Person: Cobo-Rendón, Rubia
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Cobo-Rendón
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Rubia
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Publication Validez, fiabilidad e invarianza factorial de las escalas de autoeficacia general y autoeficacia académica en estudiantes universitarios(2022) García-Álvarez, Diego; Cobo-Rendón, Rubia; Hernández-Lalinde, JuanEl objetivo de la investigación fue evaluar las propiedades psicométricas de las escalas de autoeficacia general y autoeficacia académica en estudiantes universitarios, así como corroborar la invarianza factorial con respecto al sexo. Participaron un total de 472 estudiantes, todos pertenecientes a una universidad ubicada en Maracaibo, Venezuela. En ambas escalas se probó el ajuste de varios modelos presentados en la literatura, hallando evidencias de validez factorial. Por un lado, la medida de autoeficacia general exhibió índices adecuados en una versión reducida de nueve ítems, mientras que la de autoeficacia académica reportó una adecuación satisfactoria cuando se planteó una estructura abreviada de siete reactivos. La fiabilidad, para ambos cuestionarios, se localizó en el rango comprendido entre valores buenos y excelentes. Por otra parte, el análisis de invarianza mostró que las escalas conservan sus propiedades según sexo, hecho que permite utilizarlas para estimar los factores latentes y realizar contrastes entre personas de ambos sexos. Se concluye que estas escalas son herramientas psicométricas confiables y válidas que pueden ser utilizadas en contextos universitarios para medir constructos como estos, relevantes para el éxito estudiantil.Publication Character strengths as predictors of general and academic self-efficacy in university students(2024) García-Álvarez, Diego; Cobo-Rendón, Rubia; Lobos, KarlaPositive psychology has introduced the concept of character strengths, which are positive traits fundamental to well-being and mental health. Research on university students has shown that these strengths impact psychoeducational variables and personal functioning, acting as a protective factor in the general and student populations. This study aims to analyze the predictive relationships between character strengths and general self-efficacy and determine their joint contribution in predicting academic self-efficacy. The study was quantitative, correlational-causal, and cross-sectional, using a non-probabilistic sample of 668 Venezuelan university students (68.86% women, average age of 20.52 years). The scales used are Growing Strong to measure character strengths, the General Self-Efficacy Scale, and the Self-Efficacy Scale in Specific Academic Situations. All scales showed adequate psychometric properties. The mediation analysis revealed that leadership, hope, and persistence positively influence general and academic self-efficacy. Furthermore, general self-efficacy strongly impacts academic self efficacy. In conclusion, character strengths are significant predictors of self-efficacy in university students. Promoting these strengths may be crucial to improving general and academic self-efficacy, suggesting the need to implement specific initiatives in higher education.Publication Perception of the learning climate and its prediction of wellbeing in psychology students at a Chilean university(2024) Cobo-Rendón, Rubia; García-Álvarez, Diego; Cobo Rendon, Ramón; Santana, JavieraAutonomy-supportive environments have been identified as predictors of students’ wellbeing and engagement. This paper aimed to examine the perception of learning climate and its predictive ability in the multidimensional wellbeing of university students. An associative and predictive approach was adopted, carried out through a cross-sectional study that included 295 students from a Chilean university. Participants completed a learning climate questionnaire and the PERMA-Profiler. Results indicated that students reported moderately high levels of wellbeing in general, with the dimensions of positive relationships, engagement, and purpose showing the highest scores. Regarding learning climate, responses indicated a mostly positive perception, with scores above the midpoint on the scale. No significant differences were found in wellbeing or perception of learning climate according to academic year. However, a significant interaction effect between gender and learning climate was found for overall multidimensional wellbeing, F(1, 286) = 4.67, p = 0.032, η2 = 0.016. Men in the high learning climate group showed higher wellbeing than women, while women in the low climate group outperformed men in the same group. Additionally, significant gender differences were observed in the engagement dimension, F(1, 286) = 11.23, p < 0.001, η2 = 0.033, with men in the high learning climate group reporting higher engagement, and women in the low learning climate group showing higher engagement than their male counterparts. Perception of learning climate explained a significant amount of the variance in all dimensions of wellbeing. These findings highlight the importance of promoting learning environments that foster autonomy and teacher support, and suggest that the learning climate may have different impacts on wellbeing depending on gender.