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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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2012, Contributions of behavior analysis to higher education, 523\nBonardi, 2013\nBranch, 1999, Statistical inference in behavior analysis: Some things significance testing does and does not do, The Behavior Analyst, 22, 87, 10.1007\u002FBF03391984\n2014\nChase, 1985, Designing courseware: Prompts from behavioral instruction, The Behavior Analyst, 8, 65, 10.1007\u002FBF03391913\nChase, 2012\nChase, 2007\nChase, 2008\nEichner, 2007\nGlaser, 1965\nHorner, R. & Spaulding, S. (in press). Single-case research designs. Encyclopedia. Springer.\niLearn.com (October, 2014). iLearn. Retrieved from http:\u002F\u002Filearn.com\nJohnson, 1977\nKazdin, 2003\nKratochwill, 2010\nKulik, 1979, A meta-analysis of outcome studies of Keller’s Personalized System of Instruction, American Psychologist, 34, 307, 10.1037\u002F0003-066X.34.4.307\nLavelle, 2013\nMarkle, 1967, Empirical testing of programs, 104\nMechner, F. (in press). Behavioral technology and education reform. Beverly, MA: Cambridge Center for Behavioral Studies.\nMiller, 1972, A multiple baseline achievement test, 393\n2012\nWalker, 2006\n2012",{"EN":686},"Gathering Evidence for Distance Education11The author wishes to acknowledge the following people for their assistance in developing the methods described in this article: Robert Collins, Chata Dickson, Charles Hamad, T.V. Joe Layng, Andrew Lightner, Harold Lobo, Kristin Mayfield, John Rochford, Janet Twyman, and Vennessa Walker. 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Theoretical Views, Conceptual Distinctions, and a Review of Relevant Evidence, Personality & Social Psychology Review, 5, 242, 10.1207\u002FS15327957PSPR0503_5\nBuss, 2010\nCruz del Castillo, 2010, Desarrollo de la escala de componentes del deseo sexual, 131\nDas, 2007, Masturbation in the United States, Journal of Sex and Marital Therapy, 33, 301, 10.1080\u002F00926230701385514\nElizalde, 2009, Políticas del deseo y chicas con voz propia. Experiencias juveniles en torno al género y la sexualidad, La ventana, 30, 121\nLunde, 1991, Sexual desire, orgasm, and sexual fantasies: A study of 625 Danish Women Born in 1910, 1936, and 1958, Journal of Sex Education & Therapy, 17, 111, 10.1080\u002F01614576.1991.11074012\nGarcía, 2013, Sexualidad femenina: expresiones del comportamiento erótico, 57\nGeer, 2005, Implicit attitudes in sexuality: Gender differences, Archives of Sexual Behavior, 34, 671, 10.1007\u002Fs10508-005-7923-8\nGerressu, 2008, Prevalence of masturbation and associated factors in a British nacional probability survey, Archives of Sexual Behavior, 37, 266, 10.1007\u002Fs10508-006-9123-6\nGiles, 2006, Social constructionism and sexual desire, Journal for the Theory of Social Behaviour, 36, 225, 10.1111\u002Fj.1468-5914.2006.00305.x\nKamei, 2005, Estudio de prevalencia de los trastornos de la sexualidad en mujeres que asisten a consultorio externo de Gineco-Obstetricia de hospital la serena, Revista Chilena de 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10.1037\u002Fh0030377\nEkman, 1975\nEkman, 1976\nEkman, 1979, Facial expressions of emotion, Annual Review Psychology, 30, 527, 10.1146\u002Fannurev.ps.30.020179.002523\nEkman, 1969, Pan-cultural elements in facial displays of emotion, Science, 164, 86, 10.1126\u002Fscience.164.3875.86\nFasel, 2003, Automatic facial expression analysis: A survey, Pattern Recognition, 36, 259, 10.1016\u002FS0031-3203(02)00052-3\nMorales, 2010\nOrtega, 2014\nPichon, 2009, Two different faces of threat. Comparing the neural systems for recognizing fear and anger in dynamic body expressions, NeuroImage, 47, 1873, 10.1016\u002Fj.neuroimage.2009.03.084\nRamos-Loyo, 2012, Psicobiología del procesamiento emocional, 65\nRuffman, 2008, A meta-analytic review of emotion recognition and aging: Implications for neuropsychological models of aging, Neuroscience and biobehavioral reviews, 32, 863, 10.1016\u002Fj.neubiorev.2008.01.001\nRussell, 1994, Is there universal recognition of emotion from facial expression? 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Un estudio comparativo en regiones culturales diversas, Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 26, 53\nCheung, 2010, Women at the Top. Powerful Leaders define success as work + family in a culture of gender, American Psychologist, 65, 182, 10.1037\u002Fa0017309\nChin, 2010, Introduction to the special issue on diversity and leadership, American Psychologist, 65, 150, 10.1037\u002Fa0018716\nCuadrado, 2004, Valores y rasgos estereotípicos de género de mujeres líderes, Psicothema, 16, 270\nCuadrado, 2004, El acceso de las mujeres a puestos directivos: género, contexto organizacional y estilos de liderazgo, Revista de Psicología General y Aplicada, 57, 181\nDeaux, 1985, Sex and gender, Annual Review of Psychology, 36, 49, 10.1146\u002Fannurev.ps.36.020185.000405\nDebeljuh, 2010\nDoherty, 2004, Work-life balance initiatives: Implications for women, Employee Relations, 26, 433, 10.1108\u002F01425450410544524\nEagly, 1987\nEagly, 2007, Female leadership advantage and disadvantage: resolving the contradictions, Psychology of Women Quarterly, 31, 1, 10.1111\u002Fj.1471-6402.2007.00326.x\nEagly, 2007\nEagly, 2010, Diversity and leadership in a Changing World, American Psychologist, 65, 216, 10.1037\u002Fa0018957\nEagly, 2001, The Leadership Style of Women and Men, Journal of Social Issues, 57, 781, 10.1111\u002F0022-4537.00241\nEagly, 2003, Transformational, transactional, and laissez-faire leadership styles: A meta-analysis comparing women and men, Psychological Bulletin, 129, 569, 10.1037\u002F0033-2909.129.4.569\nEagly, 1990, Gender and leadership style: A meta-analysis, Psychological Bulletin, 108, 233, 10.1037\u002F0033-2909.108.2.233\nEagly, 2002, Role congruity theory of prejudice toward female leaders, Psychological Review, 109, 573, 10.1037\u002F0033-295X.109.3.573\nEagly, 1992, Gender and the evaluation of leaders: A meta-analysis, Psychological Bulletin, 111, 3, 10.1037\u002F0033-2909.111.1.3\nEmmerik, 2010, Gender ratio, societal culture, and male and female leadership, Journal of Occupational and Organizational Psychology, 83, 895, 10.1348\u002F096317909X478548\nFletcher, 2004, The paradox of post heroic leadership: An essay on Gender. Power, and transformational change, The Leadership Quarterly, 15, 247, 10.1016\u002Fj.leaqua.2004.07.004\nFriedman, 1982\nGlick, 1996, The Ambivalent Sexism Inventory: Differentiating hostile and benevolent sexism, Journal of Personality and Social Psychology, 70, 491, 10.1037\u002F0022-3514.70.3.491\nGoetz, 1992, Gender and Administration, IDS Bulletin, 23, 6, 10.1111\u002Fj.1759-5436.1992.mp23004002.x\nGomez, 2001, Voices forging paths: A qualitative study of the career development of notable Latinas, Journal of Counseling Psychology, 48, 286, 10.1037\u002F0022-0167.48.3.286\nHeilman, 2001, Description and prescription: How gender stereotypes prevent women’s ascent up the organizational ladder, Journal of Social Issues, 57, 657, 10.1111\u002F0022-4537.00234\nHoyt, 2010, Women and Leadership, 301\nIlgen, 1983, When reason fails: A comment on the reliability and dimensionality of the WAMS, Academy of Management Journal, 26, 535, 10.2307\u002F256265\nInstituto Nacional de Estadística y Geografía y Secretaria del Trabajo y Previsión Social (INEGI-STPS). 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Segundo trimester.\nKlein, 1999, Goal commitment and the goal-setting process: conceptual clarification and empirical synthesis, Journal of Applied Psychology, 84, 885, 10.1037\u002F0021-9010.84.6.885\nKorabik, 2007, Gender and leadership in the corporate world: A multiperspective model, 106\nLassaga, 2004, El poder de lo femenino en el liderazgo\nLatu, 2013, Successful female leaders empower women’s behavior in leadership tasks, Journal of Experimental Social Psychology, 49, 444, 10.1016\u002Fj.jesp.2013.01.003\nLewis, 2010, Then and now: A longitudinal study of attitudes toward women as managers, International Journal of Management & Information Systems, 14, 23\nLyness, 2006, When fit is fundamental: Performance evaluations and promotions of upper-level female and male managers, Journal of Applied Psychology, 91, 777, 10.1037\u002F0021-9010.91.4.777\nLyness, 2006, Women in management: An update on their progress and persistent challenges, 267\nLocke, 1990\nLucas, 2003, Status Processes and the Institutionalization of Women as Leaders, American Sociological Review, 68, 464, 10.2307\u002F1519733\nLupano, 2008, Liderazgo y género. Identificación de prototipos de liderazgo efectivo, Perspectivas en Psicología, 5, 69\nLupano, 2011, Actitudes desfavorables hacia mujeres líderes. Un instrumento para su evaluación, Summa Psicologica UST, 8, 19, 10.18774\u002F448x.2011.8.84\nMcHugh, 1997, The measurement of gender-role attitudes, Psychology of Women Quarterly, 21, 1, 10.1111\u002Fj.1471-6402.1997.tb00097.x\nMoreno, 2006, Entre la tradición y la modernidad: Las parejas españolas de doble ingreso, Revista de Sociología, 78, 3\nPadilla, 2000, El gozo en las parejas que trabajan, 57\nPeters, 1974, Women as managers scale: A measure of attitudes toward women in management positions. (MS. 585), JSAS Catalog of Selected Documents in Psychology, 4, 27.\nReyes-Lagunes, 1993, Las redes semánticas naturales, su concepción y su utilización en la construcción de instrumentos, Revista de Psicología Social y Personalidad, 9, 83\nRidgeway, 2001, Gender, Status, and Leadership, Journal of Social Issues, 57, 637, 10.1111\u002F0022-4537.00233\nRocha, 2005, Cultura de género: La brecha ideológica entre hombres y mujeres, Anales de Psicología, 21, 42\nRodríguez, 2001, El agradecimiento masculino ante una esposa autosuficiente, 171\nSchein, 1975, Relationship between sex role stereotypes and requisite management characteristics among female managers, Journal of Applied Psychology, 60, 340, 10.1037\u002Fh0076637\nSchein, 2001, A global look at psychological barriers to women’s progress in management, Journal of Social Issues, 57, 675, 10.1111\u002F0022-4537.00235\nSchein, 2007, Women in management: Reflections and projections, Women in Management Review, 22, 6, 10.1108\u002F09649420710726193\nSchein, 1996, Think manager-think male: A global phenomenon?, Journal of Organizational Behavior, 17, 33, 10.1002\u002F(SICI)1099-1379(199601)17:1\u003C33::AID-JOB778>3.0.CO;2-F\nSpence, 1993, Gender-related traits and gender ideology: Evidence for a multifactorial theory, Journal of Personality and Social Psychology, 64, 624, 10.1037\u002F0022-3514.64.4.624\nSpence, 1997, The attitudes toward women scale and attitudes change in college students, Psychology of Women Quarterly, 21, 17, 10.1111\u002Fj.1471-6402.1997.tb00098.x\nSpence, 1972, The attitudes toward women scale: An objective instrument to measure attitudes toward the rights and roles of women in contemporary society, JSAS Catalog of Selected Documents in Psychology, 2, 66\nSpence, 1973, A short version of The Attitudes Toward Women Scale (AWS), Bulletin of the Psychonomic Society, 2, 219, 10.3758\u002FBF03329252\nStromquist, 1997, La búsqueda del empoderamiento: en que puede contribuir el campo 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1990, Comparative Fit Indexes in Structural Models, Psychological Bulletin, 107, 238, 10.1037\u002F0033-2909.107.2.238\nBentler, 1995\nByrne, 2006\nByrne, 1987, Adolescent self-concept: Testing the assumption of equivalent structure across gender, American Educational Research Journal, 24, 365, 10.3102\u002F00028312024003365\nCarmines, 1979\nCheung, 2002, Evaluating goodness-of-fit indexes for testing measurement invariance, Structural Equation Modeling, 9, 233, 10.1207\u002FS15328007SEM0902_5\nCorwyn, 2000, The factor structure of global self-esteem among adolescents and adults, Journal of Research in Personality, 34, 357, 10.1006\u002Fjrpe.2000.2291\nDiStefano, 2006, Further investigating method effects associated with negatively worded items on self-report surveys, Structural Equation Modeling, 13, 440, 10.1207\u002Fs15328007sem1303_6\nDiStefano, 2009, Personality correlates of method effects due to negatively worded items on the Rosenberg Self-Esteem scale, Personality and Individual Differences, 46, 309, 10.1016\u002Fj.paid.2008.10.020\nDiStefano, 2009, Self-esteem and method effects associated with negatively worded items: Investigating factorial invariance by sex, Structural Equation Modeling, 16, 134, 10.1080\u002F10705510802565403\nFinney, 2003\nGentile, 2009, Gender differences in domain-specific self-esteem: A meta-analysis, Review of General Psychology, 13, 34, 10.1037\u002Fa0013689\nGreenleaf, 1992, inical implications of hypnotizability: enhancing the care of medical and surgical patients, Psychiatric Medicine, 10, 77\nHoelter, 1983, Factorial invariance of self-esteem: Reassessing race and sex differences, Social Forces, 61, 834, 10.1093\u002Fsf\u002F61.3.834\nHoran, 2003, Wording effects in self-esteem scales: Methodological artifact or response style?, Structural Equation Modeling, 10, 435, 10.1207\u002FS15328007SEM1003_6\nHoyle, 1995, Writing about structural equation models\nHu, 1999, Cutoff criteria for fit indexes in covariance structure 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Practical and theoretical issues, Multivariate Behavioral Research, 32, 53, 10.1207\u002Fs15327906mbr3201_3\nMaccoby, 1974\nMarin, 1992, Extreme response style and aquiescence among Hispanics: The role of acculturation and education, Journal of Cross-Cultural Psychology, 23, 498, 10.1177\u002F0022022192234006\nMarsh, 1996, Positive and negative global self-esteem: A substantively meaningful distinction or artifactors?, Journal of Personality and Social Psychology, 70, 810, 10.1037\u002F0022-3514.70.4.810\nMarsh, 2010, Longitudinal tests of competing factor structures for the Rosenberg Self-Esteem Scale: Traits, ephemeral artifacts, and stable response styles, Psychological Assessment, 22, 366, 10.1037\u002Fa0019225\nMirowsky, 1991, Eliminating defense and agreement bias from measures of the sense of control: A 2X2 index, Social Psychology Quarterly, 54, 127, 10.2307\u002F2786931\nMotl, 2002, Longitudinal invariance of self-esteem and method effects associated with negatively worded items, Structural Equation Modeling, 9, 562, 10.1207\u002FS15328007SEM0904_6\nOwens, 2001, Measuring self-esteem: Race, ethnicity, and gender considered, 56\nPiquero, 2002, The validity of a self-reported delinquency scale: Comparisons across gender, age, race, and place of residence, Sociological Methods & Research, 30, 492, 10.1177\u002F0049124102030004002\nQuilty, 2006, Correlates of the Rosenberg Self-Esteem Scale method effects, Structural Equation Modeling, 13, 99, 10.1207\u002Fs15328007sem1301_5\nRosenberg, 1965\nRosenberg, 1979\nSupple, 2013, Factor Structure of the Rosenberg Self-Esteem Scale, Journal of Cross-Cultural Psychology, 44, 748, 10.1177\u002F0022022112468942\nTanaka, 1993, Multifaceted conceptions of fit in structural equation models\nTomás, 1999, Rosenberg's self-steem scale: Two factors or method effects, Structural Equation Modeling, 6, 84, 10.1080\u002F10705519909540120\nTomás, 2013, Explaining method effects associated to negatively worded items in trait and state global and domain-specific self-esteem scales, Structural Equation Modeling Multidisciplinary Journa, 20, 299, 10.1080\u002F10705511.2013.769394\nThompson, 2006, Evaluating between-group differences in latent variable means, 119\nUllman, 1996, Structural equation modelling, 709\nVandenberg, 2000, A Review and synthesis of the measurement invariance literature: Suggestions, practices and ecommendations for organizational research, Organizational Research Methods, 3, 4, 10.1177\u002F109442810031002\nVasconcelos-Raposo, 2012, Factorial Validity and Invariance of the Rosenberg Self-Esteem Scale among Portuguese Youngsters, Social Indicators Research, 105, 483, 10.1007\u002Fs11205-011-9782-0\nWylie, 1979\nWang, 2001, Factorial structure of Rosenberg's self-esteem scale among crack-cocaine drug users, Structural Equation Modeling, 8, 275, 10.1207\u002FS15328007SEM0802_6",{"ES":973},"Method Effects and Gender Invariance of the Rosenberg Self-esteem Scale: A Study on Adolescents",{"VOID":975},"10.1016\u002Fs2007-4719(16)30009-6","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS2007471916300096",[978,995,1007,1019,1031],{"id":979,"sortIndex":111,"researcher":26,"roles":980,"affiliations":981,"properties":992},"f6c01c9a-5f57-4b00-b6bd-6527fe557352",[696],[982],{"id":26,"sortIndex":36,"affiliation":983,"properties":26},{"id":984,"createTime":985,"updateTime":986,"relativeEntities":987,"slug":988,"properties":989,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"1fbc102b-fbea-44d9-863a-4ed9c3fb8db9","2023-12-15T03:06:33.511+00:00","2025-01-26T03:01:50.104+00:00",[],"University-of-Valencia",{"title":990},{"VI":991},"University of Valencia",{"title":993},{"VI":994},"L. 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Clin. 122, 1, 21\nAmar, 2008, Calidad de vida y salud mental positiva en menores trabajadores de Toluviejo, Suma Psicológica, 15, 385\n2002\nAnastasi, 1998\nArias, 2008, SAID Colección Actas Salamanca, 75\nÁvia, 1999\nBarclay, 1995, The partial least squares (PLS) approach to casual modeling: personal computer adoption and use as an illustration, Technology Studies Special Issue on research Methodology, 2, 285\nBarradas, 2011, Factores de salud mental positiva en estudiantes de psicología universidad veracruzana, Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 1, 123\nBetancourt, 2013, Annual Research Review: Mental health and resilience in HIV\u002FAIDS-affected children - a review of the literature and recommendations for future research, Journal of Child Psychology and Psychiatry, 54, 423, 10.1111\u002Fj.1469-7610.2012.02613.x\nBatista, 2000\nChin, 1998, The Partial Least Squares Approach to Structural Equation Modeling, p295\nCepeda, 2004\nDavydov, 2010, Resilience and mental health, Clinical Psychology Review, 30, 479, 10.1016\u002Fj.cpr.2010.03.003\nFerrando, 2014, El análisis factorial exploratorio de los ítems: algunas consideraciones adicionales, Anales de Psicología, 30, 1170, 10.6018\u002Fanalesps.30.3.199991\nFiorenino, 2008, La construcción de la resiliencia en el mejoramiento de la calidad de vida y la salud, Suma Psicológica, 15, 95\nFigueiredo, 2013, Sources of meaning and meaning in life Questionnaire (SoMe): Psychometric properties and social sociodemographic findings in a large Brazilian sample, Acta de Investigación Psicológica, 3, 1205, 10.1016\u002FS2007-4719(13)70961-X\nFrías, 2002, La hipótesis nula y la significación práctica, Metodología de las ciencias del comportamiento. 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Conferencia latinoamericana para la medición del bienestar y la promoción del progreso. Instituto nacional de Psiquiatría Ramón de la Fuente. Recuperado de www.efps.inegi.org.mx\u002FPresentas\u002FDia2\u002FSesion3\u002FTaller2\u002FMaElenaMedinaMora.pdf (descargado el 1 de abril 2014).\nNunnally, 1999\nOviedo, 2005, Aproximación al uso del coeficiente alfa de Cronbach, Revista Colombiana de Psiquiatría, 34, 572\nPando, 2006, Salud mental positiva, p87\nPadilla, 2007\nPérez, 2013, Clima educativo y su relación con la salud mental de alumnos universitarios, Revista Argentina de Clínica Psicológica, 22, 257\nReyes, 1996, La medición de la personalidad en México, Revista de Psicología Social y Personalidad. 7,1, 2, 31\nReyes Lagunes, 2011, Conceptualización y desarrollo de la etnopsicometría en México, 279\nQuiceno, 2012, Calidad de vida relacionada con salud, resiliencia y felicidad en hombres privados de la libertad, Pensamiento Psicológico, 10, 23\nSkehill, M.C. (2001). Resilience, Coping with an extended stay outdoor education program, and adolescent mental health. 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Evidence for coping styles (coping styles and cancer diagnosis), Journal of Psychosomatic Research, 32, 263, 10.1016\u002F0022-3999(88)90067-0\nCano, 2005, Control emocional, estilo represivo de afrontamiento y cáncer: Ansiedad y cáncer, Psicooncología, 2, 71\nCohen, 1983, A global measure of perceived stress, Journal of Health and Social Behavior, 24, 385, 10.2307\u002F2136404\nConstanzo, 2007, Adjusting to life after treatment: distress and quality of life following treatment for breast cancer, British Journal of Cancer, 97, 1625, 10.1038\u002Fsj.bjc.6604091\nCordova, 1995, Frequency and correlates of traumatic stress disorder like symptoms after treatment for breast cancer, Journal of Consulting and Clinical Psychology, 63, 981, 10.1037\u002F0022-006X.63.6.981\nCorzo, 2009, Prevalencia del trastorno por estrés agudo y trastorno por estrés postraumático en soldados colombianos heridos en combate, Revista Med, 17, 14\nEckhardt, 1998, Coping style and Symptoms of Posttraumatic Stress Disorder Among Women with Primary Breast Cancer, Tesis doctoral inédita. 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Psicológica, 30, 69, 10.4067\u002FS0718-48082012000300007\nNelson, 1989, Attitudes to cancer: Psychometric properties of fighting spirit and denial, Journal of Behavioral Medicine, 12, 341, 10.1007\u002FBF00844928\nOrnelas-Mejorada, 2011, Ansiedad y depresión en mujeres con cáncer de mama en radioterapia: prevalencia y factores asociados, Acta de Investigación Psicológica, 1, 401, 10.22201\u002Ffpsi.20074719e.2011.3.196\nPérez, 2014, Postraumatic stress symptoms in breast cancer patients: temporal evolution, predictors and mediation, Journal of Traumatic Stress, 27, 10.1002\u002Fjts.21901\nSchroevers, 2011, Cancer patients experience of positive and negative changes due to the illness: relationships with psychological well-being, coping, and goal reengagement, Psycho-Oncology, 20, 165, 10.1002\u002Fpon.1718\nSchwartz, 1992, A psychometric analysis of the Mental Adjustment to Cancer Scale, Psychological Medicine, 22, 203, 10.1017\u002FS0033291700032864\nSilva, 2010, Factores estresantes del post-tratamiento del cáncer de mama: un enfoque cualitativo, Revista Latinoamericana de Enfermería, 18, 1\nTejero, 1986, Uso clínico del HAD (Hospital Anxiety and Depression Scale) en población psiquiátrica: un estudio de sensibilidad, fiabilidad y validez, Revista del dpto. de Psiquiatría de la Facultad de Medicina de Barcelona, 13, 233\nTobón, 2003, Modelo de intervención psicológica en el VIH\u002Fsida, Psicología y Salud, 13, 161\nWatson, 1991, Relationships between emotional control, adjustment to cancer and depression and anxiety in breast cancer patients, Psychological Medicine, 21, 51, 10.1017\u002FS0033291700014641\nWatson, 1988, Development of a questionaire measure of adjustment to cancer: the Mac scale, Psychological Medicine, 18, 203, 10.1017\u002FS0033291700002026\nWatson, 1994, The Mini-MAC: Further development of the manual of then mental adjustment to cancer scale, Journal of Psychosocial Oncology, 12, 33, 10.1300\u002FJ077V12N03_03\nWeiss, 1997, The impact of 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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. Prevalencias y evolución del consumo de drogas, Salud Mental, 28, 38\nVillatoro, 2002, ¿Ha cambiado el consumo de drogas de los estudiantes? Resultados de la encuesta de estudiantes. 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A study from Indian perspective, Procedia Social and Behavioral Sciences, 29, 1199, 10.1016\u002Fj.sbspro.2011.11.354\nBaughman, 1996, Increasing Teacher Job Satisfaction: A Study of the Changing Role of the Secondary Principal, American Secondary Education., 24, 19\nBelkelman, 2004, Job satisfaction, CQ Weekly, 62, 2.420\nButler, 1983, Value importance as a moderator of the value fulfilment-job satisfaction relationship: Group differences,, Journal of Applied Psychology, 68, 420, 10.1037\u002F0021-9010.68.3.420\nCammann, 1979\nDavis, 2000, Principals’ effort to empower teachers: Effects on teacher motivation and job satisfaction and stress, The Clearing House, 73, 349, 10.1080\u002F00098650009599442\nDe Nobile, 2008, Organizational communication and job satisfaction in Australian catholic primary schools, Educational Management Administration and Leadership, 36, 101, 10.1177\u002F1741143207084063\nDe Nobile, 2008, Job satisfaction of Catholic primary school staff: a study of biographical differences., International Journal of Educational Management, 22, 135\nEuropean Foundation for the Improvement of Living and Working Conditions. (2006). Fourth European Working Conditions Survey. Recuperado el 15 de octubre de 2014 en http:\u002F\u002Fwww.eurofound.europa.eu\u002Fewco\u002Fsurveys\u002Fewcs2005\u002Findex.htm.\nFraser, 2000, Job satisfaction in higher education: Examining gender in professional work settings, Sociological Inquiry, 70, 172, 10.1111\u002Fj.1475-682X.2000.tb00904.x\nGaznach, 2003, Intelligence, education, and facets of job satisfaction, Work & Occupations, 30, 97, 10.1177\u002F0730888402239328\nHackman, 1975, Development of the Job Diagnostic Survey, Journal of Applied Psychology, 60, 159, 10.1037\u002Fh0076546\nHerzberg, 1959\nHoldaway, 1978, Facet and overall satisfaction of teachers, Educational Administration Quarterly, 14, 30, 10.1177\u002F0013161X7801400106\nINEGI. (2014). Indicadores de ocupación y empleo al segundo trimestre de 2014. Recuperado el 6 de octubre de 2014 en http:\u002F\u002Fwww3.inegi.org.mx\u002Fsistemas\u002Ftemas\u002Fdefault.aspx?s=est&c=25433&t=1.\nIronson, 1981, Anchors away The stability of meaning of anchors when their location is changed., Personnel Psychology, 34, 249, 10.1111\u002Fj.1744-6570.1981.tb00941.x\nIronson, 1989, Construction of a “Job in General” scale: A comparison of global, composite, and specific measures, Journal of Applied Psychology, 74, 193, 10.1037\u002F0021-9010.74.2.193\nJackson, 1998, Utility of facet descriptions in the prediction global job satisfaction, European Journal of Psychological Assessment, 14, 134, 10.1027\u002F1015-5759.14.2.134\nJi, 2012, Leadership, peer relationship, and transformational organizational culture: A relational approach to a Taiwan college music faculty sample, International Journal of Music Education, 30, 18, 10.1177\u002F0255761411408504\nKnox, 2013, Understanding job satisfaction and its relationship to student academic performance, Middle School Journal, 44, 58, 10.1080\u002F00940771.2013.11461857\nLester, 1987, Development and factor analysis of the Teacher Job Satisfaction Questionnaire., Educational and Psychological Measurement, 47, 223, 10.1177\u002F0013164487471031\nLocke, 1976, The nature and causes of job satisfaction.\nMcFarlin, 1992, The role of facet importance as a moderator in job satisfaction processes, Journal of Organizational Behavior, 13, 41, 10.1002\u002Fjob.4030130105\nMilczarek, 2009\nMobley, 1970, The relationship of value importance to satisfaction., Organizational Behavior and Human Performance, 5, 463, 10.1016\u002F0030-5073(70)90035-8\nPearson, 2005, The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism, Education Research Quarterly, 29, 37\nPipere, 2013, Job Satisfaction Beliefs and Instructional Practice: The Case of Latvian and Estonian Mathematics Teachers., Electronic Journal of Research in Educational Psychology, 11, 167, 10.25115\u002Fejrep.v11i29.1562\nPulakos, 1983, A longitudinal study of a valence model approach for the prediction of job satisfaction of new employees, Journal of Applied Psychology, 68, 307, 10.1037\u002F0021-9010.68.2.307\nQuaglia, 1991, The relationship of teacher satisfaction to perceptions of school organization, teacher empowerment, work conditions, and community status, Education, 112, 206\nQuinn, 1973, Evaluating weighted models of measuring job satisfaction: A Cinderella story, Organizational Behavior and Human Performance, 10, 1, 10.1016\u002F0030-5073(73)90002-0\nReyes-Lagunes, 2011, Conceptualización y desarrollo de la etnopsicometría en México.\nReyes-Lagunes, 2008, Procedimiento de validación psicométrica culturalmente relevante: un ejemplo\nRice, 1991, Facet importance and job satisfaction, Journal of Applied Psychology, 76, 31, 10.1037\u002F0021-9010.76.1.31\nRice, 1991, Facet importance and job satisfaction: Two experimental tests of Locke's range of affect hypothesis, Journal of Applied Social Psychology, 21, 1977, 10.1111\u002Fj.1559-1816.1991.tb00517.x\nShermerhom, 1987\nSmerek, 2007, Examining Herzberg's theory: Improving job satisfaction among non-academic employees at a university, Research in Higher Education, 48, 229, 10.1007\u002Fs11162-006-9042-3\nSmith, 1969\nSpector, 1985, Measurement of human service staff satisfaction: Development of the Job Satisfaction Survey, American Journal of Community Psychology, 13, 693, 10.1007\u002FBF00929796\nStempien, 2002, Differences in job satisfaction between general education and special education teachers, Remedial & Special Education, 23, 258, 10.1177\u002F07419325020230050101\nSugino, 2010, Teacher demotivational factors in the Japanese language teaching context, Procedia Social and Behavioral Sciences, 3, 216, 10.1016\u002Fj.sbspro.2010.07.036\nSundstorm, 1986\nTye, 2002, Why are experienced teachers leaving the profession?, Phi Delta Kappan, 84, 24, 10.1177\u002F003172170208400108\nVan 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2001, Theories of Reasoned Action and Planned Behavior as models of condom use: a meta-analysis, Psychological Bulletin, 127, 142, 10.1037\u002F0033-2909.127.1.142\nAnderson-Ellstrom, 2002, Knowledge about the prevention of sexually transmitted diseases: a longitudinal study of young women from 16-23 years of age, Sexually Ttransmitted Infections, 78, 339, 10.1136\u002Fsti.78.5.339\nAndrade, 2006, Factores familiares asociados a la conducta sexual en adolescentes, Revista Colombiana de Psicología, 15, 91\nBandura, 1999, Ejercicio de la eficacia personal y colectiva en sociedades cambiantes, 19\nBárcena, 2010, Aprender a usar el preservativo facilita posponer una relación sexual, 163\nBárcena, 2011\nBryan, 2006, Condom use among South African adolescents: Developing and Testing Theorical Models of intentions and behavior, AIDS Behavior, 10, 387, 10.1007\u002Fs10461-006-9087-5\nCampero, 2006, La contribución de la violencia a la mortalidad materna en Morelos, México, Revista de Salud Pública, 48, 297\nCentro Nacional para la Prevención y el Control del VIH\u002FSIDA (2010) Informe nacional sobre los progresos realizados en la aplicación del UNGASS. 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