Soledad y agresión relacional en los centros educativos: factores protectores y de riesgo en la adolescencia temprana = Loneliness and relational aggression in the school: Risk and protective factors in the early adolescence

223 p.En la presente investigación pretendemos abordar un problema sumamente complejo en sí mismo, tanto por sus orígenes y su propia naturaleza como por sus consecuencias en la salud física y psicológica, presente y futura, de nuestros estudiantes y de la comunidad a la que pertenecen. Nuestra aspiración es la de realizar un estudio riguroso y concienzudo en el ámbito del sentimiento de la soledad percibida, de las consecuencias de diferentes formas de agresión entre iguales y de los factores protectores y de riesgo en la adolescencia temprana. Son tres los grandes constructos que se abarcan en este trabajo. Por un lado, la Soledad, que está muy relacionada con la pérdida de relaciones con ese conjunto de personas significativas en la vida del individuo y con las que se interactúa de forma regular. La definición más común de soledad es la de carencia de compañía y que se tiende a vincular con estados de tristeza, desamor y negatividad. No obstante, no debemos confundir, y así lo pretendemos, la soledad como causa objetiva donde se hace referencia a la falta de compañía de forma permanente o temporal y la soledad como sentimiento o percepción subjetiva de estar solo. En este caso no es lo mismo ser o sentir, ser que esta

Involvement of executive functions, emotional intelligence, and study habits in mathematical problem-solving and calculation in elementary school

As mathematics is the most difficult subject for students from an early age, it is necessary to understand the underlying processes. Thus, the aim of this study was to analyze the relationship between calculation and mathematical problem-solving (MPR) skills with Executive Functions (EF), Emotional Intelligence (EI), and Study Habits and Techniques (SHT) in children aged 9-12 years. The study was carried out with 70 students (40 girls) from five schools in the Autonomous Community of the Basque Country of Spain. The results showed that MPR was significantly related to EF, SHT, and EI, while calculation was only related to EF and SHT, all this controlling the effect of IQ. Furthermore, MPR has correlated with a greater number of EF, EI, and SHT subscales than calculation. Along with this, significant differences have been observed in EF and EI depending on the level of performance in MPR, while in calculation the significant differences have been found in EF and SHT. Therefore, different neuropsychological processes underlie each mathematical skill, which implies the need for differential intervention with each of them. All of this through programs that encourage the mathematical learning of all students indiscriminately or that promote the development of mathematical skills according to the specific difficulty of the student.Dado que matemáticas es la asignatura más difícil para el alumnado desde edades tempranas, es necesario comprender los procesos subyacentes. Así, con el presente estudio se ha pretendido analizar la relación entre las habilidades de cálculo y resolución de problemas matemáticos (RPM) con las funciones ejecutivas (FE), la inteligencia emocional (IE) y los hábitos y técnicas de estudio (HTE) en estudiantes de 9-12 años. El estudio se ha llevado a cabo con 70 estudiantes (40 niñas) de cinco escuelas de la Comunidad Autónoma del País Vasco de España. Los resultados han mostrado que la RPM se relaciona significativamente con las FE, la IE y los HTE, mientras que el cálculo sólo ha correlacionado con las FE y los HTE, todo ello controlando el efecto del CI. Además, la RPM ha correlacionado con un mayor número de subescalas de las EF, la EI y los HTE que el cálculo. Junto a ello, se han observado diferencias significativas en las EF y la EI en función del nivel de rendimiento en RPM, mientras que en cálculo se han encontrado diferencias significativas en las EF y los HTE. Por tanto, diferentes procesos neuropsicológicos subyacen a cada habilidad matemática, lo que implica la necesidad de una intervención diferencial con cada una de ellas. Todo ello a través de programas que fomenten el aprendizaje matemático de todo el alumnado indistintamente o que promuevan el desarrollo de las habilidades matemáticas en función de la dificultad específica del estudiante

Bullying and Health-Related Quality of Life: analysis as a function of the role

The distribution of school bullying profiles was as follows: without problems (1405 pupils, 27.9%), mild victim (1110, 22%), severe victim (439, 8,7%), mild bully (261.5,2%), severe bully (80, 1,6%), mild bully/victim (1651, 32,8%) and severe bully/victim (90, 1,8%). Differences were found in all dimensions of the HRQoL as a function on the role played: physical well-being (F6,5029=16.01; p<. 001), psychological well-being (F6,5029=28; p<.001), relationship with parents (F6,5029=31.58; p<. 001), friendship/equal relationship (F6,5029=35.23; p< .001) and school environment (F6,5029=83.67; p< .001). The most important loss of quality of life occurs in the roles of severe victim, mild bully-victim and severe bully-victim in all dimensions (p< .001). Conclusions: There is a general loss of perceived quality of life when a role related to bullying is played (including bullies), but this loss increases significantly for the roles of severe victims and bully-victims. The most affected dimensions are psychological well-being and school environment.La distribución de los perfiles de acoso escolar fue la siguiente: sin problemas (1.405 alumnos, 27,9%), víctima leve (1.110, 22%), víctima grave (439, 8,7%), agresor leve (261, 5,2%), agresor grave (80, 1,6%), víctima-agresora leve (1.651, 32,8%) y víctima-agresora grave (90, 1,8%). Se encuentran diferencias en todas las dimensiones del CVRS en función del rol ejercido: bienestar físico (F6,5029=16,01; p<,001), bienestar psicológico (F6,5029=28; p<,001), relación con padres (F6,5029=31,58; p<,001), relación amistad/iguales (F6,5029=35,23; p<,001) y entorno escolar (F6,5029=83,67; p<,001). La pérdida más importante de calidad de vida se produce en los roles de víctima grave, víctima-agresora leve y víctima-agresora grave en todas las dimensiones (p<,001). Conclusiones: Existe una pérdida general de la calidad de vida percibida cuando se ejerce algún rol relacionado con el acoso (incluido los agresores), pero esta pérdida se incrementa significativamente en los roles de víctima grave y víctima-agresora. Las dimensiones más afectas son el bienestar psicológico y el entorno escolar

Soledad y agresión relacional en los centros educativos : factores protectores y de riesgo en la adolescencia temprana

Incluye título en inglés: Loneliness and relational aggression in the school : risk and protective factors in the early adolescenceSe realiza un estudio riguroso y concienzudo en el ámbito del sentimiento de la soledad percibida, de las consecuencias de diferentes formas de agresión entre iguales y de los factores protectores y de riesgo en la adolescencia temprana. Se abordan los conceptos de soledad y agresión relacional, la soledad como un factor de riesgo, ya que ésta hace más vulnerables a los individuos cuanto más solos se sienten y la agresión relacional como concepto que refleja la agresividad que se da en el día a día de los centros educativos. También se estudian las grandes manifestaciones de agresión como es el bullying. En lo que se refiere a los factores protectores y de riesgo el estudio se centra en ser víctima, acosador, la adicción al tabaco y la ideación suicida como factores de riesgo en la soledad y la agresión relacional, y la orientación D-I, el rendimiento académico, las capacidades deportivas y las creencias religiosas como factores protectores. Se estudiaron las diferencias personales en 755 adolescentes, entre los 12 y los 15 años de edad, puesto que es la edad más apropiada para que ocurra la agresión relacional. Todos ellos estudiantes en centros escolares de Castilla y León. Los datos recogidos mediante cinco escalas, escala de soledad percibida, escala de apoyo social percibido, escala de acoso escolar percibido, escala de agresión y cuestionario EPQ-J de Eysenck, con las que pretendió estudiar los sentimientos y percepciones de los adolescentes de manera directa sin intermediarios.Castilla y LeónES

Mediation of study habits and techniques between music training and academic achievement in children

Although music training has been related to better school performance, the processes that may mediate this improvement are unknown. Given that study habits and techniques are one of the variables most closely related to academic achievement, the present study analyzed the differences in study habits and techniques between children with and without musical training, checking whether the age at which training began is a significant variable and whether study habits and techniques act as a mediator between musical training and academic achievement. A total of 132 children aged 9–12 years from the Autonomous Community of the Basque Country were studied using the Questionnaire of Habits and Study Techniques and school grades. Significant differences were found in the attitude toward study, exams and exercises; personal and environmental conditions for study; and general study habits and techniques in favor of children with musical training. In addition, children who started training before the age of seven showed better results in study habits and techniques. In turn, study habits and techniques significantly mediated the relationship between music training and academic achievement. Therefore, music training, especially before the age of seven, seems to have a beneficial effect on academic achievement, which could be explained, at least in part, by study habits and techniques

Internet Risks: An Overview of Victimization in Cyberbullying, Cyber Dating Abuse, Sexting, Online Grooming and Problematic Internet Use

The advance of digital media has created risks that affect the bio-psycho-social well-being of adolescents. Some of these risks are cyberbullying, cyber dating abuse, sexting, online grooming and problematic Internet use. These risks have been studied individually or through associations of some of them but they have not been explored conjointly. The main objective is to determine the comorbidity between the described Internet risks and to identify the profiles of victimized adolescents. An analytical and cross-sectional study with 3212 participants (46.3% males) from 22 Spanish schools was carried out. Mean age was 13.92 &#177; 1.44 years (range 11&#8315;21). Assessment tools with adequate standards of reliability and validity were used. The main results indicate that the most prevalent single risk is cyberbullying victimization (30.27%). The most prevalent two-risk associations are cyberbullying-online grooming (12.61%) and cyberbullying-sexting (5.79%). The three-risk combination of cyberbullying-sexting-grooming (7.12%) is highlighted, while 5.49% of the adolescents present all the risks. In addition, four profiles are distinguished, with the profile Sexualized risk behaviour standing out, with high scores in grooming and sexting and low scores in the rest of the risks. Determining the comorbidity of risks is useful for clinical and educational interventions, as it can provide information about additional risks

Joint association of bullying and cyberbullying in health-related quality of life in a sample of adolescents

Purpose Health-related quality of life (HRQoL) has been analyzed in relation to multiple psychosocial and health problems. However, only a few studies have analyzed the impact of bullying and cyberbullying on HRQoL. The main purpose of this study was to analyze the level of severity of bullying and cyberbullying on HRQoL. The effects of different roles, especially the conjunctions of of victim-cybervictim and bully-victim/cyberbully-cybervictim on HRQoL, were explored. Methods An analytical and cross-sectional study was conducted in a region of northern Spain. Random and representative sampling was employed. The participants included 12, 285 adolescents between 11 and 18 years of age, with a mean age of 14.69 +/- 1.73. The Spanish version of the KIDSCREEN-27, the Spanish version of the European bullying intervention project questionnaire (EBIPQ), and the cyberbullying triangulation questionnaire (CTQ) were employed. Results The prevalence of bullying victimization, cybervictimization, bullying perpetration, and cyberbullying perpetration was 12%, 8.1%, 10.4%, and 7%, respectively. Significant and negative correlations between all the dimensions of the EBIPQ and the CTQ with the KIDSCREEN-27 were found. Victimization and cybervictimization had more impact than bullying perpetration and cyberbullying perpetration, especially on psychological well-being and school environment. The mixed roles of the victim-cybervictim and victim-cybervictim/bully-cyberbully obtained lower scores than the remaining roles in all the dimensions of KIDSCREEN-27. Conclusions Those in mixed roles related to victimization and cybervictimization obtained the lowest scores in all HRQoL dimensions. The results enhance an understanding of the severity of the problem of bullying and cyberbullying and their impact on HRQoL

Internet Risks: An Overview of Victimization in Cyberbullying, Cyber Dating Abuse, Sexting, Online Grooming and Problematic Internet Use

[EN] The advance of digital media has created risks that affect the bio-psycho-social well-being of adolescents. Some of these risks are cyberbullying, cyber dating abuse, sexting, online grooming and problematic Internet use. These risks have been studied individually or through associations of some of them but they have not been explored conjointly. The main objective is to determine the comorbidity between the described Internet risks and to identify the profiles of victimized adolescents. An analytical and cross-sectional study with 3212 participants (46.3% males) from 22 Spanish schools was carried out. Mean age was 13.92 ± 1.44 years (range 11–21). Assessment tools with adequate standards of reliability and validity were used. The main results indicate that the most prevalent single risk is cyberbullying victimization (30.27%). The most prevalent two-risk associations are cyberbullying-online grooming (12.61%) and cyberbullying-sexting (5.79%). The three-risk combination of cyberbullying-sexting-grooming (7.12%) is highlighted, while 5.49% of the adolescents present all the risks. In addition, four profiles are distinguished, with the profile Sexualized risk behaviour standing out, with high scores in grooming and sexting and low scores in the rest of the risks. Determining the comorbidity of risks is useful for clinical and educational interventions, as it can provide information about additional risks.S

Profiles of Problematic Internet Use and Its Impact on Adolescents’ Health-Related Quality of Life

The internet has been a breakthrough for adolescents in many ways, but its use can also become dysfunctional and problematic, leading to consequences for personal well-being. The main objective is to analyze profiles related to problematic internet use and its relationship with health-related quality of life (HRQoL). An analytical and cross-sectional study was carried out in a region of northern Spain. The sample comprised 12,285 participants. Sampling was random and representative. Mean age and standard deviation was 14.69 ± 1.73 (11–18 years). The Spanish versions of the Problematic and Generalized Internet Use Scale (GPIUS2) and of the Health-Related Quality of Life (KIDSCREEN-27) were used. Four profiles were detected (non-problematic use, mood regulator, problematic internet use, and severe problematic use). The prevalence of these last two profiles was 18.5% and 4.9%, respectively. Problematic internet use correlated negatively and significantly with HRQoL. The severe problematic use profile presented a significant decrease in all dimensions of HRQoL. Analyses were carried out to extract a cut-off point for GPIUS2 (52 points). The results and practical implications are discussed

Cyberbullying in gifted students: Prevalence and psychological well-being in a Spanish sample

The differential characteristics of gifted students can make them vulnerable to cyberbullying. There is very little empirical evidence about cyberbullying and giftedness. In the Spanish context, it is unexplored. The main goal of this work is to determine the prevalence of cyberbullying, its distribution in the different roles, and its relationship with other psychological variables. A cross-sectional study was performed with 255 gifted students (M = 11.88 years, SD = 2.28 years) in Spain (155 males, 60.8%). We used the cyberbullying test and the Spanish versions of the DASS-21, ISEL, KIDSCREEN-10, and the SWLS. The results indicate that 25.1% of the students are pure-cybervictims, 3.9% pure-cyberbullies, and 6.6% cyberbully-victims. Pure-cybervictims and cyberbully-victims present worse scores (p < 0.001) in health-related quality of life, depression, life satisfaction and stress than the uninvolved individuals. The results suggest that the gifted sample presents more cybervictimization and less cyberbullying than observed in other studies of the general population