14 research outputs found
Resultados de un programa para reducir el miedo y aumentar la autoeficacia para hablar en público en estudiantes universitarios de primer año
Se expone el resultado de un programa para
reducir el temor a hablar en público e incrementar la
autoeficacia entre estudiantes de Magisterio. La muestra
está compuesta por 158 personas del grupo experimental
y 101 del grupo control. Los resultados evaluados
a través del Cuestionario de Autoeficacia para
Hablar en Público muestran que los participantes en el
programa mejoran su autoeficacia, sobre todo aquellos
con puntuaciones más bajas, y que estos resultados
se mantienen a lo largo del tiempo. Se concluye que la
intervención ha sido eficaz y ha dotado a los alumnos
de más recursos para aprovecharse de los factores que
el contexto académico ofrece para desarrollar la competencia
para hablar en público
Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents
Emotional intelligence (EI) and mindfulness are two constructs that have been separately
studied, and the relation between them still remains unclear. Research in this area
has not attempted to go further into how enhancing EI and mindfulness together
can achieve better improvements in this ability to attend mindfully. To bridge this
knowledge gap, our research goal was to study the relationship between EI and the
mindfulness competence in our study sample and to assess the impact of implementing
EI and a mindfulness competence developmental program (SEA) about participants’
mindfulness competence. The sample consisted of 156 students aged 11–14 years old
from a Spanish public high school. One hundred and eight participants were randomly
assigned to the experimental condition, and the remaining 48 were to the control
condition. The instruments used to evaluate EI were the CDE-SEC, EQi-Youth Version
and the General Empathy Scale. Mindfulness on the School Scope Scale was used
to assess mindfulness competences. Social adaptation was evaluated by using the
social abilities and adjustment questionnaire BAS3. All the instruments where answered
by the participants and have been adapted to a sample of youths with such age
specifications. The results showed that EI and mindfulness were related to many of
the variables measured by the instruments. Showing a good mindfulness competence
was particularly related to having a good general level of the EI trait, and to many of
the assessed social and emotional variables. The data indicated a significant relation
between the mindfulness competence and having better general empathy skills or being
better socially adjusted to the school context. The data also indicated a significant effect
on participants’ interior and kinesthetic mindfulness competence after implementing the
SEA Program. These findings corroborate the relationship between EI and mindfulness,
and the possibility of enhancing mindfulness by applying a direct intervention program
in the classroom
Activities and relationships with parents as key ecological assets that encourage personal positive youth development
Scientific literature has shown contextual factors that predict youth development, and family variables are the most important ones. In this study, we propose a model that explains the relation between family variables (relationship with parents and family activities) and Personal Positive Youth Development (assessed through Life satisfaction, Interiority, and Self-control), across different cultures. We recruited 2867 adolescents aged 12-18 years (52% female) from three countries: Spain, Mexico, and Peru. They completed an anonymous questionnaire. We run exploratory and confirmatory factor analyses, and structural equation modelling, testing for invariance across countries and sexes. In all subsamples, positive family relationships were associated with adolescents' Life Satisfaction. In addition, time invested on family activities was associated with Interiority and with Self-control. However, some differences across cultures and sex were found in the specific associations. Theoretical and practical implications are discussed regarding how to improve adolescent development through family life
Extracurricular activities, positive parenting and personal positive youth development. Differential relations amongst age and academic pathways
Introduction. Positive parenting and Extracurricular Activities are contextual assets for enhancing Personal Positive Youth Development. However, these assets have not been studied simultaneously or in students of different ages. This paper analyzed these associations, by testing a mediator model in students with different academic trajectories.
Method. The sample was composed by 1.402 adolescents, aged between 12 and 20 years (Mean=14.40; SD=1.910; males=49%). Students completed various questionnaires regarding the personal constructs of Optimism, Hope, General Self-efficacy and Sense of Coherence, as well as questionnaires that address perceptions of Parental Style and Extracurricular Activities. A random sampling was carried out by schools in Aragon (Spain) that offered the degrees carried out by adolescents.
Results. Structural equation modeling showed that Positive Parenting was associated with the accomplishment of Extracurricular Activities and personality constructs. Further, participation in activities was associated with the same pattern of personality traits (Expectancies, Self, and Sense of Coherence). These results were found mainly in younger students (12-15 years old), while in older students (16-20 years old) this effect was found only for those with a profile of less successful academic pathways.
Discussion and Conclusion. Relationships with family are the essential asset for adolescents, especially to promote Personal Positive Youth Developm
Actividades extraescolares, parentalidad positiva y desarrollo positivo adolescente personal. Relaciones diferenciales a través de la edad y trayectorias académicas
Introducción. La Parentalidad Positiva y las Actividades Extraescolares son activos contextuales para mejorar el desarrollo personal positivo de adolescentes. Sin embargo, estos activos no se han estudiado simultáneamente o en estudiantes de diferentes edades. Este artículo analizó estas asociaciones, probando un modelo de mediación en estudiantes con diferentes trayectorias académicas. Método. La muestra estuvo compuesta por 1.402 adolescentes, con edades comprendidas entre 12 y 20 años (Media=14.40; DT=1.910; hombres=49%). Los estudiantes completaron varios cuestionarios sobre los constructos de personalidad de Optimismo, Esperanza, Autoeficacia General y Sentido de Coherencia, así como cuestionarios que abordan las percepciones del Estilo Parental y las Actividades Extraescolares. Se llevó a cabo un muestreo aleatorio por colegios de Aragón (España) que ofertaran las titulaciones cursadas por adolescentes. Resultados. El modelo de ecuaciones estructurales mostró que la Parentalidad Positiva se asoció con la realización de Actividades Exraescolares y los constructos de personalidad. Además, la participación en actividades se asoció con el mismo patrón de rasgos de personalidad (Expectativas, Self, y Sentido de coherencia). Estos resultados se encontraron principalmente en estudiantes más jóvenes (12-15 años), mientras que en estudiantes mayores (16-20 años) este efecto se encontró solo en aquellos con un perfil de trayectorias académicas de menor éxito. Discusión y Conclusion: El tipo de relaciones parentales constituyen el principal activo para los adolescentes, especialmente para promover su desarrollo personal positivo, pero también para la participación en actividades extraescolares. Se debaten las implicaciones para los psicólogos del desarrollo, profesionales y educadores, especialmente subrayando la importancia de ofrecer oportunidades extracurriculares
Extracurricular activities, positive parenting and personal positive youth development. Differential relations amongst age and academic pathways
Introduction. Positive parenting and Extracurricular Activities are contextual assets for enhancing Personal Positive Youth Development. However, these assets have not been studied simultaneously or in students of different ages. This paper analyzed these associations, by testing a mediator model in students with different academic trajectories.
Method. The sample was composed by 1.402 adolescents, aged between 12 and 20 years (Mean=14.40; SD=1.910; males=49%). Students completed various questionnaires regarding the personal constructs of Optimism, Hope, General Self-efficacy and Sense of Coherence, as well as questionnaires that address perceptions of Parental Style and Extracurricular Activities. A random sampling was carried out by schools in Aragon (Spain) that offered the degrees carried out by adolescents.
Results. Structural equation modeling showed that Positive Parenting was associated with the accomplishment of Extracurricular Activities and personality constructs. Further, participation in activities was associated with the same pattern of personality traits (Expectancies, Self, and Sense of Coherence). These results were found mainly in younger students (12-15 years old), while in older students (16-20 years old) this effect was found only for those with a profile of less successful academic pathways.
Discussion and Conclusion. Relationships with family are the essential asset for adolescents, especially to promote Personal Positive Youth Developm
Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents
Emotional intelligence (EI) and mindfulness are two constructs that have been separately
studied, and the relation between them still remains unclear. Research in this area
has not attempted to go further into how enhancing EI and mindfulness together
can achieve better improvements in this ability to attend mindfully. To bridge this
knowledge gap, our research goal was to study the relationship between EI and the
mindfulness competence in our study sample and to assess the impact of implementing
EI and a mindfulness competence developmental program (SEA) about participants’
mindfulness competence. The sample consisted of 156 students aged 11–14 years old
from a Spanish public high school. One hundred and eight participants were randomly
assigned to the experimental condition, and the remaining 48 were to the control
condition. The instruments used to evaluate EI were the CDE-SEC, EQi-Youth Version
and the General Empathy Scale. Mindfulness on the School Scope Scale was used
to assess mindfulness competences. Social adaptation was evaluated by using the
social abilities and adjustment questionnaire BAS3. All the instruments where answered
by the participants and have been adapted to a sample of youths with such age
specifications. The results showed that EI and mindfulness were related to many of
the variables measured by the instruments. Showing a good mindfulness competence
was particularly related to having a good general level of the EI trait, and to many of
the assessed social and emotional variables. The data indicated a significant relation
between the mindfulness competence and having better general empathy skills or being
better socially adjusted to the school context. The data also indicated a significant effect
on participants’ interior and kinesthetic mindfulness competence after implementing the
SEA Program. These findings corroborate the relationship between EI and mindfulness,
and the possibility of enhancing mindfulness by applying a direct intervention program
in the classroom
Activities and relationships with parents as key ecological assets that encourage personal positive youth development
Scientific literature has shown contextual factors thatpredict youth development, and family variables are themost important ones. In this study, we propose a modelthat explains the relation between family variables (re-lationship with parents and family activities) and PersonalPositive Youth Development (assessed through Life sa-tisfaction, Interiority, and Self‐control), across differentcultures. We recruited 2867 adolescents aged 12–18 years(52% female) from three countries: Spain, Mexico, andPeru. They completed an anonymous questionnaire. Werun exploratory and confirmatory factor analyses, andstructural equation modelling, testing for invariance acrosscountries and sexes. In all subsamples, positive family re-lationships were associated with adolescents' Life Sa-tisfaction. In addition, time invested on family activities wasassociated with Interiority and with Self‐control. However,some differences across cultures and sex were found in thespecific associations. Theoretical and practical implicationsare discussed regarding how to improve adolescent devel-opment through family lif
Activities and relationships with parents as key ecological assets that encourage personal positive youth development
Scientific literature has shown contextual factors thatpredict youth development, and family variables are themost important ones. In this study, we propose a modelthat explains the relation between family variables (re-lationship with parents and family activities) and PersonalPositive Youth Development (assessed through Life sa-tisfaction, Interiority, and Self‐control), across differentcultures. We recruited 2867 adolescents aged 12–18 years(52% female) from three countries: Spain, Mexico, andPeru. They completed an anonymous questionnaire. Werun exploratory and confirmatory factor analyses, andstructural equation modelling, testing for invariance acrosscountries and sexes. In all subsamples, positive family re-lationships were associated with adolescents' Life Sa-tisfaction. In addition, time invested on family activities wasassociated with Interiority and with Self‐control. However,some differences across cultures and sex were found in thespecific associations. Theoretical and practical implicationsare discussed regarding how to improve adolescent devel-opment through family lif