Subjective well-being and vulnerability related to problematic Internet use among university students with and without disabilities: A comparative study.

This study aims to observe whether people with disabilities experience problematic Internet use (PIU) like that of young people without disabilities; to relate PIU to psychological distress in young disabled people and to determine whether these problems are similar to or different from those experienced by young people without disabilities. The sample comprised 408 university students with disabilities and 1386 university students without disabilities from several Spanish universities. PIU was evaluated using the Internet Addiction Test (IAT) and psychological distress was evaluated using the Clinical Outcomes in Routine Evaluation-Outcome Measure (CORE-OM). The group of university students with disabilities showed less PIU than the nondisabled students, but the worst scores in variables referencing psychological discomfort were found among those students with disabilities who also had PIU. Although the results are not completely generalizable, PIU is related to bigger problems in disabled people for whom it represents a higher risk than for people without disabilities.

Internalizing Problems in Childhood and Adolescence: The Role of the Family.

Objective: Several studies have highlighted that internalizing problems have not received all the attention it deserves because they are not visible in children's observable behavior. The aim of this study is to analyze the relationship between differences in parenting practices and internalizing problems in children and adolescents. Methods: Our study sample consisted of 554 children (288 boys and 266 girls) between 3 and 13 years of age who participated in the study. Their respective parents provided the information about them. The instruments used have been the Behavioral Assessment System for Children and Adolescents and parenting style, defined according to the Parental Parenting Questionnaire. The Parenting Questionnaire considers 7 factors: social and emotional support received by a mother or father, satisfaction with parenting, involvement, communication, limit setting, autonomy, and role orientation. Results: The results showed that children with high scores in internalizing problems tended to have parents with low levels of support, limit setting, and autonomy, along with low levels of maternal satisfaction with parenting. A regression analysis was also conducted, producing a model capable of predicting 14% of the variance in internalizing problems. The model was based on the following parenting variables: maternal support, autonomy and satisfaction with parenting, and paternal limit setting and role orientation. Conclusion: Our results indicate that the information obtained is very useful for the design of parenting programs related to certain aspects of current educational practice. Furthermore, parents' responses to the instruments used revealed patterns of behavior that can be modified in both parents and children.

Study of the Differential Consequences of Neglect and Poverty on Adaptive and Maladaptive Behavior in Children.

The consequences of physical neglect on retardation in the development of adaptive behaviors and the increased risk of poor physical and mental health are well documented. As physical neglect is a phenomenon found almost exclusively among socially deprived people, it is important to distinguish the health effects caused by neglect from those caused by poverty. The objective of this study was to compare the effects of poverty and physical neglect on the development of problematic externalizing and internalizing behaviors, adaptive skills, and school problems among school children between the ages of 3 and 12. A group of 157 children were chosen from 28 Andalusian schools and classified in three homogeneous groups. Children in group 1 (n = 53) had two target conditions: living in slums (poverty) and suffering from neglect. Children in group 2 (n = 52) had one target condition: living in the same slums as the children in group 1, but not suffering from neglect. Group 3 (n = 52) consisted of children from other (non-slum) neighborhoods who did not suffer from neglect. Adaptive and maladaptive behaviors were evaluated with the Behavior Assessment System for Children (BASC). Significant differences were found between group 1 and group 2, but there were no important differences between group 2 and group 3. The conclusion was that externalizing and internalizing problems, school problems, and low adaptive skills found in neglected children were associated with neglect rather than with poverty or socially deprived environments.

Paternal and Maternal Variables Related to Depression in Childhood.

Several studies have highlighted the relationship between parenting styles and depression in children. The aim of this study is to ascertain whether there are differences in the parenting practices received by two groups of children who obtain low-risk and high-risk scores respectively in relation to depression and determine which parenting variables are linked with the presence or absence of this kind of internalizing problem. From a sample of 550 subjects, obtained by probabilistic cluster sampling, we selected 140 children between 3 and 12 years of age who met a set of specific criteria as having high risk scores (70 children) for depression according to the Behavior Assessment System for Children (BASC) or having low scores in this variable (70 children). Then, the Parent-Child Relationship Inventory (PCRI) was applied to both parents. We carried out a binomial logistic regression analysis which resulted in a prediction model for 89.3% of the sample, based on the following parenting variables: limit setting and involvement from the mothers, and parental support, autonomy, satisfaction with parenting, and communication from the fathers. Finally, the usefulness of our results to plan intervention strategies within families of children with depression is discussed.

[Parenting styles and their relationship with hyperactivity]. / El estilo de crianza parental y su relación con la hiperactividad.

The present study aims to determine the relationship among factors that make up the parenting styles according to the PCRI (Parent-Child Relationship Inventory) and hyperactivity reported by parents through the BASC (Behaviour Assessment System for Children). We selected a sample of 32 children between 3 and 14 years old (23 male and 9 female) with risk scores in hyperactivity and another similar group with low scores in hyperactivity. After administering both instruments to the parents, we carried out a binomial logistic regression analysis which resulted in a prediction model for 84.4% of the sample, made up of the PCRI factors: fathers' involvement, communication and role orientation, mothers' parental support, and both parents' limit-setting and autonomy. Moreover, our analysis of the variance produced significant differences in the support perceived by the fathers and mothers of both groups. Lastly, the utility of results to propose intervention strategies within the family based on an authoritative style is discussed.

Estilos educativos parentales y su relación con la socialización en adolescentes / No disponible

En el presente artículo se analiza la importancia de la familia sobre el desarrollo social óptimo del hijo adolescente. Los objetivos de esta investigación son evaluar la socialización de 80 sujetos entre 11 y 14 años a través de su conducta social y sus habilidades sociales, estudiar el modelo de crianza de los padres y las madres y su relación con el nivel educativo de los mismos, y analizar la correlación entre el estilo de socialización utilizado por los padres y el ajuste social del hijo. Los instrumentos utilizados han sido la Batería de Socialización (BAS-3), la Escala de Habilidades Sociales (EHS) y la Escala de Socialización Parental en la Adolescencia (ESPA29). Los resultados muestran una relación significativa entre la competencia social del adolescente y muchas dimensiones que conforman el estilo educativo parental. Además se crean modelos predictores de diversas variables relacionadas con la conducta social y las habilidades sociales

The current article examines the influence of families on the optimum social development of adolescents. The objectives of this study include the assessment of socialization in 80 subjects from age 11 to 14 through their social behavior and skills, the research of parenting styles and its relation to educational attainment and the analysis of the correlation between the parents’ socialization and the children’s social adjustment. The instruments used were the Socialization Battery (BAS-3), the Social Skills Scale in Adolescents (EHS) and the Parental Socialization Scale in Adolescent (ESPA29). The results show a significant relationship between the children’s social competence and many dimensions of the parenting styles. Furthermore, some models are created to predict variances related to social behavior and skills

Temor a hablar en público en una muestra de estudiantes universitarios españoles / The fear of public speaking in a Spanish sample of university students

Las nuevas demandas del Espacio Europeo de Educación Superior sobre el alumnado han propiciado el desarrollo de tareas estresoras que pueden generar ansiedad a los estudiantes, tal es el caso de las presentaciones orales. A pesar de los numerosos estudios sobre el tema, a nivel nacional encontramos pocos centrados en universitarios y posteriores a la implantación del Sistema Europeo de Trasferencia de Créditos. El objetivo del presente trabajo está dirigido a conocer los factores relacionados con el fenómeno. Sobre una muestra de 200 universitarios fueron administradas la Audience Anxiousness Scale, la Assertiveness Scale y el Inventario de Situaciones y Respuestas de Ansiedad. Los análisis de regresión múltiple mostraron que existe relación entre la asertividad y la ansiedad interpersonal y los comportamientos de miedo al hablar en público. Las conclusiones subrayan la importancia de saber gestionar nuestras conductas y cómo relacionarnos, como factores protectores contra la ansiedad cuando se habla en público

The new demands of the European Higher Education Area on students have stimulated the development of stressful tasks that can generate anxiety in students, as is the case of oral presentations. Despite the numerous studies on this topic, few national studies have focused on university students after the implementation of European Credit Transfer System. The aim of this study is to find out the factors that may be linked to this phenomenon. A sample of 200 university students completed the Audience Anxiousness Scale, the Assertiveness Scale and the Inventory of Situations and Responses of Anxiety. The regression analyses showed a strong relationship between assertiveness and interpersonal anxiety, and fear of public speaking. The findings highlight the importance of social skills and behavior management as protective factors against public speaking anxiety

Relación entre estilos educativos familiares y la inclusión en Programas Diversificación Curricular: un elemento a considerar para la mejora de la convivencia escolar / Relationship between family educational styles and inclusion in Curriculum Diversification Programs: An item to consider for the improvement of school life

Este estudio tiene como objetivo principal estudiar las diferencias existentes referidas a estilos educativos familiares, del alumnado inserto en Programas de Diversificación Curricular comparado con el alumnado que cursa el plan ordinario. Para ello se ha realizado un estudio ex post facto retrospectivo con grupo cuasi control, en el que han participado un total de 178 adolescentes (chicas 42.5 %), con edades comprendidas entre los 13 y 18 años. Los resultados obtenidos muestran como los distintos niveles de control, afecto, comunicación y humor podrían influir en la inclusión de estas medidas de atención a la diversidad para disminuir el fracaso escolar. De esta forma la probabilidad de tener menor fracaso académico sería el resultado de tener una educación familiar basada en la comunicación, el respeto y el afecto, combinada con dosis de control y establecimiento de límites, impregnado de sentido de humor y optimismo (AU)

The primary objective of this study is to examine existing educational style differences of those referred to the Curricular Diversification Program compared to the students coursing an ordinary plan. For this, a retrospective ex post facto study has been completed with a quasi-control group; in which a total of 178 adolescents (girls 42.5%) between the ages of 13 and 18 have participated. Results have been obtained could demonstrate varied levels of control, affect, communication, and humor that could influence with the inclusion of these diversified measures to decrease failure in school. In this manner, the probability of having a lower academic failure would be the result of family education based on communication, respect, and affect; combined with a dose of control and limit setting while submerged in sense of humor and optimism (AU)

El estilo de crianza parental y su relación con la hiperactividad / Parenting styles and their relationship with hyperactivity

El presente estudio se propone determinar la relación existente entre los distintos factores que componen el estilo de crianza de padres y madres según el PCRI (Parent-Child Relationship Inventory) y la hiperactividad informada por los padres mediante el BASC (Behavior Assessment System for Children). Para ello se seleccionó un grupo de 32 niños entre 3 y 14 años (23 niños y 9 niñas) con puntuación de riesgo en hiperactividad y un segundo grupo de similares características aunque con una puntuación baja en hiperactividad. Tras administrar a sus padres los dos instrumentos antes señalados se llevó a cabo un análisis de regresión logística binomial, obteniendo como resultado un modelo de predicción válido para el 84,4% de los sujetos, compuesto por los factores del PCRI: compromiso, comunicación y distribución de rol del padre, apoyo de la madre y disciplina y autonomía de ambos progenitores. Además, el análisis de varianza arrojó diferencias significativas entre el apoyo percibido por padres y madres de ambos grupos. Finalmente, se discute la utilidad de estos resultados para el planteamiento de estrategias de intervención en el ámbito familiar basadas en un estilo educativo democrático

The present study aims to determine the relationship among factors that make up the parenting styles according to the PCRI (Parent-Child Relationship Inventory) and hyperactivity reported by parents through the BASC (Behaviour Assessment System for Children). We selected a sample of 32 children between 3 and 14 years old (23 male and 9 female) with risk scores in hyperactivity and another similar group with low scores in hyperactivity. After administering both instruments to the parents, we carried out a binomial logistic regression analysis which resulted in a prediction model for 84.4% of the sample, made up of the PCRI factors: fathers’ involvement, communication and role orientation, mothers’ parental support, and both parents’ limit-setting and autonomy. Moreover, our analysis of the variance produced significant differences in the support perceived by the fathers and mothers of both groups. Lastly, the utility of results to propose intervention strategies within the family based on an authoritative style is discussed