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Last year, the COVID-19 pandemic had severe consequences on the health and well-being of millions of people. Different studies try to identify the main effects that the crisis and several lockdowns have had on the citizens’ mental health. This research analyses the coping strategies generated by students from a community group and a clinical group in response to this crisis, using the Coping Responses Inventory—Adult Form (CRI-A) by Moos with a sample of 1074 students of Universidad de Extremadura. Multivariate analysis and receiver operating characteristic curve analysis have been carried out, revealing, amongst other things, a greater predisposition of the clinical sample towards factors such as seeking guidance and support, cognitive avoidance or emotional discharge. Results show that students with prior mental health problems perform an unhealthy coping response based on avoidance strategies. This group of students suffers a double source of distress and anxiety, one derived from their prior psychopathologic problems and the stress of the lockdown and another one originating from an inefficient coping response, which makes coping strategies raise levels of distress and anxiety.
Víctor-María López-Ramos; Benito León-Del-Barco; Santiago Mendo-Lázaro; María-Isabel Polo-Del-Río. Coping Strategies by University Students in Response to COVID-19: Differences between Community and Clinical Groups. Journal of Clinical Medicine 2021, 10, 2499 .
AMA StyleVíctor-María López-Ramos, Benito León-Del-Barco, Santiago Mendo-Lázaro, María-Isabel Polo-Del-Río. Coping Strategies by University Students in Response to COVID-19: Differences between Community and Clinical Groups. Journal of Clinical Medicine. 2021; 10 (11):2499.
Chicago/Turabian StyleVíctor-María López-Ramos; Benito León-Del-Barco; Santiago Mendo-Lázaro; María-Isabel Polo-Del-Río. 2021. "Coping Strategies by University Students in Response to COVID-19: Differences between Community and Clinical Groups." Journal of Clinical Medicine 10, no. 11: 2499.
The relationship of disabled persons with their environment is fundamental. Attitudes towards them, understood as the social constructs of those around them, play a key role in a person’s development and future, as they are one of the fundamental elements that can facilitate or hinder the inclusion process. Our work examines the need to implement educational and awareness-raising actions and programs that contemplate intervention strategies based on education and direct contact with disabled persons. The main objective of the study was to analyze the effect of a Program for Changing Attitudes towards Persons with Disabilities on a group of secondary school students (11 to 15 years of age), assigning 770 to the experimental group and 105 to the control group. The evaluation instrument used was the “Brief Questionnaire of Attitudes towards Persons with Disabilities for Adolescents, CBAD-12A”. The results have demonstrated the efficacy of the intervention for the experimental group, as it was possible to attribute the changes in attitude to the effect of the Program. Specifically, an improvement in attitudes was found in all three factors of the questionnaire (Acceptance-Rejection, Competence and Opportunity) after the intervention.
Julián Álvarez-Delgado; Benito León-Del-Barco; María-Isabel Polo-Del-Río; Víctor-María López-Ramos; Santiago Mendo-Lázaro. Improving Adolescents’ Attitudes towards Persons with Disabilities: An Intervention Study in Secondary Education. Sustainability 2021, 13, 4545 .
AMA StyleJulián Álvarez-Delgado, Benito León-Del-Barco, María-Isabel Polo-Del-Río, Víctor-María López-Ramos, Santiago Mendo-Lázaro. Improving Adolescents’ Attitudes towards Persons with Disabilities: An Intervention Study in Secondary Education. Sustainability. 2021; 13 (8):4545.
Chicago/Turabian StyleJulián Álvarez-Delgado; Benito León-Del-Barco; María-Isabel Polo-Del-Río; Víctor-María López-Ramos; Santiago Mendo-Lázaro. 2021. "Improving Adolescents’ Attitudes towards Persons with Disabilities: An Intervention Study in Secondary Education." Sustainability 13, no. 8: 4545.
Previous research has identified the main predictors of being a victim of school bullying. This study focused on the phenomenon of school bullying and its relationship with self-perceived emotional intelligence. The main aim was to analyze the mediating effect of emotional attention, clarity, and repair in relation to school victimization. The sample was made up of 822 primary school pupils from 10 public schools. Data were collected through self-reports, exploring the profile of victims of school bullying, and the dimensions of self-perceived emotional intelligence (PEI). A multivariate analysis and multinomial regression showed a relationship between the two variables; the probability of being a victim of school bullying was 5.14 times higher among pupils with low clarity, 2.72 times higher among pupils with low repair, and 2.62 times higher among pupils with excessive attention. The results demonstrated that the better their emotional regulation and understanding, the less likely pupils are to be victims of school bullying. This confirmed that adequate emotional attention and excellent emotional clarity and repair are protective factors against victimization.
Benito León-Del-Barco; Santiago Mendo Lázaro; María-Isabel Polo-Del-Río; Víctor-María López-Ramos. Emotional Intelligence as a Protective Factor against Victimization in School Bullying. International Journal of Environmental Research and Public Health 2020, 17, 9406 .
AMA StyleBenito León-Del-Barco, Santiago Mendo Lázaro, María-Isabel Polo-Del-Río, Víctor-María López-Ramos. Emotional Intelligence as a Protective Factor against Victimization in School Bullying. International Journal of Environmental Research and Public Health. 2020; 17 (24):9406.
Chicago/Turabian StyleBenito León-Del-Barco; Santiago Mendo Lázaro; María-Isabel Polo-Del-Río; Víctor-María López-Ramos. 2020. "Emotional Intelligence as a Protective Factor against Victimization in School Bullying." International Journal of Environmental Research and Public Health 17, no. 24: 9406.
The purpose of this article is to create and validate a brief instrument to evaluate attitudes towards persons with disabilities among the adolescent population between 12 and 16 years of age. Disability is currently understood from a contextual perspective (ecological model of disability), as the interaction of a person with her/his surroundings. As part of this interaction, the negative attitudes and expectations towards those with disabilities is still a reason for analysis, as it constitutes one of the main barriers to their inclusion in society. The evaluation of these attitudes in different age groups, using new analytical tools and instruments, is essential for the subsequent design and implementation of intervention measures in order to reverse the said attitudes and improve the collective’s place in society. In this study, there were 1282 participants, students between 12 and 16 years of age. A random selection was carried out, choosing fourteen educational centers in order to analyze the students’ attitudes towards persons with disabilities. The final result was the creation of the CBAD-12A questionnaire, made up of 12 Likert-type items, grouped into three factors: acceptance/rejection, competence/limitation, and equal opportunities. It has been demonstrated that the questionnaire possesses adequate psychometric characteristics, providing research with a new instrument to measure attitudes towards disability. The said questionnaire is useful as a diagnostic and/or predictive measure, allowing us to discover and generate interventions aimed at improving the attitudes of the adolescent population towards those with a disability.
Julián Álvarez-Delgado; Benito León-Del-Barco; María- Polo-Del-Río; Santiago Mendo-Lázaro. Questionnaire for Adolescents to Evaluate Their Attitudes towards Disability. Sustainability 2020, 12, 9007 .
AMA StyleJulián Álvarez-Delgado, Benito León-Del-Barco, María- Polo-Del-Río, Santiago Mendo-Lázaro. Questionnaire for Adolescents to Evaluate Their Attitudes towards Disability. Sustainability. 2020; 12 (21):9007.
Chicago/Turabian StyleJulián Álvarez-Delgado; Benito León-Del-Barco; María- Polo-Del-Río; Santiago Mendo-Lázaro. 2020. "Questionnaire for Adolescents to Evaluate Their Attitudes towards Disability." Sustainability 12, no. 21: 9007.
Pedro Sánchez-Miguel; Santiago Mendo Lázaro; Benito Barco; Diana Amado; Damián Iglesias-Gallego. Escala de Gestión del Aprendizaje Cooperativo en el Aula. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica 2020, 56, 59 .
AMA StylePedro Sánchez-Miguel, Santiago Mendo Lázaro, Benito Barco, Diana Amado, Damián Iglesias-Gallego. Escala de Gestión del Aprendizaje Cooperativo en el Aula. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica. 2020; 56 (3):59.
Chicago/Turabian StylePedro Sánchez-Miguel; Santiago Mendo Lázaro; Benito Barco; Diana Amado; Damián Iglesias-Gallego. 2020. "Escala de Gestión del Aprendizaje Cooperativo en el Aula." Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica 56, no. 3: 59.
The purpose of this study was to examine the link between physical activity (PA) and mental health (MH) in children in terms of gender. A total of 750 subjects (52.9% boys, Mage = 10.88; SD = 0.75) reported the level of PA they were performing by means of a self-report questionnaire, and they also completed the Spanish version of the Strengths and Difficulties Questionnaire (SDQ). Results revealed statistically significant differences in regard to gender in the physical activity index (PAI), the externalizing of problems, and prosocial behavior. Boys presented high scores on the PAI and externalizing problems. Girls obtained higher values on the prosocial scale. In the prediction analysis, the PAI revealed a statistically significant relationship in linear models for externalizing and internalizing problems, as well as in both the linear and quadratic models in the prosocial scale for the case of male gender. For girls, the PAI revealed a statistically significant relationship in the quadratic model for internalizing problems and in both the linear and quadratic models for the prosocial scale. These findings are discussed in terms of previous research literature on PA and MH in children. Some important educational implications for teaching and learning physical education are suggested.
Damián Iglesias Gallego; Benito León-Del-Barco; Santiago Mendo-Lázaro; Marta Leyton-Román; Jerónimo J. González-Bernal. Modeling Physical Activity, Mental Health, and Prosocial Behavior in School-Aged Children: A Gender Perspective. Sustainability 2020, 12, 4646 .
AMA StyleDamián Iglesias Gallego, Benito León-Del-Barco, Santiago Mendo-Lázaro, Marta Leyton-Román, Jerónimo J. González-Bernal. Modeling Physical Activity, Mental Health, and Prosocial Behavior in School-Aged Children: A Gender Perspective. Sustainability. 2020; 12 (11):4646.
Chicago/Turabian StyleDamián Iglesias Gallego; Benito León-Del-Barco; Santiago Mendo-Lázaro; Marta Leyton-Román; Jerónimo J. González-Bernal. 2020. "Modeling Physical Activity, Mental Health, and Prosocial Behavior in School-Aged Children: A Gender Perspective." Sustainability 12, no. 11: 4646.
In childhood, the perception of body image is in the construction phase and emerges linked to the aesthetic ideals of society, which is well differentiated according to gender. In this way, according to people’s interpretations of the environment and how to manage it emotionally, greater or lesser body satisfaction may be generated, which could have irreversible consequences for children. Therefore, our interest lies in how body image satisfaction and gender can act as modulating variables of emotional intelligence in childhood, analyzing differences in the intrapersonal, interpersonal, stress management, adaptability, and mood dimensions of emotional intelligence, according to the degree of body image satisfaction and the child’s gender. A total of 944 Primary Education students selected by multistage cluster sampling, 548 boys and 396 girls aged between 9 and 12 years from different schools in Extremadura (Spain), participated in the research. The study design was descriptive, and questionnaires to measure emotional intelligence, self-perception, and body image satisfaction were used. An analysis of descriptive statistics, a Chi-square test to measure the variance/invariance of the participants’ distribution according to their satisfaction with body image and gender, and a MANOVA to determine the possible effects of satisfaction with body image as well as of gender on emotional intelligence were conducted. Regardless of gender, children who were satisfied with their body image showed higher interpersonal intelligence, greater adaptability, and better mood. With respect to gender, girls showed higher stress management than boys. Throughout Compulsory Education, it is necessary to promote campaigns imparted by specialists to prevent body image dissatisfaction, so that the benefits can reach the entire educational community (students, teachers, and parents). In this work, several possibilities are described to meet the demands of contemporary society.
Diana Amado Alonso; Benito León-Del-Barco; Santiago Mendo-Lázaro; Damián Iglesias Gallego. Examining Body Satisfaction and Emotional–Social Intelligence among School Children: Educational Implications. International Journal of Environmental Research and Public Health 2020, 17, 2120 .
AMA StyleDiana Amado Alonso, Benito León-Del-Barco, Santiago Mendo-Lázaro, Damián Iglesias Gallego. Examining Body Satisfaction and Emotional–Social Intelligence among School Children: Educational Implications. International Journal of Environmental Research and Public Health. 2020; 17 (6):2120.
Chicago/Turabian StyleDiana Amado Alonso; Benito León-Del-Barco; Santiago Mendo-Lázaro; Damián Iglesias Gallego. 2020. "Examining Body Satisfaction and Emotional–Social Intelligence among School Children: Educational Implications." International Journal of Environmental Research and Public Health 17, no. 6: 2120.
The educational models currently in use in higher education aim to make students active participants in their learning process, while the lecturer is seen more as a facilitator of the said process. Students’ learning strategies (superficial approach—memorizing, deep approach—looking for meaning, and achievement approach—aimed at results) and their good practices are gaining in importance and the aim of this study is to identify university students’ good practices, which are related to their learning strategies. To do so, our research covered 610 students from different science degree courses at the University of Extremadura who anonymously completed the University Students’ Good Practice Inventory (IBPEU) and the University students’ Questionnaire to Evaluate Study and Learning Processes (CEPEA). The influence of context, understood here as the center or scientific field, was discarded. The factor ‘Actively learning’ was positively associated with the deep and achievement approaches; the factor ‘Interaction with lecturers’ was positively associated with the superficial approach and negatively with the deep approach; the factor ‘Cooperative work’ was also associated with the deep approach; while the achievement approach was positively associated with the factor ‘Optimizing time’ and negatively with ‘respect for different capacities’. These associations are promising as good practices can be learnt and evaluated.
Margarita Gozalo-Delgado; Benito León-Del-Barco; Santiago Mendo-Lázaro. Good Practices and Learning Strategies of Undergraduate University Students. International Journal of Environmental Research and Public Health 2020, 17, 1849 .
AMA StyleMargarita Gozalo-Delgado, Benito León-Del-Barco, Santiago Mendo-Lázaro. Good Practices and Learning Strategies of Undergraduate University Students. International Journal of Environmental Research and Public Health. 2020; 17 (6):1849.
Chicago/Turabian StyleMargarita Gozalo-Delgado; Benito León-Del-Barco; Santiago Mendo-Lázaro. 2020. "Good Practices and Learning Strategies of Undergraduate University Students." International Journal of Environmental Research and Public Health 17, no. 6: 1849.
Parenting styles have been used to explain the effects of family socialization on children’s learning skills. In this research, we have considered build an instrument for evaluating academic goals in the primary school stage, that allows us determine the relationships between the different types of goals and the different ways of establishing and policing the rules that the participants perceive from their parents. Those participating in this research were 550 pupils from of primary education. The Questionnaire on Academic Goals (QAG) has highly acceptable psychometric characteriztics. The analysis has shown the existence of four solid, well-defined factors. The relationships between the different types of goals and the different ways of establishing and policing the rules are verified. The pupils classified in the groups concerning the goals of social evaluation and reward were characterized by a more indulgent parenting style, determined by an absence of rules and limits for their children’s behavior. On the other hand, those pupils classified in the groups concerning the goals of learning and achievement were characterized by parents with an inductive style, determined by the use of reasoning and explanations towards their children in so far as the consequences of breaking the rules.
Benito León-Del-Barco; Santiago Mendo-Lázaro; Silvia Iglesias Gallego; María-Isabel Polo-Del-Río; Damián Iglesias Gallego. Academic Goals and Parental Control in Primary School Children. International Journal of Environmental Research and Public Health 2019, 17, 206 .
AMA StyleBenito León-Del-Barco, Santiago Mendo-Lázaro, Silvia Iglesias Gallego, María-Isabel Polo-Del-Río, Damián Iglesias Gallego. Academic Goals and Parental Control in Primary School Children. International Journal of Environmental Research and Public Health. 2019; 17 (1):206.
Chicago/Turabian StyleBenito León-Del-Barco; Santiago Mendo-Lázaro; Silvia Iglesias Gallego; María-Isabel Polo-Del-Río; Damián Iglesias Gallego. 2019. "Academic Goals and Parental Control in Primary School Children." International Journal of Environmental Research and Public Health 17, no. 1: 206.
The aim of this research is to find out what type of task interdependence is generated in work teams in university contexts and to analyze the capacity to discriminate the type of task interdependence of some of the variables that are decisive for the team’s success. The sample consisted of 808 teaching students from six Spanish universities. Self-report measures were taken, such as task interdependence, attitudes towards teamwork, team potency, and social team skills. The results show that the students who carry out the tasks in teams with high interdependence are minority. However, those who work with high interdependence, present more positive attitudes towards teamwork, greater team potency, and more social skills in receiving information and self-assertion. Likewise, high interdependence would be characterized by high scores in both the attitudes and team potency. However, attitude is the variable that better discriminates the type of task interdependence, allowing for an excellent level of discrimination of high interdependence.
Santiago Mendo Lázaro; Benito León Del Barco; María-I Polo-Del-Río; Irina Rasskin-Gutman. Predictive Factors of Task Interdependence in the University Context. Sustainability 2019, 12, 100 .
AMA StyleSantiago Mendo Lázaro, Benito León Del Barco, María-I Polo-Del-Río, Irina Rasskin-Gutman. Predictive Factors of Task Interdependence in the University Context. Sustainability. 2019; 12 (1):100.
Chicago/Turabian StyleSantiago Mendo Lázaro; Benito León Del Barco; María-I Polo-Del-Río; Irina Rasskin-Gutman. 2019. "Predictive Factors of Task Interdependence in the University Context." Sustainability 12, no. 1: 100.
El objetivo del presente trabajo es estudiar las diferencias en la percepción de los adolescentes sobre el afecto y la crítica que manifiestan los padres hacia sus hijos, y la forma en que establecen y exigen el cumplimiento de las normas, en función de la nacionalidad (portuguesa y española) y el género de los adolescentes. También analizamos la influencia del estilo parental sobre el afecto y la comunicación que perciben de sus padres. Participaron 1260 adolescentes (674 portugueses y 531 españoles) de entre 12 y 16 años (M = 13.98, DT = 1.3). Los datos se obtuvieron a través de autoinformes que evalúan la percepción del Afecto-Comunicación, la Crítica-Rechazo (EA-H) y las formas (Inductiva, Rígida e Indulgente) que tienen los padres de establecer y exigir el cumplimiento de las normas (ENE-H). Utilizando un diseño transversal, y mediante análisis multivariados, de medidas repetidas y de regresión, se confirma la existencia de diferencias interculturales e intraculturales en la percepción del Afecto-comunicación, critica-rechazo y el estilo parental, y que la forma Inductiva es un fuerte predictor del afecto y cariño de los progenitores españoles y portugueses.
Santiago Mendo Lázaro; María Isabel Polo Del Río; Fernado Fajardo Bullón; Elena Felipe Castaño; Benito León Del Barco. Prácticas parentales: un estudio comparado en adolescentes portugueses y españoles. Universitas Psychologica 2019, 18, 1 -14.
AMA StyleSantiago Mendo Lázaro, María Isabel Polo Del Río, Fernado Fajardo Bullón, Elena Felipe Castaño, Benito León Del Barco. Prácticas parentales: un estudio comparado en adolescentes portugueses y españoles. Universitas Psychologica. 2019; 18 (4):1-14.
Chicago/Turabian StyleSantiago Mendo Lázaro; María Isabel Polo Del Río; Fernado Fajardo Bullón; Elena Felipe Castaño; Benito León Del Barco. 2019. "Prácticas parentales: un estudio comparado en adolescentes portugueses y españoles." Universitas Psychologica 18, no. 4: 1-14.
Group work is a very common practice in higher education when it comes to developing key competences for students’ personal and professional growth. The goals that students pursue when working in teams determine how they organize and regulate their behavior and how they approach the tasks. The academic goals are a relevant variable that can condition the success of the group, as they guide and direct the students toward involvement in the task, the effort they make, and the desire to increase their academic competence, and their learning. Thus, the need arises to create new evaluation instruments to help us understand the importance of academic goals when students work as a team. The purpose of this paper is to corroborate the construct validity of the questionnaire on teamwork learning goals (QTLG) based on the achievement goal questionnaire (3 × 2 AGQ) of Elliot et al. (2011) in the context of teamwork, and to determine if the model 3 × 2 offers a better fit to the data than other models, such as: 2 × 2; Trichotomous; Definition; Valence, among others. The results obtained from a sample of 700 students from 6 Spanish universities confirm that, in the context of teamwork, the 3 × 2 model fits the data better than the rest of the models subjected to confirmatory analysis, with contrasting evidence of validity and reliability. Therefore, we considered it a useful instrument for studying motivation in the group work context. The QTLG has practical applications, allowing us to explore in detail the academic goals of university students.
Benito León del Barco; Santiago Mendo-Lázaro; Ma Isabel Polo-Del-Río; Irina Rasskin Gutman. University Student’s Academic Goals When Working in Teams: Questionnaire on Academic Goals in Teamwork, 3 × 2 Model. Frontiers in Psychology 2019, 10, 1 .
AMA StyleBenito León del Barco, Santiago Mendo-Lázaro, Ma Isabel Polo-Del-Río, Irina Rasskin Gutman. University Student’s Academic Goals When Working in Teams: Questionnaire on Academic Goals in Teamwork, 3 × 2 Model. Frontiers in Psychology. 2019; 10 ():1.
Chicago/Turabian StyleBenito León del Barco; Santiago Mendo-Lázaro; Ma Isabel Polo-Del-Río; Irina Rasskin Gutman. 2019. "University Student’s Academic Goals When Working in Teams: Questionnaire on Academic Goals in Teamwork, 3 × 2 Model." Frontiers in Psychology 10, no. : 1.
The new technologies (NT) and Internet are now a part of our lives and they are even changing the way in which we relate to each other, in both a positive and a negative sense, especially among young people. One of the negative aspects is their use to harass others, a phenomenon known as Cyberbullying. The aim of this study was to describe the frequency of cyberbullying, the characteristics of victims and aggressors in a sample of university students, and to analyze the relationships between the use of Internet and the presence of psychopathological symptomatology, as well as the differences in the psychopathological dimensions in relation to the intensity of the cyberbullying, cyberaggression and gender. The participants were 1108 university students selected using a randomized cluster sample. The results demonstrate the presence of cyberbullying in our participants. No differences were found with respect to gender in the frequency of being a victim; but differences were found in this respect in the case of the aggressors, as well as there being different symptomatology profiles in males and females and according to the intensity of the aggression. The results are discussed in relation to the differences according to gender, as well as the need to carry out longitudinal studies and to design prevention and intervention programs for university campuses that are sensitive to the differences between males and females.
Elena Felipe-Castaño; Benito León-Del-Barco; Ma Isabel Polo-Del-Río; Santiago Mendo-Lázaro; Teresa Gómez-Carroza; Fernando Fajardo-Bullón. Differential Analysis of Psychopathological Impact of Cyberbullying in University Students. Frontiers in Psychology 2019, 10, 1620 .
AMA StyleElena Felipe-Castaño, Benito León-Del-Barco, Ma Isabel Polo-Del-Río, Santiago Mendo-Lázaro, Teresa Gómez-Carroza, Fernando Fajardo-Bullón. Differential Analysis of Psychopathological Impact of Cyberbullying in University Students. Frontiers in Psychology. 2019; 10 ():1620.
Chicago/Turabian StyleElena Felipe-Castaño; Benito León-Del-Barco; Ma Isabel Polo-Del-Río; Santiago Mendo-Lázaro; Teresa Gómez-Carroza; Fernando Fajardo-Bullón. 2019. "Differential Analysis of Psychopathological Impact of Cyberbullying in University Students." Frontiers in Psychology 10, no. : 1620.
Is it possible that by playing video games adults can develop key competences that may prove beneficial in dealing with the new challenges of 21st-century society? The present study identifies the profile of adult video gamers and defines the characteristics of the games they choose to play. It also examines the way and with what type of video games adults perceive that key competences are developed. From a quantitative perspective, the questionnaire on video games and adult education (QVAD) (Author, 2015) was applied to a sample of 404 subjects. The results confirmed that adult video gamer, while playing, also learns and develops key competences. Role-playing games are those most closely linked to the development of hard (technical, practical and mechanical) and soft skills (personality traits) for globalised society. In order to favour video games of interest to adults, they should be allowed to choose different levels of difficulty and promote individual decision-making, commitment and responsibility. Information and motivation regarding video games should be reoriented, especially in the case of women with secondary and higher education and older people, who choose cognitive and strategy video games out of concern for their cognitive development, when role-playing would really respond better to their needs.
Laura Alonso-Díaz; Rocío Yuste-Tosina; Santiago Mendo-Lázaro. Adults video gaming: Key competences for a globalised society. Computers & Education 2019, 141, 103616 .
AMA StyleLaura Alonso-Díaz, Rocío Yuste-Tosina, Santiago Mendo-Lázaro. Adults video gaming: Key competences for a globalised society. Computers & Education. 2019; 141 ():103616.
Chicago/Turabian StyleLaura Alonso-Díaz; Rocío Yuste-Tosina; Santiago Mendo-Lázaro. 2019. "Adults video gaming: Key competences for a globalised society." Computers & Education 141, no. : 103616.
Pedro Sánchez-Miguel; Diana Amado; Santiago Mendo Lázaro; Benito León-Del Barco; Francisco Leo. Adaptación y Validación al Español de la Escala de Compromiso Profesional y Aspiraciones de Desarrollo Profesional. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica 2019, 52, 1 .
AMA StylePedro Sánchez-Miguel, Diana Amado, Santiago Mendo Lázaro, Benito León-Del Barco, Francisco Leo. Adaptación y Validación al Español de la Escala de Compromiso Profesional y Aspiraciones de Desarrollo Profesional. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica. 2019; 52 (3):1.
Chicago/Turabian StylePedro Sánchez-Miguel; Diana Amado; Santiago Mendo Lázaro; Benito León-Del Barco; Francisco Leo. 2019. "Adaptación y Validación al Español de la Escala de Compromiso Profesional y Aspiraciones de Desarrollo Profesional." Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica 52, no. 3: 1.
The present study aimed to analyze the association between of the dimensions of emotional intelligence (attention, clarity, and repair) and different levels of perceived happiness (low, medium, and high) in adolescents. The sample consists of 646 students in the first, second, third, and fourth years of Secondary Education, 47.5% females and 52.5% males, between 12 and 17 years of age. The instruments used were the Spanish version of the Trait Meta Mood Scale-24 Questionnaire to measure perceived emotional intelligence and the Oxford Happiness Questionnaire. Multinomial logistic regression analysis and receiver operating characteristic (ROC) curve analysis were performed. The results suggest that as the capacity of understanding and regulation of emotional intelligence increases, happiness also increases. Adolescence is seen as an ideal time in life to encourage the development of emotional capacities that contribute to the greater happiness of individuals. In this way, the present study stresses the need to carry out practices leading to improvements in the adolescents' emotional intelligence and therefore increase their happiness and emotional well-being.
Joan Guerra-Bustamante; Benito León-Del-Barco; Rocío Yuste-Tosina; Víctor M. López-Ramos; Santiago Mendo-Lázaro. Emotional Intelligence and Psychological Well-Being in Adolescents. International Journal of Environmental Research and Public Health 2019, 16, 1720 .
AMA StyleJoan Guerra-Bustamante, Benito León-Del-Barco, Rocío Yuste-Tosina, Víctor M. López-Ramos, Santiago Mendo-Lázaro. Emotional Intelligence and Psychological Well-Being in Adolescents. International Journal of Environmental Research and Public Health. 2019; 16 (10):1720.
Chicago/Turabian StyleJoan Guerra-Bustamante; Benito León-Del-Barco; Rocío Yuste-Tosina; Víctor M. López-Ramos; Santiago Mendo-Lázaro. 2019. "Emotional Intelligence and Psychological Well-Being in Adolescents." International Journal of Environmental Research and Public Health 16, no. 10: 1720.
The present study focuses on analyzing the relationship between the parental acceptance-rejection perceived by adolescents and emotional instability from the early stages of adolescence. Special attention will be paid to potential differences between mothers and fathers. A total of 1181 students, aged 11-17, took part in the study. We used the factor of emotional instability in the Big Five Questionnaire (BFQ-NA) and an affect scale (EA-H) to measure parental acceptance-rejection. The analyses performed show a clear association between emotional instability with maternal/paternal criticism and rejection. Specifically, maternal criticism and rejection in early adolescence and paternal criticism and rejection in middle adolescence were associated with emotional instability, confirming the association between children's and adolescents' emotional adjustment and family dynamics. This study makes interesting contributions to understanding paternal and maternal rejection during the different stages of adolescence. These differences should be incorporated into the research on parental influence and its role in the development of personality among adolescents.
Santiago Mendo-Lázaro; Benito León-Del-Barco; María-Isabel Polo-Del-Río; Rocío Yuste-Tosina; Víctor-María López-Ramos. The Role of Parental Acceptance⁻Rejection in Emotional Instability During Adolescence. International Journal of Environmental Research and Public Health 2019, 16, 1194 .
AMA StyleSantiago Mendo-Lázaro, Benito León-Del-Barco, María-Isabel Polo-Del-Río, Rocío Yuste-Tosina, Víctor-María López-Ramos. The Role of Parental Acceptance⁻Rejection in Emotional Instability During Adolescence. International Journal of Environmental Research and Public Health. 2019; 16 (7):1194.
Chicago/Turabian StyleSantiago Mendo-Lázaro; Benito León-Del-Barco; María-Isabel Polo-Del-Río; Rocío Yuste-Tosina; Víctor-María López-Ramos. 2019. "The Role of Parental Acceptance⁻Rejection in Emotional Instability During Adolescence." International Journal of Environmental Research and Public Health 16, no. 7: 1194.
Aim: Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at the elementary school level. Method: A randomly selected sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results: The results showed that children who practiced organized sport had better abilities at the intrapersonal and interpersonal level, better adaptability and mood states, and greater emotional intelligence than those who did not. The findings regarding gender and age indicated greater values in girls of emotional intelligence, highlighting the interpersonal dimension, as well as mood state scores, whereas younger children showed greater intrapersonal intelligence and less stress management. Moreover, children who practiced for three or more hours per day had a greater ability to cope with stress than those children who practiced for fewer hours a day. Conclusions: To conclude, it is important to promote federative sport practice in elementary education in order to ensure that children learn to better regulate and manage their emotions.
Diana Amado-Alonso; Benito León-Del-Barco; Santiago Mendo-Lázaro; Pedro A. Sánchez-Miguel; Damián Iglesias Gallego. Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children. Sustainability 2019, 11, 1615 .
AMA StyleDiana Amado-Alonso, Benito León-Del-Barco, Santiago Mendo-Lázaro, Pedro A. Sánchez-Miguel, Damián Iglesias Gallego. Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children. Sustainability. 2019; 11 (6):1615.
Chicago/Turabian StyleDiana Amado-Alonso; Benito León-Del-Barco; Santiago Mendo-Lázaro; Pedro A. Sánchez-Miguel; Damián Iglesias Gallego. 2019. "Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children." Sustainability 11, no. 6: 1615.
There is no denying the fundamental role played by parents in the psychosocial development of their children—either as a liability or as protection against mental health disorders. This study seeks to ascertain, by means of odds ratio statistics (OR), the correlation between parental psychological control and emotional and behavioral disorders. A total of 762 students took part in this study, with an average age of 12.23 years—53.8% of whom were girls and 46.2% were boys. Children and adolescents reported their parental psychological control and their emotional and behavioral disorders (i.e., emotional and behavioral problems, internalizing and externalizing problems). Minors who perceive their psychological control as high are 6 times more likely to suffer from internalizing disorders and 4.8 times more likely to develop externalizing disorders. Furthermore, the probability of suffering externalizing disorders is higher among males who perceive a high degree of psychological control. This study breaks new ground on the importance of perceived psychological control—considered as a negative form of control by parents—in the emotional and behavioral disorders among children and adolescents.
Benito León-Del-Barco; Santiago Mendo-Lázaro; María I. Polo-Del-Río; Víctor M. López-Ramos. Parental Psychological Control and Emotional and Behavioral Disorders among Spanish Adolescents. International Journal of Environmental Research and Public Health 2019, 16, 507 .
AMA StyleBenito León-Del-Barco, Santiago Mendo-Lázaro, María I. Polo-Del-Río, Víctor M. López-Ramos. Parental Psychological Control and Emotional and Behavioral Disorders among Spanish Adolescents. International Journal of Environmental Research and Public Health. 2019; 16 (3):507.
Chicago/Turabian StyleBenito León-Del-Barco; Santiago Mendo-Lázaro; María I. Polo-Del-Río; Víctor M. López-Ramos. 2019. "Parental Psychological Control and Emotional and Behavioral Disorders among Spanish Adolescents." International Journal of Environmental Research and Public Health 16, no. 3: 507.
Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at elementary school level, to show that an increasing in the number of hours per day performing this activity causes differences in some of these dimensions. Hence, a sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results showed that children who practiced organized sport had better coping abilities for stress, adaptability, and mood states, and that they are more emotionally intelligent than those who did not. Moreover, children who practiced for fewer hours daily (up to 2 hours) had better stress coping than those who practiced more. To conclude, it is important to promote the sport federative practice in elementary education, in order to ensure that children learn to better regulate and manage their emotions, without increasing it to an excessive number of hours per day, which may generate greater stress that might be difficult to control.
Benito León; Santiago Mendo; Diana Amado; Pedro A. Sánchez; Damián Iglesias. Emotional Intelligence and Practice of Organized Physical-Sport Activity in Children. 2018, 1 .
AMA StyleBenito León, Santiago Mendo, Diana Amado, Pedro A. Sánchez, Damián Iglesias. Emotional Intelligence and Practice of Organized Physical-Sport Activity in Children. . 2018; ():1.
Chicago/Turabian StyleBenito León; Santiago Mendo; Diana Amado; Pedro A. Sánchez; Damián Iglesias. 2018. "Emotional Intelligence and Practice of Organized Physical-Sport Activity in Children." , no. : 1.