Spanish version of the Sexual Excitation/Sexual Inhibition Inventory for Women: Factorial structure,reliability and validity evidences

Background/Objective: The Dual Control Model suggests that sexual excitation and associated behaviors are the result of the balance between relatively independent excitatory and inhibitory mechanisms. Based on this theoretical model, the Sexual Excitation/Sexual Inhibition Inventory for Women (SESII-W) was developed to evaluate excitation and inhibition dimensions in women. The aim was to adapt and validate the SESII-W in the Spanish population. Method: A sample of 1,380 heterosexual women (aged 18 to 52) completed the Spanish SESII-W, together with other related instruments. After the translation and adaptation of the SESII-W, a Confirmatory Factor Analysis (CFA) was performed. Results: CFA resulted in a version consisting of 33 items divided into eight sub-factors, which were grouped into two higher-order factors (Sexual Excitation and Sexual Inhibition). The sub-factors demonstrated adequate internal consistency values except for Sexual Power Dynamics and Concerns about Sexual Function. Test-retest reliabilities were good. Their scores correlated with erotophilia, sexual sensation seeking, age at first intercourse, and number of sexual partners in the expected direction. Conclusions: The Spanish version of SESII-W has adequate psychometric guarantees for use in clinical practice and research, although it would be necessary to further revise factors that showed a lower level of reliability.     

Phenomenology in Mexico: A historical profile

The paper presents a journey along the history of phenomenology (Husserlian Phenomenology or phenomenology derived from Husserl) in Mexico, dealing mainly with its appropriation in the field of philosophy proper. The survey covers almost the whole century, leaving out only the last years and the present situation. Although all those philosophers who came in touch with phenomenology in a significant way in that period are mentioned here, particular attention is laid upon three figures and their meaning in Mexican philosophical culture: they are Antonio Caso, the first influential thinker and professor to dedicate a book to Husserl's philosophy; José Gaos, who enjoys a well-deserved fame as teacher and translator of phenomenological works, and Jorge Portilla, the author of a most valuable phenomenological essay: Phenomenology of Relajo. Thus, in these three cases, their contributions are explored in a somewhat more detailed way.     

Effect of autonomy support and dialogic learning on school children’s physical activity and sport

This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren’s leisure time. One hundred and two primary school students, aged 11–13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasi-experimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self-determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self-determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students.