Validación De La Escala De Emociones Hacia El Cuidado Del Agua

Abstract

ResumenEl objetivo del estudio consistió en obtener las características psicométricas de una escala de emociones compuestas hacia la conducta de cuidado del agua, desarrollada a partir de los supuestos de la teoría cognitiva de las emociones. Fueron analizadas las respuestas de una muestra intencional de 376 estudiantes universitarios de la Ciudad de México. Mediante un análisis factorial confirmatorio de segundo orden, con el método robusto de máxima verosimilitud, se ratificó la pertinencia de una agrupación final de tres dimensiones, alcanzando bondad de ajuste adecuada, y consistencia interna. La evidencia generada permite asumir que se cuenta, dentro del contexto mexicano, un instrumento válido y confiable que evalúa tres emociones específicas (gratitud, enojo y remordimiento) hacia acciones de consumo de agua. Palabras clave: cuidado del agua, emociones, conducta pro-ambiental, psicología ambiental AbstractThis study had the purpose of obtain the psychometric characteristics of a scale of composite emotions to the water conservation behavior, which was developed considering assumptions of cognitive theory of emotions.Responses from a purposive sample of 376 undergraduate students from Mexico City were analyzed. Through a second-order factor analysis, estimated by the robust maximum likelihood method, a final group of three dimensions was ratified, achieving accurate goodness of fit levels and internal consistency. The evidence generated allows for assume that there is, within the Mexican context, a valid and reliable instrument addressed to evaluate three specific emotions (gratitude, anger and remorse) towards actions of water consumption.

Water Conservation and Environmental Sustainability from a Community Clinical Psychological Perspective

“…Another difference deals with the sense of responsibility for the sustainability of water resources at the community level, ranging from feelings of indignation towards the irresponsible and deplorable conduct of other inhabitants to trust in community's pro-environmental awareness and care behaviors. As found in previous studies, the view about other community members' actions seems to be a crucial factor since gratitude towards others' favorable actions may increase pro-environmental attitudes [31,32]; moreover, feelings of indignation and social disapproval may inhibit anti-ecological and destructive behaviors [33,34]. Then, a relevant aspect refers to the sense of empowerment and efficacy attributed to community in water resources management.…”

“…Another relevant dimension refers to the different modalities related to water conservation practices as oriented, respectively, to find innovative solutions and strategic uses or just saving water resources so to avoid any waste and excessive costs for the family budget. From such a perspective, water reuse or recycling for other domestic activities are seen as an interesting alternative to water consumption reduction due to financial concerns, which instead may be mostly intertwined with negative feelings, such as guilt and remorse [34]. Moreover, more innovative and active practices to reuse water can contribute to the increasing self-efficacy in saving behaviors overtime [40], rather than perpetuating a helpless state of alert and concern about water waste.…”

Diagnóstico Afectivo Autopercibido por el Alumnado en las Clases de Educación Física

“…De otro lado, actualmente algunos movimientos sociales propugnan que el aprendizaje socioemocional, afectivo y el desarrollo de la inteligencia emocional son vitales para la adaptación social y el bienestar psicológico y físico de las personas (Bausela-Herreras, 2018;Bisquerra, Pérez-González, & García, 2015;Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011), y la escuela no escapa a estos postulados. Conocerse a sí mismo, ser conscientes de las propias emociones y estados afectivos, de los motivos o causas de nuestros comportamientos, conocer los posibles móviles emocionales en la conducta de los demás, son temas candentes que cada vez interesan más a los profesores, pues sin duda la regulación afectiva solo puede tener lugar en el contexto de una relación con otro ser humano y el niño necesita ir aprendiendo a regular sus emociones (Bisquerra et al, 2015;Manríquez-Betanzos & Montero-López, 2018). Y esas relaciones humanas son una constante durante las clases de Educación Física.…”

Impact of the Body Mass Index on Affective Development in Physical Education

“…Currently, some social movements advocate that socio-emotional, affective education and the development of emotional intelligence are vital for social adaptation and the psychological and physical wellbeing of people [19][20][21], and school does not escape these tenets. An affective regulation can only be made within the context of a relationship with another human being and the child needs to learn how to regulate their emotions [20,22]. Moreover, these human relationships are a constant within PE lessons.…”