In this study, the structure of guilt and shame reactions are investigated in three cultural groups (Peru, Hungary, and Belgium) using two newly constructed scenario-based inventories. Results show that it is possible to distinguish between a structure of guilt and shame reactions based on person variation and a structure based on situation variation. Moreover, both the person-based and the situation-based structures of shame and guilt are very similar across the three cultural groups, whereas within cultural groups, the two structures are quite different. The dimensions guilt versus shame and interpersonal versus intrapersonal orientation spanned the situation-based structure, whereas the dimensions control versus lack of control and appraisals versus subjective experiences and action tendencies spanned the person-based structure.

Objetivo: Realizar el análisis psicométrico preliminar de la Escala Breve de Satisfacción con los Estudios (EBSE) en estudiantes universitarios. Método: Se evaluó una muestra de 590 estudiantes (75,9% mujeres) de edades comprendidas entre los 17 y los 47 años (M = 20,37; DE = 3,155). Adicionalmente, se utilizaron medidas de ansiedad (GAD-2) y depresión (PHQ-2). Se aplicó un análisis factorial exploratorio, para conjuntamente diferenciar el EBSE, GAD-2 y PHQ-2. Finalmente, la fiabilidad por consistencia fue calculada a través del coeficiente alfa. Resultados: Fue hallada una estructura de 2 factores, uno de satisfacción con los estudios (42% de varianza retenida) y otro de afecto negativo (ansiedad y depresión, 22% de varianza), lo que brinda evidencia de validez de constructo de la EBSE. Adicionalmente, la fiabilidad de las puntuaciones de la EBSE fue adecuada (0,788). Conclusión: Se obtuvieron buenas propiedades psicométricas en el instrumento. Se discuten las consecuencias prácticas y las limitaciones del estudio

Background: Academic burnout (AB) is an insidious process characterized by the feeling of emotional exhaustion due to the demands of academic life. Despite its impact on people's health, its prevalence has not yet been reported in Peru. The objective was to estimate the prevalence of AB, based on the emotional exhaustion experienced by university students, and the differences according to the student's year of study and sex. Method: Participants were 341 college students (76% women) from several institutions who were enrolled between the second and fourth year-of-studies. The Emotional Exhaustion Scale was used to measure students' AB. Results: The prevalence of AB was described by percentages and the comparison between groups was performed with effect size measures. The results reveal BA levels at a high level (31.4%) and risk (11.7%). On the other hand, women score higher than men in BA, but no differences were found according to the year of study. The association with anxiety and depression was moderate. Conclusions: The prevalence of academic burnout was significant, and it is associated with anxiety and depression.

This research aimed to adapt and validate a measuring scale of perceived research competencies among undergraduate students. Perceived research competencies of undergraduate learning can be measured with a new scale adapted from self-determination theory. We assessed the validity of this new measure applied to 307 participating undergraduates from Lima (Peru). The instrument’s survey items in the perceived competencies scale were first translated from English to Spanish and then adapted to focus on participation in research activities. We obtained evidence for (a) content validity (through item analysis), (b) internal structure with Mokken Scaling Analysis and structural equation modeling to examine the item–construct relationship, differential item functioning, and reliability, and (c) association with external variables. The items were found to function one-dimensionally, with strong item–construct relationships and no differential functioning (academic semester and general self-esteem groups). Theoretically consistent associations were found between study satisfaction and anxiety symptoms (controlling for gender, semester, and social support). We also discussed the theoretical implications and practices of this newly adapted measurement instrument.

ResumenIntroducciónEl burnout es un problema de salud que no solo ocurre en el contexto laboral, sino incluso en el ámbito académico. Las evaluaciones de identificación temprana de este fenómeno se beneficiarán de medidas breves, y existen varias propuestas de este tipo en el contexto laboral, pero no se conoce ninguna medida equivalente para el ambiente académico. La presente investigación evalúa la validez de contenido de una nueva medida de ítem único del burnout en estudiantes en su contexto académico.MétodosParticiparon voluntariamente 10 docentes universitarios de Psicología Clínica y 32 estudiantes de Psicología. El ítem único de burnout en estudiantes se adaptó de uno existente para el contexto laboral. Esta adaptación se evaluó desde el marco de la validez de contenido, mediante 2aspectos: el ordenamiento percibido de las opciones de intensidad y la claridad del ítem.ResultadosEl ordenamiento de las opciones de respuesta fue verificado, aunque un leve solapamiento ocurrió en las 2opciones de mayor intensidad. Hubo algunas discrepancias entre la percepción de los docentes y estudiantes. La claridad del contenido fue satisfactoria.ConclusionesEl contenido de esta nueva propuesta de medición breve del burnout estudiantil es satisfactorio respecto a la claridad de su contenido y al ordenamiento percibido de las intensidades de respuesta.AbstractIntroductionBurnout is a health problem that not only occurs in the work context, but also in the academic field. Assessments for early identification of this problem would benefit from short measures. Although there are several such proposals in the work context, there are no equivalents known for the academic environment. This study evaluates the content validity of a new single-item burnout measurement in the student academic context.MethodsThe study included a voluntary sample of 10 university teachers of clinical psychology and 32 psychology students. The single-item of burnout in students was adapted from an existing one in the employment context. This adaptation was evaluated in the context of content validity by 2aspects: the perceived order of the intensity options of the answer, and clarity of the item.ResultsThe ordering of response options was verified, although a slight overlap occurred in the 2options of greater intensity. There were some discrepancies between the perception of teachers and students. The clarity of the content was satisfactory.ConclusionsThe content of this new proposal for a short student burnout measurement is satisfactory as regards the clarity of the content and the perceived order of the intensities of response