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Dr. José M. García-Fernández
Department of Developmental Psychology and Teaching, University of Alicante, University of Alicante, Spain

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Journal article
Published: 31 July 2021 in International Journal of Environmental Research and Public Health
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Perfectionism is considered to be a significant personality factor within the sport and exercise field. However, very little is known about the reasons why individuals with different perfectionistic tendencies engage or not in physical activity. This study aims, from a person-oriented approach, to analyze if participation motives and barriers may differ among four perfectionistic profiles: Non-Perfectionists (low perfectionistic strivings, PS, and perfectionistic concerns, PC), Adaptive Perfectionists (high PS and low PC), Maladaptive Perfectionists (high PS and PC), and Moderate Perfectionists (moderate PS and PC). A sample composed of 597 (Mage = 22.08, SD = 3.33) undergraduates enrolled in a sport science degree from Ecuador participated in this study. Non-Perfectionists reported lower levels of motives, whereas Adaptive and Maladaptive Perfectionists reported higher scores on all participation motives. Significant and positive correlations were found between PS and both autonomous and controlled motives, whereas PC was positively correlated with controlled reasons and only significantly correlated with some autonomous reasons by the effect of PS. In terms of barriers, Maladaptive Perfectionists reported significantly higher scores on all barriers analyzed in comparison with the other three profiles, with moderate and large effect sizes. The results of the bivariate and partial correlations suggest that these inter-profile differences were explained by PC. Considering the results, it is advised to develop strategies to identify Maladaptive Perfectionists in order to increase their intrinsic reasons for practicing physical exercise, and to minimize their perceived barriers.

ACS Style

María Vicent; Ricardo Sanmartín; Carolina Gonzálvez; Oswaldo Vásconez-Rubio; José García-Fernández. Perfectionism, Motives, and Barriers to Exercise from a Person-Oriented Approach. International Journal of Environmental Research and Public Health 2021, 18, 8125 .

AMA Style

María Vicent, Ricardo Sanmartín, Carolina Gonzálvez, Oswaldo Vásconez-Rubio, José García-Fernández. Perfectionism, Motives, and Barriers to Exercise from a Person-Oriented Approach. International Journal of Environmental Research and Public Health. 2021; 18 (15):8125.

Chicago/Turabian Style

María Vicent; Ricardo Sanmartín; Carolina Gonzálvez; Oswaldo Vásconez-Rubio; José García-Fernández. 2021. "Perfectionism, Motives, and Barriers to Exercise from a Person-Oriented Approach." International Journal of Environmental Research and Public Health 18, no. 15: 8125.

Research article
Published: 20 July 2021 in Science Progress
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Children experience significant number of stressful situations at school during their academic years. The aims of this study were to identify school refusers groups of children through latent profile analysis and to test their associations with school-related sources and manifestation of stress. Data were obtained from 755 schoolchildren (8–11 years) from public and private schools of Alicante and Murcia (Spain), using the School Refusal Assessment Scale-Revised (SRAS-R) and the School Situation Survey (SSS). In general, positive and statistically significant correlations were identified between school refusal behavior and school-related sources and manifestations of stress. School refusers groups were derived from the combination of high and low scores in the four functional conditions assessed by the SRAS-R. “Low School Refusal Behavior Profile,”“School Refusal Behavior by Positive Reinforcement Profile” and “Mixed School Refusal Behavior Profile” were identified. The percentages of children within these profiles were 47.7%, 46.6%, and 5.7%, respectively. The Mixed School Refusal Behavior Profile was the group with the highest average scores in the school-related stress factors. In contrast, the group with the lowest mean scores was the Low School Refusal Behavior Profile. By comparing the Low School Refusal Behavior Profile with the Mixed School Refusal Behavior Profile, the largest effect sizes were found. Findings are discussed from a socio-ecological perspective considering the school context conditions as key elements in the development of school refusal behaviors.

ACS Style

Carolina Gonzálvez; Ricardo Sanmartín; María Vicent; José Manuel García-Fernández. Exploring different types of school refusers through latent profile analysis and school-related stress associations. Science Progress 2021, 104, 1 .

AMA Style

Carolina Gonzálvez, Ricardo Sanmartín, María Vicent, José Manuel García-Fernández. Exploring different types of school refusers through latent profile analysis and school-related stress associations. Science Progress. 2021; 104 (3):1.

Chicago/Turabian Style

Carolina Gonzálvez; Ricardo Sanmartín; María Vicent; José Manuel García-Fernández. 2021. "Exploring different types of school refusers through latent profile analysis and school-related stress associations." Science Progress 104, no. 3: 1.

Journal article
Published: 05 July 2021 in Sustainability
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School refusal behaviour has a major impact on the lives of children and adolescents, seriously affecting their personal, academic and social adjustment. The objectives of this research were: (1) to identify, using latent profile analysis, school refusal behaviour profiles based on the functional model and (2) to analyse the relationship between the identified school refusal behaviour profiles and academic self-attributions in language and literature. The School Refusal Assessment Scale-Revised (SRAS-R) and the Sydney Attribution Scale (SAS) were administered to 926 Spanish students (51% boys) aged 8 to 11 (M = 9.57; SD = 1.07). Four school refusal behaviour profiles were obtained: low school refusal behaviour, school refusal behaviour by positive reinforcement, mixed school refusal behaviour and high mixed school refusal behaviour. School refuser profiles, characterised by high scores on the first three factors of the SRAS-R (high mixed and mixed school refusal behaviour profiles), reported higher scores on an academic self-attributional style, in which they associate their failures with a lack of ability and effort. Results are discussed, considering the relationship between school refusal behaviour and unsuitable attributional styles in language and literature. Promoting effective coping skills to deal with school failure situations will seek to improve, as far as possible, the needs of all students contributing to a healthy learning environment.

ACS Style

Carolina Gonzálvez; Mariola Giménez-Miralles; María Vicent; Ricardo Sanmartín; María Quiles; José García-Fernández. School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature. Sustainability 2021, 13, 7512 .

AMA Style

Carolina Gonzálvez, Mariola Giménez-Miralles, María Vicent, Ricardo Sanmartín, María Quiles, José García-Fernández. School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature. Sustainability. 2021; 13 (13):7512.

Chicago/Turabian Style

Carolina Gonzálvez; Mariola Giménez-Miralles; María Vicent; Ricardo Sanmartín; María Quiles; José García-Fernández. 2021. "School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature." Sustainability 13, no. 13: 7512.

Research article
Published: 19 February 2021 in The Spanish Journal of Psychology
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The maladaptive nature of Perfectionistic Automatic Thoughts (PAT) increases the importance of evaluating the construct. This study aims to identify different clusters of PAT in undergraduates, and to check possible inter-cluster differences in the dimensions of dispositional empathy and emotional intelligence in a sample of 691 Spanish undergraduates (M age = 23.1; SD = 5.26). The Perfectionism Cognitions Inventory, the Interpersonal Reactivity Index and the Trait Meta-Mood Scale were used. Three clusters with low (LPAT), moderate (MPAT) and high (HPAT) levels of PAT were identified. Statistically significant differences were observed between these clusters in terms of dispositional empathy and emotional intelligence dimensions. HPAT significantly scored higher than LPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception, as well as in comparison with MPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception. Moreover, MPAT obtained significantly higher scores on Comprehension and Repair than LPAT. Effect sizes for these differences were of a small magnitude, except for the HPAT and LPAT contrasts, whose differences were of a moderate magnitude.

ACS Style

María Pilar Aparicio-Flores; José María Esteve-Faubel; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; José Manuel García-Fernández. Dispositional Empathy and Emotional Intelligence in terms of Perfectionistic Automatic Thoughts. The Spanish Journal of Psychology 2021, 24, e10 .

AMA Style

María Pilar Aparicio-Flores, José María Esteve-Faubel, María Vicent, Carolina Gonzálvez, Ricardo Sanmartín, José Manuel García-Fernández. Dispositional Empathy and Emotional Intelligence in terms of Perfectionistic Automatic Thoughts. The Spanish Journal of Psychology. 2021; 24 ():e10.

Chicago/Turabian Style

María Pilar Aparicio-Flores; José María Esteve-Faubel; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; José Manuel García-Fernández. 2021. "Dispositional Empathy and Emotional Intelligence in terms of Perfectionistic Automatic Thoughts." The Spanish Journal of Psychology 24, no. : e10.

Journal article
Published: 27 January 2021 in European Journal of Health Research
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The interpersonal difficulties of university students may affect their academic performance. Regarding students who manifest perfectionist automatic thoughts, they tend to show difficulties in heterosexual relationships. This research aimed to examine the relationship and predictive capacity of constructs related to perfectionism on difficulties in relationships with people of the opposite sex. 1298 Ecuadorian university students were recruited. 51.8% of the sample were men (n = 672). The Perfectionism Cognition Inventory and the Cuestionario de Evaluación de Dificultades Interpersonales en la Adolescencia were answered by the participants. Statistically significant differences were found in the different variables of perfectionistic automatic thoughts (i.e., Perfectionist Concerns, Perfectionist Demands, and Perfectionist Efforts) according to high and low levels of difficulties in heterosexual relationships. It was also found that the variable Perfectionist Efforts is a negative and significant predictor of high difficulties in heterosexual relationships. However, the variables Perfectionist Concerns and Perfectionist Demands are a positive and significant predictor of high levels in this type of interpersonal difficulties. All these results confirm that perfectionist automatic thoughts are related and are predictors of difficulties that Ecuadorian university students manifest in their heterosexual relationships.

ACS Style

Aitana Fernández-Sogorb; Roberto Ovidio Freire-Andino; María Del Pilar Aparicio-Flores; José Manuel García-Fernández. Interpersonal difficulties in heterosexual relationships and perfectionist automatic thoughts in Ecuadorian university students. European Journal of Health Research 2021, 7, 1 -12.

AMA Style

Aitana Fernández-Sogorb, Roberto Ovidio Freire-Andino, María Del Pilar Aparicio-Flores, José Manuel García-Fernández. Interpersonal difficulties in heterosexual relationships and perfectionist automatic thoughts in Ecuadorian university students. European Journal of Health Research. 2021; 7 (1):1-12.

Chicago/Turabian Style

Aitana Fernández-Sogorb; Roberto Ovidio Freire-Andino; María Del Pilar Aparicio-Flores; José Manuel García-Fernández. 2021. "Interpersonal difficulties in heterosexual relationships and perfectionist automatic thoughts in Ecuadorian university students." European Journal of Health Research 7, no. 1: 1-12.

Journal article
Published: 12 November 2020 in Sustainability
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The use of mobile phones has great benefits for communication. However, evidence has shown that problematic use, such as cyberbullying, can also be associated with mobile phones. In this sense, emotional regulation plays an important role. The objective of this study was to identify different groups that varied in terms of conflicts related to problematic mobile phone use (namely, maladaptive communication and emotional patterns). Furthermore, the study aimed to examine whether there were significant differences in the dimensions of emotional intelligence and cyberbullying between adolescents with a mobile phone use problem. The study participants were 810 students aged between 12 and 16 years. The Emotional Coefficient Inventory questionnaire about cyberbullying and a questionnaire on experiences related to mobile phones were used. The cluster analysis identified three different types of mobile phone use: A group displaying no problematic use, a group displaying moderately problematic use, and a group displaying problematic use. The study results motivate carrying out stress management programs, emotional re-education, and other actions that reinforce emotional intelligence.

ACS Style

Inmaculada Méndez; Ana Jorquera; Cecilia Esteban; José García-Fernández. Profiles of Mobile Phone Use, Cyberbullying, and Emotional Intelligence in Adolescents. Sustainability 2020, 12, 9404 .

AMA Style

Inmaculada Méndez, Ana Jorquera, Cecilia Esteban, José García-Fernández. Profiles of Mobile Phone Use, Cyberbullying, and Emotional Intelligence in Adolescents. Sustainability. 2020; 12 (22):9404.

Chicago/Turabian Style

Inmaculada Méndez; Ana Jorquera; Cecilia Esteban; José García-Fernández. 2020. "Profiles of Mobile Phone Use, Cyberbullying, and Emotional Intelligence in Adolescents." Sustainability 12, no. 22: 9404.

Journal article
Published: 26 September 2020 in International Journal of Environmental Research and Public Health
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The rise of technology has increased risks such as problematic internet use or cyberbullying. Data show that there is problematic use of the internet, which has important repercussions academically, personally, socially and for health. The objective of this study was to identify different profiles that vary according to intra- and interpersonal conflicts related to internet use. In addition, this study aimed to examine whether there are significant differences in bullying and cyberbullying among adolescents with a conflict related to internet use. The study participants were 810 students of Compulsory Secondary Education (M = 13.99, SD = 1.32). The Questionnaire on School Violence and the Questionnaire of Experiences Related to Internet was use. The latent profile analysis identified four different types of conflicts related to internet use: (a) high levels in intra- and interpersonal conflicts; (b) low levels intra- and interpersonal conflicts; (c) moderate intra- and interpersonal conflicts and (d) very high levels in intra- and interpersonal conflicts. The results of the study indicated that there were significant differences in the manifestations of school violence between the profiles. This study assists in educational programs to prevent conflicts related to internet use and school violence through emotional adjustment.

ACS Style

Inmaculada Méndez; Ana Belén Jorquera; Cecilia Ruiz Esteban; José Manuel García-Fernández. Profiles of Problematic Internet Use in Bullying and Cyberbullying among Adolescents. International Journal of Environmental Research and Public Health 2020, 17, 7041 .

AMA Style

Inmaculada Méndez, Ana Belén Jorquera, Cecilia Ruiz Esteban, José Manuel García-Fernández. Profiles of Problematic Internet Use in Bullying and Cyberbullying among Adolescents. International Journal of Environmental Research and Public Health. 2020; 17 (19):7041.

Chicago/Turabian Style

Inmaculada Méndez; Ana Belén Jorquera; Cecilia Ruiz Esteban; José Manuel García-Fernández. 2020. "Profiles of Problematic Internet Use in Bullying and Cyberbullying among Adolescents." International Journal of Environmental Research and Public Health 17, no. 19: 7041.

Journal article
Published: 16 September 2020 in International Journal of Environmental Research and Public Health
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Burnout is a reality in the teaching profession. Specifically, teaching staff usually have higher burnout rates. The present study aims to analyze the different burnout profiles and to verify if there were differences between burnout profiles in depressive symptomatology and in the self-esteem of the teachers at school. The total number of participants was 210 teachers from 30 to 65 years. The first scale was the Maslach burnout inventory, the second scale was the Self-Rating depression scale and the third scale was the Rosenberg Self-Esteem Scale . The latent class analysis identified three burnout profiles: the first group with a high level of emotional exhaustion, low personal accomplishment and depersonalization (high burnout); the second group with low emotional exhaustion, low depersonalization and high personal accomplishment (low burnout) and the third group with low depersonalization, low emotional exhaustion and low personal accomplishment (moderate burnout). The results revealed that there were differences in depressive symptomatology (group 1 obtained higher scores than group 2 and group 3) and self-esteem (group 2 obtained higher scores than group 1). The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome.

ACS Style

Inmaculada Méndez; Juan Pedro Martínez-Ramón; Cecilia Ruiz-Esteban; José Manuel García-Fernández. Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers. International Journal of Environmental Research and Public Health 2020, 17, 6760 .

AMA Style

Inmaculada Méndez, Juan Pedro Martínez-Ramón, Cecilia Ruiz-Esteban, José Manuel García-Fernández. Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers. International Journal of Environmental Research and Public Health. 2020; 17 (18):6760.

Chicago/Turabian Style

Inmaculada Méndez; Juan Pedro Martínez-Ramón; Cecilia Ruiz-Esteban; José Manuel García-Fernández. 2020. "Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers." International Journal of Environmental Research and Public Health 17, no. 18: 6760.

Journal article
Published: 12 August 2020 in International Journal of Environmental Research and Public Health
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Perfectionistic Automatic Thoughts (PATs) are currently being studied due to their association with maladaptive variables. This study aims to validate the Spanish version of the Perfectionism Cognitions Inventory (PCI) in a sample of Ecuadorian undergraduates as well as to analyze latent mean differences across sex. The sample was composed by 3060 undergraduates (Mage = 22.7, SD = 2.46). The Spanish model of the PCI composed by 17 items divided into three first-order dimensions (perfectionistic concerns, strivings, and demands) and a second-order factor was supported by confirmatory factor analysis. Acceptable levels of reliability and factorial invariance across sex were observed. Higher latent mean scores for males in comparison with females in the second-order factor of the PCI were found. The three dimensions of the PCI significantly and positively correlated with interpersonal difficulties. Overall, results demonstrate that the Spanish version of the PCI is a valid and reliable measure to evaluate PATs in Ecuadorian undergraduates.

ACS Style

María Pilar Aparicio-Flores; María Vicent; Ricardo Sanmartín; Carolina Gonzálvez; Roberto Ovidio Freire-Andino; José Manuel García-Fernández. Psychometric Properties of the Perfectionism Cognitions Inventory in Ecuador. International Journal of Environmental Research and Public Health 2020, 17, 5834 .

AMA Style

María Pilar Aparicio-Flores, María Vicent, Ricardo Sanmartín, Carolina Gonzálvez, Roberto Ovidio Freire-Andino, José Manuel García-Fernández. Psychometric Properties of the Perfectionism Cognitions Inventory in Ecuador. International Journal of Environmental Research and Public Health. 2020; 17 (16):5834.

Chicago/Turabian Style

María Pilar Aparicio-Flores; María Vicent; Ricardo Sanmartín; Carolina Gonzálvez; Roberto Ovidio Freire-Andino; José Manuel García-Fernández. 2020. "Psychometric Properties of the Perfectionism Cognitions Inventory in Ecuador." International Journal of Environmental Research and Public Health 17, no. 16: 5834.

Journal article
Published: 31 July 2020 in Sustainability
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Children tend to develop forms of anxiety that can be associated with school violence. However, the previous scientific literature on anxiety and aggression is scarce. In addition, it has only focused on examining differential relationships between both variables. This study aimed to analyze the relationships between three forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) and the components of aggression (physical and verbal aggression, anger, and hostility) by adopting a person-centered approach. The sample consisted of 1161 Spanish students from 8 to 11 years old (M = 9.72, SD = 1.14); 46.2% were boys. Informed written consent from the parents or legal guardians was obtained. The Visual Analogue Scale for Anxiety—Revised and the Aggression Questionnaire were used. The latent profile analysis technique identified three profiles of anxious children: Low Anxiety, High School-based Performance Anxiety, and High Anxiety. The High Anxiety group scored significantly higher than the Low Anxiety group in all components of aggression, with effect sizes ranging from moderate to large (d = 0.59 to 0.99). The High Anxiety profile showed significantly higher scores than the high school-based performance anxiety profile only in anger (d = 0.56) and hostility (d = 0.44). The results have relevant implications for practice, since there is evidence that different intervention strategies should be applied according to the risk profile.

ACS Style

Aitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; José Manuel García-Fernández. Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior. Sustainability 2020, 12, 6199 .

AMA Style

Aitana Fernández-Sogorb, Ricardo Sanmartín, María Vicent, José Manuel García-Fernández. Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior. Sustainability. 2020; 12 (15):6199.

Chicago/Turabian Style

Aitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; José Manuel García-Fernández. 2020. "Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior." Sustainability 12, no. 15: 6199.

Journal article
Published: 12 May 2020 in Sustainability
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The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

ACS Style

David Aparisi; Lucía Granados; Ricardo Sanmartín; María Carmen Martínez-Monteagudo; José Manuel García-Fernández. Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers. Sustainability 2020, 12, 3950 .

AMA Style

David Aparisi, Lucía Granados, Ricardo Sanmartín, María Carmen Martínez-Monteagudo, José Manuel García-Fernández. Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers. Sustainability. 2020; 12 (10):3950.

Chicago/Turabian Style

David Aparisi; Lucía Granados; Ricardo Sanmartín; María Carmen Martínez-Monteagudo; José Manuel García-Fernández. 2020. "Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers." Sustainability 12, no. 10: 3950.

Journal article
Published: 05 May 2020 in International Journal of Environmental Research and Public Health
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This study complements extant variable-centered research that focus on the relationship between perfectionism and the autonomous and controlled motivation to exercise. A person-centered approach is used for identifying perfectionism profiles as well as analyzing inter-profile differences in terms of the six regulatory styles located on the autonomy-control continuum. A sample of 597 (Mage = 22.08, SD = 3.33) Ecuadorian undergraduates enrolled in a sport science degree program was employed. Latent Profile Analysis based on two higher-order perfectionism dimensions, Perfectionistic Strivings (PS) and Perfectionistic Concerns (PC), supported a four-class solution: Non-Perfectionists (low PS and PC), Adaptive Perfectionists (high PS and low PC), Maladaptive Perfectionists (high PS and PC), and Moderate Perfectionists (moderate PS and PC). Adaptive Perfectionists obtained the highest means on Intrinsic, Integrated, and Identified regulations. However, these differences where only significant when compared with Moderate Perfectionists, and only in the case of Integrated regulation, in comparison with Non-Perfectionists. In contrast, Maladaptive Perfectionists obtained significantly higher scores on Introjected and External regulations as well as on Amotivation than the other three classes. Results are discussed in light of Self-Determination Theory.

ACS Style

María Vicent; Ricardo Sanmartín; Oswaldo Vásconez-Rubio; José Manuel García-Fernández. Perfectionism Profiles and Motivation to Exercise Based on Self-Determination Theory. International Journal of Environmental Research and Public Health 2020, 17, 3206 .

AMA Style

María Vicent, Ricardo Sanmartín, Oswaldo Vásconez-Rubio, José Manuel García-Fernández. Perfectionism Profiles and Motivation to Exercise Based on Self-Determination Theory. International Journal of Environmental Research and Public Health. 2020; 17 (9):3206.

Chicago/Turabian Style

María Vicent; Ricardo Sanmartín; Oswaldo Vásconez-Rubio; José Manuel García-Fernández. 2020. "Perfectionism Profiles and Motivation to Exercise Based on Self-Determination Theory." International Journal of Environmental Research and Public Health 17, no. 9: 3206.

Journal article
Published: 08 April 2020 in Sustainability
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Positive (PA) and negative affect (NA) are related with aspects that are part of people’s psychological well-being, and the possibility of combining both dimensions to create four affective profiles, self-fulfilling (high PA and low NA), low affective (low PA and low NA), high affective (high PA and high NA) and self-destructive (low PA and high NA), has recently appeared. The current work aims to validate the short version of the Positive and Negative Affect Schedule (PANAS) in Ecuador, test the existence of the four affective profiles and analyze its relation with social anxiety. The Positive and Negative Affect Schedule for Children and the Social Anxiety Scale for Adolescents was employed in a sample of 1786 Ecuadorian students aged from 15 to 18 years (M = 16.31, SD = 1.01). The factorial invariance of the scale across sex and age groups was proved and latent mean analyses showed that girls and 18-year-old students obtained the highest scores in negative affect. With regard to the affective profiles, the cluster analyses confirmed the existence of the four mentioned profiles, and the self-fulfilling profile obtained the lowest scores in all the dimensions of social anxiety, whereas the self-destructive profile obtained the highest scores.

ACS Style

Ricardo Sanmartín; María Vicent; Carolina Gonzálvez; Candido J. Ingles; Ramiro Reinoso-Pacheco; José Manuel García-Fernández. Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample. Sustainability 2020, 12, 2976 .

AMA Style

Ricardo Sanmartín, María Vicent, Carolina Gonzálvez, Candido J. Ingles, Ramiro Reinoso-Pacheco, José Manuel García-Fernández. Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample. Sustainability. 2020; 12 (7):2976.

Chicago/Turabian Style

Ricardo Sanmartín; María Vicent; Carolina Gonzálvez; Candido J. Ingles; Ramiro Reinoso-Pacheco; José Manuel García-Fernández. 2020. "Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample." Sustainability 12, no. 7: 2976.

Journal article
Published: 08 February 2020 in Psychiatry Research
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The objective of this study is to analyze the predictive capacity of cybervictimization with regards to suicidal thinking and anxiety, depression and stress in university students. The European Cyberbullying Intervention Project Questionnaire, the Depression Anxiety Stress Scale-21 and the Suicidality Scale were administered to a sample of 1282 university students (594 men and 688 women) aged between 18 and 46 (M = 21.65; SD = 4.25). The results suggest that being a cybervictim increases the probability of suicidal thinking and presenting high levels of anxiety, depression and stress. This study highlights the high prevalence rates of cyberbullying in the university environment and how this issue is associated with emotional problems and suicidal thinking. The identification of these relationships may allow for the development of effective preventive intervention measures to respond to this problem.

ACS Style

María Carmen Martínez-Monteagudo; Beatriz Delgado; Ángela Díaz-Herrero; José Manuel García-Fernández. Relationship between suicidal thinking, anxiety, depression and stress in university students who are victims of cyberbullying. Psychiatry Research 2020, 286, 112856 .

AMA Style

María Carmen Martínez-Monteagudo, Beatriz Delgado, Ángela Díaz-Herrero, José Manuel García-Fernández. Relationship between suicidal thinking, anxiety, depression and stress in university students who are victims of cyberbullying. Psychiatry Research. 2020; 286 ():112856.

Chicago/Turabian Style

María Carmen Martínez-Monteagudo; Beatriz Delgado; Ángela Díaz-Herrero; José Manuel García-Fernández. 2020. "Relationship between suicidal thinking, anxiety, depression and stress in university students who are victims of cyberbullying." Psychiatry Research 286, no. : 112856.

Journal article
Published: 06 February 2020 in Sustainability
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This research aimed to examine the relation between child anxiety and causal attributions in mathematics using a person-centered approach. The Visual Analogue Scale for Anxiety-Revised and the Sydney Attribution Scale were administered to 1287 Spanish students aged 8 to 11 (M = 9.68, SD = 1.20); 49.4% were girls. Four child anxiety profiles were obtained by the latent class analysis technique: Low Anxiety, Moderate Anxiety, High Anxiety, and Low Anxiety School-type. The four anxious groups significantly differed in all attributions of failure and in attributions of success to ability and effort, with effect sizes ranging from small to large (d = 0.24 to 0.99). The group with the highest anxiety levels attributed its failures more to the lack of ability and effort, and less to external causes. This group attributed its successes less to ability and effort. However, the Low Anxiety School-type group attributed its failures more to external causes and its successes more to ability and effort. The practical implications of these findings suggest that applying cognitive-behavioral programs for anxiety with a component of attribution retraining could be useful to improve both anxiety levels and the maladaptive attributional pattern of each child anxiety profile.

ACS Style

Aitana Fernández-Sogorb; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; Antonio Miguel Pérez-Sánchez; José Manuel García-Fernández. Attributional Style in Mathematics across Anxiety Profiles in Spanish Children. Sustainability 2020, 12, 1173 .

AMA Style

Aitana Fernández-Sogorb, María Vicent, Carolina Gonzálvez, Ricardo Sanmartín, Antonio Miguel Pérez-Sánchez, José Manuel García-Fernández. Attributional Style in Mathematics across Anxiety Profiles in Spanish Children. Sustainability. 2020; 12 (3):1173.

Chicago/Turabian Style

Aitana Fernández-Sogorb; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; Antonio Miguel Pérez-Sánchez; José Manuel García-Fernández. 2020. "Attributional Style in Mathematics across Anxiety Profiles in Spanish Children." Sustainability 12, no. 3: 1173.

Journal article
Published: 21 December 2019 in Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.
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El perfeccionismo muestra un carácter multidimensional cuya característica principal en los sujetos que lo poseen es establecerse estándares excesivamente altos, autoevaluándose con demasiada rigurosidad. Por este motivo, los estudios que lo abordan han enfocado su conceptualización en observar la tendencia a trastornos psicopatológicos. Por otro lado, el rechazo escolar, entre otros aspectos, muestra una de las causas cuya lógica recae en la búsqueda de obtener recompensas positivas fuera del ámbito escolar. Es decir, ese rechazo se centra en la negativa a asistir al centro educativo ya que es considerado aburrido y se prefiere estar con los amigos o realizando actividades recreativas. El objetivo del siguiente trabajo fue analizar las diferencias estadísticamente significantes de perfeccionismo con estudiantes con altos y bajos niveles de la búsqueda de refuerzos tangibles fuera del ámbito escolar. Se utilizaron el Child-Adolescent Perfectionism Scale (CAPS) para evaluar el perfeccionismo, y la School Refusal Assessment Scale-Revised for Children (SRAS-R-C) para medir el rechazo escolar. La muestra de la población seleccionada alcanzó un total de 1920 alumnos de entre 1º y 3º de Bachillerato. Los resultados arrojan diferencias en los grupos con altos y bajos niveles del IV factor del SRAS-R-C, en Perfeccionismo Socialmente Prescrito (PSP), Perfeccionismo Auto Orientado Esfuerzos (PAO-E) y Perfeccionismo Auto Orientado Crítica (PAOC), observando puntuaciones más altas en PSP (d = .37), PAO-E (d = .38), y PAO-C (d = .14) en aquellos estudiantes con altos niveles de rechazo escolar frente a sus iguales con niveles más bajos de rechazo escolar. En conclusión, el presente estudio colabora con un nuevo conocimiento en el ámbito científico-educativo, e incita a seguir investigando sobre el tema, teniendo en cuenta la repercusión a nivel psicológico y académico que puede contribuir en la población juvenil ecuatoriana.

ACS Style

José Manuel García Fernández; Virginia Narcisa Ortega Sandoval; Aitana Fernández Sogorb; María Pilar Aparicio Flores. Alta y baja presencia en la búsqueda de refuerzos tangibles fuera del ámbito escolar: diferencias de perfeccionismo en población ecuatoriana. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 2019, 1, 451 -460.

AMA Style

José Manuel García Fernández, Virginia Narcisa Ortega Sandoval, Aitana Fernández Sogorb, María Pilar Aparicio Flores. Alta y baja presencia en la búsqueda de refuerzos tangibles fuera del ámbito escolar: diferencias de perfeccionismo en población ecuatoriana. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.. 2019; 1 (2):451-460.

Chicago/Turabian Style

José Manuel García Fernández; Virginia Narcisa Ortega Sandoval; Aitana Fernández Sogorb; María Pilar Aparicio Flores. 2019. "Alta y baja presencia en la búsqueda de refuerzos tangibles fuera del ámbito escolar: diferencias de perfeccionismo en población ecuatoriana." Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 1, no. 2: 451-460.

Journal article
Published: 21 December 2019 in Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.
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Tanto el rechazo escolar como el optimismo y el pesimismo son constructos ampliamente estudiados en el ámbito escolar por su impacto en el logro académico y el bienestar emocional de los estudiantes. Sin embargo, son escasos los estudios que han analizado la relación entre ambas variables.Este trabajo tuvo como objetivo analizar las diferencias en optimismo y pesimismo entre estudiantes con altas y bajas puntuaciones en rechazo escolar. 1,786 adolescentes ecuatorianos de entre 15 y 18 años (Medad = 16.31; DE = 1.01) respondieron a la School Refusal Assessment Scale-Revised for Children (SRAS-R-C) y al Youth Life Orientation Test (YLOT). La prueba t de Student de diferencias de medias para muestras independientes reveló que los estudiantes con bajos niveles de rechazo escolar basado en la evitación de estímulos que producen afectividad negativa, en el escape de la aversión social y/o situaciones evaluativas, así como en la búsqueda de refuerzos tangibles fuera de la escuela, puntuaron significativamente más alto en optimismo. Por otra parte, los estudiantes con altos niveles de rechazo escolar por evitación de estímulos que producen afectividad negativa, por el escape de la aversión social y/o situaciones evaluativas y por la búsqueda de atención de personas significativas obtuvieron puntuaciones significativamente más altas en pesimismo.Estos resultados proporcionan información relevante para el diseño de programas de intervención en actitudes pesimistas del alumnado que manifiesta alto rechazo a la escuela.

ACS Style

Aitana Fernández Sogorb; Carlos Manuel Calderón Guevara; María Del Pilar Aparicio Flores; José Manuel García Fernández. Rechazo escolar y optimismo y pesimismo en una muestra de adolescentes ecuatorianos. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 2019, 1, 373 -382.

AMA Style

Aitana Fernández Sogorb, Carlos Manuel Calderón Guevara, María Del Pilar Aparicio Flores, José Manuel García Fernández. Rechazo escolar y optimismo y pesimismo en una muestra de adolescentes ecuatorianos. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.. 2019; 1 (2):373-382.

Chicago/Turabian Style

Aitana Fernández Sogorb; Carlos Manuel Calderón Guevara; María Del Pilar Aparicio Flores; José Manuel García Fernández. 2019. "Rechazo escolar y optimismo y pesimismo en una muestra de adolescentes ecuatorianos." Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 1, no. 2: 373-382.

Journal article
Published: 21 December 2019 in Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.
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Diversas investigaciones resumen el perfeccionismo como un conjunto de rasgos claramente negativos los cuales son especialmente preocupantes en la etapa de la adolescencia debido a la presión por compañeros y familiares a nivel social, académico, deportivo y cultural entre otros, cuestión que se transforma en un rasgo patológico. Por otro lado, existe un colectivo de población infanto-juvenil que rechaza ir a la escuela con la finalidad de llamar la atención de los demás. Es decir, les crea ansiedad ante la separación de la figura familiar. En el presente estudio se pretendía observar si existen diferencias estadísticamente significativas en perfeccionismo con adolescentes ecuatorianos con elevadas y pequeñas puntuaciones en la búsqueda de la atención de otras personas significativas. Para ello se utilizó el Child-Adolescent Perfectionism Scale (CAPS) y la School Refusal Assessment Scale-Revised for Children (SRAS-R-C). La muestra total de participantes fue de 1920 adolescentes de edades comprendidas entre 15 y 18 años matriculados en cursos entre 1º y 3º de Bachillerato. Las diferencias halladas se dan en ambos grupos de rechazo escolar para el Perfeccionismo Socialmente Prescrito (PSP), Perfeccionismo Auto Orientado-Esfuerzos (PAOE) y el Perfeccionismo Auto Orientado – Crítica (PAO-C), siendo los estudiantes con mayor nivel de rechazo escolar los que puntuaron más elevado en PSP (d = .17), PAO-E (d = 15) y PAO-C (d = .35). A este respecto, es necesario ampliar la investigación en este campo de estudio teniendo en cuenta la vulnerabilidad en la personalidad de los adolescentes y la asociación con multitud de trastornos psicopatológicos con los que correlaciona el perfeccionismo según la literatura previa.

ACS Style

Virginia Narcisa Ortega Sandoval; Mª Pilar Aparicio Flores; Aitana Fernández Sogorb; José Manuel García Fernández. Adolescentes ecuatorianos con altos y bajos niveles de rechazo escolar por la búsqueda de la atención de otras personas significativas y sus diferencias con perfeccionismo. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 2019, 1, 401 -410.

AMA Style

Virginia Narcisa Ortega Sandoval, Mª Pilar Aparicio Flores, Aitana Fernández Sogorb, José Manuel García Fernández. Adolescentes ecuatorianos con altos y bajos niveles de rechazo escolar por la búsqueda de la atención de otras personas significativas y sus diferencias con perfeccionismo. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.. 2019; 1 (2):401-410.

Chicago/Turabian Style

Virginia Narcisa Ortega Sandoval; Mª Pilar Aparicio Flores; Aitana Fernández Sogorb; José Manuel García Fernández. 2019. "Adolescentes ecuatorianos con altos y bajos niveles de rechazo escolar por la búsqueda de la atención de otras personas significativas y sus diferencias con perfeccionismo." Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 1, no. 2: 401-410.

Journal article
Published: 21 December 2019 in Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.
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El perfeccionismo es entendido como aquella tendencia a establecer elevados estándares de desempeño, acompañado de una evaluación excesivamente crítica de los mismos y una gran preocupación por cometer errores, cuestión por lo que se relaciona con diversos problemas patológicos.A su vez, uno de los factores de rechazo escolar, evalúa el rechazo de estímulos que provocan la afectividad negativa, referente a la ansiedad que provoca la obligación de asistir y permanecer en la escuela. Es decir, aquellos sentimientos negativos que puede provocar en algunos sujetos. El objetivo planteado en el siguiente estudio fue analizar si existen diferencias estadísticamente significativas de perfeccionismo en adolescentes con altas y bajas puntuaciones en la evitación de la afectividad negativa que provocan estímulos o situaciones relacionadas con el ámbito escolar, factor I de la School Refusal Assessment Scale-Revised for Children (SRAS-R-C). Para ello, se utilizó también la Child-Adolescent Perfectionism Scale (CAPS) con objeto de evaluar el perfeccionismo. La muestra seleccionada alcanzó un total de 1920 alumnos de entre 15 y 18 años (Medad = 16.31; DE = 1.00). Los resultados observados muestran diferencias en los grupos Perfeccionismo Socialmente Prescrito (PSP) y en Perfeccionismo Auto Orientado Crítica (PAO-C), con puntuaciones más elevadas en PSP (d = .19) y PAO-C (d = .42) cuanto mayor rechazo escolar. Estos resultados aportan un nuevo conocimiento en el ámbito científico teniendo en cuenta que pocos son los estudios en el país de Ecuador que midan las diferencias entre ambos constructos.

ACS Style

Mª Pilar Aparicio Flores; Virginia Narcisa Ortega Sandoval; Aitana Fernández Sogorb; José Manuel García Fernández. Diferencias de perfeccionismo en función del grado de rechazo escolar por evitar la afectividad negativa que provocan los estímulos escolares. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 2019, 1, 421 -430.

AMA Style

Mª Pilar Aparicio Flores, Virginia Narcisa Ortega Sandoval, Aitana Fernández Sogorb, José Manuel García Fernández. Diferencias de perfeccionismo en función del grado de rechazo escolar por evitar la afectividad negativa que provocan los estímulos escolares. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.. 2019; 1 (2):421-430.

Chicago/Turabian Style

Mª Pilar Aparicio Flores; Virginia Narcisa Ortega Sandoval; Aitana Fernández Sogorb; José Manuel García Fernández. 2019. "Diferencias de perfeccionismo en función del grado de rechazo escolar por evitar la afectividad negativa que provocan los estímulos escolares." Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 1, no. 2: 421-430.

Journal article
Published: 21 December 2019 in Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.
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La prevalencia del rechazo escolar es difícil de determinar debido a la discrepancia en la definición del constructo y a la falta de información nacional. En este sentido, el presente estudio tuvo como objetivo analizar las diferencias de prevalencia del rechazo escolar, entendido como la resistencia a ir a la escuela o a permanecer en esta, en función del sexo y curso académico. La muestra estuvo compuesta por 1,786 estudiantes ecuatorianos con edades comprendidas entre los 15 y los 18 años (Medad = 16.31; DE = 1.01). Se utilizó la School Refusal Assessment Scale-Revised for Children (SRAS-R-C), cuyos factores evalúan la evitación de estímulos que producen afectividad negativa (Factor I), el escape de la aversión social y/o situaciones evaluativas (Factor II), la búsqueda de atención de personas significativas (Factor III) y la búsqueda de refuerzos tangibles fuera de la escuela (Factor IV). Para establecer si existían diferencias entre el porcentaje de estudiantes clasificados con alta conducta de rechazo escolar en función del sexo y el curso académico, se utilizó la prueba Z de diferencia de proporciones. La proporción de chicas fue significativamente mayor en el Factor I, mientras que el porcentaje de chicos fue significativamente superior en el Factor IV. Las diferencias significativas en función del curso se hallaron en el Factor I entre primero y tercero y entre segundo y tercero de bachillerato, y en el Factor IV entre primero y tercero. Se discuten las implicaciones prácticas de estos hallazgos.

ACS Style

Carlos Manuel Calderón Guevara; Aitana Fernández Sogorb; María Del Pilar Aparicio Flores; José Manuel García Fernández. Prevalencia del rechazo escolar según sexo y curso en adolescentes ecuatorianos. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 2019, 1, 383 -392.

AMA Style

Carlos Manuel Calderón Guevara, Aitana Fernández Sogorb, María Del Pilar Aparicio Flores, José Manuel García Fernández. Prevalencia del rechazo escolar según sexo y curso en adolescentes ecuatorianos. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.. 2019; 1 (2):383-392.

Chicago/Turabian Style

Carlos Manuel Calderón Guevara; Aitana Fernández Sogorb; María Del Pilar Aparicio Flores; José Manuel García Fernández. 2019. "Prevalencia del rechazo escolar según sexo y curso en adolescentes ecuatorianos." Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 1, no. 2: 383-392.