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other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. 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(VAPPER 490), Revista de Investigación Apuntes Universitarios, 4, 87, 10.17162\u002Fau.v6i1.227\nBrizzio, A. Carreras, M.A. y Mele, S.V. (2006). La capacidad de perdonar. Un estudio con adolescentes y adultos jóvenes. XIII Jornadas de Investigación y Segundo Encuentro de Investigadores en Psicología del Mercosur, Buenos Aires, Argentina, 10 al 12 de agosto.\nCasullo, 2005, Evaluación de la capacidad de perdonar. Desarrollo y validación de una escala, Acta Psiquiátrica y Psicológica de América Latina, 51, 14\nEnright, 2015\nEnright, 2004\nEnright, 1991, The moral development of forgiveness, 123\nFisher, 2006, Self-forgiveness versus excusing: The roles of remorse, effort, and acceptance of responsibility, Self and Identity, 5, 127, 10.1080\u002F15298860600586123\nGordon, 2003, Forgiveness and marriage: Preliminary support for a measure based on a model of recovery from marital betrayal, The American Journal of Family Therapy, 31, 179, 10.1080\u002F01926180301115\nGreen, 2012, Positive affect, negative affect, stress, and social support as mediators of the forgiveness-health relationship, Journal of Social Psychology, 152, 288, 10.1080\u002F00224545.2011.603767\nGuzmán, 2010, El perdón en relaciones cercanas: conceptualización desde una perspectiva psicológica e implicancias para la práctica clínica, Psykhe, 19, 19, 10.4067\u002FS0718-22282010000100002\nGuzmán, M. (2010b). Apego y perdón de transgresiones relacionales ocurridas en la pareja: el rol mediador de las atribuciones negativas y la satisfacción (Tesis Doctoral). Pontificia Universidad Católica de Chile, Santiago, Chile.\nHargrave, 1997, The development of a forgiveness scale, Journal of Marital and Family Therapy, 23, 41, 10.1111\u002Fj.1752-0606.1997.tb00230.x\nKamat, 2006, Assessing forgiveness as a dimension of personality, Individual Differences Research, 4, 322\nLawler-Row, 2011, Forgiveness and health: The role of attachment, Personal Relationships, 18, 170, 10.1111\u002Fj.1475-6811.2010.01327.x\nLiao, 2015, Insecure attachment and depressive symptoms: Forgiveness of self and others as moderators, Personal Relationships, 22, 216, 10.1111\u002Fpere.12075\nLópez-Álvarez, A.I. (2012). Estructura cognitiva que subyace al perdón de transgresiones específicas en la relación de pareja (Tesis de Maestría). Universidad Autónoma de Nuevo León, México.\nMaganto, 2010, Evaluación del perdón: diferencias generacionales y diferencias de sexo, Revista Latinoamericana de Psicología, 42, 391\nMcCullough, 2008\nMcCullough, 2010, Evolved mechanisms for revenge and forgiveness, 221\nMcCullough, 1998, Interpersonal forgiving in close relationships: II. Theoretical elaboration and measurement, Journal of Personality and Social Psychology, 75, 1586, 10.1037\u002F0022-3514.75.6.1586\nMorales, F. (2014). Evaluación de empatía y capacidad para perdonar. Un análisis de confiabilidad de dos escalas: IRI y CAPER. XVIII Congreso Nacional de Psicodiagnóstico, XXV Jornadas Nacionales de ADEIP, Mar de Plata, Argentina, 26 al 30 de junio.\nMoreno. J. E. y Fernández, C. (2009). Empatía, flexibilidad yoica y capacidad de perdonar. Congreso Internacional de Investigación y Práctica Profesional en Psicología, XVI Jornadas de Investigación, y Quinto Encuentro de Investigadores en Psicología del Mercosur. Buenos Aires, Argentina, 6 al 8 de agosto.\nOrcutt, 2005, Experiential avoidance and forgiveness as mediators in the relation between traumatic interpersonal events and posttraumatic stress disorder symptoms, Journal of Social and Clinical Psychology, 24, 1003, 10.1521\u002Fjscp.2005.24.7.1003\nPaleari, 2009, Measuring offence-specific forgiveness in marriage: The Marital Offence-specific Forgiveness Scale (MOFS), Psychological Assessment, 21, 194, 10.1037\u002Fa0016068\nReed, 2006, The effects of forgiveness therapy on depression, anxiety, and posttraumatic stress for women after spousal emotional abuse, Journal of Consulting and Clinical Psychology, 74, 920, 10.1037\u002F0022-006X.74.5.920\nReyes Lagunes, 2008, Procedimiento de validación psicométrica culturalmente relevante: un ejemplo, 625\nRosales-Sarabia, R.M. (2013). El perdón en la relación de pareja: validación de una escala y su relación con los estilos de apego (Tesis de Licenciatura). Universidad Nacional Autónoma de México, México.\nRye, 2001, Evaluation of the psychometric properties of two forgiveness scales, Current Psychology, 20, 260, 10.1007\u002Fs12144-001-1011-6\nSansone, 2013, The relationship between forgiveness and history of suicide attempt, Mental Health, Religion and Culture, 16, 31, 10.1080\u002F13674676.2011.643860\nScheinsohn, 2007, Capacidad de perdonar en pacientes en tratamiento psiquiátrico y psicológico ambulatorio, Psicodebate: Psicología, Cultura y Sociedad, 8, 129, 10.18682\u002Fpd.v8i0.421\nSheldon, 2014, You did what? The relationship between, forgiveness tendency, communication of forgiveness, and relationship satisfaction in married and dating couples, Communication Reports, 27, 78, 10.1080\u002F08934215.2014.902486\nStackhouse, 2016, The devil in the details: Individual differences in unforgiveness and health correlates, Personality and Individual Differences, 94, 337, 10.1016\u002Fj.paid.2016.02.005\nThompson, 2005, Dispositional forgiveness of self, others, and situations, Journal of Personality, 73, 313, 10.1111\u002Fj.1467-6494.2005.00311.x\nToussaint, 2008, Forgiveness, gratitude, and well-being: the mediating role of affect and beliefs, Journal of Happiness Studies, 10, 635, 10.1007\u002Fs10902-008-9111-8\nVargas-Núñez, B.I. y Pozos-Gutiérrez. J. L. (2005). Desarrollo de la escala del perdón. 30.o Congreso Interamericano de Psicología, Buenos Aires, Argentina, 26 al 30 de junio.\nWade, 1989, The development of a scale to measure forgiveness, Dissertation Abstracts International, 50, 5338B\nWilkowski, 2010, How does cognitive control reduce anger and aggression? The role of conflict monitoring and forgiveness processes, Journal of Personality and Social Psychology, 98, 830, 10.1037\u002Fa0018962\n2005\nWorthington, 2006\nWorthington, E., Hook, J.N., Utsey, S.O., Williams, J., van Oyen Witvliet, C., Nir, T., et al. (2008). Decisional and emotional forgiveness: Conceptualization and development of self-report measures. Manuscrito no publicado. 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1971, Feedback procedures in programmed instruction, Journal of Educational Psychology, 62, 148, 10.1037\u002Fh0030766\nAnderson, 1972, Conditions under which feedback facilitates learning from programmed lessons, Journal of Educational Psychology, 63, 186, 10.1037\u002Fh0032653\nBates, 1996, Principles of CBI design and the adult learner: The need for further research, Performance Improvement Quarterly, 9, 3, 10.1111\u002Fj.1937-8327.1996.tb00717.x\nBhushan, 1975, Effect of three instructional strategies on the performance of B.Ed. student-teachers of different intelligence levels, Indian Educational Review, 10, 24\nChatterjee, 1987, Effectiveness of a paradigm of programmed instruction, Indian Psychology Review, 32, 10\nChou, 2003, Interactivity and interactive functions in web-based learning systems: A technical framework for designers, British Journal of Educational Technology, 34, 265, 10.1111\u002F1467-8535.00326\nClark, 1983, Reconsidering research on learning from media, Review of Educational Research, 53, 445, 10.3102\u002F00346543053004445\nClark, 1985, Evidence for confounding in computer-based instruction studies: Analyzing the meta-analyses, Educational Communication and Technology Journal, 33, 249, 10.1007\u002FBF02769362\nClark, 1994, Media will never influence learning, Educational Technology Research and Development, 42, 21, 10.1007\u002FBF02299088\nCohen, 2003, Resources, instructions, and research, Educational Evaluation and Policy Analysis, 25, 119, 10.3102\u002F01623737025002119\nDaniel, 1968, Effectiveness of learning from a programmed text covering the same material, Journal of Educational Psychology, 59, 425, 10.1037\u002Fh0026491\nFernald, 1991, Programmed instruction versus standard text in introductory psychology, Teaching of Psychology, 18, 205, 10.1207\u002Fs15328023top1804_1\nFredrick, 2004, Reviewing the outcomes and principles of effective instruction, 9\nHartley, 1978, Meta-analysis of the effects of individually-paced instruction in mathematics, Dissertation Abstracts International, 38, 4003\nHughes, 1961, A comparative study of programmed and conventional instruction in industry, Journal of Applied Psychology, 45, 225, 10.1037\u002Fh0045800\nIngvarsson, 2006, An evaluation of computer-based programmed instruction for promoting teachers’ greetings of parents by name, Journal of Applied Behavior Analysis, 39, 203, 10.1901\u002Fjaba.2006.18-05\nJamison, 1974, The effectiveness of alternative instructional media: A survey, Review of Educational Research, 44, 1, 10.3102\u002F00346543044001001\nJaehnig, 2007, Feedback types in programmed instruction: A systematic review, The Psychological Record, 57, 219, 10.1007\u002FBF03395573\nKarlsson, 1996, A comparison of three prompting methods for training software use, Journal of Organizational Behavior Management, 16, 27, 10.1300\u002FJ075v16n01_03\nKritch, 1998, Degree of constructed-response interaction in computer-based programmed instruction, Journal of Applied Behavior Analysis, 31, 387, 10.1901\u002Fjaba.1998.31-387\nKulik, 1980, Effectiveness of programmed instruction in higher education: A meta-analysis of findings, Educational Evaluation and Policy Analysis, 2, 51, 10.3102\u002F01623737002006051\nKulik, 1980, Instructional technology and college teaching, Teaching of Psychology, 7, 199, 10.1207\u002Fs15328023top0704_1\nKulik, 1982, Programmed instruction in secondary education: A meta-analysis of findings, Journal of Educational Research, 75, 133, 10.1080\u002F00220671.1982.10885369\nKozma, 1994, Will media influence learning? Reframing the debate, Educational Technology Research and Development, 42, 7, 10.1007\u002FBF02299087\nMalott, 1987, A goal-directed model for the design of human performance systems, Journal of Organizational Behavior Management, 9, 125, 10.1300\u002FJ075v09n01_09\nMiller, 1997, The importance of overt responding in programmed instruction even with added incentives for learning, Journal of Behavioral Education, 7, 497, 10.1023\u002FA:1022811503326\nMunson, 1998, Effects of response cost in computerized programmed instruction, The Psychological Record, 48, 233, 10.1007\u002FBF03395268\nO’Brien, 1984, Procedures for comparing samples with multiple endpoints, Biometrics, 40, 1079, 10.2307\u002F2531158\nSkinner, 1963, Reflections on a decade of teaching machines, Teachers College Record, 65, 168, 10.1177\u002F016146816306500209\nSkinner, 1968\nSuperfine, 2014, The promises and pitfalls of teacher evaluation and accountability reform, Richmond Journal of Law and the Public Interest, 17, 591\nTudor, 1995, Isolating the effects of active responding in computer-based instruction, Journal of Applied Behavior Analysis, 28, 343, 10.1901\u002Fjaba.1995.28-343\nTudor, 1991, Computer-programmed instruction: The relation of required interaction to practical applications, Journal of Applied Behavior Analysis, 24, 361, 10.1901\u002Fjaba.1991.24-361",{"EN":760},"Using Computer-Based Programmed Instruction to Train Goal-Directed Systems Design",{"VOID":762},"10.1016\u002Fs2007-4719(14)70977-9","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS2007471914709779",[765,782,794],{"id":766,"sortIndex":115,"researcher":26,"roles":767,"affiliations":768,"properties":779},"c5057ff9-c4ab-4702-a04d-6af290367caf",[696],[769],{"id":26,"sortIndex":36,"affiliation":770,"properties":26},{"id":771,"createTime":772,"updateTime":773,"relativeEntities":774,"slug":775,"properties":776,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"414ae0e5-fdcd-4ff2-9566-65c41ed46007","2023-12-06T18:25:53.318+00:00","2025-01-26T21:47:14.558+00:00",[],"Atlanta-Ga-",{"title":777},{"VI":778},"Atlanta, Ga.",{"title":780},{"VI":781},"Aubrey Daniels International",{"id":783,"sortIndex":36,"researcher":26,"roles":784,"affiliations":785,"properties":791},"e8d70b6b-540f-4a85-843f-791ed70b1280",[696],[786],{"id":26,"sortIndex":36,"affiliation":787,"properties":26},{"id":771,"createTime":772,"updateTime":773,"relativeEntities":788,"slug":775,"properties":789,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},[],{"title":790},{"VI":778},{"title":792},{"VI":793},"Nicholas L. 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Estado, confianza social y criterios de evaluación Evidencia estadística para el caso de Chile y Argentina, 1983-2001, Revista Enfoques, VIII, 135\nEdelman (2015) Índice de Confianza Edelman. http:\u002F\u002Fwww.edelman.com\u002F2015-edelman-trust-barometer\u002F.\nFernández Dols, 1994, Efectos culturales de las normas perversas, Revista de Psicología Social, 9, 205, 10.1174\u002F021347494763490278\nFerullo, 2004, Capital social y crisis económica Argentina, Revista Valores de la Sociedad Industrial, XXII, 7\nFlax, 2006, Construcción institucional de confianza, Cuadernos de Ética, 21, 35\nGlanville, 2007, How Do We Learn to Trust? 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Recuperado: www.perio.unlp.edu.ar.\nKaase, 1999, Interpersonal trust, political trust and non-institutionalized political participation in Western Europe, West European Politics, 22, 1, 10.1080\u002F01402389908425313\nKnack, 2002, Social Capital and the Quality of Government: Evidence from the States., American Journal of Political Science, 46, 772, 10.2307\u002F3088433\nKong, 2013, Intercultural Experience as an Impediment of Trust: Examining the Impact of Intercultural Experience and Social Trust Culture on Institutional Trust in Government, Soc Indic Res, 113, 847, 10.1007\u002Fs11205-012-0117-6\nLatinobarómetro (2013). Análisis en Línea: Confianza en las instituciones. 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Disponible en: http:\u002F\u002Festimulacionydesarrollo.blogspot.com\u002F2012\u002F03\u002Fla-importancia-del-gateo-en-el.html.\nUrzúa, 2010, Maduración neuropsicológica en preescolares: propiedades psicométricas del test CUMANIN, Terapia Psicológica, 28\nValdez, P. (2008). Introducción a la Neuropsicología [consultado 15 Abr 2015]. 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Examining paths of influence in young adolescents’ alcohol use, Journal of Adolescent Health, 26, 27, 10.1016\u002FS1054-139X(99)00056-7\nSumter, 2009, The developmental pattern of resistance to peer influence in adolescence: Will the teenager ever be able to resist?, Journal of Adolescence, 32, 1009, 10.1016\u002Fj.adolescence.2008.08.010\nSwahn, 2007, Gender, early alcohol use, and suicide ideation and attempts: findings from the 2005 Youth Risk Behavior Survey, Journal of Adolescent Health, 41, 175, 10.1016\u002Fj.jadohealth.2007.03.003\nSteinberg, 2007, Age differences in resistance to peer influence, Developmental Psychology, 43, 1531, 10.1037\u002F0012-1649.43.6.1531\nThompson, 2008, Longitudinal associations between problem alcohol use and violent victimization in a national sample of adolescents, Journal of Adolescent Health, 42, 21, 10.1016\u002Fj.jadohealth.2007.07.003\nTobler, 1997, Effectiveness of school-based drug prevention programs: a meta-analysis of the research, Journal of Primary Prevention, 18, 71, 10.1023\u002FA:1024630205999\nTrujillo, 2011, Influencia de variables del entorno social sobre la ocurrencia de situaciones problemáticas asociadas al consumo de alcohol en adolescentes, Adicciones, 23, 349, 10.20882\u002Fadicciones.135\nVillatoro, 2011, Tendencias del uso de drogas en la ciudad de México: Encuesta de Estudiantes del 2009, Salud Mental, 34, 81\nVillatoro, 2007\nVillatoro, 2005, La Encuesta de Nivel Medio y Medio Superior de la Ciudad de México: Noviembre 2003. 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Rojas (Coords.), Calidad de vida y bienestar subjetivo en México (pp. 113–142). México: Plaza y Valdés S.A. de C.V.\nSeligman, 2000, Positive psychology: An introduction, American Psychologist, 55, 5, 10.1037\u002F0003-066X.55.1.5\nVan de Vijver, 2000, Methodological issues in psychological research on culture, Journal of Cross-Cultural Psychology, 31, 33, 10.1177\u002F0022022100031001004\nVeenhoven, 1994, Is happiness a trait? Test of the theory that a better society does not make people any happier, Social Indicators Research, 32, 101, 10.1007\u002FBF01078732\nVeenhoven, 1996, Happy life expectancy: A new comprehensive measure of quality of life in nations, Social Indicators Research, 39, 1, 10.1007\u002FBF00300831\nVeenhoven, R. (2005). Lo que sabemos de la felicidad. In: L. Garduno, B. Salinas, & M. Rojas (Coords.), Calidad de vida y bienestar subjetivo en México (pp. 17–56). 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2002, Sex differences in physically aggressive acts between heterosexual partners: A meta-analytic review, Aggression and Violent Behavior, 7, 313, 10.1016\u002FS1359-1789(01)00061-1\nArmor, 2002, Repercusiones psicopatológicas de la violencia doméstica en la mujer en función de las circunstancias del maltrato, Revista Internacional de Psicología Clínica y de la Salud, 2, 227\nAust, 2012, The role of early emotional neglect in alexithymia, Psychological Trauma: Theory, Research, Practice, and Policy, 5, 225, 10.1037\u002Fa0027314\nBagby, 1994, The twenty-item Toronto alexithymia scale-I, Item selection and cross-validation of the factor structure, Journal of Psychosomatic Research, 38, 23\nCastro, 2005, Violencia de pareja contra las mujeres en México: una comparación entre encuestas recientes, Notas de Población, 35, 35\nChen, 2011, Alexithymia and emotional regulation: A cluster analytical approach, BMC Psychiatry, 11, 2\nCohen, 2003\nDíaz-Loving, 2002\nDobson, 2005\nDomínguez, 2008, 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associated with anxiety among adolescents, Journal of Affect Disorders, 125, 383, 10.1016\u002Fj.jad.2010.02.126\nKimmel, 2002, Gender symmetry in domestic violence: A substantive and methodological research review, Violence against Women, 8, 1332, 10.1177\u002F107780102237407\nKline, 2010\nKniery, 2002\nMartinez, 2011, Sympathetic reactivity to experimentally induced stress in alexithymia, Anales de Psicología, 27, 757\nMoral, 2008, Modelos predictivos y de senderos de ajuste diádico por género en parejas casadas, Revista Ciencia UANL, 11, 185\nMoral, 2008, Propiedades psicométricas de la Escala de Alexitimia de Toronto de 20 reactivos en México, Revista Electrónica de Psicología Iztacala, 11, 97\nMoral, 2009, Validación en México de Escala de Alexitimia de Toronto de 20 reactivos (TAS-20) y su aplicación al estudio del alcoholismo, 23\nMoral, 2010, A study of personality traits in undergraduates: alexithymia and its relationship to the psychological deviate, 51\nMoral, 2011, Aspectos metodológicos de la investigación, 33\nMoral, 2012, Modelo recursivo de reacción violenta en parejas válido para ambos sexos, Boletín de Psicología, 105, 61\nMoral, 2011, Diferencias de género en afrontamiento y violencia en la pareja, Revista CES de psicología, 4, 29\nMoral, 2014, Propiedades psicométricas del cuestionario de violencia en la pareja, Enviado para su publicación a Suma Psicológica\nMoreno, 1999, La violencia en la pareja, Revista Panamericana de Salud Pública, 5, 245\nPreacher, K.J., & Coffman, D.L. (2006). Computing power and minimum sample size for RMSEA [Computer software]. Consultado el 15 de junio de 2014, de http:\u002F\u002Fquantpsy.org\u002Frmsea\u002Frmsea.htm.\nRamos, 2008, ¿Violencia episódica o terrorismo íntimo?, Una propuesta exploratoria para clasificar la violencia contra la mujer en las relaciones de pareja. 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