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The objective of this study was to examine the effect of Mindkeys Training, a mindfulness-based educational intervention, on attention, self-control, and aggressiveness in third-year primary school pupils. In order to achieve this aim, a switching replications design was used. Two groups of third year primary students (nGE1 = 40; nGE2 = 33), aged between 7 and 10 years old (M = 8.08; DT = 0.49), had the intervention at different time points, such that while one served as the experimental group, the other served as the control group. Longitudinal differences were examined in both groups, and cross-sectional differences were examined between the two groups at three time points; at the start of the study, and following the intervention with each group. To that end, measurements of problems of attention, deficits of self-control, and aggressiveness for students were obtained via a teacher rating scale. The intervention program demonstrated a positive effect on the reduction of pupils’ attention problems, deficits of self-control, and aggressiveness. The effects were greater on the cognitive variables that the intervention worked on directly (attention and self-control). Attention was the variable on which the intervention exhibited the longest term effects.
Zara Suárez-García; David Álvarez-García; Patricia García-Redondo; Celestino Rodríguez. The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils. International Journal of Environmental Research and Public Health 2020, 17, 2447 .
AMA StyleZara Suárez-García, David Álvarez-García, Patricia García-Redondo, Celestino Rodríguez. The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils. International Journal of Environmental Research and Public Health. 2020; 17 (7):2447.
Chicago/Turabian StyleZara Suárez-García; David Álvarez-García; Patricia García-Redondo; Celestino Rodríguez. 2020. "The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils." International Journal of Environmental Research and Public Health 17, no. 7: 2447.
Una de las claves para un desarrollo psicosocial saludable es tener amigos y sentirse aceptado por las personas que para uno son significativas. Sin embargo, existe un porcentaje significativo de estudiantes que son rechazados por sus iguales, lo cual puede conllevar importantes consecuencias negativas para su bienestar y desarrollo. Las causas por las que un alumno puede ser rechazado son variadas. En este estudio se explora específicamente la relación entre agresividad y rechazo. El presente trabajo, por tanto, parte de dos objetivos. Por un lado, identificar el porcentaje de alumnado rechazado en una muestra de estudiantes de Segundo Ciclo de Educación Infantil. Por otro lado, comprobar si existen diferencias en relaciones sociales y problemas externalizados en función del tipo sociométrico. Para ello, se seleccionaron ocho aulas de segundo ciclo de Educación Infantil compuestas por 160 alumnos, entre los cuatro y los seis años de edad, de tres centros de Asturias (dos públicos y uno concertado). Además, en el estudio participaron las ocho maestras tutoras de los ocho grupos. Los instrumentos de recogida de información fueron un test sociométrico de nominaciones positivas y negativas, que se aplicó al alumnado; y una versión reducida de las Preschool and Kindergarten Behavior Scales cumplimentada por las tutoras. Los resultados muestran la existencia de un porcentaje significativo de alumnado rechazado. También muestran que el alumnado rechazado presenta más problemas externalizados y problemas de interacción social que sus compañeros más aceptados en el grupo. Se discuten las implicaciones prácticas de estos resultados.
Zara Suárez-García; David Álvarez-García; Celestino Rodríguez. Alumnado rechazado por sus compañeros en Educación Infantil: prevalencia, diferencias de género y relación con problemas externalizados || Children rejected by their peers in Kindergarten education: Prevalence, gender, differences and association with externalizing problems. Revista de Estudios e Investigación en Psicología y Educación 2018, 5, 125 -132.
AMA StyleZara Suárez-García, David Álvarez-García, Celestino Rodríguez. Alumnado rechazado por sus compañeros en Educación Infantil: prevalencia, diferencias de género y relación con problemas externalizados || Children rejected by their peers in Kindergarten education: Prevalence, gender, differences and association with externalizing problems. Revista de Estudios e Investigación en Psicología y Educación. 2018; 5 (2):125-132.
Chicago/Turabian StyleZara Suárez-García; David Álvarez-García; Celestino Rodríguez. 2018. "Alumnado rechazado por sus compañeros en Educación Infantil: prevalencia, diferencias de género y relación con problemas externalizados || Children rejected by their peers in Kindergarten education: Prevalence, gender, differences and association with externalizing problems." Revista de Estudios e Investigación en Psicología y Educación 5, no. 2: 125-132.
One of the main predictors of being a victim of cyber-aggression is engaging in high-risk behaviours on the internet. The main objective of this research is to analyse the relationship between two types of parental control (restriction and supervision) and engagement in high-risk internet behaviours during adolescence. To that end, and as a secondary objective, we designed and validated the High-risk Internet Behaviours Questionnaire for adolescents, used in this study. We analysed the responses of 946 adolescents aged between 12 and 18 to the High-risk Internet Behaviours Questionnaire and the Questionnaire on Parental Control of Internet Use in Adolescence. The results show that the questionnaire has appropriate metrics of reliability and validity, and show the existence of a statistically significant negative relationship, albeit small, between supervision and engaging in high-risk internet behaviours. We discuss the practical implications of these results.
David Álvarez-García; Trinidad García; Zara Suárez-García. The Relationship between Parental Control and High-Risk Internet Behaviours in Adolescence. Social Sciences 2018, 7, 87 .
AMA StyleDavid Álvarez-García, Trinidad García, Zara Suárez-García. The Relationship between Parental Control and High-Risk Internet Behaviours in Adolescence. Social Sciences. 2018; 7 (6):87.
Chicago/Turabian StyleDavid Álvarez-García; Trinidad García; Zara Suárez-García. 2018. "The Relationship between Parental Control and High-Risk Internet Behaviours in Adolescence." Social Sciences 7, no. 6: 87.