Efecto sobre el hábito de la dieta mediterránea de una intervención cooperativa en estudiantes universitarios / Effect on Mediterranean diet habit of a cooperative intervention in university students

Fundamentos: Una óptima formación científica en conocimientos en alimentación, nutrición y salud,fundamentado en el patrón de la dieta mediterránea, favorece su promoción y la prevención de enfermedades.Este hecho tiene una premisa fundamental en los grados cuyo futuro profesional apliquen y enseñen estosconocimientos sobre la población infantil y juvenil. Por ello, el objetivo de este estudio fue promocionar, através aprendizaje cooperativo, hábitos de alimentación y nutrición saludable y sostenible en jóvenesuniversitarios.Métodos: A través de un estudio cuasi-experimental y longitudinal, se analizó de forma estadística descriptivae inferencial, el conocimiento sobre el Desayuno Saludable y la Adhesión a la dieta mediterránea tras unaintervención cooperativa en futuros docentes pertenecientes a la Universidad de Extremadura.Resultados: Se aprecia un incremento del conocimiento científico con un aumento de los aciertos del 80% al100% del cuestionario, y más en particular en el aprendizaje del Desayuno Saludable, lo cual no solo revierteen un aumento de su rendimiento del aprendizaje científico sino también en promoción de la salud. Además,no se apreciaron diferencias entre el sexo de los participantes.Conclusiones: Resulta evidente que los programas de intervenciones científicas a través de dinámicascooperativas resultan efectivos en el aprendizaje de conocimientos sobre hábitos saludables y sostenibles enalimentación y nutrición, en estudiantes universitarios. (AU)

Background: An optimal scientific training in food, nutrition and health knowledge, based on theMediterranean Diet pattern, contributes to its promotion and disease prevention. This fact has a fundamentalpremise in the degrees whose future professionals apply and teach this knowledge on children and youngpeople. Therefore, the aim of this study was to promote, through cooperative learning, healthy and sustainableeating and nutrition habits in young university students.Methods: Through a quasi-experimental and longitudinal study, descriptive and inferential statistics were usedto analyze the particular knowledge of the Healthy Breakfast and Adherence to the Mediterranean Diet after acooperative intervention in future teachers belonging to the University of Extremadura.Results: There was an increase in scientific knowledge with a success rate of 80% to 100% of the questionnaire,and more particularly in the learning of the Healthy Breakfast, which not only results in an increase in theirperformance in scientific learning but also in health promotion. In addition, no differences were observedbetween the sex of the participants.Conclusions: It is evident that scientific intervention programs through cooperative dynamics are satisfactoryin the learning of knowledge about healthy and sustainable habits in food and nutrition, in university students. (AU)

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.

Evolution of Prospective Secondary Education Economics Teachers' Personal and Emotional Metaphors.

This study examines personal and emotional metaphors of prospective economics teachers about the roles they themselves as teachers and their pupils would play by analysing their drawings and responses to open questions. This is a longitudinal study that analyses the evolution of future instructors using two periods: before and after their teaching practicum. Metaphors are categorised into four classes: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. The categories for emotions are primary or social and positive, negative, or neutral. The results show that the highest percentage of metaphors for the teacher's role in both questionnaires were cognitivist/constructivist. Comparison of the findings before and after the teaching practicum revealed no changes in most of the participants' metaphors and associated models. The analysis also reveals that among those who change, the tendency is to evolve towards more pupil-centred metaphors and associated models. The most common pupil metaphors are behaviourist and cognitivist, increasing after the practicum. Finally, most of the emotions expressed are positive and social, also increasing after the practicum.

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

Aprendizaje cooperativo para la formación universitaria en alfabetización en salud / Cooperative learning for university education in health literacy

Introducción: La difusión de los conocimientos biosanitarios y la rapidez con la que se difunden en Internet puede generar aprendizajes erróneos por falta de una formación científica adecuada, de ahí la necesidad de realizar intervenciones formativas sobre alfabetización en salud. Sujetos y métodos: Se ha realizado un estudio descriptivo cuasiexperimental para comprobar la eficacia de una estrategia educativa en torno a la alfabetización en salud. La muestra objeto de estudio procede de un posgrado oficial destinado a la formación de futuros profesores. Los estudiantes trabajaron un contenido mediante técnicas de aprendizaje tutorizado cooperativo. El instrumento de medida ha sido la evaluación de los conocimientos científicos adquiridos y las emociones experimentadas por los estudiantes. Resultados y conclusiones: El análisis estadístico realizado permite comprobar que la metodología empleada facilita la alfabetización en salud. Se discute su proyección desde el medio universitario a la sociedad, haciendo hincapié en los paralelismos existentes entre la alfabetización en salud y el empoderamiento de los pacientes

Introduction: The dissemination of biosanitary knowledge and the speed with which they spread on the Internet, can generate erroneous learning due to lack of adequate scientific training. Hence the need to carry out training interventions on health literacy. Subjects and methods: A descriptive, quasi-experimental study was carried out to verify the effectiveness of an educational strategy around health literacy. The sample under study comes from an official postgraduate course for the training of future professors. Students worked on content using cooperative tutoring learning techniques. The instrument of measurement has been the evaluation of the acquired scientific knowledge and the emotions experienced by the students. Results and conclusions: The statistical analysis performed shows that the methodology used facilitates health literacy. It discusses its projection from the university to society, emphasizing the parallels between the health literacy and the empowerment of patients

Análisis del riesgo de padecer trastornos de la alimentación y el peso en estudiantes de medicina de la Universidad de Extremadura: una herramienta docente activa / Risk analysis of suffering eating disorders among students of medicine from the University of Extremadura: a practical tool for teaching

Objetivo. Investigar el riesgo de padecer trastornos de la conducta alimentaria y del peso en estudiantes de medicina, un colectivo que debería ser modelo de actitudes y hábitos saludables. Sujetos y métodos. Participaron 116 estudiantes de medicina de la Universidad de Extremadura, que cumplimentaron el inventario de trastornos de la conducta alimentaria-3, cuestionario de remisión (EDI-3 RF). Resultados. Los varones destacaron en rasgos bulímicos, y las mujeres, en obsesión por estar delgadas y en insatisfacción con la propia imagen. Conclusiones. Un gran porcentaje de los estudiantes analizados estarían dentro de la población de riesgo de padecer trastornos de la conducta alimentaria. Por ello, esta investigación supone una herramienta docente activa para el fomento de conductas de alimentación saludable (AU)

Aim. To study the risk of suffering eating disorders among students of medicine, a group that should be an example for healthy habits. Subjects and methods.116 students of medicine from de University of Extremadura fill out the Eating Disorders Inventory-3, Referral Form (EDI-3 RF). Results. Male students suffer more bulimic characteristics and female students more thinness obsession and body dissatisfaction. Conclusions. A large extent of students would be among the risk group of suffering eating disorders. Therefore, this research is a practical tool to promote healthy eating habits (AU)