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Academic help seeking is a self-regulatory strategy that is closely related to students’ school functioning and successful school outcomes. The aim of the present study is to gain greater insight into the associations between help-seeking behavior and attitudes (i.e., emotional costs, perception of benefits, threats and avoidance of academic help seeking), and socio-emotional factors (i.e., functional social support, satisfaction with life, happiness, academic and social self-concept, emotional loneliness and social network). Two hundred and thirty-two students from three public secondary schools (53.9% girls; mean age = 16.61, SD = 2.85) participated in this study by completing the assessment form during school hours. As expected, the results showed significant associations between attitudes toward academic help seeking and socioemotional factors except for (1) perceived emotional cost of academic help seeking and happiness, academic self-concept and social network, (2) threat of academic help seeking and satisfaction with life and social network and (3) avoidance of academic help seeking and social network, in which cases the correlations were not significant. Finally, (1) emotional loneliness was found to be a significant predictor of the perceived emotional cost of academic help seeking, (2) functional social support, academic self-concept, social self-concept and subjective evaluation of the social network were found to be significant predictors of the perceived benefits of academic help seeking, (3) emotional loneliness and academic self-concept were found to be significant predictors of both threat of academic help seeking and avoidance of academic help seeking. The results of this study suggest that psycho-emotional variables play an important role in academic help-seeking strategies and can affect students’ final behavior in help seeking.
Jorge-Manuel Dueñas; Marta Camarero-Figuerola; Elena Castarlenas. Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables. Sustainability 2021, 13, 6120 .
AMA StyleJorge-Manuel Dueñas, Marta Camarero-Figuerola, Elena Castarlenas. Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables. Sustainability. 2021; 13 (11):6120.
Chicago/Turabian StyleJorge-Manuel Dueñas; Marta Camarero-Figuerola; Elena Castarlenas. 2021. "Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables." Sustainability 13, no. 11: 6120.
Children and adolescents spend most of their time at school. Therefore, teachers could be of help to improve the quality of life of students with chronic pain while they are at school. The aim of this study was to identify teachers’ educational needs and resources to help improve the adjustment to and function in the school of students with chronic pain. A Delphi survey including two rounds was conducted. Overall, 49 needs were identified in the first round. They were related to education, training, organization/logistics, and communication with the family and the health care center. Among the most important needs, based on the importance given and consensus reached, were (1) having information about the most appropriate attitudes and responses to a student with chronic pain, (2) how to reduce absenteeism, (3) how to ease the return to school after a long absence due to his or her pain problem, and (4) how to establish effective communication with the family. The results of this study provide new important data on the educational needs and resources which teachers would like to have to help their students with chronic pain at school, which could be used to develop educative programs for teachers.
Elena Castarlenas; Rubén Roy; Isabel Salvat; Pilar Montesó-Curto; Jordi Miró. Educational Needs and Resources for Teachers Working with Students with Chronic Pain: Results of a Delphi Study. Sustainability 2021, 13, 4510 .
AMA StyleElena Castarlenas, Rubén Roy, Isabel Salvat, Pilar Montesó-Curto, Jordi Miró. Educational Needs and Resources for Teachers Working with Students with Chronic Pain: Results of a Delphi Study. Sustainability. 2021; 13 (8):4510.
Chicago/Turabian StyleElena Castarlenas; Rubén Roy; Isabel Salvat; Pilar Montesó-Curto; Jordi Miró. 2021. "Educational Needs and Resources for Teachers Working with Students with Chronic Pain: Results of a Delphi Study." Sustainability 13, no. 8: 4510.
Academic help-seeking as a learning strategy can influence academic achievement. Indeed, seeking help when needed is considered a self-regulated learning strategy that should be taken into account from the educational perspective. In this study, we review twenty-five articles published over the last 10 years that have analysed academic help-seeking in adolescents or university students. The aims of this review are to describe the relationship between academic help-seeking and other sociodemographic, educational, and psychosocial variables, and to evaluate the instruments that are used to assess academic help-seeking. Our results show that there is a lack of consensus on the structure of help-seeking as a construct. Moreover, the role of sex and age is unclear, and there is little replication in the correlational models. Further research is needed to better define the construct and compare the variables that influence academic help-seeking at different stages of education.
Sergi Martín-Arbós; Elena Castarlenas; Jorge-Manuel Dueñas. Help-Seeking in an Academic Context: A Systematic Review. Sustainability 2021, 13, 4460 .
AMA StyleSergi Martín-Arbós, Elena Castarlenas, Jorge-Manuel Dueñas. Help-Seeking in an Academic Context: A Systematic Review. Sustainability. 2021; 13 (8):4460.
Chicago/Turabian StyleSergi Martín-Arbós; Elena Castarlenas; Jorge-Manuel Dueñas. 2021. "Help-Seeking in an Academic Context: A Systematic Review." Sustainability 13, no. 8: 4460.
Elisabet Sánchez-Rodríguez; Mélanie Racine; Elena Castarlenas; Catarina Tomé-Pires; Santiago Galan; Mark P. Jensen; Jordi Miró. BEHAVIORAL ACTIVATION AND INHIBITION SYSTEMS: FURTHER EVALUATION OF A BIS-BAS MODEL OF CHRONIC PAIN. 2019, 1 .
AMA StyleElisabet Sánchez-Rodríguez, Mélanie Racine, Elena Castarlenas, Catarina Tomé-Pires, Santiago Galan, Mark P. Jensen, Jordi Miró. BEHAVIORAL ACTIVATION AND INHIBITION SYSTEMS: FURTHER EVALUATION OF A BIS-BAS MODEL OF CHRONIC PAIN. . 2019; ():1.
Chicago/Turabian StyleElisabet Sánchez-Rodríguez; Mélanie Racine; Elena Castarlenas; Catarina Tomé-Pires; Santiago Galan; Mark P. Jensen; Jordi Miró. 2019. "BEHAVIORAL ACTIVATION AND INHIBITION SYSTEMS: FURTHER EVALUATION OF A BIS-BAS MODEL OF CHRONIC PAIN." , no. : 1.
Pain management is a challenge and effective treatment requires professionals to collaborate if they are to address the needs of patients with pain. Comprehensive education and training is key to helping skilled professionals provide the best pain care possible. The objective of this work was to study the content of the pain education provided to undergraduates in healthcare and veterinary programs in Spain. A survey was developed on the basis of previous surveys that had been used in the field. The final version included 31 questions about different issues on pain education, including, type of subject, number of pain mandatory/elective hours, and specific content covered. The survey was sent to all course leaders for all subjects on the undergraduate programs in Dentistry, Human Nutrition and Dietetics, Medicine, Nursing, Occupational Therapy, Pharmacy, Physiotherapy, Podiatry, Psychology, and Veterinary Science, in Catalonia, Spain. The survey was conducted from January to June, 2018. Students’ t-test were used to study mean differences in responses. A total of 550 course leaders from all healthcare undergraduate programs in Catalan universities took part. There were considerable differences in the number of pain-related hours among disciplines: Nursing reported the highest number of hours, and Psychology the lowest. The area least covered by all the disciplines was the “Management of pain”, and particularly the content related to the most vulnerable members of society (i.e., youths, the elderly and special populations). No interprofessional educational program on pain was identified. Pain is not such a large component of the undergraduate healthcare curriculum in Spain as could be expected given the extent of pain and its impact. Curricula need to be changed so that the problems all stakeholders have with pain care can be addressed.
Jordi Miró; Elena Castarlenas; Ester Solé; Lorena Martí; Isabel Salvat; Francisco Reinoso-Barbero. Pain curricula across healthcare professions undergraduate degrees: a cross-sectional study in Catalonia, Spain. BMC Medical Education 2019, 19, 1 -8.
AMA StyleJordi Miró, Elena Castarlenas, Ester Solé, Lorena Martí, Isabel Salvat, Francisco Reinoso-Barbero. Pain curricula across healthcare professions undergraduate degrees: a cross-sectional study in Catalonia, Spain. BMC Medical Education. 2019; 19 (1):1-8.
Chicago/Turabian StyleJordi Miró; Elena Castarlenas; Ester Solé; Lorena Martí; Isabel Salvat; Francisco Reinoso-Barbero. 2019. "Pain curricula across healthcare professions undergraduate degrees: a cross-sectional study in Catalonia, Spain." BMC Medical Education 19, no. 1: 1-8.