Examinando por Autor "Moretti, Luciana Sofía"

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A nationwide cross-sectional study of workers’ mental health during the COVID-19 pandemic: Impact of changes in working conditions, financial hardships, psychological detachment from work and work-family interface
(BMC Psychology, 2023) Trógolo, Mario Alberto; Moretti, Luciana Sofía; Medrano, Leonardo Adrián
The COVID-19 disease has changed people’s work and income. While recent evidence has documented the adverse impact of these changes on mental health outcomes, most research is focused on frontline healthcare workers and the reported association between income loss and mental health comes from high-income countries. In this study we examine the impact of changes in working conditions and income loss related to the COVID-19 lockdown on workers’ mental health in Argentina. We also explore the role of psychological detachment from work and work-family interaction in mental health. Extraído de: https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-022-00783-y
Cost-Effectiveness and Cost-Utility Analysis of the Treatment of Emotional Disorders in Primary Care: PsicAP Clinical Trial. Description of the Sub-study Design
(Frontiers in Psychology, 2018) Ruíz Rodríguez, Paloma; Cano Vindel, Antonio; Muñoz Navarro, Roger; Mae Wood, Cristina; Medrano, Leonardo Adrian; Moretti, Luciana Sofía
In the primary care (PC) setting in Spain, the prevalence of emotional disorders (EDs) such as anxiety, depression and somatoform disorder is high. In PC patients, these disorders are not always managed in accordance with the recommendations provided by clinical practice guidelines, resulting in major direct and indirect economic costs and suboptimal treatment outcomes. The aim is to analyze and compare the cost-effectiveness and cost-utility of group-based psychological therapy versus treatment as usual (TAU).
EVALUATION OF AN ACADEMIC SATISFACTION MODEL FOR FIRST-YEAR UNIVERSITY STUDENTS
(Journal of Psychological and Educational Research JPER, 2017) Zalazar Jaime, Mauricio Federico; Losano, Maria Cecilia; Moretti, Luciana Sofía; Medrano, Leonardo Adrian
In Argentina, when enrolling in higher education students are confronted with a series of challenges that can affect both their academic performance and psychological wellbeing. In addition to this, it has been shown that the highest academic dropout rate in Argentine public universities occurs during the first year of study. Therefore, the objective of this study was to evaluate the Academic Satisfaction model in a first-year university student population in Argentina, since said construct has proven to be a key contribution with regards to academic behavior (Özgüngör, 2010). 682 first-year university students participated in this study, mainly women (55.1%) and first-year students under the age of 20 (M=20.91; SD=5.39). The results supported what the original Academic Satisfaction model (Lent, 2004) proposed, demonstrating significant contributions on all paths. However, the relationship between perceived support for goal progress and outcome expectations were not replicated. In general terms, the model presented an optimal fit, showing that the proposed model adequately explains the process for forming opinions about Academic Satisfaction in the first-year university student population in Argentina.
Evaluation of an academic satisfaction model in E-learning education contexts
(Interactive Learning Environments, 2021-08) Zalazar-Jaime, Mauricio Federico; Moretti, Luciana Sofía; García-Batista, Zoilo Emilio; Medrano, Leonardo Adrián
The urgent imperative to “move online”, caused by the recent Covid-19 pandemic, has led to an in-depth study of the psychological factors involved in designing successful online learning experiences. The social-cognitive model of academic satisfaction has been widely researched in conventional educational contexts in different countries. The purpose of this research was to evaluate the adequacy of this model in e-learning education contexts. The method used was path analysis, including as independent variables: social support, informational support, self-efficacy, outcome expectations and progress in goals. The results indicated that the model adjusted satisfactorily, explaining 45% of the variance in academic satisfaction. As a specific finding of this study, in an e-learning context, it can be mentioned that a greater contribution of socio-emotional support was demonstrated with respect to informational support. On the other hand, a weak contribution of outcome expectations on academic satisfaction was verified, aspect that requires furthers research and the development of specific measures for e-learning education context. In summary, the results of this research together provide preliminary evidence favorable to the social-cognitive model of academic satisfaction in virtual environments of university education. Extraído de: https://www.tandfonline.com/doi/full/10.1080/10494820.2021.1979047
Evaluation of an academic satisfaction model in E-learning education contexts
(Interactive Learning Environments, Routledge, 2023) Zalazar Jaime, Mauricio Federico; Moretti, Luciana Sofía; García Batista, Zoilo Emilio; Medrano, Leonardo Adrián
The urgent imperative to “move online”, caused by the recent Covid-19 pandemic, has led to an in-depth study of the psychological factors involved in designing successful online learning experiences. The social-cognitive model of academic satisfaction has been widely researched in conventional educational contexts in different countries. The purpose of this research was to evaluate the adequacy of this model in e-learning education contexts. The method used was path analysis, including as independent variables: social support, informational support, self-efficacy, outcome expectations and progress in goals. The results indicated that the model adjusted satisfactorily, explaining 45% of the variance in academic satisfaction. As a specific finding of this study, in an e-learning context, it can be mentioned that a greater contribution of socio-emotional support was demonstrated with respect to informational support. On the other hand, a weak contribution of outcome expectations on academic satisfaction was verified, aspect that requires furthers research and the development of specific measures for e-learning education context. In summary, the results of this research together provide preliminary evidence favorable to the social-cognitive model of academic satisfaction in virtual environments of university education.
Evidencias de Validez y Confiabilidad de las Puntuaciones del Cuestionario de Agresividad (AQ) para Adultos Argentinos
(RIDEP, 2021) García-Batista, Zoilo Emilio; Moretti, Luciana Sofía; Franco, Paul; Medrano, Leonardo Adrián; Mustaca, Alba Elisabeth
Según el Sistema Nacional de Información Criminal, en Argentina existe un crecimiento sostenido de delitos y problemas asociados a la agresividad. Además, se observa un aumento en la cantidad de mujeres que fueron víctimas de violencia durante el último año. A pesar de esta problemática, no se cuenta con instrumentos psicométricos debidamente adaptados a la población de adultos. Para validar el Cuestionario de Agresividad (AQ) se contó con la participación de 799 adultos (65,8% eran mujeres). Estudios previos proponen estructuras factoriales que varían entre los dos y cuatro factores, por lo que se comparó el ajuste de los diferentes modelos. El modelo de tres factores (hostilidad, violencia verbal y violencia física) presentó un mejor ajuste. Los niveles de consistencia interna resultaron óptimos (valores α comprendidos entre .88 y .79). Asimismo, se obtuvieron evidencias favorables de validez al correlacionar las puntuaciones del AQ con medidas de Intolerancia a la Frustración. Extraído de: https://www.aidep.org/sites/default/files/2022-02/RIDEP62-Art2.pdf
Psychometric properties of the Survey Work-Home Interaction Nijmegen (SWING) in Argentinian population
(Front. Psychol, 2022) Colasanti, Elena Lucía; Castellano, Estanislao; Lapuente, Lucas; Moretti, Luciana Sofía; Medrano, Leonardo Adrián
Frictions between work and family life have increased during the COVID-19 pandemic, causing negative consequences on the mental health and quality of life of workers. Without validated instruments, it is not possible to determine the impact of Work-Family and Family-Work conflict. To date, no studies have been conducted to provide evidence of the validity and reliability of The Survey Work-Home Interaction Nijmegen (SWING; 22 items) in the population of Argentine workers. The SWING was administered to 611 Argentine workers of both sexes (73.6% female) aged between 18 and 70 years (M = 35.33; SD = 9.16) selected from a non-probabilistic accidental sampling. The confirmatory factor analysis showed satisfactory fit indices of the original four-factor model (χ2 = 647.073, gl = 203, CFI = 0.93, GFI = 0.92, NFI = 0.90, TLI = 0.92, RMSEA = 0.05, SRMR = 0.05, AIC = 557.9, BIC = 821.5). The level of reliability was acceptable (α between 0.68 and 0.86, ω = 0.79–0.89). The relationships of the subscale scores with the engagement and burnout variables were as expected according to previous studies. Having an instrument adequately adapted to the population of Argentine workers facilitates the development of studies aimed at evaluating the role of W-F or F-W interactions and their implications for health and productivity. Extraído de: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876025/full
Validación argentina de la versión breve del inventario de situaciones y respuestas de ansiedad
(Revista Latinoamericana de Ciencia Psicológica PSIENCIA, 2017) Medrano, Leonardo Adrian; Moretti, Luciana Sofía; Muñoz Navarro, Roger; Cano Vindel, Antonio
La ansiedad es un estado emocional, que nos pone en alerta ante posibles amenazas, pero que puede convertirse en patológica y derivar en problemas de salud mental de alta prevalencia. Una de las pruebas más utilizadas para evaluar la ansiedad, es el inventario de Situaciones y Respuestas de Ansiedad (ISRA). Existe una versión breve (ISRA-B) que consta de 24 reactivos para evaluar “Respuestas” de ansiedad y 22 reactivos que evalúan los cuatro tipos de “Situaciones” de ansiedad del ISRA original. En este trabajo se analizaron sus propiedades psicométricas en una muestra de 376 jóvenes y adultos argentinos. Mediante análisis factorial confirmatorio se corroboró la estructura de tres factores de “Respuestas” y cuatro factores de “Situaciones” de la versión original. Se verificó la consistencia interna y se obtuvieron evidencias satisfactorias de validez externa. Como conclusión, las puntuaciones del ISRA-B son válidas y confiables para la evaluación de problemas de ansiedad en población argentina.