID-19. Finalmente, el estudio plantea la existencia de posibles predictores de la salud mental en población universitaria que facilitan el desarrollo de modelos explicativos y la implementación de estrategias preventivas-promocionales focalizadas, en favor de la calidad de vida de la población adulta joven.

The objective was to evaluate the effectiveness of the program Cultivating my positive mental health in students at a public university in Lima, through a quasi-experimental design with 157 participants: 83 from the intervention group (IG) and 74 from the contrast group (CG), incorporated through voluntary non-probabilistic sampling. The program consisted of 12 sessions and was validated by expert judgment; the measurement was made with Lluch's Positive Mental Health Scale. The results of the parametric contrast using Student's t-test and the effect size estimated with Cohen's d evidenced the effectiveness of the program in the IG (t = 9.32922; α = ,000; d = 1.024), in contrast to the CG (t = ,605; α = ,547; d = ,071). These results were replicated when analyzing the six dimensions of the construct in the IG and CG. Likewise, pre- and postintervention scores of the IG were evaluated according to subgroups of gender, major, and year of study, with increases observed in the postintervention measures with large effect sizes (d > ,80 and r > ,50), except in Business Science and first-year students, in whom moderate effect sizes were identified. This research corroborates the value of positively focused interventions and allows us to explain how some sociodemographic conditions differ in the acquisition of resources that strengthen and maintain mental health.

Objective: This study examined the psychometric properties of the Mental Health Continuum–Short Form (MHC-SF) scale in students at a public university in Lima, Peru. Method: A sample of 1066 students from aged 18 to 30 years (M = 20.17, SD = 1.92). Its divergent validity was contrasted with the DASS-21 Scale; in addition, we performed construct validity, invariance and reliability analyses. Results: The instrument showed an adequate fit for the three-factor model (emotional, psychological and social wellbeing), with the following indices: χ²(74) = 404.38, p < .01; TLI = .99, CFI = .99, RMSEA = .08, SRMR = .05, GFI = .099, and χ2/df = 5.4. Interdimensional correlations ranged from .76 to .87, and the scale met gender invariance criteria. Divergent validity was moderate (-.37 to -.61), convergent validity was confirmed (AVE > .50), and discriminant validity was acceptable (HTMT < .85). Finally, reliability coefficients (alpha, omega, and composite) all exceeded .83. Conclusions: These findings support the use of the instrument in the Peruvian unive rsity population.RESUMEN Objetivo: Se examinaron las propiedades psicométricas de la escala Mental Health Continuum–Short Form (MHC-SF) en estudiantes de una universidad pública de Lima-Perú. Método: Participaron 1066 estudiantes de 18 a 30 años (M = 20.17, DT = 1.92), se contrastó su validez convergente con la Escala DASS-21. Asimismo, se realizaron análisis de validez de constructo, invarianza y fiabilidad. Resultados: El instrumento mostró ajuste adecuado para el modelo de tres factores (bienestar emocional, psicológico y social) con valores χ2(74) = 404.38, p < .01; TLI = .99, CFI = .99, RMSEA = .08, SRMR = .05, GFI = .099 y χ2/df = 5.4. Correlaciones entre dimensiones de .76 a .87; criterios de invariancia según género; validez divergente moderada de -,37a -,61; validez convergente AVE > .50 y validez discriminante HTMT < .85; finalmente, coeficientes alfa, omega y compuesto >.83. Conclusiones: Las propiedades del instrumento permiten su uso en la población universitaria peruana.