A multi-study examination of the relevance of the metacognitive beliefs about uncontrollability in emotion regulation and clinical symptoms

Transdiagnostic approaches to psychopathology have postulated that factors related to perceived control are particularly relevant to mental health. Here we focused on a specific perceived control-related construct: metacognitive beliefs about uncontrollability. Evidence suggests that dysfunctional metacognitive beliefs play a role in the activation and maintenance of maladaptive emotion regulation strategies and emotional distress. Metacognitive beliefs about the uncontrollability and danger of worry are the most strongly associated with psychopathology. In this multi-study research, we hypothesized that metacognitive beliefs about uncontrollability make a specific contribution to emotion regulation strategies and clinical symptoms. We tested our hypotheses in four different studies, both cross-sectionally and longitudinally (N = 2224). Participants completed measures of metacognitive beliefs, maladaptive strategies (e.g., worry, thought suppression), and clinical symptoms (e.g., generalized anxiety, emotional distress, depressive and anxiety symptoms). Our results showed that uncontrollability beliefs were the strongest variable associated with maladaptive emotion regulation strategies and clinical symptoms (cross-sectionally), and the only ones that predicted them in the long term. We discuss the theoretical and clinical implications of these results in the light of the metacognitive model and control-related theories.Funding for open access charge: Universidad de Málaga / CBU

Análisis de las competencias digitales docentes desde los marcos e instrumentos de evaluación

The technologicalisation of society has posed a great challenge for 21st century education, which has had to face it in order to provide quality digital literacy. These accelerated changes have repercussions in a number of areas, including the professionalisation of teachers due to the difficulties they face in updating their knowledge and adapting to the rapid pace of technology. Digital technologies are now indispensable in the working, social, economic, sporting, artistic, cultural, scientific and academic environments and are an essential element for academic and professional training. All of this highlights the need for a digital transformation in teaching and the acquisition of technological competences that respond to current challenges and thus offer comprehensive training for life, enabling evolution in the digital era and opening paths towards new, meaningful and innovative pedagogical practices. This study focuses on analysing the different existing competency frameworks necessary for teachers to develop throughout their professional and personal careers, as well as the importance of assessing their level of competence and knowing how to diagnose, in this way, the CDD acquired through various instruments of different typologies created for this purpose.La tecnologización de la sociedad ha supuesto un gran reto para la educación del siglo XXI, viéndose ésta en la necesidad de afrontarlo para poder otorgar una alfabetización digital de calidad. Estos cambios acelerados repercuten en diversos ámbitos, entre ellos la profesionalización docente debido a las dificultades presentadas a la hora de actualizar sus conocimientos y adaptarse al vertiginoso ritmo tecnológico. Las tecnologías digitales son actualmente indispensables en los entornos laborales, sociales, económicos, deportivos, artísticos, culturales, científicos y académicos constituyéndose como un elemento esencial para la capacitación académica y profesional. Todo ello, pone de manifiesto la necesidad de una transformación digital docente y la adquisición de competencias tecnológicas que respondan a los desafíos actuales y de esta forma ofrecer una formación integral para la vida, permitiendo la evolución en la era digital y abriendo caminos hacia nuevas prácticas pedagógicas, significativas e innovadoras. El presente estudio se centra en analizar los diferentes marcos competenciales existentes necesarios para que el docente pueda desarrollarse a lo largo de su carrera profesional y personal, así como también la importancia de evaluar su nivel competencial y saber diagnosticar, de esta forma, las CDD adquiridas a través de diversos instrumentos de diferentes tipologías creados para ello

Explicación del Libro IV y V del Arte nuevo de gramática...

Copia digital. Valladolid : Junta de Castilla y León. Consejería de Cultura y Turismo, 2009-201

Smart vest for respiratory rate monitoring of COPD patients based on non-contact capacitive sensing

In this paper, a first approach to the design of a portable device for non-contact monitoring of respiratory rate by capacitive sensing is presented. The sensing system is integrated into a smart vest for an untethered, low-cost and comfortable breathing monitoring of Chronic Obstructive Pulmonary Disease (COPD) patients during the rest period between respiratory rehabilitation exercises at home. To provide an extensible solution to the remote monitoring using this sensor and other devices, the design and preliminary development of an e-Health platform based on the Internet of Medical Things (IoMT) paradigm is also presented. In order to validate the proposed solution, two quasi-experimental studies have been developed, comparing the estimations with respect to the golden standard. In a first study with healthy subjects, the mean value of the respiratory rate error, the standard deviation of the error and the correlation coefficient were 0.01 breaths per minute (bpm), 0.97 bpm and 0.995 (p < 0.00001), respectively. In a second study with COPD patients, the values were -0.14 bpm, 0.28 bpm and 0.9988 (p < 0.0000001), respectively. The results for the rest period show the technical and functional feasibility of the prototype and serve as a preliminary validation of the device for respiratory rate monitoring of patients with COPD.Ministerio de Ciencia e Innovación PI15/00306Ministerio de Ciencia e Innovación DTS15/00195Junta de Andalucía PI-0010-2013Junta de Andalucía PI-0041-2014Junta de Andalucía PIN-0394-201

Study variables and the influence of ICT On university teaching staff: digital teaching competence in a Peruvian university

La sociedad actual demanda actualizaciones constantes en base a un tipo de enseñanza mediada por el uso de las tecnologías, y con ello la necesidad de una formación en competencias digitales docentes (CDD) que responda a las exigencias existentes. El objetivo principal perseguido a lo largo del estudio es dar a conocer si existen diferencias estadísticamente significativas en relación con el nivel de CDD mostrado por el profesorado universitario en la Universidad Continental (Perú), en base a diferentes variables: género, edad de los participantes, rama del conocimiento, experiencia docente en el uso de las TIC, años de utilización, entre otras. Se ha llevado a cabo un estudio, empleando la estadística de contraste, a un total de 1658 docentes, los cuales contestaron al cuestionario DigCompEdu Check-in, que mide el nivel competencial alcanzado por los mismos. Los resultados indican que existen algunas diferencias significativas entre los diferentes grupos de cada variable.Today's society demands constant updates based on a type of teaching mediated by the use of technologies, and with it the need for training in digital teaching skills (DTC) that responds to existing demands. The main objective of the study is to find out whether there are statistically significant differences in relation to the level of DDC shown by university teaching staff at the Universidad Continental (Peru), based on different variables: gender, age of the participants, branch of knowledge, teaching experience in the use of ICT, years of use, among others. A study has been carried out, using contrast statistics, on a total of 1658 teachers, who answered the DigCompEdu Check-in questionnaire, which measures the level of competence achieved by them. The results indicate that there are some significant differences between the different groups for each variable

una visión de los futuros maestros

Este estudio tiene como finalidad principal conocer la opinión del alumnado del Grado de Maestro en Educación Infantil y del Grado en Educación Primaria acerca de la importancia que conceden a distintas áreas formativas, del campo de la educación emocional, para preparar docentes altamente competentes en su trabajo y, también, conocer las necesidades formativas que estos alumnos sienten en la actualidad. En cuanto a la metodología, se ha contado con una muestra de 265 alumnos de la Universidad de Castilla la Mancha. La información se ha recogido mediante la Escala de Importancia y Necesidades de Formación en Educación Emocional, y para su análisis se han empleado técnicas correlacionales, análisis factorial, estadísticos descriptivos y diferencias de medias. Los resultados indican que el alumnado participante concede mayor importancia a la formación en competencias emocionales complementarias, posteriormente en competencias emocionales interpersonales, y por último, en competencias emocionales intrapersonales. Respecto de las necesidades formativas que ellos sienten en este momento, estas, fundamentalmente se centran en las competencias emocionales interpersonales y competencias emocionales complementarias, y en menor medida en las competencias emocionales intrapersonales. Además, los resultados evidencian que los alumnos matriculados en el cuarto curso otorgan más importancia que los alumnos matriculados en el primer curso en cuanto a los factores: competencias emocionales complementarias y competencias emocionales intrapersonales. Por último, el alumnado perteneciente al cuarto curso siente que necesita más formación, que el alumnado del primer curso, en todos los factores y facetas de la Escala de Importancia y Necesidades de Formación en Educación Emociona

Effect of the time of cold maceration on the evolution of phenolic compounds and colour of Syrah wines elaborated in warm climate

The effect of different cold maceration times on Syrah red wines from warm climate has been evaluated. Differential colorimetry and tristimulus colorimetry were applied to colour data at different points of the vinification stage. Virtually, all the phenolic compounds showed significantly higher content in cold macerated wines, even more when longer contact time was used. Long cold macerated (LCM) wines had the significantly (P < 0.05) highest chroma values (C*ab) and lowest of lightness (L*) and hue (hab). Unexpectedly, wines submitted to short-time cold maceration (SCM) presented the lowest chroma values, even significantly inferior to that observed in traditional macerated (TM) wines. Moreover, colour changes (DE*ab) between TM and SCM were mainly quantitative (%D2L and %D2C), whereas they were also qualitative when compared TM with LCM (%D2C and %D2H). Cold maceration in warm climates characterised by common colour losses must be carefully employed because undesirable consequences on colour may occur.Consejería de Innovación, Ciencia y Empresa (Junta de Andalucía, Spain) project P-10- AGR-06331Ministerio de Ciencia y Tecnología (Spain) project AGL2003-0297

Impact of high-flow oxygen therapy during exercise in idiopathic pulmonary fibrosis: a pilot crossover clinical trial

[Background] Supplemental oxygen delivered with standard oxygen therapy (SOT) improves exercise capacity in patients with idiopathic pulmonary fibrosis (IPF). Although high-flow nasal cannula oxygen therapy (HFNC) improves oxygenation in other respiratory diseases, its impact on exercise performance has never been evaluated in IPF patients. We hypothesized that HFNC may improve exercise capacity in IPF subjects compared to SOT.[Methods] This was a prospective, crossover, pilot randomized trial that compared both oxygenation methods during a constant submaximal cardiopulmonary exercise test (CPET) in IPF patients with exertional oxygen saturation (SpO2) ≤ 85% in the 6-min walking test. The primary outcome was endurance time (Tlim). Secondary outcomes were muscle oxygen saturation (StO2) and respiratory and leg symptoms.[Results] Ten IPF patients [71.7 (6) years old, 90% males] were included. FVC and DLCO were 58 ± 11% and 31 ± 13% pred. respectively. Tlim during CPET was significantly greater using HFNC compared to SOT [494 ± 173 vs. 381 ± 137 s, p = 0.01]. HFNC also associated with a higher increase in inspiratory capacity (IC) [19.4 ± 14.2 vs. 7.1 ± 8.9%, respectively; p = 0.04], and a similar trend was observed in StO2 during exercise. No differences were found in respiratory or leg symptoms between the two oxygen devices.[Conclusions] This is the first study demonstrating that HFNC oxygen therapy improves exercise tolerance better than SOT in IPF patients with exertional desaturation. This might be explained by changes in ventilatory mechanics and muscle oxygenation. Further and larger studies are needed to confirm the benefits of HFNC in IPF patients and its potential usefulness in rehabilitation programs.This study has been funded by SEPAR 2017 (Fellowship) and Rio Hortega; ISCIII (Project and fellowship).Peer reviewe