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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.
Health professionals are among the most vulnerable to work stress and emotional exhaustion problems. These health professionals include tutors and resident intern specialists, due to the growing demand for the former and the high work overload of the latter. Mindfulness training programs can support these professionals during times of crisis, such as the current global pandemic caused by the coronavirus-19 disease. The objective of this study was to compare the effectiveness of an abbreviated Mindfulness-Based Stress Reduction (MBSR) and Mindful Self-Compassion (MSC) training program in relation to a standard training program on the levels of mindfulness, self-compassion, and self-perceived empathy in tutors and resident intern specialists of Family and Community Medicine and Nursing. A total of 112 professionals attached to six Spanish National Health System teaching units (TUs) participated in this randomized and controlled clinical trial. Experimental Group (GE) participants were included in the standard or abbreviated MBSR programs. The Five Facet Mindfulness Questionnaire (FFMQ), the Self-Compassion Scale short form (SCS-SF), and the Jefferson Scale of Physician Empathy (JSPE) were administered three times during the study: before, immediately after, and 3 months after the intervention. Adjusted covariance analysis (ANCOVA), using pretest scores as the covariate, showed a significant increase in mindfulness (F(2,91) = 3.271; p = 0.042; η2 = 0.067) and self-compassion (F(2,91) = 6.046; p = 0.003; η2 = 0.117) in the post-test visit, and in self-compassion (F(2,79) = 3.880; p = 0.025; η2 = 0.089) in the follow-up visit, attributable to the implementation of the standard training program. The standard MBSR and MSC training program improves levels of mindfulness and self-compassion, and promotes long-lasting effects in tutors and resident intern specialists. New studies are needed to demonstrate the effectiveness of abbreviated training programs.
Luis Pérula-De Torres; Juan Verdes-Montenegro-Atalaya; Elena Melús-Palazón; Leonor García-De Vinuesa; Francisco Valverde; Luis Rodríguez; Norberto Lietor-Villajos; Cruz Bartolomé-Moreno; Herminia Moreno-Martos; Javier García-Campayo; Josefa González-Santos; Paula Rodríguez-Fernández; Benito León-Del-Barco; Raúl Soto-Cámara; Jerónimo González-Bernal; The MINDUUDD Collaborative Study Group. Comparison of the Effectiveness of an Abbreviated Program versus a Standard Program in Mindfulness, Self-Compassion and Self-Perceived Empathy in Tutors and Resident Intern Specialists of Family and Community Medicine and Nursing in Spain. International Journal of Environmental Research and Public Health 2021, 18, 4340 .
AMA StyleLuis Pérula-De Torres, Juan Verdes-Montenegro-Atalaya, Elena Melús-Palazón, Leonor García-De Vinuesa, Francisco Valverde, Luis Rodríguez, Norberto Lietor-Villajos, Cruz Bartolomé-Moreno, Herminia Moreno-Martos, Javier García-Campayo, Josefa González-Santos, Paula Rodríguez-Fernández, Benito León-Del-Barco, Raúl Soto-Cámara, Jerónimo González-Bernal, The MINDUUDD Collaborative Study Group. Comparison of the Effectiveness of an Abbreviated Program versus a Standard Program in Mindfulness, Self-Compassion and Self-Perceived Empathy in Tutors and Resident Intern Specialists of Family and Community Medicine and Nursing in Spain. International Journal of Environmental Research and Public Health. 2021; 18 (8):4340.
Chicago/Turabian StyleLuis Pérula-De Torres; Juan Verdes-Montenegro-Atalaya; Elena Melús-Palazón; Leonor García-De Vinuesa; Francisco Valverde; Luis Rodríguez; Norberto Lietor-Villajos; Cruz Bartolomé-Moreno; Herminia Moreno-Martos; Javier García-Campayo; Josefa González-Santos; Paula Rodríguez-Fernández; Benito León-Del-Barco; Raúl Soto-Cámara; Jerónimo González-Bernal; The MINDUUDD Collaborative Study Group. 2021. "Comparison of the Effectiveness of an Abbreviated Program versus a Standard Program in Mindfulness, Self-Compassion and Self-Perceived Empathy in Tutors and Resident Intern Specialists of Family and Community Medicine and Nursing in Spain." International Journal of Environmental Research and Public Health 18, no. 8: 4340.
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.
Life satisfaction is one of the main dimensions of well-being related to psychological factors, being essential for a person to adjust to difficult circumstances. The restrictive measures adopted to minimize the diffusion of the coronavirus disease (COVID-19) could alter the subjective dimension of well-being, so the objective of this study was to determine the factors related to life satisfaction of the Spanish population during forced home confinement derived from the COVID-19 pandemic. A cross-sectional study was designed, based on an online survey, and disseminated through the main social networks, which included the Satisfaction with Life Scale (SWLS) and sociodemographic and COVID-19-related variables. The possible relationships between the different variables were studied using univariate and multivariable regression analyses. A total of 3261 subjects participated in the study. Factors associated with greater personal life satisfaction were fewer days of home confinement (β = (−0.088); p ≤ 0.001), the perception of having received enough information (β = 0.076; p ≤ 0.001), having private access to the outside (β = 0.066; p ≤ 0.001), being employed (β = 0.063; p ≤ 0.001), being male (β = 0.057; p = 0.001) and not having been isolated (β = 0.043; p = 0.013). The results of this study provide novel information about the profiles of people related to greater well-being and life satisfaction during forced social distancing and home confinement, but more studies are needed to help to understand and complement these findings.
Jerónimo Gonzalez-Bernal; Paula Rodríguez-Fernández; Mirian Santamaría-Peláez; Josefa González-Santos; Benito León-Del-Barco; Luis Minguez; Raúl Soto-Cámara. Life Satisfaction during Forced Social Distancing and Home Confinement Derived from the COVID-19 Pandemic in Spain. International Journal of Environmental Research and Public Health 2021, 18, 1474 .
AMA StyleJerónimo Gonzalez-Bernal, Paula Rodríguez-Fernández, Mirian Santamaría-Peláez, Josefa González-Santos, Benito León-Del-Barco, Luis Minguez, Raúl Soto-Cámara. Life Satisfaction during Forced Social Distancing and Home Confinement Derived from the COVID-19 Pandemic in Spain. International Journal of Environmental Research and Public Health. 2021; 18 (4):1474.
Chicago/Turabian StyleJerónimo Gonzalez-Bernal; Paula Rodríguez-Fernández; Mirian Santamaría-Peláez; Josefa González-Santos; Benito León-Del-Barco; Luis Minguez; Raúl Soto-Cámara. 2021. "Life Satisfaction during Forced Social Distancing and Home Confinement Derived from the COVID-19 Pandemic in Spain." International Journal of Environmental Research and Public Health 18, no. 4: 1474.
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.
Abrupt interruption in the performance of everyday occupations as a consequence of forced social distancing and home confinement, coupled with a lack of regulatory capacities and skills, can trigger harmful effects on people’s health and well-being. This study aimed to determine the factors related to the occupational balance in the Spanish population during home confinement as a consequence of the coronavirus disease 19 (COVID-19) pandemic. A total of 3261 subjects completed an online survey, which was disseminated through the mainstream social media platforms in Spain and included the Occupational Balance Questionnaire (OBQ), sociodemographic variables, and factors related to COVID-19 infection. The mean age of the participants (81.69% women) was 40.53 years (SD ± 14.05). Sociodemographic variables were related to a greater occupational balance, and the multivariate analysis showed that age (β = 0.071; p = 0.001), the perception of having received enough information (β = 0.071; p ≤ 0.001), not telecommuting (β = −0.047; p = 0.022), and not being infected by COVID-19 (β = 0.055; p = 0.007) contributed to a better occupational balance. There were profiles of people less likely to suffer disturbances in occupational balance during home confinement, but more studies are needed to help understand and analyze the effects of the COVID-19 pandemic on people’s occupational and mental health.
Jerónimo J. González-Bernal; Mirian Santamaría-Peláez; Josefa González-Santos; Paula Rodríguez-Fernández; Benito León Del Barco; Raúl Soto-Cámara. Relationship of Forced Social Distancing and Home Confinement Derived from the COVID-19 Pandemic with the Occupational Balance of the Spanish Population. Journal of Clinical Medicine 2020, 9, 3606 .
AMA StyleJerónimo J. González-Bernal, Mirian Santamaría-Peláez, Josefa González-Santos, Paula Rodríguez-Fernández, Benito León Del Barco, Raúl Soto-Cámara. Relationship of Forced Social Distancing and Home Confinement Derived from the COVID-19 Pandemic with the Occupational Balance of the Spanish Population. Journal of Clinical Medicine. 2020; 9 (11):3606.
Chicago/Turabian StyleJerónimo J. González-Bernal; Mirian Santamaría-Peláez; Josefa González-Santos; Paula Rodríguez-Fernández; Benito León Del Barco; Raúl Soto-Cámara. 2020. "Relationship of Forced Social Distancing and Home Confinement Derived from the COVID-19 Pandemic with the Occupational Balance of the Spanish Population." Journal of Clinical Medicine 9, no. 11: 3606.
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.
The present research had two complementary aims: (a) to examine the associations between cooperative learning (CL) and emotional intelligence (EI) in physical education (PE) and (b) to explore and compare the use of CL in PE in primary education (PED), secondary education (SED) and baccalaureate (BA). A total of 1332 students (682 males, 650 females) took part in the study. All participants were aged between 10 and 20 years old (M = 13.09; SD = 2.47) and belonged to 13 different schools in Southwest Spain. They completed the cooperative learning questionnaire (CLQ), referring to the PE classes, in addition to the emotional intelligence questionnaire in physical education (EIQPE). Positive and significant associations were found between CL and EI in all school stages. In addition, moderately strong associations were uncovered between CL and the different dimensions of EI: emotional recognition, emotional control and regulation and emotional empathy. Participants belonging to classrooms with larger cooperation indices presented higher levels of EI. Results also highlighted a greater use of CL in PE classes during the PED stage in comparison to the SED and BA stages. These outcomes are discussed in light of the existing literature and methodological implications are derived for teaching PE. The use of CL in PE is recommended because of its positive contribution to the affective domain through IE. This will be especially important during the SED and BA stages, where lower rates of CL were observed.
Sergio Rivera-Pérez; Benito León-Del-Barco; Javier Fernandez-Rio; Jerónimo González-Bernal; Damián Iglesias Gallego. Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages. International Journal of Environmental Research and Public Health 2020, 17, 5090 .
AMA StyleSergio Rivera-Pérez, Benito León-Del-Barco, Javier Fernandez-Rio, Jerónimo González-Bernal, Damián Iglesias Gallego. Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages. International Journal of Environmental Research and Public Health. 2020; 17 (14):5090.
Chicago/Turabian StyleSergio Rivera-Pérez; Benito León-Del-Barco; Javier Fernandez-Rio; Jerónimo González-Bernal; Damián Iglesias Gallego. 2020. "Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages." International Journal of Environmental Research and Public Health 17, no. 14: 5090.
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.
El análisis de la salud mental en adolescentes es un tema actual de interés internacional. El objetivo de esta investigación fue analizar la salud mental de los menores españoles, evaluada mediante la puntuación total de dificultades del Cuestionario de Capacidades y Dificultades (SDQ), en función del número de horas de conexión a internet y otras variables contextuales, como tipo de centro, sexo, curso y edad. La metodología utilizada fue un estudio ex post facto, de corte transversal, con una muestra formada por 430 estudiantes de España de 12 a 17 años. Los resultados muestran una asociación significativa entre la salud mental de los menores, el número de horas de uso de internet (χ2 = 10.2; p = 0.017) y la edad (χ2 = 11.86; p = 0.037). Sin embargo, esta asociación no se encontró con el tipo de centro educativo (U = 20026, p = 0.418), el sexo (U = 18638, p = 0.082) y el curso académico (χ2 = 1.62, p = 0.655). Se puede concluir que aquellos menores conectados a internet más de cinco horas al día presentaron mayores puntuaciones en dificultades en salud mental. Del mismo modo, los menores con edades entre 15 y 17 años, obtuvieron mayores puntaciones en dificultades en salud mental en comparación con los más jóvenes, de 12 años. Finalmente, se sugiere realizar labores de prevención en salud mental focalizadas en menores en la adolescencia tardía y que se conecten a internet más de cinco horas al día.
Fernando Fajardo-Bullon; Beatriz Burguillo Valverde; Benito Leon Del Barco; Elena Felipe-Castaño. Salud mental de adolescentes españoles según variables contextuales y horas de uso de internet. Universitas Psychologica 2019, 18, 1 -12.
AMA StyleFernando Fajardo-Bullon, Beatriz Burguillo Valverde, Benito Leon Del Barco, Elena Felipe-Castaño. Salud mental de adolescentes españoles según variables contextuales y horas de uso de internet. Universitas Psychologica. 2019; 18 (2):1-12.
Chicago/Turabian StyleFernando Fajardo-Bullon; Beatriz Burguillo Valverde; Benito Leon Del Barco; Elena Felipe-Castaño. 2019. "Salud mental de adolescentes españoles según variables contextuales y horas de uso de internet." Universitas Psychologica 18, no. 2: 1-12.
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.
Minors’ mental health is a subject of high global concern. Understanding the factors that influence their mental health is essential to improving the health of future generations. In this study, an analysis of the Strengths and Difficulties Questionnaire’s usefulness is carried out, as a validated tool, recognized in Spain and internationally, for the measurement of minors’ mental health. In turn, the influence of the variables of gender, age, and physical health, along with the occupational social class of parents on Spanish minors’ mental health, has been analyzed. Spanish minors with good physical health and of parents with middle and higher education, as well as in an occupational social class, are less likely to suffer mental health problems. On the other hand, it seems that internalizing symptoms are more likely in girls, and externalizing symptoms are more likely in boys. However, when a global measure of mental health is made without specific subscales, the effects of gender and age diverge greatly, according to the studies. Although there are examples of current research using the same measurement tool, there is still a need for many more international studies that are coordinated using the same methodology. This study identifies the factors which the international and Spanish scientific literature has revealed as being determinants in minors’ mental health. Finally, it is essential that the influence of these factors be assessed in the areas of primary care and mental health to facilitate better detection, intervention, or prevention of mental health problems in today’s children, as well as the children of future generations.
Fernando Fajardo-Bullón; Irina Rasskin-Gutman; Benito León-Del Barco; Eduardo João Ribeiro Dos Santos; Damián Iglesias Gallego. International and Spanish Findings in Scientific Literature about Minors’ Mental Health: Predictive Factors Using the Strengths and Difficulties Questionnaire. International Journal of Environmental Research and Public Health 2019, 16, 1603 .
AMA StyleFernando Fajardo-Bullón, Irina Rasskin-Gutman, Benito León-Del Barco, Eduardo João Ribeiro Dos Santos, Damián Iglesias Gallego. International and Spanish Findings in Scientific Literature about Minors’ Mental Health: Predictive Factors Using the Strengths and Difficulties Questionnaire. International Journal of Environmental Research and Public Health. 2019; 16 (9):1603.
Chicago/Turabian StyleFernando Fajardo-Bullón; Irina Rasskin-Gutman; Benito León-Del Barco; Eduardo João Ribeiro Dos Santos; Damián Iglesias Gallego. 2019. "International and Spanish Findings in Scientific Literature about Minors’ Mental Health: Predictive Factors Using the Strengths and Difficulties Questionnaire." International Journal of Environmental Research and Public Health 16, no. 9: 1603.
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.