REDEPSIC

Exaggerated collecting and its relationship with obsessive compulsive disorder

Rubén Darío Collantes-González, Maricsa Jerkovic — Tue, 08 Jul 2025 00:00:00 +0000

As part of healthy leisure activities, some people choose to collect things, such as stamps, key chains, comics, clothing, toys, art, musical instruments, vehicles, to name a few. To the extent that people can sustain collecting, without this affecting their economic, psychological and social well-being, it does not represent a problem. On the contrary, when collecting becomes exaggerated and compromises people's quality of life, it could be closely linked to obsessive-compulsive disorder (OCD). This document is a systematic review of this relationship, for which a total of 30 references were consulted, published during the last 15 years, with the nature of the study being analytical and reflective. The thematic axes addressed were: At what point does collecting become exaggerated? How is OCD related to exaggerated collecting? How to achieve sustainable collecting? The results obtained reflected that: Collecting becomes exaggerated when people do not have enough time to enjoy their collection, they stop meeting basic needs to pay for said hobby and if they do not have enough space to display it appropriately; OCD is related to exaggerated collecting when there is an obsession with accumulating things and it is difficult to get rid of them, which can lead to compulsive hoarder syndrome; As a sustainable alternative, there is digital art collecting, which saves physical space, is faster to acquire, lowers production costs, is less polluting, and is easier to verify its authenticity, among others. As final thoughts exaggerated collecting and OCD are related, people should consider alternatives that are environmentally responsible, economically affordable and that also contribute to the human and social development of the person.

The Constructivist Model and its impact on the educational processes of Psychology students.

Tue, 08 Jul 2025 00:00:00 +0000

Modern education, especially in psychology, has focused on the constructivist model. Significant improvements have been observed in the use of this model as technology advances and students have access to a wide range of information. This allows students to construct their own knowledge; however, the lack of active participation in acquiring knowledge highlights the importance of good guidance from the teacher. The main objective of this study is to analyze how the constructivist model influences the educational process of psychology students during the academic period from November 2023 to March 2024. Based on this, the specific objectives were generated: Identify, enumerate, and describe the constructivist model in the educational process of psychology students.

An inductive-deductive methodological approach was used to address this problem. While the deductive method focuses on logic and predefined rules to reach specific conclusions, the inductive method relies on specific observations to reach general conclusions. To identify patterns and principles that guide the research, these methods will complement each other. The study used surveys to collect data and student opinions. Direct information was obtained on students' perceptions and experiences with the constructivist method. These results assisted in understanding the effects of the pedagogical method and generated suggestions for more optimal future application. They also indicated that the constructivist model has a significant impact on students' motivation to learn. However, a diversity of opinions was observed, indicating that the constructivist approach may be effective for some students but not as effective for others. The final conclusion was that the constructivist model has a significant impact on the educational process of psychology students during the academic period from November 2023 to March 2024. Based on the above, a considerable number of opinions and experiences were collected, the majority of which indicated an improvement in the respondents' motivation to learn. This suggests that the constructivist approach is effective for students, focusing on fostering their intrinsic motivation, while other students do not perceive significant changes in their motivation.

Prevalence of gambling addiction in a sample of students from the Faculty of Economics at the Regional University Center of Veraguas

Melissa Hernández Muñoz , Noemí Montes De Gracia — Tue, 08 Jul 2025 00:00:00 +0000

This research aimed to know the prevalence of gambling in a group of students from the Faculty of Economics of the Regional University Center of Veraguas. Descriptive study with a non-experimental quantitative approach. The sample consisted of 53 students and the South Oaks Gaming Questionnaire (SOGS) was used. According to the results, it was found that the subjects evaluated were 16% non- pathological gamblers and 84% risk gamblers, thus concluding that these students presented a tendency to practice weekly games of chance such as the lottery, followed by the game of bingo and cards.

Exploratory study for the development of a mentalization program in university teachers

Louise Alkabes-Esquenazi , Johana Zapata, Aldana Romina Ligorria Diaz — Tue, 08 Jul 2025 00:00:00 +0000

The purpose of this research was to explore the level of knowledge about mentalization for the subsequent development of tools for higher education teachers. The study had an exploratory descriptive design, with a quantitative methodology, with a non-experimental and cross-sectional sample through the "Exploratory Mentalization Questionnaire", an ad hoc survey that assesses the level of knowledge on this topic. The sample consisted of 41 teachers, mostly in higher education (73.17%). The results demonstrated the importance of creating a programme to promote mentalization in the educational context, given that teachers have only partial knowledge of the concept of mentalization and its application.

Autoconcepto e inteligencia emocional en los estudiantes de la Universidad Técnica de Babahoyo.

Tue, 08 Jul 2025 00:00:00 +0000

The study focuses on exploring the relationship between self-concept and emotional intelligence in students of the Technical University of Babahoyo. The main objective was to identify areas of strength and opportunities for improvement in both variables, in order to promote the integral growth of students, improve the quality of their university experience and favor academic success. The research is based on a descriptive quantitative field approach, complemented with a rigorous methodology that allows for a thorough analysis of the data. To measure self-concept and emotional intelligence, psychometric tests such as the “Self-Concept Test Form 5 (AF-5)” were used. The results of the present study indicate a positive relationship between the development of students' self-awareness and emotional intelligence, showing that the strengthening of one variable is related to the growth of the other. Adequate psychometric tools were identified to assess emotional intelligence and self-concept in students, showing a consistent relationship in different contexts and with previous research. It is highlighted that a higher emotional intelligence is associated with a higher self-concept. Finally, motivational talks were given to promote a healthy self-image and essential emotional skills, fostering the students' integral wellbeing and academic and personal success, thus contributing to their long-term growth.

Reliability and Validity of a Questionnaire to Assess Levels of Psychological Impairment in University Students

Edwin E. González St. Rose, Régulo N. Sandoya M., Melba Rosa Stanziola Arosemena — Tue, 08 Jul 2025 00:00:00 +0000

The purpose of this research was to evaluate the validity and reliability of a questionnaire designed to measure the levels of psychological impairment in a group of university students, through intentional non-probabilistic sampling, with the participation of teachers and psychology experts. To avoid biases, the individual aggregate method was used and the Content Validity Coefficient (CVC) was calculated for each item, obtaining values between 0.71 and 0.99, this indicates a validity of acceptable to excellent. The reliability of the instrument was achieved through the development of a pilot test, and through an adjustment in the number of items, the reliability of the instrument was improved, increasing Cronbach's alpha coefficient from 0.908 to 0.910. This is why the questionnaire is a valid and reliable tool to measure psychological impairment in university students.

Cognitive skills in academic performance in mathematics for first-year university students

Miguel Ángel Cañizales Mendoza, Mariela González Murillo, Manuela Foster Vega — Tue, 08 Jul 2025 00:00:00 +0000

The development of cognitive skills is a key factor in academic performance, particularly in disciplines that require logical and spatial reasoning, such as mathematics. This study analyzes the evolution of five cognitive skills (general, verbal, numerical, spatial, and perceptual) in first-year students of the bachelor’s degree in mathematics at the University of Panama, using the GATB test administered at the beginning and end of the first semester. The results show significant improvements in general, verbal, spatial, and perceptual skills, while numerical ability, although positively correlated with performance in Differential Calculus, did not exhibit statistically significant progress. Additionally, a strong relationship was identified between spatial perception and performance in Plane Geometry, highlighting its importance in mathematical training. These findings underscore the need to implement educational strategies that strengthen cognitive skills from the early university semesters, with a particular focus on numerical development. It is recommended to adopt didactic approaches that integrate visual and manipulative methods, interactive digital tools, and problem-solving strategies to optimize mathematics learning. This study provides empirical evidence on the impact of cognitive skills on academic success and suggests the need for specific pedagogical interventions to improve retention and performance in fields with a high mathematical component.

Psychologists in the midst of mobbing: the hereining of psychological factors of mobbing

Enriqueta Claudia Serrano Romero — Tue, 08 Jul 2025 00:00:00 +0000

Mobbing occurs in a variety of circumstances, and it is frequently perpetuated by coworkers and/or employers. Even when harassed or mobbed, many employees seem to minimize their effects, based on the belief that they should come off well with those in power. Mobbing effects are not just psychological which conceal brain changes in areas like the limbic system, neurotransmitters, but also the immune system. When the immune system is compromised physical issues such as headaches, musculoskeletal symptoms, cardiovascular conditions, bowel syndrome and many others arise. Objective: This study aims to identify the prevalence of mobbing, depression anxiety and stress among psychologists working in government institutions in México. Methods: We collected data of 21 psychologists (85.7% females and 14.3% males). A Spanish version of the Leymann Inventory of Psychological Terror (LIPT-60) and Depression, Anxiety, and Stress Scale -21 items (DASS-21) were used. Results: The correlation analysis revealed a moderate and extreme associations on each of the LIPT-60 subscales, and DASS-21 results showed mild, moderate, and severe depression, anxiety, and stress.

Emotional intelligence and academic procrastination in students of Banking and Finance at the University of Panama, 2024

Yuleisi Yasmin Castillo Pitti — Tue, 08 Jul 2025 00:00:00 +0000

Academics encompasses many elements, and emotional intelligence is certainly one of them. Students face difficulties throughout their university career, and among them, academic procrastination represents one of the most common problems. The objective of this cross-sectional descriptive correlational research was to analyze the relationship between emotional intelligence and academic procrastination in first year students of the Bachelor's Degree in Finance and Banking of the Faculty of Economics of the University of Panama. For this purpose, the emotional intelligence test (MSCEIT) and the academic procrastination scale (EPA) were used to collect data from a sample of 47 students. The results revealed that the students were in the qualitative "can improve" range in terms of their emotional intelligence. In terms of academic procrastination, students demonstrated low procrastination tendencies, and most showed good academic self-regulation. A significant negative correlation was also found between the experiential and strategic areas, specifically in the emotional management of the strategic area and procrastination. These findings highlight the importance of improving emotional management skills to reduce behaviors associated with academic procrastination.

Editorial

Alberto Picota — Tue, 08 Jul 2025 00:00:00 +0000