Psychological Consequences of Fear of COVID-19: Symptom Analysis of Triggered Anxiety and Depression Disorders in Adolescents and Young Adults.

Among the innumerable consequences of the pandemic caused by COVID-19 are those of a psychological nature, among which we find fear. For this reason, it is important to carry out research on the fear of contagion and its behavior, especially in the population as a whole, and the consequences that these facts entail. The present study examines the fear of contagion and illness by COVID-19 and its relationship with symptoms of anxiety disorders and depression in a total of 1370 participants aged 16 to 29 years. The results indicate that fear of COVID-19, fear of death from COVID-19 infection, and concern that family members and/or friends will be infected with COVID-19 are predictors of symptoms related to depressive disorder. elderly and social phobia.

Motivational Orientation in University Athletes: Predictions Based on Emotional Intelligence.

While in task orientation, athletes tend to compare themselves to others in order to evaluate their success, in ego orientation athletes have the ability to distinguish between effort and ability and the comparison is made with others in order to evaluate success. The purpose of this study was to inspect the relationship concerning the three dimensions of emotional intelligence (attention, clarity, and emotional regulation) and the two predominant motivational orientations: task-oriented motivation and ego-oriented motivation. The sample was composed of a total of 165 university students from studies within the field of sciences related to sport and physical activity. The main contributions of this research demonstrate the correspondence between emotional intelligence and ego-orientation.

Emotional Intelligence, Interpersonal Relationships and the Role of Gender in Student Athletes.

The concept of emotional intelligence is related to the recognition of our own emotions, their regulation and our state of mind. Additionally, it is increasingly relevant in society in general, and in the field of sport in particular. The aim of this paper is to analyze the relationship between emotional intelligence and the theory of self-determination, specifically interpersonal relationships. For this purpose, sex was taken as a mediating variable, and a structural equation model was estimated through mediation. The sample was made up of a total of 165 active sportsmen and sportswomen who are studying undergraduate and master's degree courses related to physical activity and sport sciences. The results show that gender acts as a mediating variable between emotional intelligence and relationships with others, becoming a mediating variable of two previously unrelated variables. The implications of these results lead us to study both emotional intelligence and its importance in the field of sport, as well as the fact of paying attention to the differences that may exist in this case depending on gender.

Analysis of Psychosocial Adjustment in the Family During Confinement: Problems and Habits of Children and Youth and Parental Stress and Resilience.

The COVID-19 health crisis has led to a dramatic change in dynamics and habits of families, which may be a factor involved in the development and maintenance of problems and difficulties in children. The present study is a cross-sectional study that aims to describe and analyze the relationship between the difficulties in psychological adjustment and the change of habits of the infant-juvenile population as perceived by their parents and their stress and resilience during the total confinement of the first wave of the COVID-19 pandemic in Spain, as well as analyzing the course of the changes and the relationships between weeks 3 to 6, that is, the score of different participants in each week of the confinement. The sample is comprised of 883 parents of children and adolescents between 3 and 18 years of age. Children's psychological adjustment, children's habits, parental stress, and parental resilience were assessed by parents. The results show that parents perceive a change in the habits and psychological difficulties in their children. At the same time, our results describe parents with a high level of stress and resilience, with differences depending on the children's ages. The time of confinement accentuates the perception of parents about the psychological difficulties of their children and parental stress, as well as a decrease in resilience. These difficulties are reduced when the parent has resilience competencies. These results show that the resilience of parents mediate the relationship between parental stress and psychological problems of their children. These results shows that COVID-19 lockdown had a considerable effect on families, both on children and parents. Some practical implications based on results are provided.

Evolución del estado psicológico y el miedo en la infancia y adolescencia durante el confinamiento por la COVID-19 / Evolution of psychological state and fear in childhood and adolescence during COVID-19 lockdown

La pandemia COVID-19 ha conllevado un confinamiento que puede haber afectado al bienestar social y emocional en la infancia y adolescencia, como se está estudiando desde diferentes investigaciones. El presente estudio analiza las relaciones entre el estado psicológico general de los menores y los miedos a enfermedades y contagios por virus; además, valora estas relaciones en el trascurso del confinamiento y en función de la edad. Han participado 972 familias con hijos/as entre 3 y 18 años. Los resultados indican que las mayores dificultades psicológicas se centran en los problemas emocionales, los problemas de conducta y la puntuación de dificultades totales. Además, se evidencia una relación positiva entre los miedos asociados a la COVID-19 y la presencia de esos problemas en la población infanto-juvenil. Se destaca que, según avanza el confinamiento, aumenta la presencia de dificultades psicológicas y que estas afectan de manera diferencial en la infancia y en la adolescencia

Evolution of psychological state and fear in childhood and adolescence during COVID-19 lockdown. The COVID-19 pandemic has led to a lockdown that may have affected social and emotional well-being in childhood and adolescence, as is being explored from different research. The present study analyses the relations between the general psychological state and the fears of diseases and virus infections. Furthermore, it assesses these relations in the course of lockdown and as a function of age. A total of 972 families with children between 3 and 18 have participated. The results indicate that the highest psychological difficulties are focused on emotional symptoms, the behavioral problems and the total difficulty score. In addition, there is a positive relation between fears associated with COVID-19 and the presence of these problems in the infant population. It should be noted that, as confinement advances, the presence of psychological difficulties increases, and these affect children and adolescents differently

Are There Lower Repetition Priming Effects in Children with Developmental Dyslexia? Priming Effects in Spanish with the Masked Lexical Decision Task.

The aim of this study was to compare the reaction times and errors of Spanish children with developmental dyslexia to the reaction times and errors of readers without dyslexia on a masked lexical decision task with identity or repetition priming. A priming paradigm was used to study the role of the lexical deficit in dyslexic children, manipulating the frequency and length of the words, with a short Stimulus Onset Asynchrony (SOA = 150 ms) and degraded stimuli. The sample consisted of 80 participants from 9 to 14 years old, divided equally into a group with a developmental dyslexia diagnosis and a control group without dyslexia. Results show that identity priming is higher in control children (133 ms) than in dyslexic children (55 ms). Thus, the "frequency" and "word length" variables are not the source or origin of this reduction in identity priming reaction times in children with developmental dyslexia compared to control children.

Instrucción en estrategias de comprensión lectora mediante enseñanza recíproca: efectos del agrupamiento de los estudiantes / Instruction of Reading Comprehension Strategies through Reciprocal Teaching: Effects of Grouping Formats

El objetivo de este estudio es comparar el efecto que dos formatos de agrupamiento de los estudiantes tiene sobre la comprensión lectora. La instrucción en comprensión lectora empleó la Enseñanza Recíproca (ER) que es un procedimiento que enseña a los estudiantes estrategias cognitivas para incrementar la comprensión lectora. Participaron 43 alumnos de 4º de E.P.: 18 fueron instruidos mediante ER en el aula ordinaria (GG); 8 mediante ER en pequeño grupo (PG) y 17 recibieron la enseñanza tradicional. Se emplearon dos tipos de medidas: medidas de efectos específicos (idea principal y supervisión y regulación) y medidas de generalización (test estandarizado, significado implícito y recuerdo). Los resultados demuestran que los dos grupos instruidos mediante ER fueron superiores en las medidas de efectos específicos y en las de generalización al grupo de comparación. Además, el grupo instruido en pequeño grupo (PG) fue superior al GG y GC en la mayoría de las medidas de efectos específicos y de generalización (AU)

The aim of this study was to compare the effects of two grouping formats on the reading comprehension. Reading comprehension Instruction used reciprocal teaching (RT) that is an instructional procedure to teach students cognitive strategies that might lead to improved reading comprehension. A sample of 43 students in the fourth year of primary education was selected: 18 children were instructed in regular classroom (GG), 8 were instructed in small group (PG), while the remaining 17 made up the comparison group (GC). Two types of comprehension measures were used: tasks of specific effects (getting the main idea, comprehension-monitoring test) and transfer effect measures (standardized test, word meaning inference, and free recall). Thus, the results show that both RT conditions benefited from the instruction, performing better than the comparison group in measures of specific effects and in the transfer effect measures. Furthermore, students from small group (PG) outperformed students in GG and GC on specific effects and in the transfer effect measures (AU)