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1.
Arch. med ; 19(2): 197-207, 2019/07/30.
Artigo em Espanhol | LILACS | ID: biblio-1022801

RESUMO

Objetivo: la finalidad de la presente investigación fue la de analizar las relaciones entre los constructos de la inteligencia emocional, el burnout, el engagement académico y el rendimiento escolar en 1756 estudiantes en etapa Secundaria de 9 centros educativos. Materiales y métodos: los instrumentos utilizados para dicho trabajo fueron las versiones traducidas al castellano del Traid Meta-Mood Scale-24 (TMMS-24), el Maslach Burnout Inventory­Student Survey (MBI-SS) y Utrecht Work Engagement Scale­Student (UWES-S). Por su parte, el rendimiento escolar se midió por medio de la nota media del alumnado. Resultados: los resultados arrojaron relaciones positivas de las variables más autodeterminadas como resultan la inteligencia emocional y el engagement académico con el rendimiento escolar en un claro patrón de conductas más adaptativas. Por otro lado, puntuaciones más bajas en inteligencia emocional y burnout académico correlacionaron con menores puntuaciones de rendimiento escolar. Conclusiones: se desprende la importancia de la promoción de variables emocionales en clase para facilitar comportamientos positivos y autodeterminados que faciliten el rendimiento del alumnado así como la prevención del burnout potenciando el desarrollo educativo de los mismos..(AU)


Objective: the aim of this research was to analyze the relationship between constructs of emotional intelligence, burnout, academic engagement and school performance in 1756 students in Secondary stage of 9 highschools. Materials and methods: the instruments used for this research were the spanish translated versions of Traid Meta-Mood Scale-24 (TMMS-24), the Maslach Burnout Inventory-Student Survey (MBI-SS) and Utrecht Work Engagement Scale-Student (UWES-S). On the other hand, the school performance was measured by means of the average mark of the students. Results:the results showed positive relationships of the most self-determined variables such as emotional intelligence and academic engagement with school performance in a clear pattern of more adaptive behaviors. On the other hand, lower scores in emotional intelligence and academic burnout correlated with lower school performance scores. Conclusions: the importance of the promotion of emotional variables in class to facilitate positive and self-determined behaviors that facilitate the performance of students as well as the prevention of burnout enhancing their educational development..(AU)


Assuntos
Adolescente , Adulto , Esgotamento Profissional , Inteligência Emocional , Desempenho Acadêmico
2.
J Adolesc ; 60: 39-46, 2017 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-28750267

RESUMO

Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12-17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development.


Assuntos
Inteligência Emocional , Autoeficácia , Fatores Sexuais , Habilidades Sociais , Estudantes/psicologia , Adolescente , Desenvolvimento do Adolescente , Adulto , Estudos Transversais , Feminino , Humanos , Masculino , Inquéritos e Questionários
3.
Psicol. reflex. crit ; 30: 12, 2017. tab, graf
Artigo em Inglês | LILACS | ID: biblio-955748

RESUMO

Abstract Background Working memory capacity and fluent intelligence influence cognitive capacity as a predictive value of success. In line with this, one matter appears, that of mind wandering, which partly explains the variability in the results obtained from the subjects who do these tests. A recently developed measure to evaluate this phenomenon is the Mind-Wandering Questionnaire (MWQ). Objective The objective of this work was to translate into Spanish the MWQ for its use with adolescents and to validate it and to analyze its relation with these values: self-esteem, dispositional mindfulness, satisfaction with life, happiness, and positive and negative affects. Methods A sample of 543 secondary students: 270 males (49.72%) and 273 females (50.28%) were used, who completed the questionnaire, and also did tests of self-esteem, dispositional mindfulness, satisfaction with life, happiness, and positive and negative effects. The transcultural adaptation process followed these steps: translation, back translation, evaluation of translations by a panel of judges, and testing the final version. Results Validity analyses were done of the construct (% explained variance = 52.1), and internal consistency was high (α = .766). The coefficients of correlation with the self-esteem, MASS, satisfaction with life, happiness, and affects scales confirmed the questionnaire's validity, and a multiple regression analysis (R 2= 34.1; model F= 24.19. p< 0.001) was run. Conclusions The Spanish version of the questionnaire obtained good reliability coefficients and its factorial structure reliably replicated that obtained by the original measure. The results indicate that the Spanish version of the MWQ is a suitably valid measure to evaluate the mind-wandering phenomenon.


Assuntos
Humanos , Masculino , Feminino , Adolescente , Traduções , Inquéritos e Questionários , Reprodutibilidade dos Testes , Atenção Plena , Psicometria
4.
Psicol. reflex. crit ; 30: 12, 2017. tab, ilus
Artigo em Inglês | LILACS, Index Psicologia - Periódicos técnico-científicos | ID: biblio-909788

RESUMO

Background: Working memory capacity and fluent intelligence influence cognitive capacity as a predictive value of success. In line with this, one matter appears, that of mind wandering, which partly explains the variability in the results obtained from the subjects who do these tests. A recently developed measure to evaluate this phenomenon is the Mind-Wandering Questionnaire (MWQ). Objective: The objective of this work was to translate into Spanish the MWQ for its use with adolescents and to validate it and to analyze its relation with these values: self-esteem, dispositional mindfulness, satisfaction with life, happiness, and positive and negative affects. Methods: A sample of 543 secondary students: 270 males (49.72%) and 273 females (50.28%) were used, who completed the questionnaire, and also did tests of self-esteem, dispositional mindfulness, satisfaction with life, happiness, and positive and negative effects. The transcultural adaptation process followed these steps: translation, back translation, evaluation of translations by a panel of judges, and testing the final version. Results: Validity analyses were done of the construct (% explained variance = 52.1), and internal consistency was high (α = .766). The coefficients of correlation with the self-esteem, MASS, satisfaction with life, happiness, and affects scales confirmed the questionnaire's validity, and a multiple regression analysis (R 2= 34.1; model F= 24.19. p< 0.001) was run. Conclusions: The Spanish version of the questionnaire obtained good reliability coefficients and its factorial structure reliably replicated that obtained by the original measure. The results indicate that the Spanish version of the MWQ is a suitably valid measure to evaluate the mind-wandering phenomenon. (AU)


Assuntos
Humanos , Masculino , Feminino , Adolescente , Atenção Plena , Psicometria , Reprodutibilidade dos Testes , Inquéritos e Questionários , Traduções , Espanha
5.
BMC Res Notes ; 7: 916, 2014 Dec 16.
Artigo em Inglês | MEDLINE | ID: mdl-25516377

RESUMO

BACKGROUND: Attention deficit hyperactivity disorder (ADHD) is a condition that begins in childhood but can continue into adulthood, and may be the cause of many disadaptive behaviors, as in the case of homeless people, who often display a high incidence of personality disorders. The goal of this study is to analyze the comorbidity of ADHD with axis II disorders in a Spanish homeless population. RESULTS: The outcomes show high comorbidity between these two kinds of disorders, and that the prevalence of axis II disorders is higher among people with ADHD than among the general population. CONCLUSIONS: From these results we can draw the conclusion that in homeless people ADHD in childhood continues into adulthood, when it is very often observed together with personality disorders. Finally, the implications of this study both for clinical practice and for future lines of research are discussed.


Assuntos
Transtorno do Deficit de Atenção com Hiperatividade/complicações , Pessoas em Situação de Rua , Transtornos da Personalidade/complicações , Adulto , Humanos , Pessoa de Meia-Idade , Espanha
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