Validation of the metacognitive skills questionnaire for drivers of vehicles (CHMC)

Knowing what strategies users use in the difficult task of driving has always been a priority objective in road safety, given that road accidents are one of the main causes of death in the world, as confirmed by the WHO. In this sense, the metacognitive skills questionnaire for drivers was validated.MethodsThe questionnaire measures the metacongitive skills used by vehicle drivers at three times before, during and after driving. ResultsThe results of both the exploratory factor analysis (0.92 alpha by Cronbach) and the confirmatory factor analysis show the existence of three factors, a planning factor, a self-realization factor, and a third evaluation factor. DiscussionFinding these results together with a psychoeducational intervention design, will improve the behavior of drivers and in turn will serve to improve the training programs of the same to the different institutions and centers responsible for such training

Sensibilización del alumnado para la inclusión los niños TEA en el aula ordinaria de Educación Primaria

Continuing to inform society on autism spectrum disorder (ASD) is necessary according to a recent article by Spanish Autism Confederation which was the first to report demographic findings from the sociodemographic study of ASD. As a result, we propose herein the implementation of an awareness and sensitivity approach towards ASD in a primary education school. The awareness and sensitivity approach was comprised of four main pillars were addressed: communication, emotions, feelings and spatial orientation. It would be directed for 25 students per ratio, specifically for the 4th grade.The main objective is that students can empathize and put themselves in the skin of an ASDInformar a la sociedad sobre el trastorno del espectro autista (TEA) es realmente necesario, tal y como relata la Confederación Autismo España en su estudio sociodemográfico sobre el TEA. Por ello, se proponen sesiones de sensibilización sobre este trastorno para la etapa de educación primaria. El diseño de este proyecto está dividido en cuatro sesiones, para poder trabajar cuatro pilares fundamentales, que son: la comunicación, las emociones, los sentimientos y la orientación espacial. A través de las actividades, los alumnos se ponen en el lugar de los niños TEA y experimentan por ellos mismos, con herramientas que ayudan a mejorar el entorno.  Estaría dirigido para una clase de unos 25 alumnos por ratio, concretamente para 4º curso. El objetivo principal es que el alumnado pueda empatizar con otros niños con TEA, a través de una serie de herramientas

Niveles de ansiedad y su relación con la personalidad y la inteligencia emocional percibida en el alumnado de Magisterio [Ansety levels and its relationship with personality and emotional intelligence in Faculty of Education students]

Resumen:La universidad posee toda una serie de actividades favorecedoras de estrés y de ansiedad para los estudiantes que, sin lugar a dudas, pueden influir sobre su bienestar físico y psicológico. Son muchas las investigaciones que se han realizado en torno a las repercusiones que tiene la ansiedad en el desarrollo escolar de los estudiantes. Pero también hay que decir que no son tan frecuentes aquellas que ponen en relación la ansiedad con la personalidad y con la inteligencia emocional del alumnado. Para valorar la relación entre ansiedad, personalidad e Inteligencia Emocional percibida en los estudiantes universitarios, se realizó un estudio con el alumnado de la Facultad de Educación de la Universidad de Zaragoza. Para la evaluación de dichos constructos, se administraron las pruebas: STAI, EPQ-R y TMSS-24, respectivamente. A su vez, se administró un cuestionario de personalidad clínico (PNP) para descartar cualquier de patología mental. Los resultados pusieron de manifiesto una relación significativa entre los distintos factores analizados de ansiedad, personalidad e inteligencia emocional percibida. Las conclusiones a las que se llegan con dicho estudio, ponen de relieve la estrecha relación entre ansiedad, personalidad e inteligencia emocional, considerando estas variables esenciales para la docencia y los procesos de enseñanza y aprendizaje del futuro docente.Palabras clave: Personalidad, Inteligencia Emocional, Ansiedad, Educación Superior. Abstract:University has a whole series of activities that promote stress and anxiety for students who, without any doubt, can influence on their physical and psychological well-being. There is many research that have been carried out around the repercussions that anxiety has on students' school development. But it must also be said that those that relate anxiety to personality and emotional intelligence of students are not as frequent. To assess the relationship between anxiety, personality and perceived Emotional Intelligence in university students, a study was conducted with the students of the Faculty of Education of the University of Zaragoza. For the evaluation of said constructs, the tests administered were: STAI, EPQ-R and TMSS-24, respectively. In turn, a clinical personality questionnaire (PNP) was administered to discard any mental pathology. The results showed a significant relationship between the different factors analyzed of anxiety, personality and perceived emotional intelligence. The conclusions reached with this study highlight the close relationship between anxiety, personality and emotional intelligence, considering these variables essential for the future teachers for their teaching and for the teaching-learning processes.Key words: Personality, Emotional Intelligence, Ansiety, Higher Educatio

Comorbidity of attention deficit hyperactivity disorder with personality disorders in homeless people.

Background: Attention deficit hyperactivity disorder (ADHD) is a condition that begins in childhood but can continue into adulthood, and may be the cause of many disadaptive behaviors, as in the case of homeless people, who often display a high incidence of personality disorders. The goal of this study is to analyze the comorbidity of ADHD with axis II disorders in a Spanish homeless population. Results: The outcomes show high comorbidity between these two kinds of disorders, and that the prevalence of axis II disorders is higher among people with ADHD than among the general population. Conclusions: From these results we can draw the conclusion that in homeless people ADHD in childhood continues into adulthood, when it is very often observed together with personality disorders. Finally, the implications of this study both for clinical practice and for future lines of research are discussed

The Relationship of Personality, Emotional Intelligence, and Aggressiveness in Students: A Study Using the Big Five Personality Questionnaire for Children and Adults (BFQ-NA)

An analysis of secondary students’ personality traits, along with a description of their emotional intelligence levels and their anger control, could be decisive when educating students to prevent anti-social behavior in academia. Very few studies on personality, emotional intelligence, and aggressive conduct exist in Spain. Some of the studies that do exist, however, only explore the relationship between emotional intelligence, personality, and prosocial behavior in secondary education students. Likewise, there are few studies focusing on personality and aggression control. In this study, using the Big Five personality models as predictors of aggressiveness in subjects and of emotional intelligence, we sought to contribute to the improvement of the education of students on aggressive behavior in education centers. To do this, we conducted a study using the Big Five Personality Questionnaire (BFQ) for Children and Adults (BFQ-NA), the Trait Meta-Mood Scale (TMMS-24) emotional intelligence test, and the State–Trait Anger Expression Inventory (STAXI) anger management test. Our main objective was to analyze the relationship of the BFQ with the variables of emotional intelligence and aggressiveness. This was achieved using a range of bivariate correlation and multiple regression tests. The results showed the correlation and predictive value of emotional intelligence and aggression in the Big Five model of personality. This study coincides with other research linking Big Five questionnaires with emotional intelligence and aggression

The impact of surgical delay on resectability of colorectal cancer: An international prospective cohort study

AimThe SARS-CoV-2 pandemic has provided a unique opportunity to explore the impact of surgical delays on cancer resectability. This study aimed to compare resectability for colorectal cancer patients undergoing delayed versus non-delayed surgery.MethodsThis was an international prospective cohort study of consecutive colorectal cancer patients with a decision for curative surgery (January-April 2020). Surgical delay was defined as an operation taking place more than 4 weeks after treatment decision, in a patient who did not receive neoadjuvant therapy. A subgroup analysis explored the effects of delay in elective patients only. The impact of longer delays was explored in a sensitivity analysis. The primary outcome was complete resection, defined as curative resection with an R0 margin.ResultsOverall, 5453 patients from 304 hospitals in 47 countries were included, of whom 6.6% (358/5453) did not receive their planned operation. Of the 4304 operated patients without neoadjuvant therapy, 40.5% (1744/4304) were delayed beyond 4 weeks. Delayed patients were more likely to be older, men, more comorbid, have higher body mass index and have rectal cancer and early stage disease. Delayed patients had higher unadjusted rates of complete resection (93.7% vs. 91.9%, P = 0.032) and lower rates of emergency surgery (4.5% vs. 22.5%, P ConclusionOne in 15 colorectal cancer patients did not receive their planned operation during the first wave of COVID-19. Surgical delay did not appear to compromise resectability, raising the hypothesis that any reduction in long-term survival attributable to delays is likely to be due to micro-metastatic disease