Percepción de las conductas contrarias a la convivencia en el profesorado de Educación Secundaria Obligatoria

The learning environment influences the teaching-learning process as well as the welfare of the educational community members. Moreover, it is a question addressed by numerous scientific studies.The main objective of this research project is to describe and analyze the main conflicting behaviors of students in mandatory secondary education and relate to variables such as the location of institutions and participants, teacher gender, years of seniority as a teacher, management position and educational stage.In the research we worked with a sample of 147 teachers of Physical Education actively practicing in mandatory secondary education schools. Participants completed two ad hoc questionnaires to evaluate students´ problem behaviour at school. We followed the ‘factor analysis’ approach and finally we obtained five behavioural factors. We also applied the chi-squared test or so-called ‘Exact test of Fisher’ to associate these behaviours to other relevant variables. We conclude that the most frequent unruly behaviour are disruptive attitude and verbal abuse. Behaviours related to “Defiance and bullying” are more likely to happen when teachers are women. Less experienced teachers recorded more “attention deficit” behaviours in their classroom. Teachers having experience on management positions had to deal less often with behaviours related to “attention deficit” and “misuse of materials”.La convivencia escolar en los centros educativos influye en el proceso de enseñanza-aprendizaje, así como en el bienestar de los miembros de la comunidad educativa. Además, es una cuestión abordada por numerosos estudios científicos. El objetivo principal del presente trabajo es describir y analizar las principales conductas contrarias a la convivencia en Educación Secundaria Obligatoria y relacionarlas con variables como la ciudad de procedencia, género del profesor, antigüedad en el cuerpo, desempeño de cargo directivo y ciclo educativo.Los participantes son 147 profesores de Educación Física que ejercen activamente la profesión en centros de Educación Secundaria Obligatoria. Dicha muestra cumplimentó individual y expresamente dos cuestionarios diseñados “ad hoc” para evaluar las conductas contrarias a la convivencia en el alumnado. A las conductas se les aplicó la técnica de análisis factorial obteniendo finalmente cinco factores de conducta. Además, se aplicó chi-cuadrado o test exacto de Fisher para relacionar las conductas con otras variables de interés.Se concluye que las conductas contrarias a la convivencia más frecuentes son las disruptivas y las agresiones verbales. Respecto al género del profesorado las conductas pertenecientes a “desafío y acoso” son más frecuentes cuando la profesora es mujer que cuando el profesor es hombre. Cuantos menos años lleva el profesor en el cuerpo, más frecuentes son las conductas pertenecientes a “déficit de atención”. Las conductas pertenecientes a “déficit de atención” y “mal uso de materiales” son más frecuentes cuando el profesor no desempeña ni ha desempeñado cargo directivo alguno.

Relationship between self-reported dietary intake and physical activity levels among adolescents: The HELENA study

Background Evidence suggests possible synergetic effects of multiple lifestyle behaviors on health risks like obesity and other health outcomes. Therefore it is important to investigate associations between dietary and physical activity behavior, the two most important lifestyle behaviors influencing our energy balance and body composition. The objective of the present study is to describe the relationship between energy, nutrient and food intake and the physical activity level among a large group of European adolescents. Methods The study comprised a total of 2176 adolescents (46.2% male) from ten European cities participating in the HELENA (Healthy Lifestyle in Europe by Nutrition in Adolescence) study. Dietary intake and physical activity were assessed using validated 24-h dietary recalls and self-reported questionnaires respectively. Analyses of covariance (ANCOVA) were used to compare the energy and nutrient intake and the food consumption between groups of adolescents with different physical activity levels (1st to 3rd tertile). Results In both sexes no differences were found in energy intake between the levels of physical activity. The most active males showed a higher intake of polysaccharides, protein, water and vitamin C and a lower intake of saccharides compared to less active males. Females with the highest physical activity level consumed more polysaccharides compared to their least active peers. Male and female adolescents with the highest physical activity levels, consumed more fruit and milk products and less cheese compared to the least active adolescents. The most active males showed higher intakes of vegetables and meat, fish, eggs, meat substitutes and vegetarian products compared to the least active ones. The least active males reported the highest consumption of grain products and potatoes. Within the female group, significantly lower intakes of bread and cereal products and spreads were found for those reporting to spend most time in moderate to vigorous physical activity. The consumption of foods from the remaining food groups, did not differ between the physical activity levels in both sexes. Conclusion It can be concluded that dietary habits diverge between adolescents with different self-reported physical activity levels. For some food groups a difference in intake could be found, which were reflected in differences in some nutrient intakes. It can also be concluded that physically active adolescents are not always inclined to eat healthier diets than their less active peers.The HELENA study took place with the financial support of the European Community Sixth RTD Framework Programme (Contract FOOD-CT: 2005-007034). This work was also partially supported by the European Union, in the framework of the Public Health Programme (ALPHA project, Ref: 2006120), the Swedish Council for Working Life and Social Research (FAS), the Spanish Ministry of Education (EX-2007-1124, and EX-2008-0641), and the Spanish Ministry of Health, Maternal, Child Health and Development Network (number RD08/0072) (JPRL, LAM)