Juan Antonio Amador

Psychometric Properties of the Spanish Version of the Moos Coping Response Inventory for Youth

The present study examined the psychometric properties of the Spanish version of Mooss Coping Responses Inventory-Youth form in a sample of 1,401 adolescent secondary students (45% boys and 55% girls) ages 12 and 16 years (M = 14.1, SD = 1.4). Basic information as descriptive data and internal consistency reliabilities were given, and intercorrelations for the coping strategies criterion and factorial validity estimated. As in previous reports, the internal consistency was low to moderate. The correlations between scales ranged from .06 to .40. Exploratory factor analysis performed on the coping strategies, with oblimin rotation yielded two factors accounting for 49.6% of variance, which broadly reproduced the Approach-Avoidance dichotomy, with alpha values of .81 and .64, respectively. Finally, the analysis of criterion validity corroborated the relationship between the use of avoidance strategies and higher psychological symptoms.

Multilevel Approach to Stressors, Coping, and Psychopathological Symptoms:

A 4-yr. longitudinal study was conducted of the relationship between stressors, coping strategies, and psychopathological symptoms in a group of 447 adolescents. The Coping Responses Inventory–Youth Form and the Youth Self-Report were used to evaluate coping strategies and psychopathological symptoms, respectively. Stressors were identified on the basis of written reports produced by the adolescents and coded using the System of Coding Problems of Adolescents. A multilevel approach showed that scores for externalizing symptoms increased significantly with age. General distress and internalization also tended to increase with age, although without reaching statistical significance. Approach and avoidance coping strategies remain stable across the ages studied. Avoidant coping increases psychopathological symptoms, whereas the influence of approach coping depends on the type of stressor (personal, interpersonal, or nonpersonal).

EFFECT OF ADAPTATION TO THE TASK ON SOLVING THE GROUP EMBEDDED FIGURES TEST

The often shown fact that the third series of the Group Embedded Figures Test has systematically been better solved than the second has led to the supposition of a possible favorable training effect for this type of task. In this study we changed the order of administering the series and observed that, generally, this supposition is upheld by scores from two groups of 65 college women whose median age was 21 yr.

El programa de formación docente del ICE de la Universidad de Barcelona: Análisis del rendimiento y de la satisfacción del profesorado - [ICE teaching training program at the University of Barcelona: Performance and professor satisfaction analysis]

This study examines some aspects of the evaluation of professor training programs that the Institute of Education Sciences (ICE) at the University of Barcelona (UB) offers to professors. Specifically, it analyzes the performance index of the courses programmed during the period 2013-2016, the evaluation of the professors on the quality of these courses and their level of satisfaction on the training received. The indicators considered, and the tools for the collection and analysis of data come from the Internal Quality Assurance System (SIGC) of the ICE of the UB. The data shows a high satisfaction in faculty members with the training received. They indicate that professors consider the level of learning to be of great value compared with the knowledge they had before starting the training. This can be affirmed by looking at the high success rates of the courses. There are also some weaknesses that need to be improved: perceived difficulties in applying the knowledge acquired to teaching practices; and a significant percentage of professors enrolled who do not attend courses.