Experiential COVID-19 factors predicting resilience among Spanish adults.

BACKGROUND: The pandemic caused by COVID-19 has meant for spanish citizens a constant adaptation to health measures in order to try to stop transmission of the virus. During this adaptation process, different psychosocial aspects have caused consequences for people?s mental health to a greater or lesser extent. Makes sense of an emotional torrent who has gone through fear, anxiety, loneliness and anger. The interaction between perception and reality has given rise to situations where loneliness and social isolation have been imposed and lived with a load of emotional discomfort. In others, social isolation and measures to stop the pandemic have been accepted as a protection system and has been experienced since serenity and the feeling of self-protection fostering individual resilience. Studying the predictors of resilience is going to be key since it is the ideal antidote to stop the appearance of mental disorders associated with the pandemic (such as depression, anxiety, post-traumatic stress, social phobia, cleaning obsessions, and generalized anxiety disorder). The objective of this research is to analyze the relationship between resilience and experiential COVID-19 factors. METHODS: Sample was comprised of Spanish adults (n = 1000; age 18-79 [mean =40.43],793 female, 201 male, and 2 non binary sex). These people participating in an online study focused on the impact of COVID-19 experiences. The research has been cross-sectional, descriptive and correlational design. The instrument created for this research was a specific online questionnaire, including the "Scale of resilience" (RS, Wagnild & Young, 1993, Spanish version, Sánchez-Teruel, et al., 2015). That questionnaire has been administered during the months of April 2022 to July 2022. RESULTS: The results obtained show how people who have been able to face the pandemic in a responsive and adaptive way have high resilience. Specifically, those participants that accepting the use of masks, vaccinations and confinement obtained high resilience. CONCLUSIONS: Using public funding and allocating research to the development of programs to promote resilience, adaptative beliefs and prosocial behaviors becomes basic to live in a world in constant change.

Estrategias de aprendizaje, comprensión lectora y rendimiento académico en Educación Secundaria / Learning strategies, reading comprehension and academic achievement in Secondary Education / Estratégias de aprendizagem, compreensão leitora e rendimento acadêmico na Educação Secundária

En este artículo se persigue analizar las estrategias de aprendizaje, el control de la compresión lectora y el rendimiento académico, en Lengua castellana y Matemáticas, para una muestra de 118 alumnos de Educación Secundaria en Madrid. Los resultados evidenciaron diferencias significativas entre el grupo clasificado como lector hábil y el no hábil. De hecho, en el grupo lector hábil predominan el control emocional (F = 8.52, p = .004), la selección de información relevante (F = 12.17, p = .001), el pensamiento crítico y creativo (F = 6.06, p =.015), la recuperación de la información aprendida (F = 5.55, p = .014) y la planificación y la evaluación de la información como parte del proceso de metacognición (F = 3.64, p = .014). Por último, existen indicios de que el control de la comprensión lectora pueda explicar en parte el rendimiento académico y por tanto ser una variable predictora.

This paper analyses learning strategies and reading comprehension control with academic achievement in the subjects of Language and Mathematics in 118 students from Secondary Education in Madrid. The results showed significative differences between skilled reader / non skilled reader groups. In fact, in skilled reader group prevail emotional control (F = 8.52, p = .004), selection of relevant information (F = 12.17, p = .001), critical and creative thinking (F = 6.06, p =.015), recovery of learnt information (F = 5.55, p = .014) and planification and evaluation for results as a part of metacognitive processes. Finally, reading comprehension control could explain partially academic performance in these subjects and so it could be a predictor variable.

Neste artigo busca-se analisar as estratégias de aprendizagem, o controle da compreensão leitora e o rendimento acadêmico em Língua castelhana e Matemática em uma amostra de 118 alunos de Educação Secundária de Madri. Os resultados evidenciaram diferenças significativas entre os grupos classificados como leitor hábil e não hábil. De fato, no grupo leitor hábil predominam o controle emocional (F = 8.52,p = .004), a seleção de informação relevante (F = 12.17, p = .001), o pensamento crítico e criativo (F = 6.06, p =.015), a recuperação da informação aprendida (F = 5.55, p = .014) e o planejamento e a avaliação da informação como parte do processo de metacognição (F = 3.64, p = .014). Por último, há indícios de que o controle da compreensão leitora possa explicar em parte o rendimento acadêmico e portanto ser uma variável preditora.