INTRODUCTION

INTRODUCTION

Psychology, I reached its science status by the hand of learning psychology (behavioral approach) in the first half of the 20th century Later, new currents were integrated into the scientific study of psychology incorporating new research objects. Cognitive processes were integrated into the classic themes of behavioral psychology. In parallel, and as a consequence of the emergence of new research objects, psychology diversified into multiple sub-disciplines: social psychology, occupational psychology, clinical psychology, evolutionary psychology, learning psychology, etc. In fact, this diversification also occurred within the same field of study, for example, in the educational field one could speak of educational psychology, school psychology, learning psychology, instructional psychology, etc. Now in the 21st century, the diversity of objects of study, and of sub-disciplines, demonstrates the strength of this science and its heuristic potential to continue advancing. In this sense, to speak of Psychological Research is to refer to various empirical domains, to multiple and varied participants, to a heterogeneous body of theories and to a multifaceted table of research objects. In other words, Psychological Research is shown as a path that branches off into multiple paths. An example is the research that is compiled in this book; its authors approach various research objects with the methodological rigor that the academic community demands. Each of these investigations was evaluated by a scientific committee formed expressly. In total, the book presents seven research reports. In chapter one Enrique Ibarra Aguirre presents his work, located in the field of self-referentiality, entitled "Self-concept of rural primary school teachers and the academic performance of their students". In chapter two Arturo Barraza Macías offers us an instrumental study, typical of the field of psychometry, called “Single item for the study of academic stress. Acceptability and evidence of convergent validity”.

In chapter three Erik Omar Carrasco Favela leads we to the field of educational psychology with his work entitled "The evaluation of reading comprehension in primary school". In chapter four Oscar Luis Ochoa Martínez and Gloria Rocío Nery León, inserted in the field of evaluation, present their work entitled "Analysis of the results of the reading ability test of the exam planned in high school." In chapter five Rosa Isela Cerda Uc, María Rosado y Rosado and Ana Karina Palau Aguilar trying to contribute to the field of evolutionary psychology, they present their work called “Advances and limitations in the areas of development in a preschool population in Yucatan”. In chapter six Patricia Lorena Martínez Martínez, Jaime Fernández Escárzaga, Marco Antonio Vázquez Soto and Alejandro Ríos Valles, from clinical psychology, present their work entitled “The society that inoculates emotional problems: a human need satisfied by psychotherapy.”. In chapter seven, based on organizational psychology, María Leticia Moreno Elizalde offers us her work called “Implementation of the questionnaire based on seven basic guidelines of ISO 26000 on social responsibility”, Each one of these works from their field of study and / or psychological subdiscipline show the diversity and multiplicity of research objects within Psychological Research. It only remains to invite potential readers to approach their reading with the critical and methodological rigor to which psychological research aspires and which, without a doubt, each of its authors expects.