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1.
Artigo em Inglês | MEDLINE | ID: mdl-33187063

RESUMO

Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale-Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.

2.
Artigo em Inglês | MEDLINE | ID: mdl-33158255

RESUMO

During schooling, students can undergo, for more or less long periods of time, different contextual settings that can negatively affect their personal and academic development, leading them not to meet their academic goals. The main objective of this research responds to examine the relationships between the constructs of goal orientations, emotional intelligence, and burnout in students. Method: This research comprised 2896 students from 15 Spanish high schools with ages between 12 and 18 years distributed across male (N = 1614; 55.73%) and female (N = 1282; 44.26%) genders. The measurements were made through Perception of Success Questionnaire (POSQ), the Trait Meta Mood Scale (TMMS-24) and the Maslach Burnout Inventory Student Survey (MBI-SS). Results: Results showed links between task orientation, high emotional intelligence levels, and adaptive behaviors and between ego orientation, academic burnout and less adaptive behavior. Similarly, it was shown that emotional intelligence can be used to predict goal-oriented behaviors. Conclusion: It is argued that the promotion of task orientation among secondary school students can lead to the adoption of adaptive behaviors and this, in turn, improve the development of students toward academic and personal settings.

3.
Artigo em Inglês | MEDLINE | ID: mdl-33126438

RESUMO

Subjective wellbeing is a current issue today. Various variables affect subjective wellbeing during adolescence: a crucial stage in the life of the individual. This study focuses on analysing the relationship between academic goal orientation, optimism and life satisfaction in adolescent students, as well as the possible mediating role of the goal orientation (task and ego) in the relationship between optimism and life satisfaction in adolescents. Methods: The sample comprises 1602 students (male N = 871; 54.36% and female N = 731; 45.63%) from nine secondary schools. The instruments used were the Life Orientation Test Revised (LOT-R), the Perception of Success Questionnaire (POSQ) and the Satisfaction With Life Scale (SWLS) questionnaire. Results: The results of the study reveal significant correlations between optimism-related variables, goal orientation and life satisfaction. In addition, goal orientation was found to have a positive mediating role on optimism and life satisfaction. Conclusion: The study shows the importance of promoting adaptive behaviours in goal orientation in adolescents, leading to optimal levels on variables such as optimism and life satisfaction, which in turn improve the individual's psychological development and academic performance.

4.
Artigo em Inglês | MEDLINE | ID: mdl-32906738

RESUMO

During their school years, students can have different experiences and go through various emotional and motivational states that can affect their learning experience and play a key role in their personal and academic development. The goal of this paper is to analyse the relationship between goal orientation, burnout and academic performance. Material and methods: The study comprised a sample of 2652 students aged between 12 and 19 years (M = 14.55; DT = 1.70), both male (n = 1.368; 51.58%) and female (N = 1.284; 48.41%), from 14 secondary schools. The instruments used were the Perception of Success Questionnaire (POSQ), the Maslach Burnout Inventory-Student Survey (MBI-SS) and academic performance, which was measured using the students' average school marks. Results: Results indicate a significant relationship between task orientation (and, to a lesser extent, ego orientation), efficacy and academic performance in line with adaptive behaviours. In addition, it was demonstrated that task orientation, efficacy and cynicism (burnout) can be used to predict academic performance in adolescents. Conclusion: It is argued that goal orientation plays a key role in promoting adaptive behaviours in an academic context and in the personal and academic development of adolescent students.

5.
Rev. CES psicol ; 12(3): 50-66, sep.-dic. 2019. tab
Artigo em Espanhol | LILACS-Express | LILACS | ID: biblio-1057159

RESUMO

Resumen El presente trabajo tiene por objetivo la adaptación de la Escala de Inteligencia Emocional -EIS- (abreviatura por su nombre en inglés Emotional Intelligence Scale) de Schutte et al. (1998) al idioma español, evaluando su consistencia interna, estructura factorial y validez y comparando tres modelos de medición de la Escala en una muestra de 1153 personas de origen español (48.83% hombres; M edad=29.32 años). El estudio comprendió dos fases: 1) se realizó la traducción de la EIS al español y se evaluó su consistencia interna, estructura factorial y validez convergente; y 2) se realizó el análisis factorial confirmatorio de la Escala. Los resultados apoyan la consistencia interna de la medida y apuntan a una estructura de seis factores de la inteligencia emocional: Atención a las propias emociones; Atención a las emociones de otros; Regulación de las propias emociones; Emoción expresada; Regulación de las emociones de otros; Emociones en la resolución de problemas. El análisis factorial exploratorio mostró claramente que los factores de la EIS presentan una varianza acumulada del 59,83%, mostrando su capacidad de explicar la variación de inteligencia emocional. Por su parte, el análisis factorial confirmatorio confirma la adecuación del modelo compuesto por seis factores identificados y 33 ítems. La EIS es un instrumento fácil de comprender y rápido de completar, por lo que se considera útil para la evaluación de la inteligencia emocional en población hispanohablante.


Abstract This work has as a purpose to adjust the Emotional Intelligence Scale -EIS- of Schutte et al. (1998), the internal consistency and the factorial structure were investigated, comparing three measurement models, from a Spanish version, in a sample of 1153 people (48.83% men; M age = 29.32 years). The study comprises two phases: 1) the EIS English version was translated into Spanish also, its internal consistency, factorial structure and convergent validity were evaluated; and 2) the Confirmatory Factorial Analysis of the questionnaire was carried out. The results support the internal consistency of the measure and point to a structure of six factors of emotional intelligence: Appraisal of own emotions; Appraisal of others emotions; Regulation of own emotions; Expressed emotion; Regulation of others emotions; Emotions in problem solving. The Exploratory Factor Analysis clearly showed that the factors of the EIS show an accumulated variance of 59.831%, presenting its capability to explain the variation of emotional intelligence. On the other hand, Confirmatory Factor Analysis validates the adequacy of the model consisted of six identified factors and 33 items. Due to its facility to be understood and completed, the EIS is considered a useful instrument for emotional intelligence evaluation in the Spanish speaking population.

6.
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
7.
Actual. psicol. (Impr.) ; 32(125): 95-112, Jul.-Dez. 2018. tab
Artigo em Espanhol | LILACS-Express | LILACS | ID: biblio-1088567

RESUMO

Resumen. El objetivo del presente trabajo fue analizar la relación entre la motivación escolar, la inteligencia emocional y el rendimiento académico en una muestra de 3512 estudiantes adolescentes pertenecientes a 18 centros educativos. Los instrumentos utilizados fueron la Escala de Motivación Educativa (EME-S), la Traid Meta-Mood Scale-24 (TMMS-24) y el rendimiento académico se cuantificó a través de la nota media de los alumnos. Los resultados mostraron relaciones significativas entre motivaciones escolares intrínsecas e inteligencia emocional, en mayor medida que con las extrínsecas y amotivación. Asimismo, la regulación emocional, la motivación intrínseca hacia el conocimiento y la amotivación predijeron el rendimiento escolar de los alumnos. Se desprende la influencia de las tres variables en el desarrollo personal y académico de los estudiantes.


Abstract. The aim of this study was to analyze the relationship between school motivation, emotional intelligence and academic performance in a sample of 3512 adolescent students belonging to 18 educational centers. The instruments used were the spanish versions of the Educational Motivation Scale (EME-S), the Traid Meta-Mood Scale-24 (TMMS-24) and the academic performance was quantified through the average grade of the students. The results showed stronger relationships between intrinsic school motivations and emotional intelligence than extrinsic motivations and amotivation. Likewise, emotional regulation, intrinsic motivation and demotivation predicted students' school performance. The influence of school motivation, emotional intelligence and academic performance in the personal and academic development of the students.

8.
Arch. med. deporte ; 34(182): 326-331, nov.-dic. 2017. tab
Artigo em Inglês | IBECS | ID: ibc-172619

RESUMO

The objective of this study was to develop an injury prevention protocol based on Rated Perceived Exertion (RPE) before and after training sessions was measured using the CR-10 Borg scale. Measuring pre-training exertion allows players to inform their coach about their state before initiating any activity, which helps the coach to adjust the training load. A total of 12 players from the Spanish first-division "Hormigoneras Umacón" futsal team were followed-up during the 2013/2014 season. Data were collected for 40 weeks in 225 training sessions. The injuries sustained and pre-training RPE obtained were recorded for each player. A RPE value of "6" was considered a "warning sign2 that indicated that the player might not be in optimal conditions to support the planned training load. The results reveal that the incidence of injuries was lower (p<0,05) among the players showing a lower number of warning signs. In addition, in the months with a higher training volume, warning signs were useful in reducing the number of injuries sustained by the players. In conclusion, "warning signs" indicate alterations in the physical state of players before initiating any activity, which allows the coach to modify the training load and reduce the risk of injuries


El objeto de estudio fue desarrollar un protocolo de prevención de lesiones basado en la Percepción Subjetiva de la Fatiga antes del entrenamiento. De acuerdo con autores que utilizan la Percepción Subjetiva (RPE) mediante la Escala CR-10 de Borg para evaluar la fatiga del jugador antes y después del entrenamiento, analizamos la fatiga previa considerando que esta variable permite al deportista informar al entrenador de sus sensaciones antes de iniciar la actividad, posibilitando variar las cargas. Participaron 12 jugadores del equipo "Hormigoneras Umacón" de Primera División española de fútbol sala durante la temporada 2013/2014. Se recogieron datos durante 40 semanas en 225 sesiones de entrenamiento. Se registraron las lesiones producidas y los valores de Percepción Subjetiva de la Fatiga previa de cada jugador estableciendo que un RPE de 6, denominado "señal de alerta", mostraba condiciones no óptimas para soportar las cargas planificadas. Los resultados muestran que los jugadores que menor número de señales tuvieron fueron los que mayor incidencia lesional reflejaron y viceversa (p<0,05). Además en los meses con mayor volumen de entrenamiento se consiguió que el número de lesiones no fuese mayor que el resto gracias a las señales de alerta obtenidas. Concluimos que la "señal de alerta" informa de cualquier alteración del estado del deportista antes de iniciar la actividad permitiendo modificar la carga disminuyendo el riesgo de lesión


Assuntos
Humanos , Masculino , Adulto , Educação Física e Treinamento/métodos , Traumatismos em Atletas/prevenção & controle , Futebol/fisiologia , Tolerância ao Exercício/fisiologia , Monitores de Aptidão Física , Fadiga Muscular/fisiologia , Estudos Longitudinais , Descanso/fisiologia
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