Desarrollo del juicio moral y valores humanos.

Sin resume

Factores del test purpose in life y religiosidad.

In this paper, the relationship between religiosity (religious self-definition, Mass attendance and significance of God in life) and the Purpose In Life test (PIL) factors (Crumbaugh & Maholick, 1969) is analyzed, in a sample of 302 subjects. The Hypothesis states that they are positively associated: higher religiosity is associated to higher scores in PIL factors. A Religious Attitudes Questionnaire (CAR) adapted from Elzo (1994) and the PIL are used. Results suggest that the three religious variables exert a significant influence, either on some factor or on the four PIL factors.En este trabajo se analizan las relaciones entre la religiosidad (autodefinición religiosa, asistencia a la Eucaristía e importancia de Dios en la propia vida) y los factores del test Purpose in Life (PIL) (Crumbaugh & Maholick, 1969), en un grupo de 302 sujetos, y se plantea como hipótesis una relación significativa: a mayor religiosidad, más altas puntuaciones en los factores del PIL. Los instrumentos de evaluación utilizados son un Cuestionario de actitudes religiosas (CAR), adaptado de Elzo (1994) y el PIL. Los resultados indican que las tres variables religiosas ejercen un influjo significativo, bien de forma parcial sobre alguno o algunos de los cuatro factores, bien sobre la totalidad de éstos.Psicologí

Religious attitudes and values preferences in a sample of young spanish university students.

Una cuestión relevante en Psicología de la Religión es la de las relaciones que puedan existir entre la religiosidad y otras variables de las personas, tales como el razonamiento moral, las preferencias axiológicas y otras. En el presente trabajo se plantea como objetivo averiguar qué relaciones existen entre la actitud religiosa y las preferencias/pretericiones axiológicas de un grupo de jóvenes universitarios españoles (n= 323; 48 varones, 275 mujeres), utilizando como instrumentos de medida la Escala de Valores (A) de Rokeach (1979) y un cuestionario de actitudes religiosas; esto es, si existen asociaciones diferenciales significativas entre jerarquía de valores y perfiles religiosos. En relación con este objetivo, la hipótesis de trabajo mantiene que en función de la mayor o menor religiosidad se hallarán asociadas diferentes preferencias/pretericiones axiológicas. Los resultados confirman esta hipótesis en el caso de algunos valores y permiten concluir que mantienen entre con la religiosidad unas relaciones específicas, al menos por lo que respecta a algunos de ellos, de manera significativa.One relevant question in Psychology of Religion is the relationship exists between religiosity and other personal variables of persons, like moral reasoning, values preferences and and others. In this report the goal is to inquiry the relationships betwenn religious attitude and values preferences in a group of youngs spanish university students (n= 323; 48 men, 275 women), using the Rokeach’s Values Scale (A) and a questionnaire of religious attitudes; we are interesting to inquiry if they are differential relations between hierarchy of values and religious attitudes. Hypothesis maintain that major and minor religiosity are associated differently to values preferences. Results obtained confirm the hypothesis, and it let to conclude that exist a significant relationship between some values.Psicologí

Purpose in life and hopelessness: an empirical study.

El objetivo de este trabajo es comprobar qué relación existe entre el sentido de la vida y la desesperanza en un grupo de 302 sujetos. La hipótesis de trabajo afirma una relación significativa, de signo negativo, entre ambas variables, de manera que a mayor logro de sentido se asocian inferiores niveles de desesperanza y, por el contrario, a vacío existencial se asocian niveles superiores de desesperanza. Los instrumentos empleados son el Purpose In Life Test (Test de Sentido de la Vida, PIL; Crumbaugh & Maholick, 1969) y la Hopelessness Scale (Escala de Desesperanza, HS; Beck, Weissman, Lester & Trexler, 1974). Los estadísticos usados son el coeficiente de correlación de Pearson y el coeficiente rho de Spearman (rs). Los resultados (r= -0.550, p= 0.000; rs= -0.502, p= 0.000) apoyan la hipótesis planteada: el logro de sentido se asocia a nivel nulo-mínimo de desesperanza, mientras que el vacío existencial se asocia a nivel moderado-alto de desesperanza, de manera estadísticamente significativa.The aim of this paper is to analyze the relationship between purpose in life and hopelessness in a sample of 302 subjects. Hypothesis declare that booth variables are significant, negative, associated. Purpose In Life Test (PIL; Crumbaugh & Maholick, 1969) and Hopelessness Scale (HS; Beck, Weissman, Lester & Trexler, 1974) are used. Statistical used are Pearson’s correlation coefficient and Spearman’s rho coefficient. Results (r= -0.550, p= 0.000; rs= -0.502, p= 0.000) support hypothesis: purpose in life is negatively associated to hopelessness. High level of purpose in life involve less hopelessness, and existential vacuum is associated to high level of hopelessness, statistically significant.Psicologí

The process of adaptation to higher education studies and its relation to academic dropout

The academic dropout of higher education students represents one of the most significant challenges that university institutions have to face today. This research analysed the university academic trajectory of students who dropped out of university for good. The aim of this paper is to examine in depth the factors that influence the idea of the construction of academic dropout and its relationship with the difficulties of adaptation to the university training system. A qualitative study was carried out in which the interview technique was applied to n = 34 dropout students belonging to three Spanish autonomous communities. The results made it possible to identify and examine students' difficulties in adapting to university studies in greater depth. The interviews revealed contextual and emotional details that contributed to dropout, such as personal and professional challenges and a lack of emotional support. The findings lead to the need to approach the issue from a holistic viewpoint in order to address the different reasons behind university dropouts. This broad view of the academic trajectories of university students who drop out is a benchmark for strategies to improve student retention and success in higher education.Ministerio de Ciencia e Innovación Gobierno de EspañaDepartamento de Pedagogí

A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students: ‘The Matrix rEFvolution Program’

J.M.-G. was supported by the Spanish Ministry of Education, Culture and Sport under Grant FPU14/06837. I.E.-C. was supported by the Spanish Ministry of Science and Innovation under Grant FJCI-2014-19563. Additional support was obtained from the University of Granada, Plan Propio de Investigación 2016, Excellence actions: Units of Excellence, Unit of Excellence on Exercise and Health (UCEES); and by the Junta de Andalucía, Consejería de Conocimiento, Investigación y Universidades and European Regional Development Fund (ERDF) (Ref. SOMM17/6107/UGR)The aim of the present study was to examine the effects of a gamification-based program on cardiorespiratory fitness (CRF) levels of college students. We divided 112 college students into an intervention group (IG) and a control group (CG). IG college students followed a 15-week gamification-based program, whereas CG followed traditional lectures. CRF was assessed using the 20-meter shuttle-run test. CRF significantly improved after the program in the IG compared to CG (d ≤ 0.94, p < 0.001). Only participants of IG had significant CRF improvements (d ≤ 0.87, p < 0.001) between pre- and post-assessments. In the IG, from the students who attended 100% of lectures, 87.8% met physical activity recommendations for 100% of weeks, whereas from those who attended <100%, only 26.7% met them them for 100% of weeks (p < 0.001). Participants who met recommendations 100% of weeks had a significant CRF improvement (p < 0.001). Motivating college students throughout innovative teaching methods (e.g., gamification) can lead to health improvements.European Regional Development Fund (ERDF) (Ref. SOMM17/6107/UGR