International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Diferencias en ansiedad escolar en función del sexo y del curso académico en educación primaria
Get PDFSchool anxiety is defined as combination of cognitive, psychophysiological and behavioral responses that a person shows in situations assessed as threatening, dangerous or ambiguous, although they were not objectively (Garcia-Fernández, Inglés, Martínez-Monteagudo, and Redondo, 2008). The important short and long-term negative consequences, which can be caused by the continued manifestation of this emotion, increase the importance of its study. Thus, the main purpose of this research was to determine the differences in school anxiety according to sex and the academic year in a sample of Primary Education students. For this purpose, a sample of 758 students in 3º, 4º, 5º and 6º grades of Primary Education with ages ranging from 8 to 11 (M = 9.68, SD = 1.23) was taken on. Participants completed the new School Anxiety Inventory for Primary Education (Gómez-Núñez, García-Fernández, and Inglés, 2015). The results of the analysis of variance intersubjectives (ANOVA) indicated that girls showed significantly higher levels of school anxiety compared to boys. These levels of school anxiety increased from third to sixth grade, with the highest levels in the last year of the stage. The post-hoc analyzes (Scheffee test) showed statistically significant differences between third and fifth year, as well as between third and sixth year, with the highest means in last years. These findings show the importance of assessing school anxiety in late childhood, taking into account the differences that exist according to sex and the academic year.La ansiedad escolar se define como un conjunto de respuestas cognitivas, psicofisiológicas y motoras que un individuo emite ante situaciones evaluadas como amenazantes, peligrosas o ambiguas, aunque objetivamente no lo sean. Las importantes consecuencias negativas a corto y largo plazo, que puede provocar la manifestación continuada de esta emoción, aumentan la importancia de su estudio. Así, el propósito principal de esta investigación fue determinar las diferencias en ansiedad escolar según el sexo y el curso académico en una muestra de estudiantes de Educación Primaria. Para ello, se reclutó una muestra de 758 estudiantes de 3º, 4º, 5º y 6º de Educación Primaria con edades comprendidas entre los 8 y los 11 años (M = 9.68, DT = 1.23). Los participantes completaron el nuevo Inventario de Ansiedad Escolar para Educación Primaria. Los resultados de los análisis de varianza (ANOVA) intersujetos indicaban que las niñas mostraban niveles significativamente superiores de ansiedad escolar en comparación con los niños. Estos niveles de ansiedad escolar aumentaban desde tercero hasta sexto curso, obteniendo los niveles más altos en el último curso de la etapa. Los análisis post-hoc (Prueba de Scheffee) mostraron diferencias estadísticamente significativas entre tercero y quinto curso, así como entre tercero y sexto curso, siendo siempre superiores las medias de los cursos más altos. Estos hallazgos muestran la importan cia de evaluar la ansiedad escolar en la infancia tardía, teniendo en cuenta las diferencias existentes según el sexo y el curso académico
The effectiveness of mézières therapy in the athletes with low back pain: the case study of national rhythmic gymnastics team of Murcia
Get PDFIntroduction: The Mézières is a postural therapy which consists in improving anatomical postures and mitigation until disappearances of muscular contractures while reducing back pain through the most important muscle recovery by positively contributing in the individuals balance. The combination of this therapy with rhythmic gymnastics results very interesting by demonstrating the balance of posture and training, the modification of exercise type and tries to contribute in the achievement rates for competitions. Methodology:The experimental study was conducted on 35 young athletes of National Rhythmic Gymnastics who train five days per week with a duration of three hours per each session from 50 athletes in total in Sports Palace during a two months period (from 15 November 2016 to 15 January 2017) in the city of Murcia. Precisely, the Mézières therapy was conducted in an experimental group of 20 athletes (from 15 to 30 years old) while other additional data were received from the control group consisted in 15 girls (from 8 to 14 years old) after signing the informed consent from the athletes and their families. The above mentioned therapy was conducted for 2 consecutive months with two weekly individual sessions for each athlete with duration of 30 minutes. The postural evaluation of athletes was done through a meter tape in order to measure the elasticity and muscles tone, the pain scale-VAS while the gymnastics evaluation plan was handled on three dimensions including the dance height and the movement’s amplitude. Results: From the realization of pre and post-tests regarding the performance of Mézières therapy it was observed in 15/20 athletes: a reduction of VAS (pain scale) with a minimum of 2 grades; an improvement in the height of the jump by 3 cm; a visible palpable contractures reduction; a postural improvement; a backpack angles improvement; an increase muscles elasticity in lower posterior limbs and the realization of a movement amplitude with 20 additional degrees. Discussion:The rhythmic gymnastics is a sport that is practiced on the examined athletes by at least 10 years considering that the smaller accession gymnastics age is 5 years old. While their training is very tough and rigorous as each year the achievement rates are revised by requiring the examination of different sportive recovery and adaptation methods. Conclusions: Consequently for all these reasons the implementation of Mézières therapy in National rhythmic gymnasts of Murcia results fruitful almost being that they emerged sixth in the national competition during last year which confirms that their level of professionalism is very high and a positive prospective can be handled through the exercise of the proposed therapy
Creencias del amor romántico y violencia de género
Get PDFAlthough we have an active public policy to achieve equality between the sexes, inequality persists and when we talk about ‘love’ imbalances and differences increase. Investigations today, explore elements of socialization connected to violence against women in the couple, and ‘love’ seems to be on the scene. A qualitative study, with the technique of groups of discussion, is proposed, whose objectives are: to know the ‘styles of love’ that the boys and the girls assume and to investigate the acceptance that they make of the beliefs about the ‘true love’, as well How to analyze the influence of gender training. A Gender Training that promotes and facilitates the process of developing ‘gender awareness’. The results show that the university students reflect the same beliefs as the rest of the youngsters, and it is observed that after the formation in gender appear greater changes in the beliefs and attitudes of the girls than of the boys. It is important to evaluate the formative actions in gender, since their results can open new paths of action in the teaching-learning processes, as well as helping the sectors involved in this complex social and health problem.A pesar de que contamos con una política pública activa para conseguir la igualdad entre los sexos, la desigualdad persiste y cuando hablamos de ‘amor’ los desequilibrios y diferencias aumentan. Investigaciones en la actualidad, exploran elementos de la socialización conectados a la violencia contra las mujeres en la pareja, y el ‘amor’ parece encontrarse en escena. En esta comunicación se plantea un estudio cualitativo, con la técnica de grupos de discusión, y cuyos objetivos son: conocer los ‘estilos de amor’ que asumen los chicos y las chicas e indagar su aceptación de las creencias sobre el ‘amor verdadero’, así como analizar la influencia de la formación en género. Una Formación en Género que promueva y facilite el proceso de desarrollo de ‘conciencia de género’. Los resultados muestran que el alumnado universitario refleja las mismas creencias que el resto de jóvenes, y se observa que tras la formación en género aparecen mayores cambios en las creencias y actitudes de las chicas que de los chicos. Es importante evaluar las acciones formativas en género, ya que sus resultados pueden abrir nuevos caminos de acción en los procesos de enseñanzaaprendizaje, así como ayudar a los sectores implicados en este complejo problema social y de salud
El papel de la distancia social en el perdón de la violencia psicológica: malestar personal y coacción como respuesta de afrontamiento
Get PDFThrough two studies, the present investigation analyzes the process of forgiveness before a situation of psychological abuse, depending on the social distance in relation to the person who transgresses. In the first study (n = 145), the granting of forgiveness to different types of violence (physical vs. psychological). The results showed that psychological degree (vs. physical). In the second study (n = 155) pardon, discomfort or personal distress was analyzed and coercion as a coping response, as a function of social distance (actor vs. observer). The results showed that personal discomfort is related to less forgiveness, and this in turn, is related to less coercion, especially in the condition of actor (observer). Likewise, the results also showed that forgiveness mediates the relationship between personal discomfort and resolution of coercion, especially when it comes to the perspective of the actor.A través de dos estudios, la presente investigación analizar el proceso de perdón ante una situación de abuso psicológico, en función de la distancia social en relación con la persona que transgrede. En el primer estudio (n = 145), se examinó el otorgamiento de perdón ante diferentes tipos de violencia (física vs. psicológica). Los resultados mostraron que la violencia psicológica en mayor grado (vs. física). En el segundo estudio (n = 155) se analizó el perdón, el malestar o distrés personal y la coacción como respuesta de afrontamiento, en función de la distancia social (actor vs. observador). Los resultados evidenciaron que, el malestar personal se relaciona con un menor perdón, y éste a su vez, se relaciona con una menor coerción, especialmente en la condición de actor (observador). Asimismo, los resultados también evidenciaron que el perdón media la relación entre el malestar personal y la resolución de coerción, especialmente, cuando se trata de la perspectiva del actor
Dificuldades na amamentação no primeiro mês de vida: impacto dos contextos de vida
Get PDFBackground: Breastfeeding is determined not just organically but also involves emotional and socio-cultural factors.Objectives: Identify the most frequent difficulties associated with breastfeeding in the first month of life of the baby; Evaluate the relationship between difficulties in breastfeeding and satisfaction with life; Analyze the relationship between difficulties in breastfeeding and sociodemographic variables.Methods: A quantitative study, descriptive, correlational. The data were collected through a questionnaire, applied in two moments, at 7 and 30 days of the baby’s life, which allowed the sociodemographic and breastfeeding characterization. It also includes Satisfaction with Life Scale (Simões, 1992). The sample is not probabilistic for convenience, made up of 255 mothers who breastfeed, entered in the Family Health Units and Custom Health Care Units in the central region of Portugal.Results: Participants have an average age of 20.7 years, mostly married, with education less than the 3rd cycle, and residents employed full time in the city. As for the most common problems associated with breastfeeding in the two stages of evaluation that women had the 7th day and continued to be the 30th day, the fissures predominate (77.5%), breast engorgement (66.7%), mastitis (63.6%) the difficulties in the handle (82.4%), the position and posture for nursing (50.0%). The difficulties in breastfeeding are not related to satisfaction with life.Conclusions: In view of these results, and knowing that women have difficulties with breastfeeding in the two time points, it is important the support from nurses so that they can overcome them and do not constitute a repudiation of reason breastfeeding.Enquadramento: O aleitamento materno não é determinado simplesmente de forma biológica, também envolve fatores emocionais e socioculturais.Objetivos: Identificar as dificuldades mais frequentes associadas à amamentação no primeiro mês de vida do bebé; avaliar a relação entre as dificuldades na amamentação e a satisfação com a vida; analisar a relação entre as dificuldades na amamentação e as variáveis sociodemográficas.Métodos: Estudo quantitativo, descritivo, correlacional. Os dados foram recolhidos através de um questionário, aplicado em dois momentos, aos 7 e aos 30 dias de vida do bebé, que permitiu fazer a caracterização sociodemográfica, caracterização da amamentação. Inclui ainda a Escala de Satisfação com a Vida (Simões, 1992). A amostra é não probabilística por conveniência, constituída por 255 puérperas que amamentam, com idade média de 20,7 anos, inscritas nas Unidades de Saúde Familiar e Unidades de Cuidados de Saúde Personalizados na região centro de Portugal.Resultados: As participantes são maioritariamente casadas, com escolaridade inferior ao 3º ciclo, empregadas em tempo completo e residentes na cidade. Quanto às dificuldades mais frequentes associadas à amamentação nos dois momentos de avaliação do estudo (7º e 30º dia de vida do bebé) verificamos que as dificuldades/problemas sentidas ao 7º dia se mantêm no 30º, predominando as fissuras (77.5%), o ingurgitamento mamário (66.7%), a mastite (63.6%), as dificuldades na pega (82.4%), na posição e postura para amamentar (50.0%). As dificuldades na amamentação não se relacionam com a satisfação com a vida.Conclusões: Sabendo que as mulheres apresentam dificuldades relacionadas com a amamen tação é importante o apoio por parte dos enfermeiros de modo a que as mesmas possam ultrapassá- las e que não se constituam como motivo de abandono da amamentação
Mindfulness en discapacidad intelectual. Un estudio.
Get PDFIntroduction: Intellectual disability presents a series of clinical manifestations that affect psychological, emotional, social, and functional level. The Mindfulness aims to change the relationship that people have with daily activities, trying to point them at the present moment. In this way you will know better answers in the Middle, and you will favour emotional regulation, and behavioral.Objective: Demonstrate the effect of applying the Mindfulness technique as a means to improve communication skills and social in people with intellectual disabilities from occupational therapy.Methodology: Type longitudinal, quasi-experimental study. Collected data about the social skills of the users and the facets of the Mindfulness, using the EHS and FFMQ scales respectively. The intervention was carried out with the Mindfulness technique in 8 sessions of 45 minutes. And a sample of 12 users, with an average age of 40 years (DT = ± 8,21307).Results: Were statistically significant improvement in self-expression in social situations and in the beginning of positive interactions with the opposite sex.Conclusions: Scores have improved in all the variables in the post-test, but not all in a meaningful way. Likely to increase the number of sessions would increase the probability of finding more significant results.Introducción: La discapacidad intelectual presenta una serie de manifestaciones clínicas que repercuten a nivel psicológico, emocional, social y funcional. El Mindfulness pretende cambiar la relación que las personas mantienen con las actividades diarias, procurando dirigirlas al momento presente. De esta forma conocerán mejor sus respuestas en el medio, y se favorecerá una regulación emocional y conductual.Objetivo: Evidenciar el efecto que la aplicación de la técnica Mindfulness tiene como medio para mejorar las destrezas de comunicación y sociales en personas con discapacidad intelectual, desde terapia ocupacional.Metodología: Estudio de tipo longitudinal, cuasi-experimental. Se recogen datos sobre las habilidades sociales de los usuarios y las facetas del Mindfulness, mediante las escalas EHS y FFMQ respectivamente. La intervención se realizó con la técnica Mindfulness en 8 sesiones de 45 minutos. Y una muestra de 12 usuarios, con una edad promedio de 40 años (DT = ± 8,21307).Resultados: Se obtuvieron mejoras estadísticamente significativas en la autoexpresión en situaciones sociales y en el inicio de interacciones positivas con el sexo opuesto.Conclusiones: Las puntuaciones han mejorado en todas las variables en el post-test, aunque no todas de forma significativa. Probablemente aumentar el número de sesiones incrementaría la probabilidad de encontrar resultados más significativos
Rendimiento del alumnado de educación secundaria obligatoria: influencia de las habilidades sociales y la inteligencia emocional
Get PDFThe aim of this paper is to analyse the relationship between emotional intelligence, social skills and academic performance in students of Secondary Compulsory Education (ESO) of a Castilla La Mancha private center, in Spain, which ages are from 13 to 16 years old. Participants in the study are 73 students of Secondary Compulsory Education (ESO). The 47,9% of the total students are female, and 52,1 % are male.The instruments used were the EQ-i:YV test, by BarOn (1977), the Matson Questionnaire of social skills for adolescent students (Matson, Rotatori and Helsen, 1983) and the cumulative record of evaluation, for each participating students in this study. The data analysis techniques employed in this study have been correlation analysis and multiple regression step by step analyse. Results of this study show a connection between the total punctuations of social skills and the academic performance in all levels of ESO. (Secondary Compulsory Education). The higher results in social skills, the higher results in academic performance. In adition, we can find a connection between some factors of social skills and factors of emotional intelligence that influences academic performance, according to Factor II of Matson (Social Skills/Assertiveness) and the Factor C of BarOn (stress management).En este trabajo se analizan las relaciones entre la inteligencia emocional, las habilidades sociales y el rendimiento académico de los alumnos de Educación Secundaria Obligatoria (ESO) de un centro concertado de una línea de Castilla La Mancha, con edades comprendidas entre los 13 y 16 años. Los participantes en el estudio son 73 estudiantes de toda la etapa de la ESO. Los instrumentos de medida utilizados fueron el test EQ-i: YV de BarOn (1977), el cuestionario de Matson de habilidades sociales para adolescentes (Matson, Rotatori, y Helsen, 1983) y el registro acumulativo de evaluación (RAE) de cada uno de los cursos y alumnos participantes. Las técnicas de análisis de datos empleadas han sido, el análisis de correlación y análisis de regresión múltiple paso a paso.Los resultados indican que existe relación entre las puntuaciones totales de habilidades sociales y las puntuaciones en rendimiento académico, de forma que a mejor puntuación en habilidades sociales, también encontramos mayores puntuaciones en rendimiento académico. Por otro lado, encontramos que también existe relación entre factores concretos de las habilidades sociales y factores de la inteligencia emocional sobre el rendimiento académico, Factor II de Matson (Habilidades Sociales/Asertividad) y el Factor C de BarOn (Manejo del estrés)
La autogestión de emociones y sentimientos para “ser buenas personas”
Get PDFTeachers are often in classroom environmentswhere emotions emerge. In this article we present a teaching approach called “self-management of problems”, in which emotions and their management are addressed in class through the assembly. For example, when students are involved in making decisions and self-managing their problems, different points of view, consonances and dissonances emerge that bring out emotions such as empathy, anger orlove. In order to encourage active participation of students in their assemblies, it is essential for the student to manage some emotions such as shame or fear. We show the results of implementing a training proposal for Selfmanagement of problems for PE at a peri-urban school in Huércal de Almería (Spain), during the academic year 2011-2012. The analysis of what happens in the assemblies from an emotional perspective allows describing and identifying what happens in the process.Los docentes a menudo nos encontramos en clase situaciones en que las emociones emergen y su tratamiento se hace indispensable en el aula. En el presente artículo presentamos una propuesta denominada “autogestión de problemas” en clases de Primaria de Educación Física (EF), en la que las emociones y su gestión son abordadas en clase mediante la asamblea. Por ejemplo, cuando se involucra a los estudiantes a tomar de decisiones y a autogestionar sus problemas surgen diferentes puntos de vista, consonancias y disonancias que hacen aflorar emociones como la empatía, la rabia, el amor, pero también emergen otras cuyo tratamiento es imprescindibles para que se pueda favorecer la participación de todos en las asambleas, como son la vergüenza o el miedo. Mostramos los resultados de implementar una propuesta formativa de autogestión de problemas para EF del CEIP Buenavista (Huércal de Almería, curso 11-12) y el análisis de lo sucedido en las asambleas desde una mirada emocional que permita describir e identificar qué sucede en el proceso
El modelo de estrés familiar en la adolescencia: MEFAD
Get PDFThe main aim of this work is to present the model M.E.F.A.D. (Family Stress Model in Adolescence), related to adjustment problems in this period of the life cycle. It is also the model in which the participations in this symposium are substantiated. We analyze the antecedents of the model as well as its six fundamental dimensions: Adolescence, stressful life events, family functioning, stress, resources and adjustment.El objetivo de este trabajo es presentar el modelo M.E.F.A.D. (Modelo de Estrés Familiar en la Adolescencia) y relacionado con los problemas de ajuste en este periodo del ciclo vital. También es el modelo en el que se sustentan las participaciones en este simposio. Se analizan los antecedentes del modelo así como sus seis dimensiones fundamentales: Adolescencia, eventos vitales estresantes, funcionamiento familiar, precepción de estrés, recursos y ajuste
Motivación en el tenis: un estudio con jóvenes tenistas
Get PDFOne of the main factors that influence sports activity, both for its realization or execution as its continuity is the so-called motivational factor. The different objectives and goals that young tennis players have, are analyzed in this study with athletes that embrace the ages and categories from benjamin to cadets and junior. Knowing how to play well, improve a lot in this discipline along with having fun are part of the goals and goals of tennis players from ages earlyUno de los principales factores que influyen en la actividad deportiva, tanto para su realización o ejecución como su continuidad es el llamado factor motivacional. Los distintos objetivos y metas que tienen los jóvenes tenistas, son analizados en este estudio con deportistas que abracan las edades y categorías desde benjamín hasta cadetes y junior. El saber jugar bien, mejorar mucho en esta disciplina junto con divertirse forman parte de los objetivos y metas de los tenistas desde edades tempranas