Validación de la Escala de Resiliencia en Educación Física / Validation of the resilience scale to Physical Education classes

Las clases de Educación Física se caracterizan por la continua exposición por parte del alumnado de una serie de circunstancias adversas y estresantes ante las cuales en mayor o menor medida deben de enfrentarse en algún momento. Por ello, el objetivo de este estudio fue validar y adaptar la Escala de Resiliencia en el contexto Deportivo de Trigueros, Álvarez, Aguilar-Parra y Rosado (2017) al contexto de la Educación Física. En el estudio participaron 515 estudiantes de secundaria con edades comprendidas entre los 13 y 19 años (M = 15.65; DT = 1.28) pertenecientes a varios centros educativos del sur-este de España. El análisis factorial exploratorio y confirmatorio reveló unos índices de ajuste adecuados para la nueva versión de la escala, mostrándose la estructura factorial invariante respecto al generó. Los dos factores que integran la escala, competencia personal y aceptación de uno mismo y de la vida, obtuvieron una alta consistencia interna y estabilidad temporal. La versión española de la Escala de Resiliencia en el contexto Educación Física se mostró como un instrumento con adecuadas propiedades psicométricas para medir la resiliencia en el contexto de la Educación Física en adolescentes

Physical Education classes are characterized by the continuous exposure of students to a series of adverse and stressful circumstances which they must face at some point. Therefore, the objective of this study was to validate and adapt the Resilience Scale in the Sport context of Trigueros, Álvarez, Aguilar-Parra and Rosado (2017) to the context of Physical Education. The study involved 515 high school students aged between 13 and 19 (M = 15.65, SD = 1.28) belonging to several educational centers in the south-east of Spain. The exploratory and confirmatory factor analysis revealed adequate adjustment indices for the new version of the scale, showing the factorial structure invariant with respect to the generated one. The two factors that make up the scale, personal competence and acceptance of oneself and life, obtained a high internal consistency and temporary stability. The Spanish version of the Resilience Scale in the Physical Education context was shown as an instrument with adequate psychometric properties to measure resilience in the context of Physical Education in adolescents

Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents.

Included among the basic objectives of Physical Education (PE) classes is the consolidation of habits of a healthy lifestyle among adolescents. However, the main studies in this field have focused on cognitive aspects related to students during these classes, yet they ignore the role that emotions can play in the adoption of future habits. OBJECTIVES: To analyze how emotions (emotional intelligence and emotional state) can influence the resilience and motivation of adolescents, as well as academic performance and adoption of healthy lifestyle habits. METHODOLOGY: 615 secondary school students between the ages of 14 and 19 participated (M = 16.02; SD = 1.57) in the study. A structural equations model was developed using the main variables and by applying some of the principles of Self-Determination Theory. The results show that emotional intelligence is positively related to positive emotions and negatively related to negative emotions. Positive emotions positively predict both self-motivation towards physical education classes and resilience. Resilience positively predicts self-motivation. Finally, self-motivation acts as a predictor of both academic performance and regular participation in physical activity. CONCLUSIONS: This study successfully shows the importance of focusing on emotions in PE classes inasmuch as emotion increases the tendency to get good grades and maintain active lifestyle habits. In this sense, focusing on the emotions of students in PE could prove quite beneficial.

Manejo del estrés como competencia de la inteligencia emocional en alumnos / Stress management as an emotional intelligence competence in students

El trabajo analiza la autopercepción del manejo del estrés atendiendo al nivel de inteligencia (baja, media y alta) en una muestra de 679 alumnos (46,50% chicos y 53,50% chicas), con edades comprendidas entre los 12 y 18 años (M= 13,90; DT= 1,28). Todos ellos cursan sus estudios de Educación Secundaria Obligatoria en distintos centros concertados de la Comunidad Valenciana (España). El manejo del estrés se valoró mediante el "Inventario de inteligencia emocional de Bar-On" (EQ-i:YV; Bar-On y Parker, 2000) y las aptitudes intelectuales mediante el "Test de aptitudes diferenciales" (DAT-5; Bennett, Seashore y Wesman, 2000). Además, un total de 406 padres y 103 profesores informaron sobre el manejo del estrés de dichos alumnos utilizando el EQ-i:YV-O (Bar-On y Parker, en prensa). Los datos apuntan a la existencia de diferencias estadísticamente significativas en autopercepción del manejo del estrés según el nivel intelectual manifestado por los participantes (AU)

This study analyzes the self-perception of stress management depending on the intelligence level (low, medium, and high) in a sample of 679 students (46.50% boys and 53.50% girls) aged between 12 and 18 years of age (M= 13.90; SD= 1.28). All the students were attending semi-private schools of Compulsory Secondary Education (ESO) in the community of Valencia (Spain). Stress management self-perception was assessed using the Bar-On test of Emotional intelligence (EQ-i:YV, Baron & Parker, 2000); and intelligence was assessed using the Test of Differential Attitudes (DAT-5; Bennett, Seashore & Wesman, 2000). In addition, a total of 406 parents and 103 teachers also informed about their perception of the students’ stress management using the EQ-i:YV-O (Bar-On & Parker, in press). The data show statistically significant differences in the self-perception of stress management according to the participants’ intellectual level

Structural invariance of multiple intelligences, based on the level of execution / Invarianza estructural de las inteligencias múltiples en función del nivel de ejecución

The independence of multiple intelligences (MI) of Gardner’s theory has been debated since its conception. This article examines whether the one- factor structure of the MI theory tested in previous studies is invariant for low and high ability students. Two hundred ninety-four children (aged 5 to 7) participated in this study. A set of Gardner’s Multiple Intelligence assessment tasks based on the Spectrum Project was used. To analyze the invariance of a general dimension of intelligence, the different models of behaviours were studied in samples of participants with different performance on the Spectrum Project tasks with Multi-Group Confirmatory Factor Analysis (MGCFA). Results suggest an absence of structural invariance in Gardner’s tasks. Exploratory analyses suggest a three-factor structure for individuals with higher performance levels and a two-factor structure for individuals with lower performance levels (AU)

La independencia de las inteligencias múltiples (IM) de la teoría de Gardner ha sido objeto de controversia desde su concepción. Este artículo analiza si la estructura unifactorial de la teoría de las IM manifestada en estudios anteriores es invariante para alumnos de baja y alta habilidad. En el estudio participaron doscientos noventa y cuatro alumnos, con edades comprendidas entre los cinco y los siete años, que completaron un conjunto de tareas de rendimiento para la evaluación de la teoría de las IM recogidas en el Proyecto Spectrum. Para analizar la invarianza de la estructura unifactorial se estudiaron los diferentes modelos de comportamiento en muestras de sujetos con diferentes niveles de rendimiento en las tareas para la evaluación de las IM a través de un análisis factorial confirmatorio multigrupo. Los resultados sugieren la ausencia de una invarianza estructural de las tareas de Gardner. Análisis exploratorios sugieren la existencia de una estructura con tres factores para los sujetos de mayor rendimiento y dos factores para la muestra de alumnos con rendimiento más bajo (AU)

Structural invariance of multiple intelligences, based on the level of execution.

The independence of multiple intelligences (MI) of Gardner's theory has been debated since its conception. This article examines whether the one- factor structure of the MI theory tested in previous studies is invariant for low and high ability students. Two hundred ninety-four children (aged 5 to 7) participated in this study. A set of Gardner's Multiple Intelligence assessment tasks based on the Spectrum Project was used. To analyze the invariance of a general dimension of intelligence, the different models of behaviours were studied in samples of participants with different performance on the Spectrum Project tasks with Multi-Group Confirmatory Factor Analysis (MGCFA). Results suggest an absence of structural invariance in Gardner's tasks. Exploratory analyses suggest a three-factor structure for individuals with higher performance levels and a two-factor structure for individuals with lower performance levels.

Estudio del razonamiento lógico-matemático desde el modelo de las inteligencias múltiples / A study of logical-mathematical thinking from multiple intelligences framework

El objetivo del trabajo es estudiar el razonamiento lógico-matemático de una muestra de alumnos de educación infantil y primaria. Se diseñará el perfil cognitivo de los participantes en las distintas inteligencias, se estudiará la relación entre la inteligencia lógico-matemática en el modelo de Gardner y la inteligencia valorada desde una perspectiva psicométrica; finalmente, se establecerán las diferencias en inteligencia lógico-matemática en función del género y edad. En el trabajo participaron 294 alumnos de Educación Infantil y Primaria (edades comprendidas entre 5 y 8 años) pertenecientes a tres centros educativos de las provincias de Murcia y Alicante. Los instrumentos utilizados fueron: a) siete actividades orientadas a valorar las inteligencias múltiples (lingüística, lógico-matemática, espacial, musical, naturalista y corporal-cinestésica); b) el BADyG o Batería de Aptitudes Diferenciales y Generales con el fin de evaluar la inteligencia académica. Los resultados mostraron diferencias estadísticamente significativas en inteligencia lógico-matemática a favor de los alumnos de Educación Primaria. Sin embargo, no resultaron significa-tivas las diferencias en inteligencia lógico-matemática según el sexo de los participantes. Finalmente, quisiéramos destacar la utilidad de evaluar el razonamiento lógico-matemático utilizando dos tipos de medidas (psicométrica y dinámica, mediante las inteligencias múltiples), porque nos ofrece una información amplia y valiosa para asesorar a los maestros y padres

The aim of this work is two fold: a) to study the mathematical-logic reasoning of a sample of Preschool and Primary education pupils; and b) to study the relationship between logical-mathematical intelligence and academic intelligence. In addition, we study gender and age differ-ences. Two hundred and ninety-four pupils (aged 4 to 8) from three different schools in Murcia and Alicante (Spain) took part in this research. The instruments used were: a) seven activities oriented towards assessing multiple intelligences (linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical and naturalist intelligence; and b) BADyG (Battery of Differential and General Aptitudes), the aim of which is to assess the academic intelligence. The results showed statistically significant differences in mathematical-logical intelligence, with primary school pupils attaining higher scores. However, the data did not show statistically significant differences according to gender. Finally, it is necessary to pointed out that to assess logical reasoning using two different measures (dynamic, using multiple intelligences, versus psychometric) it very useful in order to achieve more complete information

[Validation study of the Spanish adaptation of the satisfaction with inhaled asthma treatment questionnaire]. / Estudio de validación de la versión adaptada al castellano del cuestionario de satisfacción con la medicación inhalada en pacientes asmáticos (SATQ).

OBJECTIVE: Although satisfaction with asthma treatment is an important variable, it has received little attention and few validated measurement instruments are available. The aim of this study was to assess the psychometric properties and the feasibility of the Spanish adaptation of the Satisfaction With Asthma Treatment Questionnaire (SATQ) for inhaled medication. PATIENTS AND METHODS: This cross-sectional study to validate the adapted SATQ included 239 patients (67.8% women) with stable asthma (mean age, 43.3 years; forced expiratory volume in 1 second, 89% of predicted) and a median time since diagnosis of 10 years. Intermittent asthma was reported in 23.0% of the patients and severe persistent disease in 15.9%. Patients filled out the questionnaire twice. RESULTS: A 4-dimensional factorial structure could be discerned. These dimensions were similar to the validation of the original questionnaire and explained 55.1% of the variance. Internal consistency was acceptable (Cronbach alpha, 0.880 for the overall score and 0.600-0.866 for subscales), as was reliability (intraclass correlation coefficient, 0.912 for the overall score and 0.841-0.916 for subscales). A significant moderate correlation was observed between the overall score and physician--and patient--reported satisfaction (rho=0.295 and 0.507, respectively). Three of the 4 subscales were able to discriminate between categories of the Global Initiative for Asthma. The questionnaire was completed in less than 10 minutes by 92.5% of the patients, and 93.7% left no field blank. CONCLUSIONS: The Spanish adaptation of the SATQ is a useful, user-friendly instrument for measuring satisfaction with inhaled treatment.

Estudio de validación de la versión adaptada al castellano del cuestionario de satisfacción con la medicación inhalada en pacientes asmáticos (SATQ) / Validation study of the spanish adaptation of the satisfaction with inhaled asthma treatment questionnaire

Objetivo: La satisfacción con el tratamiento en el asma es un aspecto trascendente, pero escasamente estudiado y con pocos instrumentos de medida validados. Se pretende evaluar las propiedades psicométricas y la factibilidad de la versión adaptada al castellano del cuestionario Satisfaction with inhaled Asthma Treatment Questionnaire (SATQ). Pacientes y métodos: Se ha diseñado un estudio transversal analítico para la validación de un cuestionario. Se incluyó a 239 pacientes con asma estable (edad media: 43,3 años; un 67,8% mujeres; volumen espiratorio forzado en el primer segundo, un 89% del teórico,), con una mediana de tiempo de diagnóstico de 10 años. El 23,0% presentaba asma intermitente y el 15,9%, persistente grave. Cumplimentaron el cuestionario en 2 ocasiones. Resultados: Se encontró una estructura factorial con 4 dimensiones, similares a la validación original que explicaban el 55,1% de la variancia. La consistencia interna fue adecuada (alfa de Cronbach de 0,880 para la puntuación total y de 0,600-0,866 para las subescalas), así como la fiabilidad (coeficiente de correlación intraclase de 0,912 para la puntuación total y de 0,841-0,916 para las subescalas). Se observó una correlación significativa, de intensidad moderada, entre la puntuación total y la satisfacción referida por médico y paciente (rho = 0,295 y 0,507, respectivamente). Tres de las 4 subescalas fueron capaces de discriminar entre las categorías de la Global Initiative for Asthma (GINA). El 92,5% de los pacientes completaron el cuestionario en menos de 10 min y el 93,7% no dejaron ninguna pregunta en blanco. Conclusiones: La versión adaptada del SATQ es una herramienta útil y fácil de usar para medir la satisfacción con el tratamiento inhalado

Objective: Although satisfaction with asthma treatment is an important variable, it has received little attention and few validated measurement instruments are available. The aim of this study was to assess the psychometric properties and the feasibility of the Spanish adaptation of the Satisfaction With Asthma Treatment Questionnaire (SATQ) for inhaled medication. Patients and methods: This cross-sectional study to validate the adapted SATQ included 239 patients (67.8% women) with stable asthma (mean age, 43.3 years; forced expiratory volume in 1 second, 89% of predicted) and a median time since diagnosis of 10 years. Intermittent asthma was reported in 23.0% of the patients and severe persistent disease in 15.9%. Patients filled out the questionnaire twice. Results: A 4-dimensional factorial structure could be discerned. These dimensions were similar to the validation of the original questionnaire and explained 55.1% of the variance. Internal consistency was acceptable (Cronbach alpha, 0.880 for the overall score and 0.600-0.866 for subscales), as was reliability (intraclass correlation coefficient, 0.912 for the overall score and 0.841-0.916 for subscales). A significant moderate correlation was observed between the overall score and physician--and patient--reported satisfaction (rho=0.295 and 0.507, respectively). Three of the 4 subscales were able to discriminate between categories of the Global Initiative for Asthma. The questionnaire was completed in less than 10 minutes by 92.5% of the patients, and 93.7% left no field blank. Conclusions: The Spanish adaptation of the SATQ is a useful, user-friendly instrument for measuring satisfaction with inhaled treatment