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Introducción. El presente estudio tuvo como objetivo probar un modelo (basado en teoría del- auto-sistema de desarrollo motivacional que incluye, al mismo tiempo, la medida en que el contexto social proporciona la estructura de soporte, calidez y autonomía, la percepción de autonomía de los alumnos, la relación entre la competencia conductual-cognitiva y el compromiso emocional de los estudiantes.Método. Trescientos treinta y un participantes en el último año en la universidad completaron un cuestionario de auto-informe sobre las variables específicas. Se utilizaron Análisis SEM para probar nuestras hipótesis.Resultados. Los resultados revelaron que cada dimensión del contexto social se asoció con las variables autopercepción correspondientes que, a su vez, predice un mayor compromiso conductual, cognitivo y emocional. El compromiso cognitivo se predijo directamente por las tres variables de la auto-percepción e, indirectamente por un contexto social que apoye la autonomía. El contexto social estructurado se asocia indirectamente, a través de la percepción de competencia, con el compromiso conductual y emocional.Discusión y Conclusión. Dos supuestos subyacentes de la SSMMD (y más, en general, del SDT) fueron apoyados por los resultados de este estudio. Las tres dimensiones del contexto social tienen efectos específicos sobre las variables de auto-percepción y estas percepciones son mediadores de la relación entre el contexto y el compromiso del estudiante. Las tres variables de autopercepción no tienen un impacto directo sobre las dimensiones de la participación estudiantil.

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BackgroundSuicides incur in all public transit systems which do not completely impede access to tracks. We conducted two studies to determine if we can reliably identify in stations people at risk of suicide in order to intervene in a timely manner. The first study analysed all CCTV recordings of suicide attempters in Montreal underground stations over 2 years to identify behaviours indicating suicide risk. The second study verified the potential of using those behaviours to discriminate attempters from other passengers in real time.Methods First study: Trained observers watched CCTV video recordings of 60 attempters, with 2–3 independent observers coding seven easily observable behaviours and five behaviours requiring interpretation (e.g. “strange behaviours,” “anxious behaviour”). Second study: We randomly mixed 63 five-minute CCTV recordings before an attempt with 56 recordings from the same cameras at the same time of day, and day of week, but when no suicide attempt was to occur. Thirty-three undergraduate students after only 10 min of instructions watched the recordings and indicated if they observed each of 13 behaviours identified in the First Study.Results First study: Fifty (83%) of attempters had easily observable behaviours potentially indicative of an impending attempt, and 37 (61%) had two or more of these behaviours. Forty-five (75%) had at least one behaviours requiring interpretation. Twenty-two witnesses attempted to intervene to stop the attempt, and 75% of attempters had behaviours indicating possible ambivalence (e.g. waiting for several trains to pass; trying to get out of the path of the train). Second study: Two behaviours, leaving an object on the platform and pacing back and forth from the yellow line (just before the edge of the platform), could identify 24% of attempters with no false positives. The other target behaviours were also present in non-attempters. However, having two or more of these behaviours indicated a likelihood of being at risk of attempting suicide.ConclusionsWe conclude that real time observations of CCTV monitors, automated computer monitoring of CCTV signals, and/or training of drivers and transit personnel on behavioural indications of suicide risk, may identify attempters with few false positives, and potentially save lives.

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