Revista Latinoamericana De Psicologia最新文献

{"title":"Improving retention by placing retrieval practice at the end of class: a naturalistic study","authors":"Roberta Ekuni, S. Pompéia","doi":"10.14349/rlp.2020.v52.3","DOIUrl":"https://doi.org/10.14349/rlp.2020.v52.3","url":null,"abstract":"Attempting to recall previously encountered information by being tested or quizzed (retrieval practice: RP) enhances memory. In real classrooms, however, it is unclear when testing should take place (placement) in order to elicit better learning. We tested students using authentic undergraduate-course materials with two placements, followed by collective feedback: (a) at the end of the class in which content was taught; or (b) at the beginning of the next class. Re-teaching (RT) the same content through lecturer led-reviews at the same placements was used as a control condition. RP and RT plus feedback took 15 min of 100 min-long classes and were applied during 12 classes after which retention was assessed by exams. Participants were 114 students enrolled in a biweekly taught course. Testing (RP) once at the end of the same class in which content was taught boosted academic scores by around 10% compared to the other manipulations. © 2020 Fundación Universitaria Konrad Lorenz. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/bync-nd/4.0/). Mejorando la retención al realizar la práctica de recuperación al final de la clase: un estudio naturalístico Resumen El intento de recordar la información presentada previamente mediante pruebas o cuestionarios (práctica de recuperación, RP) mejora la memoria. Sin embargo, en las clases reales no está claro en qué momento debe realizarse las pruebas para obtener un mejor aprendizaje. Probamos a los estudiantes utilizando materiales auténticos de cursos de licenciatura en dos momentos, seguidos de una retroalimentación colectiva: (a) al final de la clase en la que se enseñó el contenido; o (b) al principio de la siguiente clase. La reenseñanza (RT) del mismo contenido a través de revisiones dirigidas por el profesor en el mismo momento se utilizó como condición de control. La RP y la RT más la retroalimentación tomaron 15 minutos de clases de 100 minutos de duración y se aplicaron durante 12 clases después de las cuales la retención fue evaluada por exámenes. Los participantes fueron 114 estudiantes inscritos en un curso impartido cada dos semanas. Las pruebas (RP) realizadas una vez al final de la misma clase en la que el contenido se enseñó, aumentó los resultados académicos en alrededor de un 10% en comparación con las otras manipulaciones. © 2020 Fundación Universitaria Konrad Lorenz. Este es un artículo Open Access bajo la licencia CC BY-NC-ND (http://creativecommons.org/licenses/bync-nd/4.0/).","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84302295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Profile of durable and successful marriages: A new competency-based marital education program","authors":"C. J. Francisca, Jaime Rodríguez Gómez","doi":"10.14349/rlp.2020.v52.2","DOIUrl":"https://doi.org/10.14349/rlp.2020.v52.2","url":null,"abstract":"The aim of this study was to assess the impact of a newly developed competency-based marital and relationship education (MRE) program for couples in Curaçao, Dutch Caribbean. In consideration to the 57% divorce rate in Curaçao, and the view that intuition or cohabitation are the sole alternatives to marriage preparation in the Dutch Caribbean, a new additional alternative that is both intellectually defensible and empirically based was proposed. This quasi-experimental study used a sample of 310 participants aged 19–63 years. Using the Solomon design and planned contrast for one-way ANOVA, we compared pre-, post-intervention and follow-up results after 2.5 years of couples in a distress and adjusted group. Statistically significantly increased scores were obtained for (1) marital satisfaction, with an effect size (Cohen’s d) of 2.18 for the adjusted group and 4.44 for the distressed group; (2) commitment (adjusted group d = 1.98, distressed group d = 2.90); and (3) the 12 profiled relationship competencies for marital durability (adjusted group d = 1.62, distressed group d = 6.27). Follow-up measurements conducted 2.5 years upon MRE program completion indicated that its effects were durable. We concluded that participation in the Profile of Durable and Successful Couples (PDSC) program resulted in increased marital satisfaction, relationship commitment, and mastery of the 12 profiled family and relationship competencies, that contribute to relationship durability. This implicate that the PDSC program under study can be adopted to prevent relationship erosion, while also assisting those experiencing relationship distress in finding satisfactory solutions. The competency-based focus of the program could be considered the matrix in maximizing the sustainable success of MRE program. © 2020 Fundación Universitaria Konrad Lorenz. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/bync-nd/4.0/).","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84909300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A lexical decision task to measure crystallized-verbal ability in Spanish","authors":"Graham Pluck, N. Ireland","doi":"10.14349/rlp.2020.v52.1","DOIUrl":"https://doi.org/10.14349/rlp.2020.v52.1","url":null,"abstract":"A classical distinction in cognitive science is between fluid and crystalized abilities. Fluid ability is captured by many common executive function and intelligence tests. Crystalized ability, on the other hand, can be measured quite simply via lexical decision tasks including the English-language Spot-the-Word Test. However, no similar Spanish-language test has been available up to now. This paper presents a Spanish-language Lexical Decision Task that is quick to administer and was tested on sample of 139 normal adult participants. Results indicate that the new test has good internal consistency and test-retest reliability. An analysis of the correlations between this new test and demographic variables, as well as with the subtests of the Wechsler Adult Intelligence Scale suggest that it is a valid measure of crystalized-verbal ability. It also appears to be a brief but valid assessment of intelligence in general, and its positive correlation with academic achievement establishes predictive validity. The new test has the potential to be a useful research tool to rapidly measure reading ability, crystalized-verbal ability, and intelligence in Spanish speaking adults. © 2020 Fundación Universitaria Konrad Lorenz. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/bync-nd/4.0/). Una tarea de decisión léxica para medir la capacidad verbal cristalizada en español Resumen Una distinción clásica en la ciencia cognitiva es entre las habilidades fluidas y cristalizadas. La habilidad fluida es medida por muchas funcionas ejecutivas y tests de inteligencia. Por otro lado, la habilidad cristalizada puede ser medida sencillamente mediante una tarea de decisión léxica, como en la versión en inglés conocida como Spot-the-Word Test. Sin embargo, hasta ahora no ha habido una versión similar de este test en español. Aquí les presento una Tarea de Decisión Léxica en Español que es de rápida aplicación. Esta fue aplicada en una muestra de 139 participantes, adultos normotípicos. Los resultados indican que este nuevo test tiene buena consistencia interna y confiabilidad test-retest. Los análisis de las correlaciones entre este nuevo test y las variables demográficas, al igual que con las sub pruebas de las Escala de Inteligencia de Wechsler para Adultos, sugiere que es una medida confiable de la habilidad verbal cristalizada.","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87976512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comportamientos urbanos egoístas y cooperativos: el dilema del ciudadano","authors":"Raúl Fernando Pinilla López, Pablo Páramo","doi":"10.14349/rlp.2020.v52.11","DOIUrl":"https://doi.org/10.14349/rlp.2020.v52.11","url":null,"abstract":"In public spaces, citizens face decisions that involve selfish or social cooperation behaviors, that affects the quality of urban life. What makes that their decision benefit the social group instead their individual benefit only? This article explores the dilemmas that individuals meet in the urban environment from the experimental model of game theory. Participated 80 people who had to decide, in pairs, between a responsible urban behavior (CUR, Spanish acronym) versus an uncivic behavior. Participants were distributed by random into four groups, consisting of 20 couples each one (on average). Each individual had to choose to act cooperatively or selfishly depending on their partner's decision to get the maximum benefit from the situation. Groups differed according the amount of benefits associated to reciprocity, high medium or nothing (altruism) and its concrete or abstract value. The results showed that the decision to opt for a CUR PALABRAS CLAVE Prosocialidad, cooperación social, comportamiento urbano responsable, teoría de juegos, cooperación, autocontrol","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44450157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender differences in theory-based predictors of physical activity in university students with disabilities","authors":"J. Úbeda-Colomer, J. Devís-Devís, K. A. Ginis","doi":"10.14349/rlp.2020.v52.14","DOIUrl":"https://doi.org/10.14349/rlp.2020.v52.14","url":null,"abstract":"University students with disabilities engage in physical activity to a lesser extent than their able-bodied peers, with women reporting less physical activity than men. The present study aimed to examine gender differences in theory-based predictors of physical activity in this population. Spanish university students with different disabilities (n = 1076) completed measures of the Theory of Planned Behaviour constructs and the reduced Spanish version of the Barriers to Physical Activity Questionnaire for People with Mobility Impairments. Self-efficacy and controllability were significantly lower in women and gender differences on the barriers predicting controllability were obtained. In conclusion, the present results could be useful in order to implement physical activity behaviour change interventions which differently target men and women with disabilities.","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41418856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Colombian People’s Willingness to Forgive Offenses against Women Perpetrated during the Armed Conflict","authors":"Claudia Pineda-Marín, Bogotá Colombia Fundación Universitaria Konrad Lorenz, María Teresa Muñoz Sastre, Diana Gutiérrez Villamarín, M. CarolinaEspitia, E. Mullet","doi":"10.14349/rlp.2019.v51.n3.9","DOIUrl":"https://doi.org/10.14349/rlp.2019.v51.n3.9","url":null,"abstract":"espanolResumen Este estudio examino la disposicion a perdonar de personas comunes colombianas frente a los crimenes en contra de las mujeres, durante el contexto del conflicto armado colombiano. Tambien estudio las relaciones entre la disposicion a perdonar y las actitudes frente al proceso de paz. Se observo que la mayoria de los participantes (61%) tienen muy baja disposicion a perdonar. Entre los participantes que no fueron completamente hostiles, se observaron tres posiciones: un 18% estaba dispuesto a perdonar en funcion del tipo de crimen, para el 8% su disposicion a perdonar dependia de la conducta de disculpas por parte del ofensor, y para el 8% el perdon fue incondicional. Los participantes que no rechazaban la posibilidad de perdonar, expresaron de manera significativa perspectivas mas positivas frente al actual proceso de paz que los aquellos quienes expresaron rechazo. EnglishAbstract We examined the Colombian people's positions on forgiving perpetrators of offenses against women during the armed conflict, and the relationship between willingness to forgive and attitudes towards the peace process. The majority of participants (61%) were quite unwilling to forgive. Among participants who were not completely hostile, three positions were found. For 18%, forgiving mainly depended on the type of crime, for 8%, it depended on the subsequent apologetic behaviour, and for 8%, forgiving was unconditional. Participants who did not reject the possibility of forgiveness expressed significantly more positive views regarding the current peace process than participants who expressed rejection.","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41933984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Desconexión moral y delincuencia juvenil severa: metaanálisis de su asociación","authors":"Laura Férriz Romeral, M. Sánchez, J. A. Gómez-Fraguela, Jorge Sobral Fernández","doi":"10.14349/rlp.2019.v51.n3.3","DOIUrl":"https://doi.org/10.14349/rlp.2019.v51.n3.3","url":null,"abstract":"espanolResumen Numerosas investigaciones se han centrado en analizar los vinculos entre la desconexion moral y las conductas antisociales o delictivas en poblacion juvenil, con variados resultados. Este estudio tiene como objetivo principal estimar la magnitud y direccion de la relacion entre la desconexion moral y la delincuencia juvenil, asi como analizar la influencia de una serie de variables moderadoras, para lo cual se empleo la tecnica del metaanalisis. Se aplico un modelo de efectos aleatorios para obtener el tamano del efecto promedio y para explorar moderadores. Se obtuvo un total de 20 estudios primarios, con una muestra acumulada de 10061 individuos, y un tamano de efecto resultante de r = .35 (p EnglishAbstract Several researches have focused on analyzing the links between moral disengagement and illegal behaviours in young population showing different results. The main aim of this review was to estimate the relationship between moral disengagement and juvenile delinquency, as well as to analyze the influence of certain moderating variables. A random effects model was used in the meta-analytic review in order to settle the average effect magnitude and obtain the moderating effects of demographic and methodological variables. A total of 20 independent studies were obtained involving 10061 youths. Moral disengagement has been found to be associated with juvenile delinquency (r = .35, p","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91369180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Engagement in Preservice Teachers: Motivational Variables for a Chilean sample","authors":"Jorge Valenzuela, Carla Muñoz, M. Frenay, C. Devos, Marisol Marfull-Jensen, Andrea Precht, I. Silva-Peña, M. Oliva","doi":"10.14349/rlp.2019.v51.n3.5","DOIUrl":"https://doi.org/10.14349/rlp.2019.v51.n3.5","url":null,"abstract":"espanolResumen Este estudio cuantitativo examina la relacion entre diversas variables motivacionales y el compromiso academico en futuros docentes. Los participantes correspondieron a futuros profesores (n=764) de nueve universidades chilenas. Se realizaron analisis de regresion lineal multiple y analisis de ruta. Se controlaron las variables demograficas y academicas y se propuso un modelo causal con variables motivacionales que predicen significativamente el compromiso academico. Los resultados muestran una relacion fuerte y positiva entre el compromiso y los componentes de expectativa / valor de la motivacion para la formacion profesional, el valor de la tarea para la lectura academica y la curiosidad intelectual. Aunque las variables motivacion para llegar a ser profesor y la motivacion por ensenar resultaron predictores debiles del compromiso, fueron estadisticamente significativas y mediaron otras variables motivacionales. En general, el modelo muestra un buen ajuste. En conclusion, los resultados del presente estudio alertan de que, al menos dentro del contexto chileno, la consideracion de las variables \"motivacion para convertirse en maestro\" o \"motivacion por ensenar\" pueden no ser suficientes para explicar el compromiso academico durante la formacion inicial de los docentes. EnglishAbstract This quantitative study examines how pre-service teachers' personal motivations are related to engagement. Subjects were pre-service teachers (n=764) enrolled in nine Chilean universities. Multiple linear regression analysis and path analysis were conducted. Controlling for demographic and academic variables, we show a motivational variables model that significantly predicts engagement. Results indicate strong, positive relationships between engagement and expectancy/value components of motivation for professional training, task value of motivation for academic reading, and intellectual curiosity. Although weaker predictors of engagement, motivation to become a teacher and motivation to teach were still statistically significant and mediated other variables. Overall, the model shows good fit. The results of the present study call for, at least within the Chilean context, the careful consideration that \"motivation to become a teacher\" or \"motivation to teach\" may not be enough to explain the teacher training engagement.","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86400786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The increase in emotional symptoms of novice clinical psychology trainees compared with a control cohort","authors":"F. Ruiz, Marco Sierra Martínez, Iduar Dereix-Calonge","doi":"10.14349/RLP.2019.V51.N3.6","DOIUrl":"https://doi.org/10.14349/RLP.2019.V51.N3.6","url":null,"abstract":"espanolResumen La investigacion transversal ha mostrado que los practicantes de psicologia clinica suelen enfrentar un amplio rango de estresores relacionados con la practica clinica y tienden a presentar mayor grado de malestar emocional que otros estudiantes de psicologia. Sin embargo, ningun estudio longitudinal ha analizado este hecho. Este articulo analiza la evolucion de los sintomas emocionales entre un grupo de practicantes en psicologia clinica novatos comparados con una cohorte control. Se reclutaron 575 estudiantes de Psicologia colombianos: 52.9% comenzaban su practica clinica y 47.1% cursaban un semestre normal. Al inicio del semestre (T1), los participantes respondieron a medidas de sintomas emocionales (Depression, Anxiety, and Stress Scale-21, DASS-21; General Health Questionnaire-12, GHQ-12). Aproximadamente dos meses despues (T2), respondieron al DASS-21 y GHQ-12. Los dos grupos no difirieron en las puntuaciones del DASS-21 y GHQ-12 en el T1. Los ANOVA de medidas repetidas Bayesianos mostraron que los practicantes incrementaron sus puntuaciones en el DASS-Total, DASS-Depresion y DASS-Estres mas que los participantes que asistian a un semestre normal. Este es el primer estudio que muestra que los practicantes de psicologia clinica experimentan un mayor incremento de sintomas emocionales que los de una cohorte control. EnglishAbstract Cross-sectional research has shown that clinical psychology trainees usually face a wide range of stressors related to the clinical practice and tend to present higher distress than other psychology students. However, to our knowledge, no longitudinal study has been conducted analyzing this fact. Specifically, this study analyses the evolution of emotional symptoms among a group of novice clinical psychology trainees compared with a control cohort. We recruited 575 Colombian Psychology undergraduates: 52.9% were in the semester in which they began their clinical practice, and 47.1% were attending a regular semester. At the beginning of the semester (T1), participants responded to measures of emotional symptoms (Depression, Anxiety, and Stress Scale - 21, DASS-21; General Health Questionnaire - 12, GHQ-12). Approximately two months later (T2), participants responded to the DASS-21 and GHQ-12. The two groups did not differ in their scores on the DASS-21 and the GHQ-12 at T1. Bayesian repeated-measures ANOVA showed that clinical psychology trainees showed higher increases in scores on the DASS-Total, DASS-Depression, and DASS-Stress than participants attending a regular semester. This is the first study that shows clinical psychology trainees experiencing a higher increase in emotional symptoms compared with a control cohort.","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88405153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors that bias teacher expectations: Findings from Chile","authors":"Carmen Barriga, Cristina Rodríguez, Roberto A. Ferreira","doi":"10.14349/rlp.2019.v51.n3.4","DOIUrl":"https://doi.org/10.14349/rlp.2019.v51.n3.4","url":null,"abstract":"espanolResumen Es bien sabido que las expectativas docentes tienden a estar sesgadas por factores como el nivel socioeconomico de los estudiantes (NSE) y el genero. Sin embargo, se ha investigado menos como las caracteristicas de los docentes pueden afectar sus propias expectativas de los estudiantes. El presente estudio investigo las expectativas de 343 docentes chilenos (240 en servicio y 103 alumnos en practicas). Primero se diseno y valido un instrumento para medir expectativas; luego se evaluo el efecto del genero y experiencia del profesor, y el genero del estudiante y NSE de la escuela en la formacion de las expectativas del profesor. Los datos fueron analizados mediante tecnicas dirigidas por hipotesis y por datos. Los resultados mostraron un efecto del NSE de la escuela en las expectativas docentes (η2 = .03 a .12), con una mayor probabilidad de que los profesores de escuelas con alto NSE tengan expectativas positivas de sus estudiantes. Sin embargo, las expectativas negativas fueron distribuidas equitativamente entre los profesores que trabajaban en escuelas con bajo y alto NSE. Tampoco hubo evidencia del efecto de genero de los profesores o estudiantes en las expectativas del profesor. Respecto a la experiencia del profesor, los hallazgos son claros; tanto los estudiantes en practica profesional como los profesores en servicio mostraron identicas expectativas hacia sus estudiantes. Estos hallazgos tienen implicaciones importantes respecto a los programas de formacion docente ya que el sesgo de las expectativas se observa tempranamente desde la formacion. EnglishAbstract It is well-known that teacher expectations tend to be biased by factors such as student socio-economic status (SES) and gender. However, much less research has been devoted to understanding how teacher characteristics may impact their own expectations of the students. The present study investigated teacher expectations for 343 Chilean teachers (240 in-service and 103 pre-service). We first designed and validated an instrument to measure expectations; then we assessed the effect of teacher gender and experience, and student gender and school-SES in the formation of teacher expectations. The data were analysed using hypothesis and data-driven analyses. The results showed that SES had an effect on teacher expectations (η2= .03 to .12); there was a higher probability that teachers from high-SES schools would have positive expectations of their students. However, negative expectations were equally distributed across teachers working in high and low-SES schools. There was also no evidence of the effect of teacher or student gender on teacher expectations. With respect to teacher experience, the findings were clear cut; both pre-service and in-service teachers shared identical expectations of their students. These findings have important implications regarding teacher training programmes since the expectation bias is observed very early during training.","PeriodicalId":46559,"journal":{"name":"Revista Latinoamericana De Psicologia","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82861694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}