Browsing by Autor "Milagros Iraola-Real"

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Cyber Exposed: The Social Networks And The Life Satisfaction
(2019) Iván Iraola-Real; Lesly Moreyra-Cáceres; Violeta Cristina Caceres-Buleje; Alberto Collantes-Jarata; Edwin Iraola-Real; Milagros Iraola-Real
The present study aims to identify the predictive relationships between the exhibition in the social networks, the self-esteem and the life satisfaction in Peruvian adolescents. The participants were 102 students (71 men (86.9 %) and 31 women (30.1 %) between 14 to 19 years of age (M = 16.93, SD =.89). One concludes that to exhibit the personal life in social networks on the part of the adolescents predicts in a positive form the publications in social networks of the parents, also he predicts the self-esteem and the satisfaction with the life. Furthermore, the self-esteem predicts the life satisfaction. Finally, the mediation model confirmed of significant form with the Test of Sobel (Test Statistic = 1.97, SE=.06, p <; .05) that the exhibition in social networks on behalf of the adolescents (variable independent) predicts the life satisfaction (dependent variable) when mediated by self-esteem (mediating variable).
Perception Of The Adolescents On The Integral Sexual Education: A Study Of A Sample Of Lima Peru
(2019) Milagros Iraola-Real; Maria Elena Llanos Alberca; Edwin Iraola-Real; Iván Iraola-Real
The sexual education guarantees the well-being, the sexual health and the genre equity. For it, the present investigation proposes to analyze the perception of the adolescent males and women on the Integral Sexual education in Lima - Peru. There was selected a random sample of 569 students (38.08 % males and 61.92 % women) between 10 to 20 years. The results showed that 83.63 % feels confidence to speak about sexuality, being the women those who have major faith than the males. 26.61 % prefers to speak about sexuality with its friends, 17.89 % with the teachers and in less percentage with the parents and brothers. The interrogated persons admit that to speak about the topic there's important the good teacher attitude, the safety and if the school develops the subject-matter. But the motives for which they don't speak about sexuality it is for the shame, the fear of the mockery or because the school does not offer the suitable ambience.
Predictors of Performance and of Psychological Well-Being in Engineering Career Aspirants
(2019) Iván Iraola-Real; Milagros Iraola-Real; William Iraola-Real; Edwin Iraola-Real; Felícita Nery Real-Torres; Beatriz Baylon
Educational deficiencies in Peru generate that many adolescents who wish to study engineering in public universities have to study at pre-university centers, this being difficult and unsatisfactory. In this context, this study aimed to identify the predictors of academic performance and psychological well-being factors in aspiring students to engineering at a prestigious public university in Peru. The sample was of 157 students (120 men (76.4%) and 37 women (23.6%)) between 15 and 22 years of age (M <sub xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">age</sub> = 17.65, SD = 1.31), between 6 months to 4 years of pre-university studies. The results show that the educational level of the mother predicts negatively the test anxiety. Studies' time and self-efficacy positively predict academic performance. In addition, time of studies and the test anxiety predict negatively to psychological well-being. Finally, the self-efficacy predicted positively to psychological well-being.
Why Do I Study the Nursing Career? The Importance of the Motivation and the Vocation
(2019) Iván Iraola-Real; Milagros Iraola-Real; William Iraola-Real; Edwin Iraola-Real; Felícita Nery Real-Torres
Analyze the predictive relationship between motivation, vocational interests and habits of studies in students of nursing of a private university in Lima, Peru is the objectives of this research. The study involved 125 nursing students (53 of the first grades/72 of past grades) selected by an intentional sampling. The results showed, controlled motivation predicts the study's habits significantly, the time's distribution and concentration habit's, in both groups of students; also controlled motivation predicts work's habits in students of past grades. And autonomous motivation predicts vocational interests, specifically in the personal attitudes toward the career in the first grades students. On the other hand, in students of past grades, vocational interests predict study habits and reading techniques. And finally, in the last grades students' personal attitudes toward career predict habits for work and reading techniques.