The Relationship between Gamified Physical Exercise and Mental Health in Adolescence: An Example of Open Innovation in Gamified Learning.

Interest in gamified physical activity has been driven by its potential to benefit student mental health. Integrating gamified practices for mental health improvement represents a significant innovation within multidisciplinary approaches to enhancing mental well-being. This review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and was conducted using the Scopus and Web of Science (WOS) databases, primary sources for education-related studies. Thirteen papers were analyzed, yielding important insights into the relationship between gamified physical activity and mental health. The findings indicate that gamified physical activity positively influences adolescents' mental health and well-being. Additionally, there is a need for improved application and game design to enhance learning within school contexts. Tailoring exergames to fit specific disciplines and school-related characteristics can promote healthier mobile application usage and offer significant benefits for the mental health of young individuals. The difference between this study and previous ones is that it focuses on mobile applications for encouraging active living to improve quality of life and mental health.

Restorative methods as a strategy for the prevention of violence and bullying in primary and secondary schools in Mexico: An exploratory study.

School coexistence processes are mediated by conflict situations that are often not adequately, immediately and comprehensively resolved by schools, giving rise to violence. School violence has become a matter of global priority not only at the school or family level, but also socially due to its magnitude and scope. In the Program for International Student Assessment (PISA), reported in 2018 that 23% of students in Mexico had suffered bullying at least once a month, these data are worrying as they reveal high rate of violence. Considering the increase of violence in Mexican educational institutions, we wonder if students' awareness in the use of communication to resolve disagreements would be achieved after participating in a conflict prevention project applying restorative practices. The objective of this study was to test whether students acquired greater emotional self-regulation, self-determination, and peaceful strategies to resolve conflicts after participating in a project centred on the restorative paradigm. A total of 336 students from an elementary school and a high school located in Mexico participated in this study. An ad hoc questionnaire was administered to the students by a restorative justice specialist in the middle of the school year. Statistical analyses were performed with the Statistical Package for the Social Sciences V. 25. The results obtained showed that, after the implementation of this program for five months, students in both schools showed greater emotional self-regulation and self-determination. In conclusion, providing students with restorative strategies to resolve disputes favoured the use of peaceful conflict resolution strategies.

The justification of illegal anti-ecological behavior / La justificación del comportamiento anti-ecológico ilegal

Background: Not everyone considers breaches of environmental laws as reprehensible behaviors or to the same extent. Research on the causal explanations of illegal anti-ecological behavior given by individuals is useful to analyze the social support of environmental laws and their consolidation as social and/or personal norms. This study aims to analyze the explanations selected by participants as most likely for environmental transgressions perpetrated by other persons in participants’ surroundings. Method: 573 persons of both genders, aged between 17 and 74 years, living in a setting of high environmental protection answered a questionnaire including seven environmental breaches and 11 scales related to the amount of punishment that they would mete out to perpetrators, and possible causal explanations of the facts being described. Results: Data show that people generally consider illegal anti-ecological behavior as a reflection of the “badness” of perpetrators, but that certain circumstances can lead anyone to behave illegally in environmental terms. Conclusions: These results are discussed comparing participants’ explanations with the explanations given by environmental transgressors in previous studies (AU)

Antecedentes: las transgresiones de las leyes medioambientales son actos que no todo el mundo considera reprensibles, ni en la misma medida. El estudio de las explicaciones que las personas dan ante este comportamiento es útil para analizar el apoyo social que reciben las leyes medioambientales y su consolidación como normas sociales y/o personales. El propósito de este trabajo es analizar las explicaciones que las personas dan a las transgresiones medioambientales llevadas a cabo por otros en su contexto inmediato. Método: 573 personas de ambos sexos, de entre 17 y 74 años, residentes en un contexto de alta protección medioambiental, contestaron a un cuestionario que incluía siete transgresiones medioambientales y 11 escalas de evaluación referidas a la cantidad de castigo que les asignarían a los transgresores y a las posibles explicaciones de los hechos descritos. Resultados: los datos obtenidos ponen de manifiesto que, en general, los participantes consideran que el comportamiento anti-ecológico ilegal es un reflejo de “la maldad” de quien lo realiza, pero que existen circunstancias que pueden llevar a cualquier persona a comportarse ilegalmente en términos medioambientales. Conclusiones: estos resultados se discuten contrastando las explicaciones dadas por los participantes con las dadas por transgresores medioambientales en estudios previos (AU)

The justification of illegal anti-ecological behavior.

BACKGROUND: Not everyone considers breaches of environmental laws as reprehensible behaviors or to the same extent. Research on the causal explanations of illegal anti-ecological behavior given by individuals is useful to analyze the social support of environmental laws and their consolidation as social and/or personal norms. This study aims to analyze the explanations selected by participants as most likely for environmental transgressions perpetrated by other persons in participants' surroundings. METHOD: 573 persons of both genders, aged between 17 and 74 years, living in a setting of high environmental protection answered a questionnaire including seven environmental breaches and 11 scales related to the amount of punishment that they would mete out to perpetrators, and possible causal explanations of the facts being described. RESULTS: Data show that people generally consider illegal anti-ecological behavior as a reflection of the "badness" of perpetrators, but that certain circumstances can lead anyone to behave illegally in environmental terms. CONCLUSIONS: These results are discussed comparing participants' explanations with the explanations given by environmental transgressors in previous studies.