Situaciones y respuestas de ansiedad escolar más temidas en el alumnado chileno de educación secundaria

From the interactive-three-dimensional approach, school anxiety can be explained as a cognitive, psychophysiological or behavioral response, expressed in high pressure school situations such as school failure, school violence or academic and social evaluation. The purpose of this study was to analyze the most feared responses and school situations in a sample of Chilean Secondary Education students, according to gender. The sample was comprised of 4156 adolescents, 1950 boys and 2206 girls (46.9% and 53.1%, respectively) with ages between 13 and 18 years (M = 15.31, SD = 1.42). To evaluate the School Anxiety Inventory (IAES), which measures anxiety responses (cognitive, psychophysiological and behavioral), situations that generate anxiety (school failure and punishment, aggression, school and social evaluation) and a total score. The data were analyzed following a cross-sectional design and applying t tests to establish the differences and tests d to estimate the magnitude of said differences. The results indicate that girls present higher levels of school anxiety than boys in all the factors studied and in the total score, with higher scores in cognitive responses, especially in the item "I think I should have worked more", as well as also in situations related to school failure, mainly in the "if I repeat course" item. These results support those obtained in previous research and allow improving the understanding of situations that limit the normal academic, personal and social development of Chilean students.Desde el enfoque interactivo-tridimensional, la ansiedad escolar puede explicarse como una respuesta de tipo cognitiva, psicofisiológica o conductual, expresada ante situaciones escolares de gran presión como el fracaso escolar, la violencia escolar o la evaluación académica y social. El propósito de este estudio fue analizar las respuestas y situaciones escolares más temidas en una muestra de estudiantes chilenos de Educación Secundaria, en función del género. La muestra estuvo comprendida por 4156 adolescentes, 1950 chicos y 2206 chicas (46.9% y 53.1%, respectivamente) con edades entre los 13 y los 18 años (M = 15.31; DE = 1.42). Para evaluar se utilizó el Inventario de Ansiedad Escolar (IAES), que mide respuestas de ansiedad (cognitiva, psicofisiológica y conductual), situaciones que generan ansiedad (fracaso y castigo escolar, agresión, evaluación escolar y social) y una puntuación total. Los datos fueron analizados siguiendo un diseño de corte transversal y aplicando pruebas t para establecer las diferencias y pruebas d para estimar la magnitud de dichas diferencias. Los resultados indican que las chicas presentan mayores niveles de ansiedad escolar que los chicos en todos los factores estudiados y en la puntuación total, siendo superiores las puntuaciones en las respuestas cognitivas, especialmente en el ítem “creo que debería haber trabajado más”, así como también en las situaciones relacionadas con el fracaso escolar, principalmente, en el ítem “si repito curso”. Estos resultados apoyan los obtenidos en investigaciones previas y permiten mejorar la comprensión de las situaciones que limitan el normal desarrollo académico, personal y social del alumnado chileno

Highly Dispersed Few-Nanometer Chlorine-Doped SnO2 Catalyst Embedded in a Polyaniline Matrix for Stable HCOO– Production in a Flow Cell

With the spread of alternative energy plants, electrolysis processes are becoming the protagonists of the future industrial generation. The technology readiness level for the electrochemical reduction of carbon dioxide is still low and is largely based on precious metal resources. In the present work, tin ions are anchored on a polyaniline matrix, via a sonochemical synthesis, forming a few atomic layers of chlorine-doped SnO2 with a total loading of tin atom load of only 7 wt %. This catalyst is able to produce formate (HCOO-) with great selectivity, exceeding 72% of Faradaic efficiency in the first hour of testing in 1 M KHCO3 electrolyte, with a current density of more than 50 mA cm-2 in a 2 M KHCO3 electrolyte flow cell setup. Catalyst stability tests show a stable production of HCOO- during 6 h of measurement, accumulating an overall TONHCOO- of more than 10,000 after 16 h of continuous formate production. This strategy is competitive in drastically reducing the amount of metal required for the overall catalysis