Browsing by Author "Alcalay S., Lidia"

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    Patterns and universals of mate poaching across 53 nations: The effects of sex, culture, and personality on romantically attracting another person's partner
    (American Psychological Association, 2004) Schmitt, David P.; Alcalay S., Lidia; Simonetti, Franco; International Sexuality Description Project
    As part of the International Sexuality Description Project, 16,954 participants from 53 nations were administered an anonymous survey about experiences with romantic attraction. Mate poaching-romantically attracting someone who is already in a relationship-was most common in Southern Europe, South America, Western Europe, and Eastern Europe and was relatively infrequent in Africa, South/Southeast Asia, and East Asia. Evolutionary and social-role hypotheses received empirical support. Men were more likely than women to report having made and succumbed to short-term poaching across all regions, but differences between men and women were often smaller in more gender-egalitarian regions. People who try to steal another's mate possess similar personality traits across all regions, as do those who frequently receive and succumb to the poaching attempts by others. The authors conclude that human mate-poaching experiences are universally linked to sex, culture, and the robust influence of personal dispositions.
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    Rendimiento académico y las dimensiones personal y contextual del aprendizaje socioemocional : evidencias de su asociación en estudiantes chilenos
    (2014) Berger Silva, Christian; Alamos Valenzuela, Pilar María; Milicic, Neva; Alcalay S., Lidia
    This study supports the growing empirical evidence regarding the relationship between the socioemotional dimension and academic achievement. Through correlation and regression analyses the associations between individual (self-steem and socioemotional well-being) and contextual ( perception of the school social climate) features of socioemotional learning and academic success in Chilean elementary students were tested. Socioemotional well-being and perception of school social climate with regards to peer relations and places at school were significantly related to improvements in academic achievement. Results are discussed in terms of their implications for educational practice and future research.