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    Psychometric Validation of the Connor–Davidson Resilience Scale 10 in Peruvian Nurses and Its Association with Stress and Empathy
    (Multidisciplinary Digital Publishing Institute (MDPI), 2026-04-01)
    Background: This study aims to psychometrically validate the abbreviated version of the Connor–Davidson Resilience Scale (CD-RISC-10) in Peruvian nurses, evaluating its convergent validity through its association with perceived stress and empathy. Methods: A cross-sectional psychometric study was conducted in 374 Peruvian nurses to evaluate the psychometric properties of CD-RISC-10 through confirmatory factor analysis (CFA). Furthermore, concurrent validity was assessed through correlational analysis using Spearman's rho coefficient to evaluate the relationships among resilience, perceived stress, and empathy. Results: The CFA supported the predominantly one-dimensional model showing an adequate fit when the residual covariance between Items 4 and 7 was specified after correlating the residuals of Items 4 and 7 (CFI = 0.978, TLI = 0.971, RMSEA = 0.080, and SRMR = 0.044). Ordinal Cronbach's alpha of 0.89 and McDonald's omega of 0.81 were obtained. Concurrent validity showed significant correlations with perceived stress (rho = −0.53, p < 0.001) and empathy (rho = 0.31, p < 0.001). Conclusions: The CD-RISC-10 has adequate psychometric properties in Peruvian nurses. Future studies are needed to evaluate its factorial invariance between clinical specialties and establish normative thresholds.
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    Empathy and Motivations to study Medicine in University Students from Lima and Province
    (Peruvian University of Applied Sciences, 2025-01-01)
    Introducción: La empatía y las motivaciones para estudiar Medicina son importantes para el desempeño del futuro médico y para la calidad de servicio que brinda. Objetivo: Establecer la relación entre la empatía y los dominios social/altruista y económico/ prestigio de las motivaciones para estudiar Medicina en estudiantes universitarios de tres ciudades peruanas; además, comparar las correlaciones entre las variables según el sexo de los estudiantes. Métodos: Diseño transversal correlacional. La muestra estuvo conformada por 249 estudiantes de ambos sexos, 166 mujeres y 83 varones, con edades entre 17 y 27 años, que cursaban del primero al séptimo año de Medicina en una universidad privada con sede en tres ciudades peruanas (Lima y Provincia) Los instrumentos utilizados fueron el Test de Empatía Cognitiva y Afectiva y la Escala de Motivaciones para estudiar Medicina. Resultados: La asociación entre Dominio Social Altruista (DSA) con Adopción de Perspectiva (AP) y Alegría Empática (AE) fue directa y significativa para ambos grupos, de intensidad media para las mujeres y fuerte para los varones. Además, la asociación entre DSA y Comprensión Emocional (CE) también fue directa y significativa para ambos grupos, con una intensidad fuerte en el grupo masculino. El Dominio Económico Prestigio (DEP) presentó asociaciones positivas significativas y de intensidad media con AP, CE y AE en varones. Discusión: Existen diferencias en las relaciones que se establecen entre la motivación para estudiar Medicina y la empatía, según sexo...
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    Critical Thinking and Metacognition: Pathways to Empathy and Psychological Well-Being
    (Multidisciplinary Digital Publishing Institute (MDPI), 2025-03-01)
    This study examines the relationships between critical thinking, metacognition, psychological well-being, and empathy using structural equation modeling. The study sample consists of 155 university students from a higher education institution in Spain, who completed the PENCRISAL, the metacognitive abilities inventory, the Ryff psychological well-being scale, and the empathy quotient, which assess these psychological constructs. The results indicate that critical thinking has a direct positive effect on metacognition, which, in turn, is significantly associated with higher levels of psychological well-being and empathy. These findings reinforce the essential role of critical thinking in fostering cognitive self-regulation and socioemotional competencies. Furthermore, this study provides empirical evidence supporting the integration of critical thinking into educational programs, emphasizing its potential to enhance reflective thinking, emotional awareness, and interpersonal understanding.
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