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Javier Cejudo
Department of Psychology, Faculty of Education, University of Castilla-La Mancha, 13071 Ciudad Real, Spain

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Journal article
Published: 26 July 2021 in International Journal of Environmental Research and Public Health
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Few studies have analyzed emotional educational experiences through physical education interventions. The objective of this study was to evaluate the effects on socio-emotional competencies of a physical education intervention (i.e., the MooN program) based on the instructional model known as the sports education model (SEM), compared to a physical education intervention based on the traditional model of direct instruction (TM-DI) in preadolescents. The sample consisted of 170 students between 10 and 13 years old (mean age: M = 10.76; standard deviation: SD = 0.73). Participants were randomly assigned to the experimental group (SEM; n = 87) and the active control group (TM-DI; n = 83). In the experimental group, the SEM-based intervention was applied, while in the active control group, an intervention based on the TM-DI was developed. A quasi-experimental design with repeated pre-test and post-test measures and an active control group was used. The self-efficacy inventory for multiple intelligences (IAMI-40) was used to assess the children’s socio-emotional competencies. The child perfectionism inventory was applied to evaluate the self-demand perfectionist efforts. The results confirmed that the MooN program (SEM intervention) promoted significant improvements in socio-emotional competencies. These findings support the potential of this physical education instructional model as an emotional education pathway for the socio-emotional improvement of preadolescent students.

ACS Style

Pablo Luna; Javier Cejudo; José Piqueras; Débora Rodrigo-Ruiz; Miriam Bajo; Juan-Carlos Pérez-González. Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents. International Journal of Environmental Research and Public Health 2021, 18, 7896 .

AMA Style

Pablo Luna, Javier Cejudo, José Piqueras, Débora Rodrigo-Ruiz, Miriam Bajo, Juan-Carlos Pérez-González. Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents. International Journal of Environmental Research and Public Health. 2021; 18 (15):7896.

Chicago/Turabian Style

Pablo Luna; Javier Cejudo; José Piqueras; Débora Rodrigo-Ruiz; Miriam Bajo; Juan-Carlos Pérez-González. 2021. "Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents." International Journal of Environmental Research and Public Health 18, no. 15: 7896.

Original research article
Published: 11 June 2020 in Frontiers in Psychology
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This study aims to evaluate the impact of an educational intervention on social competence and social acceptance among adolescents. The participants were 106 adolescents aged 12–15 years (M = 13.41 years; SD = 0.81 years). Participants were randomly assigned to the control group (n = 44) and an experimental group (n = 69). In the experimental group, an intervention based on the Sport Education Model (SEM) was applied. While in the control group, an intervention based on the Traditional Model of Direct Instruction (TM-DI) was carried out. An experimental design with repeated pretest and posttest measurements was developed. The Adolescent Multidimensional Social Competence Questionnaire (AMSC-Q) was used to assess social competence. The Guess Who (GW4) questionnaire was used to assess social acceptance (SA) among peers. The preliminary results showed that the intervention based on the SEM (experimental group) promoted more significant improvements in some indicators of social competence and social acceptance among peers than those obtained with the TM-DI (control group). The results confirm a similar impact of the intervention between boys and girls. These preliminary results suggest the potential of the Sport Education Model with adolescents.

ACS Style

Pablo Luna; Jerónimo Guerrero; Débora Rodrigo-Ruiz; Lidia Losada; Javier Cejudo. Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents. Frontiers in Psychology 2020, 11, 1 .

AMA Style

Pablo Luna, Jerónimo Guerrero, Débora Rodrigo-Ruiz, Lidia Losada, Javier Cejudo. Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents. Frontiers in Psychology. 2020; 11 ():1.

Chicago/Turabian Style

Pablo Luna; Jerónimo Guerrero; Débora Rodrigo-Ruiz; Lidia Losada; Javier Cejudo. 2020. "Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents." Frontiers in Psychology 11, no. : 1.

Journal article
Published: 03 June 2020 in Sustainability
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The current study aims to evaluate the effectiveness of an intervention based on the Sport Education model, compared to an intervention based on the traditional model of Direct Instruction in children. The intervention was carried out during school hours for 18 sessions of 50-min each. The sample was made up of 146 children aged 10–12 years (M = 10.78 years; SD = 1.07 years). Participants were randomly assigned to the experimental group (n = 87) and a control group (n = 59). A quasi-experimental design with repeated pretest and posttest evaluations with the control group was implemented. The Positive and Negative Affect Scale for children and adolescents (PANASN) was used to assess the affective component of subjective well-being. The Child and Adolescent Behavior Assessment System (BASC) was used to assess psychosocial adjustment. The results showed significant improvements in the affective component of subjective well-being and a reduction in anxiety in favor of the experimental group. Our current results show the methodological and practical efficacy of a Sport Education intervention.

ACS Style

Pablo Luna; Alba Rodríguez-Donaire; Débora Rodrigo-Ruiz; Javier Cejudo. Subjective Well-Being and Psychosocial Adjustment: Examining the Effects of an Intervention Based on the Sport Education Model on Children. Sustainability 2020, 12, 4570 .

AMA Style

Pablo Luna, Alba Rodríguez-Donaire, Débora Rodrigo-Ruiz, Javier Cejudo. Subjective Well-Being and Psychosocial Adjustment: Examining the Effects of an Intervention Based on the Sport Education Model on Children. Sustainability. 2020; 12 (11):4570.

Chicago/Turabian Style

Pablo Luna; Alba Rodríguez-Donaire; Débora Rodrigo-Ruiz; Javier Cejudo. 2020. "Subjective Well-Being and Psychosocial Adjustment: Examining the Effects of an Intervention Based on the Sport Education Model on Children." Sustainability 12, no. 11: 4570.

Journal article
Published: 10 February 2020 in Revista de Psicodidáctica (English ed.)
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This study aims to assess the effectiveness of the mindfulness-based Mindkinder programme on school adjustment, school behavioural problems, and school outcomes in Early Childhood Education students. A quasi-experimental design of repeated pretest-posttest measures with a control group is used. The participants in the study were 118 students (55.2% girls, and 44.8% boys). The age of children ranged from 5 to 6 years (M = 5.69, SD = .37). The programme is implemented during school time. The results show that the programme promotes in the experimental groups a significant improvement in some school adjustment, school behavioural problems, and school outcomes variables. These results suggest that mindfulness programmes can be effective in promoting school adjustment and improving school outcomes in childhood. The implications of these findings are discussed, and recommendations for future research are formulated. El presente estudio tiene como finalidad evaluar la eficacia del programa Mindkinder basado en atención plena (mindfulness) sobre la adaptación escolar, los problemas conductuales escolares y los resultados escolares en alumnado de Educación Infantil. Se utiliza un diseño cuasi-experimental de medidas repetidas pretest-postest con grupo de control. Los participantes en el estudio son 118 alumnos y alumnas (55.2% eran niñas y el 44.8% eran niños). El alumnado tiene de 5 a 6 años (M = 5.69, DT = .37). El programa se implementa durante las horas lectivas. Los resultados muestran que el programa estimula en los grupos experimentales una mejora significativa en algunas variables de adaptación escolar, problemas conductuales escolares y resultados escolares. Estos resultados sugieren que los programas de atención plena pueden ser eficaces en la promoción de la adaptación escolar y mejora de los resultados escolares en la infancia. Se discuten las implicaciones de estos hallazgos y se realizan recomendaciones para futuras investigaciones.

ACS Style

Alfonso Moreno-Gómez; Pablo Luna; Javier Cejudo. Promoting school success through mindfulness-based interventions in early childhood. Revista de Psicodidáctica (English ed.) 2020, 25, 136 -142.

AMA Style

Alfonso Moreno-Gómez, Pablo Luna, Javier Cejudo. Promoting school success through mindfulness-based interventions in early childhood. Revista de Psicodidáctica (English ed.). 2020; 25 (2):136-142.

Chicago/Turabian Style

Alfonso Moreno-Gómez; Pablo Luna; Javier Cejudo. 2020. "Promoting school success through mindfulness-based interventions in early childhood." Revista de Psicodidáctica (English ed.) 25, no. 2: 136-142.

Journal article
Published: 18 January 2020 in Revista de Psicodidáctica
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El presente estudio tiene como finalidad evaluar la eficacia del programa Mindkinder basado en atención plena (mindfulness) sobre la adaptación escolar, los problemas conductuales escolares y los resultados escolares en alumnado de Educación Infantil. Se utiliza un diseño cuasiexperimental de medidas repetidas pretest-postest con grupo de control. Los participantes en el estudio son 118 alumnos y alumnas (el 55.2% eran niñas y el 44.8% eran niños). El alumnado tiene de 5 a 6 años (M = 5.69, DT = .37). El programa se implementa durante las horas lectivas. Los resultados muestran que el programa estimula en los grupos experimentales una mejora significativa en algunas variables de adaptación escolar, problemas conductuales escolares y resultados escolares. Estos resultados sugieren que los programas de atención plena pueden ser eficaces en la promoción de la adaptación escolar y mejora de los resultados escolares en la infancia. Se discuten las implicaciones de estos hallazgos y se realizan recomendaciones para futuras investigaciones. The aim of this study is to assess the effectiveness of the mindfulness Mindkinder-based programme on school adjustment, school behavioural problems and school outcomes in elementary education students. A quasi-experimental design of repeated pretest-posttest measures with control group is used. The participants in the study were 118 students (55.2% were girls and 44.8% were boys). The age of children ranged from 5 to 6 years (M = 5.69, SD = .37). The programme is implemented during school time. The results show that the program promoted in the experimental groups some significant improvement in school adjustment variables, school behavioural problems and school outcomes. These results suggest that mindfulness programmes can be effective in promoting school adjustment and improving school outcomes in childhood. The implications of these findings are discussed and recommendations are formulated for future research.

ACS Style

Alfonso Moreno-Gómez; Pablo Luna; Javier Cejudo. Promoviendo el éxito escolar mediante una intervención basada en atención plena (mindfulness) en Educación Infantil: Programa Mindkinder. Revista de Psicodidáctica 2020, 25, 136 -142.

AMA Style

Alfonso Moreno-Gómez, Pablo Luna, Javier Cejudo. Promoviendo el éxito escolar mediante una intervención basada en atención plena (mindfulness) en Educación Infantil: Programa Mindkinder. Revista de Psicodidáctica. 2020; 25 (2):136-142.

Chicago/Turabian Style

Alfonso Moreno-Gómez; Pablo Luna; Javier Cejudo. 2020. "Promoviendo el éxito escolar mediante una intervención basada en atención plena (mindfulness) en Educación Infantil: Programa Mindkinder." Revista de Psicodidáctica 25, no. 2: 136-142.

Journal article
Published: 17 January 2020 in International Journal of Environmental Research and Public Health
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The aim of this study is to experimentally assess the effects of an intervention program through a video game called “Aislados” for the improvement of subjective well-being, mental health and trait emotional intelligence of a sample of adolescents (n = 187). We used well-established measures with appropriate psychometric properties. The study used a quasi-experimental design of pre-test/post-test repeated measurements with a control group. First, a multivariate analysis of variance (MANOVA) and then descriptive analyses and variance analyses (ANOVAs) were carried out by the adolescents randomly assigned to the experimental and control conditions. Then, a multivariate analysis of covariance (MANCOVA) was performed on the study’s variables as a whole. Descriptive and covariance analyses of the post-test scores were carried out (ANCOVAs post-test, co-varying pre-test scores), in order to demonstrate the impact of the program. The effect size was reckoned (Cohen’s d). The results confirm statistically-significant differences in: Health-Related Quality of life, positive affect and mental health. The study provides an effective intervention tool which has been experimentally validated. The overall results allow for emphasizing the importance of the implementation of programs aimed at encouraging social and emotional learning throughout adolescence as protective resources in fostering emotional and behavioral adjustment in adolescents.

ACS Style

Javier Cejudo; Lidia Losada; Roberto Feltrero. Promoting Social and Emotional Learning and Subjective Well-Being: Impact of the “Aislados” Intervention Program in Adolescents. International Journal of Environmental Research and Public Health 2020, 17, 609 .

AMA Style

Javier Cejudo, Lidia Losada, Roberto Feltrero. Promoting Social and Emotional Learning and Subjective Well-Being: Impact of the “Aislados” Intervention Program in Adolescents. International Journal of Environmental Research and Public Health. 2020; 17 (2):609.

Chicago/Turabian Style

Javier Cejudo; Lidia Losada; Roberto Feltrero. 2020. "Promoting Social and Emotional Learning and Subjective Well-Being: Impact of the “Aislados” Intervention Program in Adolescents." International Journal of Environmental Research and Public Health 17, no. 2: 609.

Original research article
Published: 14 November 2019 in Frontiers in Psychology
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The objective of the present study was to experimentally assess the effects of a mindfulness-based intervention (MBI) for the improvement of subjective well-being, trait emotional intelligence (TEI), mental health, and resilience in a sample of women with fibromyalgia (FM). The sample consisted of 104 women, between 29 and 77 years old (M = 47.59; SD = 5.93). The measures used were as follows: Satisfaction with Life Scale (SWLS), Positive and Negative Affection Scale (PANAS), Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF), Mental Health Questionnaire (MH-5), and Resilience Scale (ER-14). A quasi-experimental design of repeated measures with a control group (CG) was used: before and after the application of the treatment and a follow-up assessment 6 months after the completion of the intervention. In order to assess the effect of the program, the participants were randomly assigned to the experimental and control conditions. In the pretest evaluation, a multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA) were carried out. In the post-test evaluation, a multivariate analysis of covariance (MANCOVA) of the study variables as a whole was performed. Then, descriptive analyses and analysis of covariance (ANCOVA) of the post-test scores (covariate pretest score) were performed. In the follow-up evaluation, a MANCOVA of the study variables as a whole was performed. Then, descriptive and ANCOVA analyses of the follow-up scores (covariate pretest score) were performed. In addition, the effect size was calculated using partial eta-squared (μ2). The post-test results confirmed statistically significant differences in satisfaction with life (SWL), positive affect (PA), mental health, and resilience. The follow-up results showed statistically significant differences in SWL, PA, TEI, mental health, and resilience. The study provides an effective intervention tool that has been validated experimentally. The general results allow the emphasis of the importance of the implementation of MBIs framed in non-pharmacological treatments in FM.

ACS Style

Javier Cejudo; Francisco-Javier García-Castillo; Pablo Luna; Débora Rodrigo-Ruiz; Roberto Feltrero; Alfonso Moreno-Gómez. Using a Mindfulness-Based Intervention to Promote Subjective Well-Being, Trait Emotional Intelligence, Mental Health, and Resilience in Women With Fibromyalgia. Frontiers in Psychology 2019, 10, 1 .

AMA Style

Javier Cejudo, Francisco-Javier García-Castillo, Pablo Luna, Débora Rodrigo-Ruiz, Roberto Feltrero, Alfonso Moreno-Gómez. Using a Mindfulness-Based Intervention to Promote Subjective Well-Being, Trait Emotional Intelligence, Mental Health, and Resilience in Women With Fibromyalgia. Frontiers in Psychology. 2019; 10 ():1.

Chicago/Turabian Style

Javier Cejudo; Francisco-Javier García-Castillo; Pablo Luna; Débora Rodrigo-Ruiz; Roberto Feltrero; Alfonso Moreno-Gómez. 2019. "Using a Mindfulness-Based Intervention to Promote Subjective Well-Being, Trait Emotional Intelligence, Mental Health, and Resilience in Women With Fibromyalgia." Frontiers in Psychology 10, no. : 1.

Journal article
Published: 23 May 2019 in International Journal of Environmental Research and Public Health
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This study aimed to evaluate the impact of a physical-sport education pilot programme on adolescents' subjective well-being (health-related quality of life, positive affect and negative affect), trait emotional intelligence and social anxiety. The programme was based on the pedagogical sport education model within a quality physical education framework, and approached from the perspective of social and emotional learning. Participants were 113 compulsory secondary education students aged 12-15 years that were assigned to a control group (n = 44) and an experimental group (n = 69). A quasi-experimental design with repeated pre-test and post-test measures was used. Bonferroni correction was applied for multiple comparisons. The preliminary results obtained in this investigation revealed that the physical-sport education pilot programme promoted significant improvements in a specific indicator of subjective well-being and trait emotional intelligence in the experimental group. These encouraging findings support the pedagogical efficiency of the programme with regard to the programme aim. The findings also highlight the feasibility and appropriateness of the programme in terms of an innovative teaching proposal.

ACS Style

Pablo Luna; Jerónimo Guerrero; Javier Cejudo. Improving Adolescents' Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model. International Journal of Environmental Research and Public Health 2019, 16, 1821 .

AMA Style

Pablo Luna, Jerónimo Guerrero, Javier Cejudo. Improving Adolescents' Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model. International Journal of Environmental Research and Public Health. 2019; 16 (10):1821.

Chicago/Turabian Style

Pablo Luna; Jerónimo Guerrero; Javier Cejudo. 2019. "Improving Adolescents' Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model." International Journal of Environmental Research and Public Health 16, no. 10: 1821.

Journal article
Published: 26 April 2019 in Sustainability
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The purpose of this study is to show the results and the transcendental conclusions about various kinds of emotions—positive or pleasant and negative or unpleasant—and their intensity as far as they are felt by students of the fifth and sixth grade of Primary Education in the area of Physical Education, comparing the emotional states according to gender and their body-mass index (BMI). The implication is to provide a new, emotional approach, which up to now has been insufficiently dealt with in educational research. The sample was composed of 786 students of the fifth and sixth grade of Primary Education from five localities in the province of Albacete (Spain). In order to assess affectivity, the version of PANAS (Positive and Negative Affect Schedule; Watson, Clark and Tellegen, 1988) was used, validated in Spanish by Sandín (2003) for use with children and teenagers (PANASN). The results showed that the scores were higher in the positive emotions than in the negative ones. In addition, the results showed significant differences among boys and girls in the Physical Education class, especially in the variables which contribute the most to the factor of positive emotions. In relation to the analysis about the differences according to the students’ BMI, it is noteworthy that in the dimension of positive emotions, all the highest average scorings are found in the students without obesity/overweight problems. With respect to the dimension of negative emotions, all the highest average scorings were found in the students with obesity/overweight problems. The results showed significant differences according to BMI among students with obesity/overweight problems and students without obesity/overweight problems in positive emotions. There were no significant differences in negative emotions. Boys as much as girls without obesity/overweight problems show more positive emotions than boys and girls with obesity/overweight problems. Intervention programmes are required, and they should include enjoyment as an essential condition for practicing sport, encouraging the development of positive affects, and diminishing the negative affects in boys and girls.

ACS Style

Pedro Gil-Madrona; Javier Cejudo; Jesús Manuel Martínez-González; Guillermo F. López-Sánchez. Impact of the Body Mass Index on Affective Development in Physical Education. Sustainability 2019, 11, 2459 .

AMA Style

Pedro Gil-Madrona, Javier Cejudo, Jesús Manuel Martínez-González, Guillermo F. López-Sánchez. Impact of the Body Mass Index on Affective Development in Physical Education. Sustainability. 2019; 11 (9):2459.

Chicago/Turabian Style

Pedro Gil-Madrona; Javier Cejudo; Jesús Manuel Martínez-González; Guillermo F. López-Sánchez. 2019. "Impact of the Body Mass Index on Affective Development in Physical Education." Sustainability 11, no. 9: 2459.

Journal article
Published: 01 April 2019 in Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica
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ACS Style

Débora Rodrigo-Ruiz; Javier Cejudo; Juan Pérez-González. Compendio y Análisis de Medidas de Evaluación de la Inteligencia Emocional Capacidad. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica 2019, 51, 1 .

AMA Style

Débora Rodrigo-Ruiz, Javier Cejudo, Juan Pérez-González. Compendio y Análisis de Medidas de Evaluación de la Inteligencia Emocional Capacidad. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica. 2019; 51 (2):1.

Chicago/Turabian Style

Débora Rodrigo-Ruiz; Javier Cejudo; Juan Pérez-González. 2019. "Compendio y Análisis de Medidas de Evaluación de la Inteligencia Emocional Capacidad." Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica 51, no. 2: 1.

Original research article
Published: 12 March 2019 in Frontiers in Psychology
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Trait Emotional intelligence (Trait EI) can be understood as a personality trait related to individual differences in recognition, processing, and the regulation of emotionally charged information. Trait EI has been considered a variable of great importance in determining psychosocial adjustment. However, most research on Trait EI has focused on adult and adolescent populations, while very few studies have explored its influence on children. The aim of this study was to analyze possible pathways into psychosocial adjustment in children by examining the combined effects of Trait EI and emotional and social problems. It also aimed to assess the possible mediating role of gender in this relationship. A total of 268 Spanish children participated in this study, ranging in age from 8 to 12 years (mean age = 10.09, SD = 1.32, 45.10% male). Selected measures were applied through a web-based survey called DetectaWeb. The regression and mediation/moderation analyses confirmed that psychosocial adjustment in children was determined by Trait EI directly and by emotional and social problems in an indirect way. Together, the three variables explained 46% of the variance in psychosocial adjustment, although Trait EI was the most powerful predictor (44%), demonstrating incremental validity over and above social and emotional problems. In addition, gender was shown to be a moderating variable between Trait EI and psychosocial adjustment; for girls specifically, lower Trait EI scores were a determinant of lower levels of psychosocial adjustment, regardless of emotional and social problems. It can be concluded that the identified pathways provide keys for emotional education interventions aimed at promoting psychosocial adjustment, well-being, and good mental health among children. Our findings support the buffer role of Trait EI against maladjustment risk in children, but more clearly in girls.

ACS Style

Jose A. Piqueras; Ornela Mateu-Martínez; Javier Cejudo; Juan-Carlos Pérez-González. Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender. Frontiers in Psychology 2019, 10, 1 .

AMA Style

Jose A. Piqueras, Ornela Mateu-Martínez, Javier Cejudo, Juan-Carlos Pérez-González. Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender. Frontiers in Psychology. 2019; 10 ():1.

Chicago/Turabian Style

Jose A. Piqueras; Ornela Mateu-Martínez; Javier Cejudo; Juan-Carlos Pérez-González. 2019. "Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender." Frontiers in Psychology 10, no. : 1.

Preprint
Published: 03 January 2019
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The aim of this article has been to evaluate the impact of a physical-sport education programme, based on the pedagogical model of Sport Education within the framework of quality Physical Education and approached from the field of social and emotional learning, on a set of psychological variables: subjective well-being (quality of life related to health, positive affect and negative affect); trait emotional intelligence and social anxiety. A total number of 113 Compulsory Secondary Education students were involved, aged 12 to 15 years old, 44 of whom belonged to the control group (CG) and 69 to the experimental group (EG). A quasiexperimental design of repeated pretest and posttest measures with the CG was used. The results obtained in this investigation revealed that the intervention programme caused significant improvements in the subjective well-being and the trait emotional intelligence for the EG. These findings reinforce the pedagogical efficiency of the programme with regards to the aim that has been set. Likewise, the findings also highlight the suitability and appropriateness in terms of innovative teaching proposals. In the same way, the results showed relevant empirical contributions in this given school context due to its psychological benefits and the encouragement of healthy living.

ACS Style

Pablo Luna; Jerónimo Guerrero; Javier Cejudo. Improving Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model in Adolescents. 2019, 1 .

AMA Style

Pablo Luna, Jerónimo Guerrero, Javier Cejudo. Improving Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model in Adolescents. . 2019; ():1.

Chicago/Turabian Style

Pablo Luna; Jerónimo Guerrero; Javier Cejudo. 2019. "Improving Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model in Adolescents." , no. : 1.

Journal article
Published: 26 September 2018 in Computers in Human Behavior
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The aim of this study was to experimentally assess to what extent the video game “Spock” improves the emotional intelligence and psychosocial adjustment of adolescents. The study was carried out on a cohort of 92 adolescents aged 17 to 18. Measurements were made by using the following instruments: Trait Emotional Intelligence Adolescent Short Form (TEIQue-ASF); Behaviour Assessment System for Children, Second Edition (BASC-2); Teacher Rating Scales (TRS, BASC-T3); and Self Report of Personality (SRP, BASC-S3). The study followed a quasi-experimental design, with pre-test/post-test repeated measurements and with a control group. To assess the impact of the programme, a descriptive (average and standard deviations) analysis and an analysis of variance (ANOVAs) was carried out on the experimental and control cohort at the pre-test stage, as well as a descriptive and covariance analysis of the post-test scores (ANCOVA post-test with the pre-test co-variants). Moreover, the effect size was evaluated with the “d” of Cohen. The results confirm the significant differences in trait emotional intelligence, overall behaviour, problem externalization, adaptive skills and personal adjustment as a result of the programme implemented. In addition, the results of the ANCOVA post-test show that the changes stimulated by the programme were similar in both sexes. Accordingly, this study experimentally validates an effective intervention tool, emphasizing the importance of implementing programmes aimed at encouraging emotional intelligence throughout adolescence.

ACS Style

Javier Cejudo; Mari Luz López-Delgado; Lidia Losada. Effectiveness of the videogame “Spock” for the improvement of the emotional intelligence on psychosocial adjustment in adolescents. Computers in Human Behavior 2018, 101, 380 -386.

AMA Style

Javier Cejudo, Mari Luz López-Delgado, Lidia Losada. Effectiveness of the videogame “Spock” for the improvement of the emotional intelligence on psychosocial adjustment in adolescents. Computers in Human Behavior. 2018; 101 ():380-386.

Chicago/Turabian Style

Javier Cejudo; Mari Luz López-Delgado; Lidia Losada. 2018. "Effectiveness of the videogame “Spock” for the improvement of the emotional intelligence on psychosocial adjustment in adolescents." Computers in Human Behavior 101, no. : 380-386.

Journal article
Published: 25 May 2018 in International Journal of Environmental Research and Public Health
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The aim of this work is to extend the research on the relationships between emotional intelligence and various indicators of subjective well-being in adolescents, such as stress and social anxiety. The existence of differences in stress and social anxiety as a function of an emotional intelligence score is also analyzed. A total of 505 Spanish adolescents between the ages of 12 and 18 participated in the study. The results obtained support the existence of a positive relationship between trait emotional intelligence and subjective well-being. Likewise, the existence of a negative association between emotional intelligence and stress, and emotional intelligence and social anxiety, is confirmed. These results are consistent with other similar works based on adolescent samples.

ACS Style

Javier Cejudo; Débora Rodrigo-Ruiz; María Luz López-Delgado; Lidia Losada. Emotional Intelligence and Its Relationship with Levels of Social Anxiety and Stress in Adolescents. International Journal of Environmental Research and Public Health 2018, 15, 1073 .

AMA Style

Javier Cejudo, Débora Rodrigo-Ruiz, María Luz López-Delgado, Lidia Losada. Emotional Intelligence and Its Relationship with Levels of Social Anxiety and Stress in Adolescents. International Journal of Environmental Research and Public Health. 2018; 15 (6):1073.

Chicago/Turabian Style

Javier Cejudo; Débora Rodrigo-Ruiz; María Luz López-Delgado; Lidia Losada. 2018. "Emotional Intelligence and Its Relationship with Levels of Social Anxiety and Stress in Adolescents." International Journal of Environmental Research and Public Health 15, no. 6: 1073.

Original paper
Published: 19 May 2018 in Mindfulness
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The aim of the present study was to assess the effectiveness of a mindfulness-based social–emotional learning program (MindKinder) on the psychosocial adjustment and neuropsychological development of kindergarten children. The experimental cohort comprised 74 kindergarten children, a cohort obtained through an incidental non-probability sampling method or by accessibility. The children were randomly assigned to control (n = 26; 35.14%) or experimental groups (n = 48; 65.86%). The age of children ranged from 4 to 6 years (M = 5.08, SD = .37). The study followed a quasi-experimental design with repeated pre-test, post-test, and follow-up (after 6 months) measurements with a control group. The MindKinder program was implemented during school time. Results confirmed that the program produced a significant improvement in the psychosocial adjustment and neuropsychological variables in the experimental group. Results showed a significant reduction in the scores of some global maladaptive dimensions among the experimental group: behavioral symptoms index and externalized and academic problems. Likewise, the results show a significant increase in the scores for the experimental group in the dimensions of global development, non-verbal development, visual perception, and attention. Our findings suggest that mindfulness programs may be effective in promoting psychosocial adjustment and improving neuropsychological variables in young children. Implications are discussed, and recommendations are made for future research.

ACS Style

Alfonso-José Moreno-Gómez; Javier Cejudo. Effectiveness of a Mindfulness-Based Social–Emotional Learning Program on Psychosocial Adjustment and Neuropsychological Maturity in Kindergarten Children. Mindfulness 2018, 10, 111 -121.

AMA Style

Alfonso-José Moreno-Gómez, Javier Cejudo. Effectiveness of a Mindfulness-Based Social–Emotional Learning Program on Psychosocial Adjustment and Neuropsychological Maturity in Kindergarten Children. Mindfulness. 2018; 10 (1):111-121.

Chicago/Turabian Style

Alfonso-José Moreno-Gómez; Javier Cejudo. 2018. "Effectiveness of a Mindfulness-Based Social–Emotional Learning Program on Psychosocial Adjustment and Neuropsychological Maturity in Kindergarten Children." Mindfulness 10, no. 1: 111-121.

Journal article
Published: 31 December 2017 in Universitas Psychologica
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Este trabajo presenta la adaptación y validación española del Cuestionario Sociométrico Guess Who 4 (GW4) (Mavroveli, Petrides, Sangareau, & Furnham, 2009), que evalúa la reputación social en el contexto del grupo-aula, fundamentado en la técnica de evaluación por pares de Coie & Dodge (1988). La muestra se compone de 668 alumnos de tercero a sexto de Educación Primaria, y edades comprendidas entre 7-13 años (M= 9.6, DT= 1.11). Se analizan las correlaciones del GW4 con problemas emocionales y de conducta infantil, y rendimiento académico, en función del sexo. Los resultados avalan la fiabilidad y validez criterial del instrumento para la evaluación breve de la competencia social, con fines de investigación o de aplicación en la práctica de la evaluación psicoeducativa y la orientación psicopedagógica.

ACS Style

Lidia Losada; Javier Cejudo; Silvia Benito Moreno; Juan Carlos Pérez González. El cuestionario sociométrico Guess Who 4 como screening de la competencia social en educación primaria. Universitas Psychologica 2017, 16, 1 -19.

AMA Style

Lidia Losada, Javier Cejudo, Silvia Benito Moreno, Juan Carlos Pérez González. El cuestionario sociométrico Guess Who 4 como screening de la competencia social en educación primaria. Universitas Psychologica. 2017; 16 (4):1-19.

Chicago/Turabian Style

Lidia Losada; Javier Cejudo; Silvia Benito Moreno; Juan Carlos Pérez González. 2017. "El cuestionario sociométrico Guess Who 4 como screening de la competencia social en educación primaria." Universitas Psychologica 16, no. 4: 1-19.

Journal article
Published: 05 December 2017 in Electronic Journal of Research in Education Psychology
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Introducción. El objetivo de la presente investigación es evaluar experimentalmente los efectos de un programa de videojuego (Spock) para mejorar la inteligencia emocional (IE) como capacidad en una muestra de adolescentes.Método. La muestra ha estado compuesta de 92 adolescentes, de 17 a 19 años, que cursan 2º curso de Bachillerato. El instrumento utilizado ha sido: Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). El estudio utilizó un diseño cuasi-experimental, un diseño de medidas repetidas pretest-postest con grupo de control. Para evaluar el efecto del programa se realizaron análisis descriptivos (medias y desviaciones típicas) y de varianza (ANOVAs) por los adolescentes asignados a la condición experimental y control en la fase pretest. En segundo lugar, se llevaron a cabo análisis descriptivos y de covarianza de las puntuaciones postest (ANCOVAs postest covariando el pretest), lo que permite evidenciar el impacto del programa. Además, se calculó el tamaño del efecto (d de Cohen).Resultados. Los resultados de los ANCOVAs postest (covariando las diferencias pretest) en las variables de inteligencia emocional capacidad objeto de estudio en la condición experimental y control confirman diferencias estadísticamente significativas en la puntuación global de inteligencia emocional como capacidad, en la variable percepción emocional, en la variable facilitación emocional y en la variable regulación emocional. Por otro lado, los resultados del ANCOVA postest muestran que el cambio estimulado por el programa en ambos sexos fue similar. Sin embargo, los resultados de los ANCOVAs postest confirman diferencias estadísticamente significativas a favor de los varones en la puntuación global de inteligencia emocional como capacidad.Discusión y conclusión. El trabajo aporta una herramienta de intervención eficaz que ha sido validada experimentalmente. Los resultados en su conjunto permiten enfatizar la importancia de implementar, durante la adolescencia, programas para fomentar la IE como capacidad.

ACS Style

J. Cejudo; S. Latorre. Efectos del videojuego Spock sobre la mejora de la inteligencia emocional en adolescentes. Electronic Journal of Research in Education Psychology 2017, 13, 319 -342.

AMA Style

J. Cejudo, S. Latorre. Efectos del videojuego Spock sobre la mejora de la inteligencia emocional en adolescentes. Electronic Journal of Research in Education Psychology. 2017; 13 (36):319-342.

Chicago/Turabian Style

J. Cejudo; S. Latorre. 2017. "Efectos del videojuego Spock sobre la mejora de la inteligencia emocional en adolescentes." Electronic Journal of Research in Education Psychology 13, no. 36: 319-342.

Journal article
Published: 01 December 2017 in Terapia psicológica
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El estudio tiene como objetivo evaluar los efectos de un programa de inteligencia emocional en la ansiedad y el autoconcepto en mujeres con cáncer de mama sometidas a cirugía. Se utilizó una muestra de 81 mujeres, 39 pertenecientes al grupo de intervención y 42 al grupo control. El estudio utilizó un diseño cuasiexperimental de medidas repetidas pretest-postest con grupo de control. Para evaluar el efecto del programa se administraron tres instrumentos de evaluación, el TMMS-24, Fernández-Berrocal, Extremera y Ramos (2004), la Escala de Autoconcepto AF5 (García y Musitu, 1999), y el STAI Estado de Spielberger, Gorsuch y Lushene (1982).

ACS Style

Javier Cejudo; Sagrario García-Maroto; Mari Luz López-Delgado. Efectos de un programa de inteligencia emocional en la ansiedad y el autoconcepto en mujeres con cáncer de mama. Terapia psicológica 2017, 35, 239 -246.

AMA Style

Javier Cejudo, Sagrario García-Maroto, Mari Luz López-Delgado. Efectos de un programa de inteligencia emocional en la ansiedad y el autoconcepto en mujeres con cáncer de mama. Terapia psicológica. 2017; 35 (3):239-246.

Chicago/Turabian Style

Javier Cejudo; Sagrario García-Maroto; Mari Luz López-Delgado. 2017. "Efectos de un programa de inteligencia emocional en la ansiedad y el autoconcepto en mujeres con cáncer de mama." Terapia psicológica 35, no. 3: 239-246.

Journal article
Published: 14 November 2017 in Universitas Psychologica
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A partir del Inventario de Autoeficacia para Inteligencias Múltiples (IAMI), desarrollado en Argentina por Pérez, Beltramino y Cupani (2003), presentamos una adaptación abreviada para adolescentes españoles (IAMI-M40). IAMI evalúa la autoeficacia que los adolescentes tienen sobre las distintas inteligencias múltiples (IIMM) propuestas por Gardner (1999). En una muestra de estudiantes españoles de educación secundaria de 11 a 19 años (n=313), se evaluó su inteligencia fluida (PMA-R), cristalizada (16-PF-R), y emocional (TEIQue-ASF), y su nivel de IIMM mediante una adaptación española. El análisis factorial exploratorio de la adaptación española identificó ocho factores correspondientes a cada tipo de inteligencia del modelo de Gardner (1999), reteniendo 40 ítems de los 69 originales. Los resultados avalan la fiabilidad y la validez convergente del IAMI-M40.

ACS Style

Javier Cejudo; Lidia Losada; Juan Carlos Pérez-González. Inteligencias múltiples y su relación con inteligencias cognitiva y emocional en adolescentes. Universitas Psychologica 2017, 16, 1 .

AMA Style

Javier Cejudo, Lidia Losada, Juan Carlos Pérez-González. Inteligencias múltiples y su relación con inteligencias cognitiva y emocional en adolescentes. Universitas Psychologica. 2017; 16 (3):1.

Chicago/Turabian Style

Javier Cejudo; Lidia Losada; Juan Carlos Pérez-González. 2017. "Inteligencias múltiples y su relación con inteligencias cognitiva y emocional en adolescentes." Universitas Psychologica 16, no. 3: 1.

Original articles
Published: 03 July 2017 in Infancia y Aprendizaje
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The present study aims to design, develop and evaluate the impact of a programme to improve the emotional intelligence (PIEI) of sixth-year primary education students’ psychosocial adjustment and academic performance. A quasi-experimental, pretest-posttest design of repeated measures with a control group is used. This study includes 123 student participants, out of which 55 students (44.72%) are assigned to the control group and 68 (55.28%) to the experimental group. The PIEI is based on the model of emotional intelligence, which consists of eight 50-minute sessions. The results confirm that the PIEI stimulates significant improvement in psychosocial adjustment and overall academic performance in the experimental groups. These results suggest that EI programmes can be effective in promoting psychosocial adjustment and improving primary students’ academic performance. The implications of these findings are discussed and recommendations for future research are made.

ACS Style

Javier Cejudo. Effects of a programme to improve emotional intelligence on psychosocial adjustment and academic performance in primary education /Efectos de un programa de mejora de la inteligencia emocional sobre el ajuste psicosocial y el rendimiento académico en educación primaria. Infancia y Aprendizaje 2017, 40, 503 -530.

AMA Style

Javier Cejudo. Effects of a programme to improve emotional intelligence on psychosocial adjustment and academic performance in primary education /Efectos de un programa de mejora de la inteligencia emocional sobre el ajuste psicosocial y el rendimiento académico en educación primaria. Infancia y Aprendizaje. 2017; 40 (3):503-530.

Chicago/Turabian Style

Javier Cejudo. 2017. "Effects of a programme to improve emotional intelligence on psychosocial adjustment and academic performance in primary education /Efectos de un programa de mejora de la inteligencia emocional sobre el ajuste psicosocial y el rendimiento académico en educación primaria." Infancia y Aprendizaje 40, no. 3: 503-530.