Hazardous alcohol consumption is an issue that affects a lot of university students today. Consuming alcohol tend to have a negative impact on both mental and physical aspects, which can lead to severe alcohol addictions in the future. This study investigates which background factors that causes the phenomenon of binge drinking by collecting and analysing data from Linköping University. The results were analysed with data mining techniques such as: decision trees, random forest, and logistic regression. The results showed that logistic regression were the most reliable method in predicting binge drinking with an accuracy of (86.50 %), precision (92.64 %) and recall (90.96 %). The findings also showed that participation in student events together with higher weekly alcohol consumption predicted binge drinking. Additionally, other risk factors were the amounts of time the students spent with their friends and the students activity in partaking in their programs section (program association). The results from this study suggest that the student culture not only influence alcohol consumption but it induces the habits of binge drinking.

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La educación es uno de los rubros más importantes a nivel sectorial, es uno de los pilares principales en toda sociedad para el crecimiento y el avance de un país. Un país con mayores oportunidades de educación como promoción de esta será un país mucho más competitivo a nivel sectorial y global. La educación por años en el Perú ha sido más que un derecho un privilegio que por años se ha evidenciado en la educación pública como privada. En la actualidad en el Perú, existen cientos de comunidades que no cuentan con los medios necesarios para poder brindar clases adecuadas a los niños tanto de nivel primario como secundaria. Todo ello se vio afectado una vez llegada la pandemia que paro los procesos educativos y significo todo un reto poder implementar la educación online. Un reto que poco a poco escuelas han venido realizando esfuerzos por mejorar la calidad de enseñanza, tratando de no perder la figura real que poco a poco se va desvaneciendo. La realidad de la educación actual no es muy alentadora, el nivel de rendimiento de miles de estudiantes bajo significativamente con las clases virtuales no es de sorpresa ya que la poca inversión en el sector hace que se compliquen mucho más las decisiones del ministerio de educación. La educación ahora es un desafío y muchos escolares no terminan de entender sus clases, no mejoran su rendimiento y es muy bajo el nivel de satisfacción. Bajo este contexto, nuestra visión es de traer una nueva vista de la educación online, una mejorada donde la educación sea la protagonista. Nuestro proyecto busca marcar un hito a nivel nacional, uniendo estudiantes con otros estudiantes. Mediante nuestro proyecto se buscará brindar clases de refuerzo totalmente personalizadas a niños de primaria bajo la enseñanza de jóvenes universitarios capacitados en las diversas materias. Mediante este modelo de negocio ambas partes ganas y consigo también ganan nuevas oportunidades como experiencias de vida. Queremos posicionarnos como una propuesta de educación de calidad y excelencia. Nuestra iniciativa resultara con niños con un mejor aprovechamiento escolar, sino también con jóvenes que lideran una iniciativa en vías de construir un país con un mejor nivel de educación. Iniciativa que se busca lograr grandes resultados a largo plazo para continuar con nuestra propuesta a nivel nacional como también en nuestra próxima expansión. / Education is one of the most key areas at the sectoral level; it is one of the main pillars in any society for the growth and progress of a country. A country with greater opportunities for education as a promotion of this will be a much more competitive country at a sectorial and global level. For years, education in Peru has been more than a right, it has been a privilege that for years has been evidenced in both public and private education. Currently in Peru, there are hundreds of communities that do not have the necessary means to provide adequate classes to children at both primary and secondary level. All this was affected by the pandemic that stopped the educational processes and meant a challenge to implement online education. A challenge that little by little schools have been making efforts to improve the quality of teaching, trying not to lose the real figure that is gradually fading. The reality of the current education is not very encouraging, the level of performance of thousands of students significantly lower with virtual classes is not surprising since the low investment in the sector makes the decisions of the Ministry of Education much more complicated. Education is now a challenge and many schoolchildren do not understand their classes, do not improve their performance and the level of satisfaction is exceptionally low. Under this context, our vision is to bring a new view of online education, an improved one where education is the protagonist. Our project seeks to mark a milestone at a national level, uniting students with other students. Through our project we will seek to provide fully customized tutoring to elementary school children under the teaching of young university students trained in various subjects. Through this business model both parties win and gain new opportunities as life experiences. We want to position ourselves as a proposal for quality education and excellence. Our initiative will result in children with a better school performance, but also with young people who lead an initiative to build a country with a better level of education. This initiative seeks to achieve impressive results in the long term to continue with our proposal at a national level as well as in our next expansion. / Trabajo de investigación

El objetivo del presente estudio fue analizar las propiedades psicométricas de la Escala para medir el Clima Emocional (CD – 24) en estudiantes de universidades e institutos privados en Lima Metropolitana. Se evaluó a una muestra de 250 participantes, 53.90 % mujeres y 46.10 % hombres, con edades entre los 18 y 30 años (M = 24 años, DE = 2.44). Se les aplicó, además de la CD-24, la Escala de Clima Socioemocional (ECSE). Como evidencias de validez basada en la estructura interna, se realizó un análisis factorial confirmatorio (AFC), para evaluar el ajuste de la estructura de cinco factores (Miedo, Desesperanza-inseguridad, Seguridad, Confianza social y Rabia) con los 24 ítems de la escala. Como resultado del AFC, se obtuvieron índices de ajuste dentro de lo aceptable en su gran mayoría (χ² = 382.32, gl = 125, CFI = .94, TLI = .93, RMSEA = .090, SRMR = .071). En relación a la validez externa de tipo convergente, se obtuvieron correlaciones significativas de magnitudes débiles y fuertes (entre .20 y .64) con la variable clima socio emocional. Los coeficientes Omega de los factores de la CD - 24 oscilaron entre .64 y .80. Se concluye que la CD-24 y sus puntuaciones derivadas han evidenciado propiedades psicométricas parcialmente adecuadas, por ello es recomendable seguir realizando estudios a fin de continuar con la revisión de sus evidencias psicométricas. / The objective of this study was to analyze the psychometric properties of the Scale to measure Emotional Climate (CD - 24) in students of universities and private institutes in Metropolitan Lima. A sample of 250 participants, 53.90% women and 46.10% men, aged between 18 and 30 years (M = 24 years, SD = 2.44) was evaluated. In addition to the CD-24, the Socio-Emotional Climate Scale (ECSE) was applied to them. As evidence of validity based on the internal structure, a confirmatory factor analysis (CFA) was carried out to evaluate the adjustment of the structure of five factors (Fear, Hopelessness-insecurity, Security, Social trust and Anger) with the 24 items of the scale. As a result of the CFA, fit indices were obtained within what was mostly acceptable (χ² = 382.32, gl = 125, CFI = .94, TLI = .93, RMSEA = .090, SRMR = .071). In relation to the external validity of the convergent type, significant correlations of weak and strong magnitudes (between .20 and .64) were obtained with the variable socio-emotional climate. The Omega coefficients of the CD-24 factors ranged from .64 to .80. It is concluded that the CD-24 and its derived scores have shown partially adequate psychometric properties, therefore it is advisable to continue carrying out studies in order to continue with the review of its psychometric evidence. / Tesis

The nature of this study is exploratory. It aims to explore the financial situation and the resources which students can use to cope with their problems. The primary purpose is to obtain a clearer picture of the situations of certain Chinese foreign students, to help those who intend to study abroad with their budgeting and planning. A secondary aim is to draw the attention of authorities concerned to improve or expand services to foreign students who already have overwhelming adjustment problems and who still have to carry the additional burden of pressure from restrictive regulations.

El presente estudio tuvo como objetivo relacionar la autorregulación académica y optimismo en estudiantes del Programa Beca 18 - modalidad ordinaria. Participaron 209 universitarios de 18 a 25 años (M = 21.70, DE =1.79), el 50.2 % son mujeres, 90.4% de provincia y el resto de Lima. Se aplicaron el Cuestionario de Autorregulación del Aprendizaje adaptado en Perú por Matos (2009) y la Escala de Optimismo Atributivo validado por Caycho, Ventura – León y Castilla – Cabello (2017). Los resultados muestran que la dimensión autonomía se correlaciona positiva y significativamente con optimismo, con una magnitud baja (rs = .309; p < .001). Por el contrario, se encontró que no existe una relación significativa entre control y optimismo, con un tamaño de asociación muy bajo (rs = -.033; p = .632). En cuanto al análisis comparativo según el sexo, no se encontraron diferencias significativas en ninguna de las dimensiones y, con relación al lugar de procedencia, se encontró que existen diferencias significativas en control y optimismo, siendo los de provincia quienes tienen grandes diferencias en el puntaje de control y los de Lima presentan moderada diferencia en optimismo. Se concluye que los becarios con un alto grado de aprendizaje autónomo presentan mayores niveles de optimismo. / The present study aimed to relate academic self-regulation and optimism in students of the Beca 18 Program - ordinary modality. 209 university students between the ages of 18 and 25 participated (M = 21.70, SD = 1.79), 50.2% are women, 90.4% from the province and the rest from Lima. The Self-Regulation of Learning Questionnaire adapted in Peru by Matos (2009) and the Attributive Optimism Scale validated by Caycho, Ventura - León and Castilla - Cabello (2017) were applied. The results show that the autonomy dimension is positively and significantly correlated with optimism, with a low magnitude (rs = .309; p <.001). On the contrary, it was found that there is no significant relationship between control and optimism, with a very low association size (rs = -.033; p = .632). Regarding the comparative analysis according to sex, no significant differences were found in any of the dimensions and, in relation to the place of origin, it was found that there are significant differences in control and optimism, being those of the province who have great differences in the score of control and those of Lima present moderate difference in optimism. It is concluded that scholarship recipients with a high degree of autonomous learning present higher levels of optimism. / Tesis

El objetivo del estudio es analizar las propiedades psicométricas de la Escala de Autoconcepto Académico en estudiantes universitarios. Para tal fin, se desarrolló un estudio instrumental con 352 estudiantes universitarios, cuyas edades oscilaron entre los 18 a 25 años (M=21.17; DE=1.91). También, se aplicó la Escala Atribucional de Motivación de Logro para analizar las evidencias de validez en relación con otras variables. Los resultados del análisis factorial confirmatorio demostraron una estructura de 2 factores y 12 ítems que presentan adecuados índices de bondad de ajuste (χ²= 62.3, gl= 26, CFI= .95, TLI= .94, RMSEA= .06), siendo similares al estudio de validación. Asimismo, se evidencia correlaciones estadísticamente significativas entre la escala Autoconcepto Académico y la Motivación de Logro. A su vez, se reporta una fiabilidad adecuada de los factores de la Escala Autoconcepto Académico en los coeficientes Alfa de Cronbach y omega McDonald. Se concluye que la Escala Autoconcepto Académico cuenta con evidencias de validez y fiabilidad. / The objective of the study is to analyze the psychometric properties of the Academic Self-Concept Scale in university students. For this purpose, an instrumental study was developed with 352 university students, ages ranged from 18 to 25 years (M = 21.17; SD = 1.91). Also, the Attributional Achievement Motivation Scale was applied to analyze the evidence of validity in relation to other variables. The results of the confirmatory factor analysis demonstrated a structure of 2 factors and 12 items that present adequate indices of goodness of fit (χ² = 62.3, gl = 26, CFI = .95, TLI = .94, RMSEA = .06), being similar to the validation study. Likewise, statistically significant correlations are evidenced between the Academic Self-Concept scale and Achievement Motivation. In turn, an adequate reliability of the factors of the Academic Self-Concept Scale is reported in the Cronbach alpha and omega McDonald coefficients. It is concluded that the Academic Self-Concept Scale has evidence of validity and reliability. / Tesis

Cette thèse porte sur le développement et la validation d’un outil visuel de transfert de connaissances en santé mentale. Cet outil est nommé le PicMH-U, un acronyme pour picture-based mental health tool – university version. Cet outil de transfert de connaissances a été développé avec la participation de la population cible, soit les étudiant.e.s universitaires. L’information qu’il contient porte sur les problèmes de santé mentale qui ont le plus grand impact sur les étudiant.e.s universitaires, tel que recensé en 2016 par l’Enquête sur la santé psychologique étudiante (ESPE), et une liste de ressources psychosociales à laquelle les étudiant.e.s peuvent accéder. Ces éléments ont été ciblées pour répondre aux taux disproportionnés de problèmes psychologiques et l’importance de mettre en place des interventions psychosociales appropriées pour les étudiant.e.s universitaires. Cette thèse poursuivait deux objectifs: 1) connaître l’état de la recherche sur l’utilisation des images pour communiquer/transférer la recherche en santé mentale et en psychologie aux adultes nord-américains; et 2) de développer et valider des outils de transfert de connaissances avec un échantillon de cette population, soit : des étudiant.e.s d’une université canadienne. Le premier objectif a été satisfait à l’aide d’une revue systématique de la littérature (Article 1; Chapitre 3) et le deuxième grâce à des consultations avec la population cible (Chapitre 2) et un essai contrôlé randomisé longitudinal (Article 2; Chapitre 4). Les deux articles sont soumis à des revues évaluées par des pairs mais ils ne sont pas publiés. Les résultats présentés dans le premier article montrent que la recherche sur l’utilisation des images pour transférer des connaissances en santé mentale auprès d’adultes nord-américains se limite exclusivement à la lutte anti-tabagique. Les résultats présentés dans le deuxième article montrent de meilleurs résultats pour la condition « avec les images » (PicMH-U) que pour la condition « texte » (TextMH-U) sur tous les tests de mémoires, mais pas sur la satisfaction des utilisateurs, l’intention d’utiliser les ressources, ni l’utilisation des ressources. Cette thèse contribue à l’amélioration des domaines portant sur la communication à l’aide d’images et le transfert de connaissances en santé mentale communautaire en étudiant une intervention fréquemment utilisée dans les communautés de pratique mais qui n’est pas validée par la recherche empirique. En validant l’utilisation des images pour la communication de résultats de recherche en santé mentale chez la population étudiante, cette thèse fournit des données probantes permettant de renforcer cette pratique. / This thesis documents the development and validation of a picture-based mental health Knowledge Transfer tool for university students, named the PicMH-U. As a knowledge transfer tool, the PicMH-U was developed with the participation of the potential users (stakeholders): Canadian university students. The information it seeks to communicate is the mental health difficulties that have been found to most affect Canadian university students – as assessed by the 2016 Enquête sur la Santé Psychologique Étudiante – along with psychosocial resources they can access to seek assistance. This information and population are used in order to address the demonstrated alarming rate of mental health difficulties among university students and need for mental health awareness and intervention. The objectives for this thesis are two-fold: 1) to describe the state of the field of using images to communicate mental health/psychological research to North American adults; and 2) to develop and validate a mental health knowledge transfer/mobilization (KT) tool for a section of the adult population: university students. The first objective was satisfied through a systematic review (Article 1; Chapter 3) and the second objective through consultation with stakeholders (Chapter 2) and a longitudinal randomized controlled trial (Article 2; Chapter 4). The articles in this thesis have been submitted to peer-reviewed journals but are currently unpublished. Results from the systematic review (SR) indicate that experimental research on image-based mental health communication to North American adults is limited to tobacco use and control. The SR found that Picture Warning Labels spurred more negative affect and more conversations about the Health Warning Labels, were rated as more effective at encouraging quitting, and increased actual quit behaviors. Secondly, the randomized controlled trial found that the PicMH-U (image condition) had better results on tests of short-term, long-term, prompted and free recall, but not on user satisfaction, intention to use services, or actual use of services when compared to the text condition. This thesis contributes to the advancement of the field of picture-based communication, knowledge transfer and community mental health by researching an intervention often used in community practice but not commonly validated by experimental research. By validating the use of the picture-based mental health tool among university students, this thesis aims to provide empiric evidence to support the use of picture-based communication methods within mental health.

Les étudiants universitaires doivent faire face à de nombreux défis développementaux et ils sont exposés à de multiples stresseurs susceptibles d’affecter leur bien-être psychologique. Pendant leur parcours universitaire, les étudiants en relation d’aide sont plus à risque d’être soumis à des niveaux de stress spécifiques élevés, ce qui peut mener à des problèmes d’anxiété et de dépression. Certaines caractéristiques psychologiques propres à l’étudiant, comme le perfectionnisme, sont considérées comme ayant un impact sur leur bien-être. Bien que ce trait de personnalité puisse être avantageux pour répondre aux exigences universitaires, il peut constituer un facteur de vulnérabilité au stress lorsque les attentes et les aspirations désirées dépassent leurs propres ressources. La littérature soutient que les composantes cognitives du perfectionnisme (p. ex. perception du stress, autocritique et souci excessif lié aux évaluations) peuvent affecter le fonctionnement scolaire et social de l’étudiant. D’une part, la présente étude vise à vérifier la relation entre le perfectionnisme orienté vers soi et le perfectionnisme prescrit socialement et les symptômes intériorisés (anxiété et dépression) auprès d’étudiants en relation d’aide. D’autre part, cette recherche évalue de façon prospective l’effet médiateur du soutien social perçu sur la relation entre le perfectionnisme et les symptômes anxieux et dépressifs. Les données ont été recueillies auprès de 97 étudiants au baccalauréat en psychoéducation de l’Université de Montréal au courant de la session d’hiver et d’automne 2019. Contrairement à ce qui était attendu, les résultats indiquent que le perfectionnisme (orienté vers soi et prescrit socialement) ne prédit pas une augmentation des symptômes intériorisés à travers le temps. Toutefois, le perfectionnisme prescrit socialement est relié positivement à des affects anxieux et dépressifs. Les résultats montrent également que la perception d’un plus faible réseau de soutien social influence de façon positive l’association avec les symptômes anxieux et dépressifs. Par ailleurs, la perception des ressources financières joue un rôle significatif dans l’élévation des symptômes dépressifs au cours des sessions. Finalement, la perception d’un bon réseau de soutien social ne médiatise pas l’association entre le perfectionnisme et les symptômes intériorisés des étudiants. Des implications pour la recherche et la pratique sont discutées. / University students face many developmental challenges and are exposed to multiple stressors that can affect their psychological well-being. During their academic career, students in helping relationships are more at risk of being subjected to high levels of specific stressors, which can lead to problems of anxiety and depression. Certain psychological characteristics specific to the student, such as perfectionism, are considered to have an impact on their well-being. While this personality trait may be advantageous in meeting academic requirements, it can be a vulnerability to stress when expectations and desired aspirations exceed their own resources. The literature support that the cognitive components of perfectionism (e.g., perception of stress, self-criticism and excessive worry about evaluations) can affect a student's academic and social functioning. On the one hand, the present study aims to test the relationship between self-oriented and socially prescribed perfectionism and internalized symptoms (anxiety and depression) of students in helping relationships. On the other hand, this research prospectively evaluates the mediating effect of perceived social support on the relationship between perfectionism and anxiety and depressive symptoms. Data was collected from 97 undergraduate students enrolled in University of Montreal’s psycho-education program during the winter and fall 2019 semester. Contrary to expectations, results indicate that perfectionism (self-oriented and socially prescribed) does not predict an increase in internalized symptoms across time. However, socially prescribed perfectionism was positively related to anxious and depressive affect. The results also show that the perception of a weaker social support network positively influences the association with anxious and depressive symptoms. Furthermore, the perception of financial resources plays a significant role in the elevation of depressive symptoms during the sessions. Finally, the perception of a good social support network did not mediate the association between perfectionism and students' internalizing symptoms. Implications for research and practice are discussed.