International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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El confinamiento por el covid-19 causa soledad en las personas mayores. Revisión sistemática
Get PDFBackground: The current COVID-19 pandemic has been identified as a possible trigger for the increase of the feeling of loneliness and the social isolation among the elderly people due to mobility restrictions that has resulted in a limitation of contact with their loved ones and friends and a reduction of their leisure and recreation activities. In the city of Zamora, in January 2020, 38.41% of the population were people over the age of 60. Objective: To value the feeling of loneliness arising from the measures implemented against the spread of the COVID-19 pandemic in people over the age of 60. Material and method: This is a Systematic Review. The databases consulted have been the following ones: PubMed, Cuiden and Cochrane. Thirteen (13) studies showing a link between the domiciliary confinement measures implemented against the spread ofCovid-19 home and the feeling of loneliness and with the psychological disorders experienced by the elderly people have been selected. Results: Enacted quarantine measures along with isolation sense have lead into a reduction of the social contact and have increased the feeling of loneliness of the elderly people, as well as a generalized sense of anxiety and major depression. Older adults should be helped to maintain the contact with their families and friends, in order to improve their mental health during isolation. Mortality is a basic fear factor surrounding COVID-19, especially in the elderly population. Quarantine measures arising from the enacted measures against the spread of the Covid-19c an potentially create a situation of isolation of people, resulting in negative psychological effects that include symptoms of post-traumatic stress, confusion and anger. Conclusion: It is clear that loneliness is strongly associated with simultaneous worsening of depression, anxiety, the concerns about coronavirus and their general health.Antecedentes: La actual pandemia COVID-19 se ha identificado como un posible desencadenante del aumento del sentimiento de soledad y el aislamiento social entre las personas mayores debido a la limitación de movilidad, como la limitación del contacto con sus seres queridos, amigos y actividades de ocio y tiempo libre. En Zamora en Enero del 2020, el 38.41% de la población eran personas mayores de 60 años. Objetivo: Evaluar el sentimiento de soledad causado por las medidas decretadas para frenar la propagación de la pandemia COVID-19 en las personas mayores de 60 años. Material y método: Se trata de una Revisión Sistemática. Se consultaron las bases de datos: PubMed, Cuiden y Cochrane. Se seleccionaron 13 estudios que relacionaran el confinamiento domiciliario por la Covid-19 con la soledad y los cambios psicológicos que produjo en los ancianos. Resultados: Las medidas de cuarentena junto con el aislamiento han reducido el contacto social y han aumentado la soledad de las personas mayores, también la ansiedad generalizada y la depresión mayor. Se debe ayudar a adultos mayores a mantener contacto con sus familiares y amigos, para mejorar su salud mental durante el aislamiento. La mortalidad es un factor de miedo básico que rodea la COVID-19, especialmente en la población de edad avanzada. La cuarentena por COVID-19, tiene el potencial de aislar aún más a las personas, lo que resulta en efectos psicológicos negativos que incluyen síntomas de estrés postraumático, confusión e ira. Conclusión: Se evidencia que la soledad se asocia fuertemente con un empeoramiento simultáneo de la depresión, la ansiedad, las preocupaciones sobre el coronavirus y su salud general
Programas e respostas à saùde do idoso em Portugal
Get PDFThe aging process starts at birth and we know that health is not a random issue, it is related to choices, the environment in which we live and the access to health that we have. Aging is diverse, but professionals tend to generalize care. There are inadequate policies, inadequate services, accessibility to conditioned care and inadequate nursing consultations. It is essential to analyze the documents issued by health structures and reflect on a practice of consultation directed at the elderly. The objective of this study is to address the pertinence and applicability of the National Program for the Health of Older Persons, the World Report on Aging and Health, the National Strategy for Active and Healthy Aging and the proposal for the National Health Plan for Dementia, presenting a critical reflection on their implication in the care of the elderly. From the analysis carried out, we conclude that Portuguese decisionmaking does not reflect the implementation of measures at the same pace as other EU countries. It is urgent and pertinent to create a program exclusively for the elderly, which values the periodic evaluation of users, allowing the early identification of changes and, on the other hand, develop an individual personalized care plan for each one. The Biomedical paradigm must be broken, and it is essential to carry out a structured Nursing Consultation for the Elderly, using the five-point evaluation: careful clinical evaluation; physical assessment; mental assessment; functional assessment and; social evaluation. In decision-making, the implementation of programs at various levels of prevention must be paramount, in order to promote health status and improve the quality of life of the elderly.O processo de envelhecimento inicia-se à nascença e sabemos que a saúde não é uma questão aleatória, relaciona-se com escolhas, com o meio no qual se vive e com o acesso à saúde que se dispõe. O envelhecimento é diversificado, mas os profissionais tendem a generalizar os cuidados. Verificam-se políticas inadequadas, serviços desajustados, acessibilidade aos cuidados condicionada e consultas de Enfermagem desadequadas. É primordial que se analisem os documentos emanados pelas estruturas da saúde e se reflita numa prática de consulta direcionada para o idoso. O objetivo deste estudo é abordar a pertinência e aplicabilidade do Programa Nacional para a Saúde das Pessoas Idosas, do Relatório Mundial de Envelhecimento e Saúde, da Estratégia Nacional para o Envelhecimento Ativo e Saudável e da proposta para o Plano Nacional de Saúde para as Demências, apresentando uma reflexão crítica sobre a implicação destas na prática de cuidados ao idoso. Da análise efetuada, concluímos que a tomada de decisão Portuguesa não reflete a implementação de medidas ao mesmo ritmo de outros países da UE. É urgente e pertinente a criação de um programa em exclusivo para as pessoas idosas, que valorize a realização periódica de avaliações dos utentes, permitindo a identificação precoce de alterações e, por outro lado, desenvolva um plano individual de cuidados personalizados a cada um deles. O paradigma Biomédico deve ser quebrado sendo essencial que se realize uma Consulta de Enfermagem ao Idoso estruturada, com recurso à avaliação de cinco vertentes: avaliação clínica cuidada; avaliação física; avaliação mental; avaliação funcional e; avaliação social. Na tomada de decisão, deve ser primordial a implementação de programas aos vários níveis de prevenção, no sentido de promover o estado de saúde e melhoria da qualidade de vida dos idosos. 
Importancia de las finanzas personales en la salud financiera: una reflexión teórica
Get PDFAchieving a personal finance could sound a very simple task, however, it’s necessary to have some financial knowledge and financial skills. Nevertheless, people don’t seem to have high financial literacy levels, this makes it difficult to achieve financial health, which can be achieved through financial education, so the lack of this impacts on income levels of people and as a result they don’t make savings, do not plan a budget, they get over-indebtedness, among others. Furthermore, being not included financially does not allow people to take the opportunities that the Financial System offers, such as: access to savings or investments. The aforementioned brings as a consequence that individuals can hardly reach a level of financial well-being. Therefore, the purpose of this essay is to highlight the importance of financial education in people’s lives, in order to manage their personal finances, which would help to face frequently encountered economic contingencies.Lograr llevar a cabo finanzas personales suele parecer una tarea muy sencilla, sin embargo, para lograrlo es necesario una serie de conocimientos y habilidades financieras. No obstante, las personas no cuentan con una amplia alfabetización financiera, lo cual hace difícil esta labor de alcanzar una salud financiera, misma que se puede lograr a través de la educación financiera, pues la falta de esta misma afecta en los niveles de ingreso de las personas y como consecuencia no recurren al ahorro, no planifican un presupuesto, presentan sobreendeudamiento, entre otros. A su vez, al no estar incluidos financieramente no les permite aprovechar las oportunidades que el Sistema Financiero brinda como por ejemplo: el acceso al ahorro o a la inversión. Lo mencionado anteriormente trae como consecuencia que los individuos difícilmente puedan alcanzar un nivel de bienestar financiero. Por ello, el propósito de este ensayo es destacar la importancia que tiene la educación financiera en la vida de las personas, con el fin de administrar sus finanzas personales, lo que ayudaría a enfrentar contingencias económicas que se presentan con frecuencia
Práticas que dignificam a pessoa cuidada: Perceção dos estudantes de enfermagem
Get PDFHuman dignity, which involves autonomy and decision power, is a human intrinsic attribute which happens in the encounter of each other. This one involves one relational and fundamental respecting the cared person. In this way, it is important to identify the meanings given by the nursing students regarding the dignity concept and identify the care practices which dignify the cared person. In this way, it was created a transversal descriptive study, which qualitative and quantitative approach, done by 115 students from 2º year of graduation of Nursing, where 93 were females (80,8%), 21 were males (18,3%) and 1 other gender (0,9%), whit ages between 18 and 41 years old, average age is 20,61 years old. The data was collected through a quiz, which has been requested to reply to the following open questions: “Identify 5 words which associate the dignity concept” and “Which practices dignify the cared person?”. The data retrieved were analyzed using the analyze technique of the content from Bardin (2016) and IBM SPSS Statistics 20. The meanings identified with more selection from the students were: “Respect” (18,61%), “Honor” (4,35%), “Values” (4,17%), “Integrity” (4,00%) and “Right’’ (3,65%). Concerning the answers for the practices which dignify the cared person 7 categories showed up, following “Respect” which had greater relevance with 63 indicators; “Interaction” with 43 indicators; “Autonomy” with 28 indicators; “Life Quality” with 27 indicators; “Human Pillars’’ with 17 indicators; “Deontology” with 15 indicators; and “Person Centralized Cared” with 12 indicators. The dignity concept presented multiple interpretations, which difficulted the understanding and conceptual consolidation, existing the need to promote a bigger clarification, preventing the risk of this essential concept, for the praxis of care, being banalizedA dignidade humana, que envolve a autonomia e o poder de decisão, é um atributo intrínseco do ser humano que se realiza no encontro com o outro. Esta engloba uma componente relacional que é fundamental para o respeito da pessoa cuidada. Desta forma, importa identificar os significados atribuídos pelos estudantes de enfermagem ao conceito de dignidade e identificar as práticas de cuidados que dignificam a pessoa cuidada. Assim, foi realizado um estudo descritivo transversal, com abordagem qualitativa e quantitativa, realizado a 115 estudantes do 2º ano do curso de licenciatura de Enfermagem, sendo 93 do sexo feminino (80,8%), 21 do masculino (18,3%) e 1 outro (0,9%), com idades compreendidas entre 18 e 41 anos, com média de 20,61 anos. Os dados foram recolhidos através de um questionário, tendo sido solicitado que respondessem às seguintes questões abertas: “Identifique 5 palavras que associa ao conceito de dignidade” e “Quais as práticas que dignificam a pessoa cuidada?”. Os dados obtidos foram analisados recorrendo à técnica de análise de conteúdo de Bardin (2016) e IBM SPSS Statistics 20. Os significados que os estudantes mais atribuíram ao conceito de dignidade foram: “Respeito” (18,61%), “Honra” (4,35%), “Valores” (4,17%), “Integridade” (4,00%) e “Direito” (3,65%). No que concerne às práticas que dignificam a pessoa cuidada emergiram 7 categorias: “Respeito” teve maior relevância com 63 indicadores; “Interação” com 43 indicadores; “Autonomia” com 28 indicadores; “Qualidade de vida” com 27 indicadores; “Pilares da Humanitude” com 17 indicadores; “Deontologia” com 15 indicadores; e “Cuidado Centrado na Pessoa” com 12 indicadores. O conceito de dignidade apresentou diversas interpretações, dificultando a sua compreensão e consolidação conceptual, existindo a necessidade de promovermos um maior esclarecimento, prevenindo o risco deste conceito essencial, para a práxis do cuidado, vir a ser banalizado
Análisis de la relación que existe entre las variables socioeconómicas familiares y el rendimiento académico de alumnos de educación secundaria obligatoria y bachillerato
Get PDFScientific evidence highlights the need to know how family socioeconomic characteristics can influence high school student academic performance. The objective of this research is focused on determining the possible relationship between the employment situation and the social class of both parents with the student’s academic performance. A correlational design was proposed, where the dependent variables of the study were the average academic performance of the student in the subjects of Spanish Language and Literature and Mathematics in the previous year. As independent variables, the employment statusand social class of the parents were selected. There were 1448 students, 50.8% were women. 53.3% of the educational centers were public and 51.8% located in urban areas. 52.8% of the parents were from the lower class. Significant differences were observed (t1436=4,698;p<0.001) in Language between those students whose mothers worked and the students of mothers who did not work, with higher scores in the first case. Similarly, differences were observed in the mean grade in Language (t1427=5,821;p<0.001), obtaining higher scores for students whose parents worked compared to those who did not. There is a significant effect of the mother’s social class on the average grade in Language (F2,1435=55,22;p<0.001) and Mathematics (F2,1435=41,872;p<0.001), obtaining higher scores for students with mothers with high social class. The father’s social class also had a significant effect on the average grade in Language (F2,1426= 69,811;p<0.001) and Mathematics (F2,1426=58,293;p<0.001) with higher marks in students with class parents high social. The results highlight the need to develop educational strategies that promote a new educational model, more inclusive and egalitarian, that can prevent disadvantaged situations in times of crisis. Scientific evidence highlightsthe need to know how family socioeconomic characteristics can influence high school student aca-demic performance. The objective of this research is focused on determining the possible relation-ship between the employment situation and the social class of both parents with the student’s aca-demic performance. A correlational design was proposed, where the dependent variables of thestudy were the average academic performance of the student in the subjects of Spanish Languageand Literature and Mathematics in the previous year. As independent variables, the employment sta-tus and social class of the parents were selected. There were 1448 students, 50.8% were women.53.3% of the educational centers were public and 51.8% located in urban areas. 52.8% of the par-ents were from the lower class. Significant differences were observed (t1436=4,698;p<0.001) inLanguage between those students whose mothers worked and the students of mothers who did notwork, with higher scores in the first case. Similarly, differences were observed in the mean grade in Language (t1427=5,821;p<0.001), obtaining higher scores for students whose parents worked com-pared to those who did not. There is a significant effect of the mother’s social class on the averagegrade in Language (F2,1435=55,22;p<0.001) and Mathematics (F2,1435=41,872;p<0.001), obtain-ing higher scores for students with mothers with high social class. The father’s social class also hada significant effect on the average grade in Language (F2,1426= 69,811;p<0.001) and Mathematics (F2,1426=58,293;p<0.001) with higher marks in students with class parents high social. The resultshighlight the need to develop educational strategies that promote a new educational model, moreinclusive and egalitarian, that can prevent disadvantaged situations in times of crisis.La evidencia científica pone de manifiesto la necesidad de conocer el modo en el que las características socioeconómicas familiares pueden influir en el rendimiento académico del estudiante de secundaria y bachillerato. El objetivo de esta investigación se centra en determinar la posible relación entre la situación laboral y clase social de ambos progenitores con el rendimiento académico del estudiante. Se planteó un diseño correlacional, donde las variables dependientes de estudio fueron el rendimiento académico medio del estudiante en las materias de Lengua Castellana y Literatura y Matemáticas en el curso anterior. Como variables independientes se seleccionaron la situación laboral y clase social de los progenitores. Se contó con 1448 estudiantes, el 50.8% eran mujeres. El 53.3% de los centros educativos fue público y el 51.8% situados en el medio urbano. El 52.8% de los progenitores eran de clase baja. Se observaron diferencias significativas (t1436=4,698;p<0.001) en Lengua entre aquellos alumnos cuyas madres trabajaban y los alumnos de las madres que no trabajaban, con puntuaciones superiores en el primer caso. De manera similar, se observaron diferencias en la nota media en Lengua (t1427=5,821;p<0.001), obteniendo puntaciones superiores los alumnos cuyos padres trabajaban en comparación con los que no lo hacían. Hay un efecto significativo de la clase social de la madre sobre la nota media en Lengua (F2,1435=55,22;p<0.001) y Matemáticas (F2,1435=41,872;p<0.001) obteniendo mayores puntuaciones los alumnos con madres con clase social alta. La clase social del padre también tuvo un efecto significativo sobre la nota media en Lengua (F2,1426=69,811;p<0.001) y Matemáticas (F2,1426=58,293;p<0.001) con notas más elevadas en alumnos con padres de clase social alta. Los resultados ponen de relieve la necesidad de desarrollar estrategias educativas que promuevan un nuevo modelo educativo, más inclusivo e igualitario, que pueda prevenir situaciones de desventaja en momentos de crisis
Prejuicio sutil y actitudes hacia la inclusión del profesorado y alumnado migrante magrebí.
Get PDFIn the last decades, many societies have undergone a process of transformation, with a great sociocultural diversity being increasingly frequent among citizens. In this sense, numerous researches have focused on studying attitudes towards the inclusion of the migrant population in different contexts. However, there have not been so many efforts to analyze these attitudes in the educational field, or to study other possible variables that may be related to them. Education is known as one of the main mechanisms, from an inclusive perspective, by which is able to improve social integration and intercultural coexistence in societies. In addition, previous studies suggest that different forms of prejudice, whether subtle or blatant, are related to citizens’ attitudes towards issues such as the educational inclusion of migrant students. The sample of the study consisted of 481 Spanish students (52% women and 48% men) aged between 18 and 88 years, who completed a self administrated questionnaire which inquired attitudes towards educational inclusion, levels of prejudice towards Maghreb migrants and socio-demographic variables. The results demonstrated that women show significantly more favorable attitudes towards the educational inclusion of migrant students and teachers, compared to men. In addition, negative correlations were found between the subtle prejudice towards Maghreb migrants and the favorable attitudes they have towards the inclusion of students and teachers of that ethnical population in educational institutions. Finally, the implication of the variables studied to have in the future more inclusive, socially just and intercultural institutions and communities is discussed.En las últimas décadas, muchas sociedades han experimentado un proceso de transformación, siendo la amplia diversidad sociocultural uno de los principales rasgos de una ciudadanía cada vez más globalizada. En este sentido, numerosas investigaciones se han centrado en estudiar las actitudes hacia la inclusión de la población migrante en diferentes contextos. Sin embargo, no han sido tantos los esfuerzos para analizar dichas actitudes en el ámbito educativo, ni en indagar otras posibles variables que puedan relacionarse con éstas. Desde una perspectiva inclusiva, los sistemas educativos se constituyen como uno de los principales instrumentos culturales para poder mejorar la integración social y la convivencia intercultural en las sociedades. Además, algunos antecedentes sugieren que diferentes formas de prejuicio, ya sean sutiles o manifiestas, se relacionan con las actitudes de la ciudadanía hacia cuestiones como la inclusión educativa del alumnado migrante. En el presente estudio participaron 481 personas adultas españolas (52% mujeres y 48% hombres) con edades comprendidas entre los 18 y los 88 años, que cumplimentaron un cuestionario autoadministrable sobre actitudes hacia inclusión educativa, los niveles de prejuicio hacia personas migrantes magrebíes y variables socio-demográficas. Los resultados evidenciaron que las mujeres muestran actitudes significativamente más favorables hacia la inclusión educativa del alumnado y profesorado migrante, en comparación con los hombres. Además, se hallaron relaciones negativas entre el prejuicio sutil hacia personas migrantes magrebíes y las actitudes favorables que poseen hacia la inclusión de alumnado y profesorado de dicho origen en las instituciones educativas. Finalmente, se discute la implicación de las variables estudiadas para contar en el futuro con instituciones y comunidades educativas más inclusivas, socialmente justas e interculturales
Plan de acción tutorial para prevenir el acoso escolar transfóbico en la adolescencia
Get PDFVarious studies on transphobic bullying in Spain corroborate that 46.2% of the bullying suffered by trans* people occurs in educational centers, making it the second context in which this group experiences the most bullying (Devís-Devís et al., 2017). Therefore, despite the implementation in 2014 of the LGTBI equality law by certain autonomous communities, today, 58% of cases of transphobic bullying appear in the classrooms in all educational stages, observing 37 % of cases in secondary school (FELGTB, 2019a). Regarding the typology of aggressions, despite the variability, research refers to verbal aggressions as the most frequent (Devís-Devís et al., 2017; FELGTB, 2019a; FELGTB, 2019b; Martín et al., 2019), but trans * minors also suffer physical attacks, social isolation, cyberbullying and sexual harassment (FELGTB, 2019a). Therefore, when transphobic bullying is prolonged over time, it affects the psychological stability of the victim, increasing the risk of suicide, which, according to studies, affects 20% of trans * boys and girls. In this regard, the importance of facing this reality in educational institutions is highlighted, since both the social events that we experience every day and the general figures from various state investigations show that cases of transphobia have grown exponentially, with more happening of half of them in educational centers. Given this alarming situation, the need arises to develop an intervention program to, through the Tutorial Action Plan, prevent bullying towards trans * students in the Secondary Education stage; training more conscientious, empathetic and assertive young people who favor the creation of safe and inclusive environments, promoting social change.Diversas investigaciones sobre el acoso escolar transfóbico en España corroboran que el 46,2% del acoso que sufren las personas trans* ocurre en los centros educativos, convirtiéndose en el segundo contexto donde más acoso experimenta este colectivo (Devís-Devís et al., 2017). Por tanto, a pesar de la implementación en el año 2014 de la Ley de Igualdad LGTBI por parte de ciertas comunidades autónomas, hoy en día, aparece en las aulas un 58% de casos de acoso transfóbico en todas las etapas educativas, observándose un 37% de casos en la etapa de secundaria (FELGTB, 2019a). En cuanto a la tipología de las agresiones, pese a la variabilidad, las investigaciones hacen referencia a las agresiones verbales como las más frecuentes (Devís-Devís et al., 2017; FELGTB, 2019a; FELGTB, 2019b; Martín et al., 2019), pero las y los menores trans* también sufren agresiones físicas, aislamiento social, ciberacoso y acoso sexual (FELGTB, 2019a). Por ello, cuando el acoso transfóbico se prolonga en el tiempo afecta a la estabilidad psicológica de la víctima, elevando el riesgo de suicidio que, según los estudios, afecta al 20% de los chicos y las chicas trans*. A este respecto, se destaca la importancia de afrontar esta realidad en las instituciones educativas, puesto que, tanto los acontecimientos sociales que vivimos día a día como las cifras generales de diversas investigaciones estatales muestran que los casos de transfobia han crecido exponencialmente, sucediendo más de la mitad de ellos en los centros educativos. Dada esta alarmante situación, surge la necesidad de elaborar un programa de intervención para, a través del Plan de Acción Tutorial, prevenir el acoso escolar hacia el alumnado trans* en la etapa de Educación Secundaria; formando a jóvenes más concienciados, empáticos y asertivos que favorezcan la creación de entornos seguros e inclusivos, impulsando el cambio social
Prevención de la lgbtiqfobia: construyendo una escuela inclusiva con las diversidades sexogenéricas.
Get PDFThis research responds to the necessity of preventing bullying against LGTBQ+ people during elementary school. An inclusive enviroment away from heteronormativity during the first educational cicle is key in preventing bullying against LGTBQ+ people. Elementary and primary schools should be safe places where children can develop different gender identities and sexual orientations. Educating teachers on sex and gender diversity is crutial for the inclusion of non heteronormative pupils. Children in elementary school were found to barely have eduacation on sex and gender diversity. For the purpose of teaching them this matter, a flipped classrom method was used. Afterwards, the future teachers brought that knwoledge to practice in an elementary school. They used the “rainbow educational spots”technique.The results show a positive impact among pupils regarding the integration of sex and gender diversity as well as the importance of education on this matter as a tool for building schools free of LGTBQ+ phobia.La presente investigación acción-participativa nace de la necesidad de prevenir el bullying LGBTIfóbico en la escuela en la etapa de Educación Infantil. Partimos de una escuela inclusiva con el alumnado no heteronormativo desde el primer ciclo educativo, como elemento clave en la prevención del bullying LGBTIQfóbico. Los centros escolares deben ser espacios seguros y de pleno desarrollo de las diversas identidades y orientaciones sexuales de todo el alumnado. La formación del profesorado en diversidad sexo-genérica es un elemento decisivo en la inclusión del alumnado no heteronormativo. Tras detectar en el alumnado del grado de Educación Infantil escasa formación y desconocimiento didáctico sobre diversidades sexo-genéricas, se les formó mediante la metodología flipeed classrom en la temática. Posteriormente, el futuro profesorado llevó a cabo una intervención práctica en un centro de Educación Infantil a través de la metodología de rincones educativos”arcoíris”. Entre los resultados obtenidos, recalcamos el impacto positivo en el alumnado de Educación Infantil con respecto a la inclusión de las diversidades sexo-genéricas. Además, se refleja la importancia que ha tenido la formación del profesorado en diversidades sexo-genéricas como herramienta inclusiva en la construcción de una escuela libre de LGBTIQfóbia
Evolución de las metapercepciones interpersonales de niños y niñas durante la educación primaria
Get PDFInterpersonal metaperceptions are a fundamental element in the development of one’s own social relationships according to numerous theories (e.g. social information processing). According to theories of social development, these interpersonal perceptions become more accurate as age increases. The objective of this work is to study their evolution throughout primary education with gender perspective. Method: Using repeated measures we have analyzed the perceptual adjustment (positive APP, negative APN) and realism (positive RPP, negative RPN) of 88 girls and 80 boys (mean age in 1st grade = 76.5 months). Results: The adjustment and realism of girls and boys improve significantly from 1st to 6th grade. Girls especially omit each year less to mention the classmates who like them (APP changes from 45 in 1st to 69 in 6th) and those who dislike them (APN from 37 to 60). In 6th grade, gender differences are observed in RPN (girls 50 and boys 62), APN (60 and 48 respectively) and APP (70 and 56 respectively). As a rule, at any level of primary education, the identification of the accepting peers is more accurate than that of the rejecting peers. Discussion: As age increases, greater social maturity allows more accuracy in metaperceptions. However, the covert nature of social dislike makes the identification of peers who dislike one more difficult than that of those peers who like him/her. Boys receive more rejection than girls, which is why they manage to be more successful than girls in their negative realism (RPN, in 6th grade boys fail less than girls in mentioning as rejecters peers that actually do not reject them), but their adjustment is worse. The greater sensitivity of girls towards the rejection can also play a role.Introducción: Las metapercepciones interpersonales son un elemento fundamental en el desarrollo de las propias relaciones sociales según numerosas teorías (e.g. procesamiento de la información social). Según teorías del desarrollo social, la precisión de estas percepciones interpersonales aumenta con la edad. El objetivo de este trabajo es estudiar su evolución a lo largo de la educación primaria desde una perspectiva de género. Método: Se administró un cuestionario sociométrico en cuatro momentos (al principio del primer curso y al final de segundo, cuarto y sexto cursos) en 10 aulas, 88 chicas y 80 chicos (edad media en 1º =76.5 meses). Mediante análisis de medidas repetidas hemos analizado su ajuste perceptivo (positivo APP, negativo APN) y su realismo (positivo RPP, negativo RPN). Resultados: El ajuste y el realismo de las unas y los otros mejora sensiblemente de 1º a 6º. Las chicas especialmente omiten cada vez menos mencionar a aquellos-as compañeros-as a los que gustan (APP pasa de 45 en 1º a 69 en 6º) y a los a los cuales desagradan (APN de 37 a 60). En 6º se observan diferencias de género en RPN (chicas 50 y chicos 62), APN (60 y 48 respectivamente) y APP (70 y 56 respectivamente). En regla general, a cualquier nivel de educación primaria la identificación de los iguales aceptantes es más precisa que la de los rechazadores-as. Discusión: Con la edad, una mayor madurez social permite más exactitud en las metapercepciones. Sin embargo, el carácter encubierto del desagrado social hace que la identificación de los iguales a quienes una o uno desagrada sea más difícil que la de los a quienes agrada. Los niños reciben más rechazo que las niñas, por lo que alcanzan a tener más aciertos que ellas en su realismo negativo (RPN, en 6º se equivocan menos en mencionar rechazadores-as que en realidad no lo son), pero su ajuste es peor. La mayor sensibilidad de las niñas hacia el rechazo de los demás también puede influir
Relación entre los apoyos instrumental y emocional recibidos y las características sociodemográficas de los participantes en una muestra de población española
Get PDFObjectives: To examine the prevalence of instrumental and emotional support received and to study various sociodemographic characteristics in a Spanish population of different ages and social groups. Methods: We used the Joint Intergenerational Action instrument (ACIG), an 88-item questionnaire. The online survey was completed by 2013 participants (608 men and 1405 women) who had a mean age of 33.96 (SD = 16.01) years. Results: Instrumental support and emotional support were significantly less prevalent among older participants, men, people with a low educational level, a low level of autonomy, retirees and with a low level of income, suggesting poor social interactions in these population groups.Objetivos: Examinar la prevalencia de los apoyos instrumental y emocional recibidos y estudiar diversas características sociodemográficas en una población española de diferentes edades y grupos sociales. Métodos: Utilizamos el instrumento Acción Conjunta Intergeneracional (ACIG), un cuestionario de 88 ítems. La encuesta online fue cumplimentada por 2013 participantes (608 hombres y 1405 mujeres) que tenían una edad media de 33,96 (DE=16,01) años. Resultados: El apoyo instrumental y el apoyo emocional fueron significativamente menos prevalentes entre los participantes mayores, hombres, personas con bajo nivel educativo, bajo nivel de autonomía, jubilados y con bajo nivel de ingresos, sugiriendo pobres interacciones sociales en estos grupos poblacionales