Se encontraron 44 investigaciones
El estudio tiene dos fases. En la Fase 1, se estudiarán las características asociadas al Síndrome del Impostor en Becarios universitarios con altas capacidades de una universidad privada de Lima. Se describirán los factores asociados con la autopercepción respecto a los propios logros y las atribuciones vinculadas, así como su relación con el perfeccionismo y la competitividad. En la Fase 2, se analizará el impacto de un programa de intervención que busca disminuir las consecuencias negativas del Fenómeno del Impostor en las y los jóvenes universitarios, incluyéndose recomendaciones con el fin de prevenir y promover el bienestar psicológico y la salud mental entre las y los estudiantes.
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culties in detecting cognitive impairment and dementia stand out, conditions highly prevalent at 58.80% and 8.5% respectively, according to studies conducted in Latin America. These difficulties are exacerbated by the scarcity of validated and standardized cognitive assessment instruments for this age group. The Montreal Cognitive Assessment (MoCA) has proven to be a useful tool for the early detection of dementia, evaluating eight domains of cognitive functions, including: visu‐ ospatial and executive function, naming, memory, attention, language, abstraction, and orientation. This study aims to standardize the Spanish version of the Montreal Cognitive Assessment (MoCA) for the elderly population in Lima, addressing the critical need for culturally and demographically adapted cognitive evaluation tools in Peru. The test was administered to 338 ambulatory and home‐ bound adults over 60 years old from three institutions: San Miguel District Municipality, San José Obrero Polyclinic in Barranco, and EDMECON in Surco. The study provides normative data and cut‐off scores for the Peruvian elderly population, facilitating the clinical application of the MoCA in Peru and potentially other Spanish‐speaking countries. Notably, the study found low perfor‐ mance on the delayed recall test and high scores on orientation tasks, indicating specific cognitive strengths and weaknesses within the sample. Significant influences from age and education were found, with education emerging as a stronger predictor of cognitive performance than age. We dis‐ cuss our findings in relation to the use of appropriate cutoff points and considerations of cultural sensitivity relevant to the Peruvian context.
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Se analizará la relación entre la integración multisensorial y la sensibilidad auditiva en estudiantes universitarios con altas capacidades a partir de medidas psicológicas y de EEG computarizado. Se discutirán los resultados a la luz de los avances actuales en el estado de la cuestión.
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La educación en el Perú se caracteriza por mantener un sistema educativo con altos niveles de acceso y bajos niveles de aprendizaje. Los resultados de las diferentes rondas del proyecto Niños del Milenio/Young Lives, revelan el impacto significativo del nivel socio-económico, de la capacitación docente a nivel de estrategias pedagógicas para fomentar la lectura de manera pertinente, y del clima de aula, para el desarrollo y fortalecimiento de la competencia lectora a lo largo de la vida. Si bien el Perú mostró alguna mejora en sus cifras sobre competencia lectora, las necesidades de aislamiento social por la Pandemia debido al COVID-19, frenó su desarrollo y retrocedió lo ya avanzado. La educación peruana se enfrenta al desafío, entre otros, de recuperar la competencia lectora como instrumento para el aprendizaje. En este contexto, nos parece relevante estudiar las creencias que sobre los procesos de comprensión lectora tienen los docentes de cuarto grado. A partir de un estudio fenomenográfico, se propone develar la jerarquía de categorías de las concepciones que usan los docentes, y examinar el sentido que brindan a las iniciativas escolares. Estas aproximaciones brindarán una nueva forma de aproximarnos a las concepciones sobre los procesos de comprensión lectora. Asimismo, la información sobre las creencias de los docentes y la formación de esta variedad de conceptos brindará sugerencias para resolver sus dudas.
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Scientists agree on the importance of norm enforcement for resolving conflicts and promoting cooperation. However, little is known about preferred responses to rule breakers and how they may vary across cultures. We report a preregistered study measuring the appropriateness of using confrontation, social ostracism, gossip, or no action at all, in 57 countries across the globe. We find a striking pattern of cross-national variation. In countries with higher median income, more individualistic and emancipative values, more gender equality, and looser norms, we find physical confrontation and social ostracism of rule breakers to be viewed as less appropriate. In these countries it is instead more appropriate to use gossip (or do nothing). Thus, beliefs about how norms should be enforced vary with culture and seem to shift with economic development. Such differences may affect societies¿ ability to achieve norm compliance and pose a challenge to intercultural communication and coordination.
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The aim of this study is to provide a different perspective on talent development, based on the ethnic-linguistic diversity of the understudied Andean countries. The current status of gifted education and talent development in the population living under highly vulnerable conditions of Andean society will be explored, under the frame of a comprehensive analysis about the needs of the gifted children in Latin America. Multicultural diversity in the Andean societies may easily lead to polarization due to the poverty conditions in which the majority lives. In order to make a significant contribution, a developmental, cross-cultural, inclusive approach is critical to conceptualize gifted education, and to explain talent development in this part of the world. Studies about the identification and differentiation programs for the gifted are analyzed, and the status of young scholars coming from low socio-economic and ethnic minority groups will be discussed. Results of on-going studies about variables related to gifted performance will be included. Plus, the challenges of gifted education in Latin America that underline the advocacy efforts to serve the indigenous population with equity will be presented. Implications for future research and public policies to serve the gifted students are also considered.
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The purpose of this study is to explore the current status of ethnic-linguistic diverse and deprived young scholars in South American countries. Even though there is a scarcity of resources to public education, several programs with public and private funding are among the best practices to promote talent development and excellence among youth and young scholars. The main goals are: (a) to describe the challenges of gifted education in Peru underlining the advocacy efforts towards the indigenous population facing socioeconomic inequity; (b) to analyze the case of Peru in regards of the scientific studies on poverty, cognition, and talent development based on a developmental and cross-cultural approach, and (c) to discuss the impact of the 25 nationwide boarding academies for the high achievers promoted by the Ministry of Education to foster talent development towards excellence, that constitutes an example of a promising attempt with results that will be worth monitoring in the near future. The challenges for the indigenous young scholars in the future are also discussed, taking into consideration the needs of a multicultural society.
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This study explores how secondary school students perceive high-performing potential classmates. A total of 1,794 seventh- and 10th-grade students from five countries completed a questionnaire measuring their expectations of hypothetical male and female high-performing classmates in three categories: intellectual ability, positive social qualities, and popularity. Across the five countries represented in this study, analyses of variance indicated that students did not report negative attitudes toward the three potential characteristics of a hypothetical gifted peer. Vietnamese students in particular reported more positive observations about the hypothetical classmate than their Australian, Peruvian, South Korean, and Spanish counterparts. Differing cross-national attitudes toward high-performing peers and the implications therein are discussed.
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