Efficacy of a Psycho-Educational and Socio-Emotional Intervention Programme for Adolescents.

The aim of this article is to evaluate the effectiveness of the implementation of a psycho-educational intervention programme. The objective of this programme was to achieve optimisation of self-concept and basic socio-emotional skills for comprehensive development in the adolescent stage. The sample consisted of 402 students from 19 groups from public secondary schools in the province of Badajoz. A quasi-experimental pretest-posttest design was applied with a control group using the Trait Meta-Mood Scale, Self-Concept Form 5, and the State-Trait Anxiety Inventory. The analysis showed that the programme was effective in the family and social dimensions of self-concept, while in the other dimensions, the changes were not statistically significant. The results for emotion perception, understanding and regulation show that there were no statistically significant differences in the experimental group, although there were significant differences in the control group.

Motivation Regarding Physical Exercise among Health Science University Students.

Physical exercise and physical activity are inherent and essential agents in the evolution of active life and are associated with promoting health and well-being. This study aimed to examine the types of regulation of motivations and intentionality needed to be physically active in the future in university students from the Health Sciences branch of knowledge. Method: 351 university students with six university degrees in Health Sciences participated, 21.4% of whom were male and 78.6% women (M = 19.32; SD = 4.01). They answered the following questionnaires: "International Physical Activity Questionnaire (IPAQ)", "Behavioural Regulation of Exercise Questionnaire (BREQ-3)", and "Intention to be physically active (MIFAU)". Results: intrinsic motivation and integrated regulation were positively associated (rho = 0.759; p < 0.01), as were integrated and identified codes (rho = 0.645; p < 0.01). When relating the types of motivation regulation and the intention to be physically active, men show a significant difference compared to women. It stands out that physically active people who walk are the most unmotivated (p < 0.01). Conclusions: more self-determined regulations and intentionality to be physically active are related to different physical activity levels and the number of METs.

Analysis of the motivational processes involved in university physical activity.

Introduction: Physical activity plays an important role in all stages of development, especially in adolescence, as it is a period in which different lifestyles are shaped. Therefore, regular practice of physical activity contributes to an improvement in quality of life. This study analyzed university students' motivational processes and intention to be physically active when engaging in physical activity (PA) according to gender and fields of study. Methods: A total of 1.524 subjects participated in the study, 61.9% (n = 944) of whom were female and 38.1% (n = 580) were male, with an average age of 19.61 years. The fields of study consisted of Arts and Humanities (n = 118), Science (n = 132), Health Sciences (n = 351), Engineering and Architecture (n = 196) and Social and Legal Sciences (n = 727). The instruments used were the Behavioral Regulation in Exercise Questionnaire (BREQ-3) and the Intention to be Physically Active in the University Context (MIFAU) measurement scale. Results: The results showed statistically significant differences in favour of men (p <0.01) in terms of intrinsic, integrated, identified, and introjected regulation of PA. Similarly, men were more likely to be physically active in the future than women (p <0.001). In terms of the study variables relating to the fields of study, statistically significant differences were obtained in the case of both more self-determined behavior (intrinsic, integrated and identified regulation) and amotivation (p <0.001). Conclusion: It was concluded that there is a need for the promotion of intervention strategies to encourage young adults to take up sporting activities as a means of preventing noncommunicable diseases, thereby avoiding the negative consequences of a sedentary lifestyle, physical inactivity, or abandonment of such activities.

Motives of Future Elementary School Teachers to Be Physically Active.

The aim of this study was to determine the relationship between the motives for engaging in sports activities and the self-determination index (SDI) and how this in turn predicts the intentionality of future elementary school teachers to be physically active. METHOD: A total of 331 first-year students of the teacher training degree participated, 34.4% men and 65.6% women (M = 20.02; SD = 2.55). They answered the following questionnaires: "Behavioral Regulation in Exercise Questionnaire-3", "Motives for Physical Activity Measure-Revised" and "Intention to be Physically Active". RESULTS: Fitness, fun and care of one's appearance are the motives most valued by university students. A regression analysis (structural equation modeling) revealed that appearance and social motives were negatively related to SDI, although the model clearly predicted the intention to be physically active (R2 = 0.74). A second model, which positively related the appearance and competence motives with the intention to be active, improved the coefficient of determination (R2 = 90) and fit index. CONCLUSIONS: The motives for engaging in physical activity influence university students in different ways in relation to the SDI and strongly predict the intention to be physically active.

El autoconcepto y su relación con la inteligencia emocional y la ansiedad / No disponible

En este estudio se analizan las dimensiones del autoconcepto, la inteligencia emocional y la ansiedad y su relación con variables sociodemográficas y académicas en 402 adolescentes de entre 12 y 19 años. Se aplicó la "Escala rasgo de metaconocimiento de los estados emocionales" (TMMS-24), el "Autoconcepto forma 5" (AF5) y el "Inventario de ansiedad estado-rasgo" (STAI y STAIC). Los resultados muestran que existen correlaciones negativas entre todas las dimensiones del autoconcepto y la ansiedad. La inteligencia emocional se relaciona con el autoconcepto físico y social. El sexo no influye en el autoconcepto global, pero sí en la ansiedad. Además, el sexo, la edad, el curso y las repeticiones predicen el autoconcepto emocional y la claridad emocional. Sin embargo, el tipo de programa educativo no predice ninguno de los constructos analizados. Sería deseable implementar programas de intervención dirigidos a la mejora del autoconcepto a través del entrenamiento en competencias emocionales y sociales y en control del estrés y la ansiedad

In this study we analyze the dimensions of self-concept, emotional intelligence and anxiety, as well as to analyse their relationship to sociodemographic and academic variables in a sample of 402 adolescents between 12 and 19 years of age. The instruments applied were the Trait Meta-Mood Scale (TMMS-24), the Self-concept Form "5" (AF5) and the State Trait Anxiety Inventory (STAI and STAIC). The outcomes show that negative correlations between all the dimensions of self-concept and anxiety. The emotional intelligence is related to the physical and social self-concept. Gender has no influence on the global self-concept, but on anxiety it does. The gender, age, course and repetitions predict the emotional self-concept and the emotional understanding. Repeating a year at school predicts the academic self-concept and gender predicts the physical self-concept, anxiety and emotional understanding. The type of educational programme does not predict any of the constructs analysed. It would be desirable to implement intervention programmes aimed at improving self-concept through training in emotional and social competences, as well as in controlling stress and anxiety