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ResumenEl objetivo de esta investigación fue presentar evidencias de validez, fiabilidad e invarianza factorial de la Escala de Autoconcepto Académico en adolescentes chilenos. Se analizó una muestra de 761 adolescentes de ambos sexos (45.6% hombres, 54.4% mujeres), con un promedio de edad de 16.3 años (DT=1.374), pertenecientes a 11 establecimientos educativos de la Región de la Araucanía de Chile. La estructura de la escala fue comprobada a través de análisis factorial exploratorio, análisis factorial confirmatorio y análisis multigrupo, utilizando el procedimiento de muestras cruzadas. Los resultados obtenidos evidencian adecuadas propiedades psicométricas para su uso en Chile, manteniendo una estructura de dos factores correlacionados; Rendimiento Académico y Autoeficacia Académica, que explicaron 47.41% de la varianza del constructo. El análisis multigrupo reveló que la escala se mantiene invariante hasta el nivel de medias latentes (SB- 2 =28.061, p=.258; CFI=-.004). La escala presentó adecuados índices de fiabilidad.Palabras clave: autoconcepto, propiedades psicométricas, autoeficacia académica, rendimiento académico AbstractThe aim of this study was to provide evidence of validity, reliability and factorial invariance of the Academic Self-Concept Scale applied to chilean adolescents. The sample comprised 761 adolescents of both genders (45.6% boys and 54.4% girls) with a mean age of 16.3 years (SD=1.374) from 11 schools in the Araucanía Region of Chile. The factor structure of the scale was tested by exploratory factor analysis, confirmatory factor analysis and multi-group analysis using cross sampling. The results showed adequate psychometric properties for use in Chile while maintaining a structure of two correlated factors: academic performance and academic self-efficacy, which together accounted for 47.41% of the variance of the construct. The multigroup analysis revealed that the scale remained invariant to the level of latent means (SB- 2 =28.061, p=.258; CFI=-.004). The scale presented adequate indices of reliability for internal consistency and homogeneity.Keywords: self-concept, psychometric properties, academic performance, academic self-efficacy Este artículo reporta los resultados de una investigación original que ha sido financiada por la Dirección de Investigación de la Universidad de La Frontera. Proyecto DIUFRO N° DI09-0066.

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Esta investigación tuvo por objetivo analizar las propiedades psicométricas de la Escala de Valores para el Desarrollo Positivo Adolescente (EVDPA) en estudiantes chilenos. Se estudió una muestra de 2250 estudiantes adolescentes de ambos sexos, de edades comprendidas entre los 12 y 21 años, pertenecientes a 25 establecimientos de enseñanza secundaria de Chile. Se utilizó un procedimiento robusto de análisis mediante el método de validación cruzada. Los resultados del análisis factorial exploratorio y confirmatorio, permitieron obtener una estructura factorial reducida de tres factores latentes: valores sociales, valores personales y valores individualistas. Las evidencias de fiabilidad por consistencia interna presentaron resultados favorables. Se concluye que el EVDPA, a pesar de la disminución significativa de ítems y dimensiones de primer orden, entrega evidencia suficiente para su uso en población de estudiantes adolescentes chilenos.

Objective: Law enforcement officers often encounter alcohol-intoxicated suspects, suggesting that many suspects are presented with the challenge of grasping the meaning and significance of their Miranda rights while intoxicated. Such comprehension is crucial, given that Miranda is intended to minimize the likelihood of coercive interrogations resulting in self-incrimination and protect suspects’ constitutional rights. Yet, the effects of alcohol on individuals’ ability to understand and appreciate their Miranda rights remain unknown—a gap that the present study sought to address. Hypotheses: Informed by alcohol myopia theory (AMT), we predicted that intoxicated individuals would demonstrate impaired Miranda comprehension compared to sober individuals and those who believed they were intoxicated (but were in fact not; i.e., placebo participants). Method: After health screenings, participants completed the Wechsler Abbreviated Scale of Intelligence–Second Edition verbal subtests, rendering a Verbal Comprehension Index (VCI) score. We randomly assigned participants to consume alcohol (n = 51; mean breath alcohol concentration [BrAC] = 0.07%), a placebo condition (n = 44; BrAC = 0.00%), or a sober control condition (n = 41; BrAC = 0.00%). All participants (N = 136) completed the Miranda Rights Comprehension Instruments (MRCI), which measured participants’ understanding of the Miranda warnings, recognition of the warnings, appreciation of their rights in interrogation and court settings, and understanding of Miranda-related vocabulary. Results: We found a significant effect of intoxication condition on participants’ understanding of Miranda warnings (η p2 = .14) and Miranda-related vocabulary (η p2 = .05) when controlling for VCI scores. Specifically, intoxicated participants received lower scores for understanding of warnings compared to sober and placebo participants, and lower scores for understanding of Miranda vocabulary compared to sober participants. Alcohol did not significantly impact Miranda rights recognition or appreciation. Conclusions: Alcohol intoxication may detrimentally impact some facets of Miranda comprehension. Thus, it is important that law enforcement consider refraining from questioning intoxicated suspects.