The current study examined the relations among internalization of sociocultural attitudes towards appearance, magical thinking, muscle dysmorphia, and eating disorder symptoms in models of obligatory exercise for males and females. The results indicated that several different developmental trajectories exist that vary from person to person. Several of the models proposed were supported or partially supported. The first model demonstrated mediation and moderation; at low levels of magical thinking, eating disorder attitudes and behaviors fully mediated the relation between internalization of societal standards of appearance and obligatory exercise. The second model was supported for the female sample, and indicated that obligatory exercise partially mediated the relation between internalization of societal standards of appearance and eating disorder attitudes and behaviors. The second model assessing eating disorder attitudes and behaviors for the male sample was not supported. A third model evaluated a mediational effect of muscle dysmorphia, but was not evident. However, when magical thinking was high, muscle dysmorphia significantly predicted obligatory exercise. The fourth model evaluated obligatory exercise as a mediator of the relation between internalization of societal standards of appearance and muscle dysmorphia, and partial mediation was demonstrated for the males. The fourth model was not supported for the females; instead, it appears that both internalization of societal standards of appearance and obligatory exercise contribute to muscle dysmorphia. Collectively, the results of this study support the use of a transdiagnostic perspective when designing intervention and treatment programs for individuals who may suffer from eating disorders, obligatory exercise and/or muscle dysmorphia.

Introduction: Eating disorders (anorexia and bulimia) have been increasing worldwide and nationally. Prior to the development of this disorder, adolescents' present body dissatisfaction, whose study through the ¨Tripartite Influence Model¨ gives us three main pressures: Pressure from parents, media and peers. Factors that are studied through SATAQ-4. We conduct a study to validate the Peruvian version of SATAQ-4 "Sociocultural Attitudes Toward Appearance Questionnaire-4". Methods: A cross-sectional study was carried out in 2015. It was started by culturally adapting the test. Subsequently, validity was determined through the validity of the construct, and reliability through internal consistency assessment and intra-observer reliability (test-retest). Results: We obtained a culturally adapted instrument which presented a mean greater than 3 in the Delphi method, an intraclass correlation equal to 0.83 and an internal consistency (Cronbach alpha) of 0.90. The confirmatory factor analysis supported the original five-factor structure and the convergent validity analysis (r Pearson) when compared with BSQ a correlation of 0.70. Conclusions: The instrument adequately measures the construct for which it was created and can be applied in the Peruvian university environment. / National Institutes of Health / Revisión por pares

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Introducción: Las normas específicas de apariencia física propuestas por la sociedad, son interiorizadas por el ser humano que impactan en su comportamiento y derivan en conductas alimentarias de riesgo que podrían alterar comportamientos como el control excesivo del peso y las acciones erróneas para el control de este. (Thompson & Stice, 2001). (Hunot, Vizmanos, Vázquez & Celis, 2008). Objetivos: Examinar la relación entre las actitudes socioculturales hacia la apariencia y las conductas alimentarias de riesgo en mujeres usuarias de Instagram y compararlas según edad. Metodología: Participaron 392 mujeres limeñas usuarias de Instagram con edades entre los 18 a 45 años (M= 19,5; DS= 7.17). Se administró, el El Socialcultural Attitudes Towards Appearance Questionnaire- 4 (SATAQ-4) (Thompson y Stice,2001) y el El Eating Disorder Inventory (EDI3) (Gardner,1991). Resultados: Existe relación entre las influencias socioculturales hacia a la apariencia y la obsesión por la delgadez. Existen diferencias entre las mujeres jóvenes y adultas en la obsesión por la delgadez. Las mujeres jóvenes fueron más propensas a obsesionarse con su apariencia. Conclusión: Existe relación entre la interiorización del ideal de delgadez y la obsesión por la delgadez. Las mujeres jóvenes están más expuestas a recibir dicha presión sobre cómo debe verse su cuerpo. / Introduction: The specific rules of physical appearance proposed by society, are internalized by the human being and impact on their behavior, leading to risky eating behaviors such as excessive weight control and erroneous actions for the control of this (Thompson & Stice, 2001; Hunot, Vizmanos, Vázquez & Celis, 2008). Objectives: To examine the relationship between sociocultural attitudes towards appearance and risky eating behaviors in women Instagram users and compare them according to age. Methodology: 392 Women from Lima participated in Instagram users aged between 18 and 45 years (M= 19.5; DS= 7.17). The Socialcultural Attitudes Towards Appearance Questionnaire- 4 (SATAQ-4) (Thompson and Stice, 2001) and the Eating Disorder Inventory (EDI3) (Gardner, 1991) were administered. Results: There is a relationship between sociocultural influences towards appearance and obsession with thinness. There are differences between young and adult women in the obsession with thinness. Young women were more likely to become obsessed with their appearance. Conclusion: There is a relationship between the internalization of the ideal of thinness and the obsession with thinness. Young women are more exposed to such pressure over how their bodies should look. / Tesis

<p>The present study examines the effects of immersion education on the English of two groups of advanced Swedish learners at upper secondary school. In immersion education, or CLIL, subject content is taught through a second language as a means of enhancing target language competence. In this study, language proficiency was measured in terms of the ratio of low frequency vocabulary (LFV) and the ratio of motivated tense shift (MTSh) in the learners’ free written production in English. An additional aim was to see whether the results were related to the students’ motivation as reported in a questionnaire.</p><p>This longitudinal study was based on three sets of narratives, written by 86 students, half of them enrolled at the International Baccalaureate Diploma Programme (IB) where English is the medium of instruction, and the other half at national programmes (NP), where English is studied as a foreign language. At the outset, the IB and NP groups had similar results on a general diagnostic test, which was the basis for the formation of three subgroups: I, II and III, with above average, average and below average scores respectively. Mean LFV and MTSh ratios as well as different kinds of motivation were compared, both overall and in the subgroups.</p><p>The IB students overall, and those in subgroup III in particular, showed the best results. As to the overall results, the IB students used significantly higher mean ratios of LFV and MTSh than the NP students in the final set of compositions. There were also a number of motivational factors that were stronger in the IB students.</p><p>As to the subgroups, the most interesting results were found in subgroups I and III. While the IB students in subgroup I had high mean ratios already in the first composition, and retained them over time, their use of MTSh tended to grow subtler. The NP students had lower mean results initially, and while their mean MTSh ratio increased and ended up on a level similar to that of the IB students, their mean LFV ratio remained low.</p><p>In subgroup III the results of the IB and NP students diverged over time. While the IB students progressed as reflected in their mean LFV and MTSh ratios, the NP students tended to regress. The difference in mean LFV ratios was statistically significant. The IB students were also better motivated than their NP peers. In all, this study suggests that immersion education has positive target language effects, especially on less proficient but motivated students.</p>

The present study examines the effects of immersion education on the English of two groups of advanced Swedish learners at upper secondary school. In immersion education, or CLIL, subject content is taught through a second language as a means of enhancing target language competence. In this study, language proficiency was measured in terms of the ratio of low frequency vocabulary (LFV) and the ratio of motivated tense shift (MTSh) in the learners’ free written production in English. An additional aim was to see whether the results were related to the students’ motivation as reported in a questionnaire. This longitudinal study was based on three sets of narratives, written by 86 students, half of them enrolled at the International Baccalaureate Diploma Programme (IB) where English is the medium of instruction, and the other half at national programmes (NP), where English is studied as a foreign language. At the outset, the IB and NP groups had similar results on a general diagnostic test, which was the basis for the formation of three subgroups: I, II and III, with above average, average and below average scores respectively. Mean LFV and MTSh ratios as well as different kinds of motivation were compared, both overall and in the subgroups. The IB students overall, and those in subgroup III in particular, showed the best results. As to the overall results, the IB students used significantly higher mean ratios of LFV and MTSh than the NP students in the final set of compositions. There were also a number of motivational factors that were stronger in the IB students. As to the subgroups, the most interesting results were found in subgroups I and III. While the IB students in subgroup I had high mean ratios already in the first composition, and retained them over time, their use of MTSh tended to grow subtler. The NP students had lower mean results initially, and while their mean MTSh ratio increased and ended up on a level similar to that of the IB students, their mean LFV ratio remained low. In subgroup III the results of the IB and NP students diverged over time. While the IB students progressed as reflected in their mean LFV and MTSh ratios, the NP students tended to regress. The difference in mean LFV ratios was statistically significant. The IB students were also better motivated than their NP peers. In all, this study suggests that immersion education has positive target language effects, especially on less proficient but motivated students.