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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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Management & Decision-making Styles in some Malaysian Public Universities, Procedia Social and Behavioral Sciences, 15, 3957, 10.1016\u002Fj.sbspro.2011.04.400\nAmazt, 2012, Structural equation models of management and decision-making styles with job satisfaction of academic staff in Malaysian research university, International Journal of Educational Management, 26, 616\nAmoli, 2014, Delving the relationship between teacher empowerment and job satisfaction among Iranian EFL teachers in Tehran Aviation University., Theory and Practice in Language Studies, 4, 771, 10.4304\u002Ftpls.4.4.771-777\nBalzer, 1997\nBasak, 2011, School environment and locus of control in relation to job satisfaction among school teachers - 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 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(1988). Asertividad: desarrollo de la autoconfianza y la autoexpresión. Mecanograma. Universidad Iberoamericana. Coordinación de Extensión Universitaria.\nAguilar-Kubli, 1987\nAguirre, 2004, Principios éticos de la práctica médica, Cirugía y Cirujanos, 72, 503\nBascuñán, 2005, Cambios en la relación médico-paciente y nivel de satisfacción de los médicos, Revista Médica de Chile, 133, 11, 10.4067\u002FS0034-98872005000100002\nBehar, 2006, Trastornos de la conducta alimentaria y asertividad, Revista Médica de Chile, 134, 312, 10.4067\u002FS0034-98872006000300007\nCaballo, 1983, Asertividad: definiciones y dimensiones, Estudios de Psicología, 13, 62\nCaballo, 1993, Relaciones entre diversas medidas conductuales y de autoinforme de las habilidades sociales, Psicología Conductual, 1, 73\nCaballo, 1993, La multidimensionalidad conductual de las habilidades sociales: propiedades psicométricas de una medida de autoinforme, la EMES-M, Psicología Conductual, 1, 221\nCartwright, 1981\nCastaños-Cervantes, 2011, Estandarización del Inventario de Asertividad de Gambrill y Richey-II, Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 29, 27\nCorugedo, 2011, Adherencia terapéutica en pacientes con hipertensión arterial del Policlínico Universitario “Manuel 11 Fajardo” en el Municipio Cruces, Revista Cubana de Medicina General Integral., 27, 504\nFabrigar, 1999, Evaluating the use of exploratory factor analysis in psychological research, Psychological Methods., 4, 272, 10.1037\u002F1082-989X.4.3.272\nFlores, 1994\nFlores, 2002, Asertividad: una habilidad social necesaria en el mundo de hoy, Revista de la Universidad Autonóma de Yucatán, 221, 42\nFlores, 2002\nGalassi, 1974, The college self-expression scale: A measure of assertiveness, Behavior Therapy, 5, 165, 10.1016\u002FS0005-7894(74)80131-0\nGobbo, 2009, Habilidades de comunicación con el paciente. La perspectiva del psicólogo, Reumatología Clínica, 5, 47, 10.1016\u002Fj.reuma.2008.07.004\nGómez, 2002\nHoltz, 2003, Behavioural mechanisms explaining adherence: What every health profesional should know, 135\nKerlinger, 2002\nLara, 2002\nLarijani, 2010, Relation of assertiveness and anxiety among Iranian University students, Journal of Psychiatric and Mental Health Nursing, 17, 10.1111\u002Fj.1365-2850.2010.01607.x\nLazarus, 1973, On effective assertive behavior: A brief note, Behavior Therapy, 4, 697, 10.1016\u002FS0005-7894(73)80161-3\nMarriner, 2009\nNúñez, 2010, La asertividad\nOrganización Mundial de la Salud (OMS) (2004). Adherencia a los tratamientos a largo plazo. Pruebas para la acción. Washington, D.C.: Organización Panamericana de la Salud.\nPendleton, 1983, Doctor-patient communication: A review, 5\nPérez, 2000\nRathus, 1973, A 30-item schedule for assessing assertive behavior, Behavior Therapy, 4, 398, 10.1016\u002FS0005-7894(73)80120-0\nReyes-Lagunes, 1993, Las redes semánticas naturales, su conceptualización y su uso en la construcción de instrumentos, Revista de Psicología Social y Personalidad, 9, 83\nReyes Lagunes, 2008, Procedimiento de validación psicométrica culturalmente relevante: un ejemplo, XII, 625\nRezayat, 2014, The level of depression and assertiveness among nursing students, International Journal of Community Based Nursing and Midwifery., 2, 177\nRiso, 1988, 45\nRobredo, 1995\nRoche, 2002\nSanchez-Sosa J. J. (2002). Health psychology: Prevention of disease and illness; Mantenace of health. Recuperada el 12 abril del 2016 de Encyclopedia of Life Support Systems (EOLSS), Social Sciences & Humanities. Oxford, UK. 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is impaired in pediatric burn survivors with posttraumatic stress disorder, Journal of Pediatric Psychology, 34, 14, 10.1093\u002Fjpepsy\u002Fjsm088\nLandolt, 2002, Family impact greatest: predictors of quality of life and psychological adjustment in pediatric burn survivors, Journal of Trauma, 53, 1146, 10.1097\u002F00005373-200212000-00019\nMaddern, 2006, ‘Outlook’: A psychological service for children with a different appearance, Clinical child psychology and psychiatry, 11, 431, 10.1177\u002F1359104506064987\nNoronha, 2007, Identifying the variables impacting post-burn psychological adjustment: A meta-analysis, Journal of Pediatric Psychology, 32, 380, 10.1093\u002Fjpepsy\u002Fjsl014\nRoussos, 2005, Posttraumatic stress and depressive reactions among children and adolescents after the 1999 earthquake in Ano Liosia, Greece, American Journal of Psychiatry, 162, 530, 10.1176\u002Fappi.ajp.162.3.530\nSaxe, 2005, Pathways to PTSD, part I: children with burns, American Journal of Psychiatry, 162, 1299, 10.1176\u002Fappi.ajp.162.7.1299\nSheridan, 2000, Long-term Outcome of Children Surviving Massive Burns, The Journal of the American Medical Association, 283, 69, 10.1001\u002Fjama.283.1.69\nStoddard, 1989, A diagnostic outcome study of children and adolescents with severe burns, Journal of Trauma-Injury Infection, and Critical Care, 29, 471, 10.1097\u002F00005373-198904000-00009\nStratta, 2013, Resilience in adolescence: Gender differences two years after the earthquake of L’Aquila, Personality and Individual Differences, 54, 327, 10.1016\u002Fj.paid.2012.09.016\nStubbs, 2011, Psychosocial impact of childhood face burns: A multicenter, prospective, longitudinal study of 390 children and adolescents, Burns, 37, 387, 10.1016\u002Fj.burns.2010.12.013\nTyack, 2003, What influences the functional outcome of children at six months postburn?, Burns, 29, 433, 10.1016\u002FS0305-4179(03)00045-7\nVan Loey, 2003, Psychopathology and psychological problems in patients with 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2000, Decade review: Observing marital interaction, Journal of Marriage and the Family, 62, 927, 10.1111\u002Fj.1741-3737.2000.00927.x\nHarris, 2008\nHoneycutt, 1998, How do I love thee? Let me consider my opinions: Cognition, verbal strategies and escalation of intimacy, Human Communication Research, 25, 39, 10.1111\u002Fj.1468-2958.1998.tb00436.x\nInstituto Nacional de las Mujers (INMUJERES, 2009, Agosto). Pasos hacia la igualdad de género en México, 2007. 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Impreso en España\nRyff, 2007, Ironías de la condición humana: bienestar y salud en el camino a la mortalidad\nSalazar Bondy, 1962, Tendencias contemporáneas de la filosofía moral británica\nSeligman, 2004\nSpranger, 1954, Formas de vida\nStraubinger, 1965, Diccionario católico\nVan den Verg, 1963, Psicología y fe",{"ES":1086},"Construcción y Valores Psicométricos de una Escala Para Medir la 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1990, Balancing the right to habilitation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap, Journal of Applied Behavior Analysis, 23, 79, 10.1901\u002Fjaba.1990.23-79\nFenerty, 2010, Determining preschoolers’ preferences for choice-making opportunities: Choice of task versus choice of consequence, Journal of Applied Behavior Analysis, 43, 503, 10.1901\u002Fjaba.2010.43-503\nGresham, 1996, Social validation: A unifying construct for school-based consultation research and practice, School Psychology Quarterly, 11, 204, 10.1037\u002Fh0088930\nHanley, 2010, Toward effective and preferred programming: A case for the objective measurement of social validity with recipients of behavior-change programs, Behavior Analysis in Practice, 3, 13, 10.1007\u002FBF03391754\nHanley, 1997, Evaluation of client preference for function-based treatment packages, Journal of Applied Behavior Analysis, 30, 459, 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1991, The theory of planned behavior, Organizational Behavior and Human Decision Processes, 50, 179, 10.1016\u002F0749-5978(91)90020-T\nAjzen, 2008, Consumer attitudes and behavior, 525\nAjzen, 2009, Theory of planned behavior\nAlmeida Filho, 1997, Brazilian multicentric study of psychiatric morbidity, British Journal of Psychiatry 171, 524, 10.1192\u002Fbjp.171.6.524\nArmitage, 2001, Efficacy of the theory of planned behavior: A metaanalytic review, British Journal of Social Psychology, 40, 471, 10.1348\u002F014466601164939\nArmitage, 2002, Can the Theory of Planned Behavior mediate the effects of age, gender and multidimensional locus of control?, British Journal of Health Psychology, 40, 471\nBaron, 1986, The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 1173, 10.1037\u002F0022-3514.51.6.1173\nBurden, 2000, Expectancies, evaluations and attitudes: prediction of college student drinking behavior, Journal of Studies on Alcohol, 61, 323, 10.15288\u002Fjsa.2000.61.323\nCardim, 1986, Epidemiologia descritiva do alcoolismo em grupos populacionais do Brasil, Cadernos de Saúde Pública, 2, 191, 10.1590\u002FS0102-311X1986000200007\nCardoso, 1998, O sistema do prazer, as drogas e a sociedade, Cérebro & Mente, 8\nCarlini, 2002\nCarlini, 2007\nChawla, 2007, Attitudes and perceived approval of drinking as mediators of the relationship between the importance of religion and alcohol use, Journal of Studies on Alcohol and Drugs, 68, 410, 10.15288\u002Fjsad.2007.68.410\nCheung, 2008, Testing mediation and suppression effects of latent variables: Bootstrapping with structural equation models, Organizational Research Methods, 11, 296, 10.1177\u002F1094428107300343\nCocolo, 2001, Álcool é principal causa de internação por uso de drogas psicotrópicas\nCollins, 2007, The theory of planned behavior as a model of heavy episodic drinking among college students, Psychology of Addictive Behaviors, 21, 498, 10.1037\u002F0893-164X.21.4.498\nCollins, 2011, The theory of planned behavior as a predictor of growth in risky college drinking, Journal of Studies os Alcohol and Drugs, 72, 322, 10.15288\u002Fjsad.2011.72.322\nConner, 1999, Alcohol consumption and the Theory of Planned Behavior: An examination of the cognitive mediation of pasta behavior, Journal of Applied Social Psychology, 29, 1676, 10.1111\u002Fj.1559-1816.1999.tb02046.x\nCrites, 1994, Measuring the affective and cognitive properties of attitudes: Conceptual and methodological issues, Personality and Social Psychology Bulletin, 20, 619, 10.1177\u002F0146167294206001\nCrosby, 2009, Alcohol and suicide among racial\u002Fethnic populations - 17 States, 2005–2006, Morbidity and Mortality Weekly Report, 58, 637\nDe Houwer, 2007, The identification-EAST as a valid measure of implicit attitudes toward alcohol-related stimuli, Journal of Behavior Therapy and Experimental Psychiatry, 38, 95, 10.1016\u002Fj.jbtep.2006.10.004\nFishbein, 1975\nGalduróz, 2004, Epidemiologia do uso do álcool no Brasil, Revista Brasileira de Psiquiatria, 26, 3, 10.1590\u002FS1516-44462004000500002\nGaspar, 2008, Consumo de substâncias e saúde\u002Fbem-estar entre crianças e adolescentes portugueses, 45\nGodin, 1996, The theory of planned behavior: A review of its applications to health-related behaviors, American Journal of Health Promotion, 11, 97, 10.4278\u002F0890-1171-11.2.87\nGouveia, 2007, Escala de atitudes frente ao uso de drogas: Evidências de validade fatorial e preditiva, Jornal Brasileiro de Psiquiatria, 56, 53, 10.1590\u002FS0047-20852007000100012\nGouveia, 2009, Atitudes frente ao álcool e o potencial bebedor-problema: Correlatos demográficos e psicossociais, Revista Bioética, 17, 251\nGouveia, 2009, Escala de atitudes frente ao uso de álcool: Descrevendo seus parâmetros psicométricos, Psicologia: Ciência & Profissão, 29, 672\nHawkins, 1992, Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention, Psychological Bulletin, 112, 64, 10.1037\u002F0033-2909.112.1.64\nKaufman, 2001, Magnetic resonance findings in substance abuse, 155\nKim, 1993, Attitudes and behavior, Communication Research, 20, 331, 10.1177\u002F009365093020003001\nKraus, 1995, Attitudes and the prediction of behavior: A meta-analysis of the empirical literature, Personality and Social Psychology Bulletin, 21, 58, 10.1177\u002F0146167295211007\nMilfont, 2007\nNetrakom, 1999, Structural and functional neuroimaging findings is substance-related disorders, Psychiatr Clin North Am, 22, 313, 10.1016\u002FS0193-953X(05)70079-4\nO’Callaghan, 1997, Modes of alcohol use by young adults: An examination of various attitude-behavior theories, Journal of Studies of Alcohol, 58, 502, 10.15288\u002Fjsa.1997.58.502\nPetraitis, 1995, Reviewing theories of adolescent substance use: Organizing pieces in the puzzle, Psychological Bulletin, 117, 67, 10.1037\u002F0033-2909.117.1.67\nPimentel, 2009, Atitudes frente ao uso de álcool, maconha e outras drogas: Verificando relações de predição e mediação, Psicologia: Reflexão & Crítica, 22, 29\nPimentel, 2011, Explicando atitudes frente à maconha e comportamentos anti-sociais: o papel dos valores e grupos alternativos\nPimentel, 2011, Estratégias de mensuração de atitudes em psicologia social, 196\nPreacher, 2004, SPSS and SAS procedures for estimating indirect effects in simple mediation models, Behavior Research Methods, Instruments, and Computers, 36, 717, 10.3758\u002FBF03206553\nPreacher, 2007, Addressing moderated mediation hypotheses: Theory, methods, and prescriptions, Multivariate Behavioral Research, 42, 185, 10.1080\u002F00273170701341316\nPreacher, 2011, Calculation for the Sobel test: An interactive calculation tool for mediation tests\nPuente, 2008, Sensation seeking, attitudes toward drug use, and actual use among adolescents: Testing a 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