The relationship between parental phubbing and learning burnout of elementary and secondary school students: The mediating roles of parent-child attachment and ego depletion.

In this study, we examined the effects of parental phubbing on learning burnout in elementary and secondary school students and its mechanism of action. A questionnaire method was applied to investigate parental phubbing, parent-child attachment, ego depletion, and learning burnout among 2090 elementary and secondary school students in Anhui Province, China. The results are as follows: (1) Parental phubbing was significantly correlated with parent-child attachment, ego depletion, and learning burnout; (2) Parental phubbing has an indirect impact on learning burnout in elementary and secondary school students through three pathways: a separate mediating effect on parent-child attachment, a separate mediating effect on ego depletion, and a chain mediating effect on both. Parental phubbing is a risk factor for Learning Burnout, which can positively affect Learning Burnout in elementary and secondary school students. The findings of the study contribute to revealing the influence mechanism of parental phubbing on learning burnout in elementary and secondary school students.

Parental Involvement in Homework During Covid-19 Confinement / Implicación Parental en los Deberes Escolares Durante el Confinamiento por Covid-19

Background: The purpose of this study was to compare parents’ involvement in students’ homework during COVID-19 confinement and their involvement in normal circumstances. Method: 628 parents of elementary and high school students completed a questionnaire about their family and family involvement in their children’s homework. To address the objective, data were examined using mean differences and analysis of variance. Results: As predicted, the COVID-19 situation led to more time spent doing homework for students, as well as higher levels of conflict and stress within the family. In addition, parents reported having increased their homework management during confinement in terms of emotional and motivational support for their children compared to normal circumstances. Finally, the data showed more conflicts and family involvement in the families of children with special needs compared to families of children without special needs. Conclusions: The time spent in confinement posed many challenges to families’ routines and the data indicated a lack of resources available for families to manage their children’s tasks, as well as an increase in family stress and conflicts.(AU)

Antecedentes: El propósito de este estudio fue comparar la implicación de los padres en los deberes de los hijos durante el período de confinamiento por Covid-19 con la implicación en circunstancias normales. Método: 628 padres de alumnos de Primaria y Secundaria respondieron a cuestiones sobre características de la familia y su implicación en los deberes escolares de los hijos. Para abordar el objetivo, los datos se estudiaron mediante diferencias de medias y análisis de varianza. Resultados: La situación de confinamiento llevó a que los estudiantes dedicaran más tiempo a hacer los deberes, así como a niveles más altos de conflictos y estrés dentro de la familia. Además, los padres informaron haber aumentado su implicación en los deberes en cuanto a apoyo emocional y motivacional dedicado a sus hijos en comparación con las circunstancias normales. Finalmente, se obtuvieron datos que muestran mayor cantidad de conflictos y estrés en familias con niños con necesidades especiales. Conclusiones: El confinamiento planteó muchos desafíos para las rutinas de las familias, observándose una falta de recursos disponibles de las familias para implicarse adecuadamente en las tareas escolares de sus hijos, así como un aumento del estrés y los conflictos familiares.(AU)

Abordagem do Guia Alimentar para a População Brasileira em livros de ciências do ensino fundamental / Approach of the Dietary Guidelines for the Brazilian Population in elementary school science books

Objetivo: Analisar a abordagem do conteúdo do Guia Alimentar para a População Brasileira em livros de ciências do ensino fundamental. Métodos: Realizou-se um estudo transversal descritivo. Foram analisados os 13 livros de ciências do 8º ano das coleções aprovadas pelo Ministério da Educação para serem usadas no triênio 2017 a 2019. Mediante a leitura dos capítulos que abordavam a alimentação e nutrição, foi identificada a presença de conteúdos relacionados à temática dos dez passos para uma alimentação adequada e saudável do Guia Alimentar, à menção ao Guia e à pirâmide alimentar. A partir dos conteúdos identificados, os dados foram submetidos à análise estatística descritiva e foram categorizados de acordo com os sentidos identificados na perspectiva da alimentação adequada e saudável. Resultados: Todas as temáticas foram identificadas nos livros, as relacionadas ao consumo de alimentos naturais, ultraprocessados e ingredientes culinários estiveram presentes em todos. O tema da comensalidade foi frequente, mas pontual, e os demais que podem estimular a adoção de uma alimentação adequada e saudável foram pouco explorados. Foram identificadas poucas menções ao Guia e ampla citação à pirâmide alimentar. Observou-se uma tendência dos livros de manter o enfoque biológico na abordagem da alimentação. Conclusões: Evidenciou-se a presença de conteúdos do Guia Alimentar nos livros de ciências, porém na abordagem predominou a perspectiva do racionalismo nutricional. Verificou-se a necessidade de revisão dos conteúdos para melhor difusão do conceito ampliado de alimentação e nutrição, o que pode viabilizar a inserção da Educação Alimentar e Nutricional no ambiente escolar. (AU)

Objective: To analyze the approach to the content of the Dietary Guidelines for the Brazilian Population in elementary school science books. Methods: A descriptive cross-sectional study was carried out. The 13 science books of the 8th year of the collections approved by the Ministry of Education were analyzed for use from 2017 to 2019. By reading the chapters that addressed food and nutrition, content related to the theme of the Ten Steps for an Adequate and Healthy Diet in the Dietary Guidelines, mention of the Guidelines and the food pyramid was identified. From the contents identified, the data were subjected to descriptive statistical analysis and were categorized according to the directions identified in the perspective of adequate and healthy diet. Results: All themes were identified in the books, those related to the consumption of natural, ultra-processed foods and culinary ingredients were present in all. The topic of commensality was frequent, but punctual, and the others that can encourage the adoption of an adequate and healthy diet were little explored. Few mentions of the Guidelines and a wide mention of the food pyramid were identified. There was a tendency in books to maintain the biological focus on the approach to food. Conclusions: The presence of contents of the Dietary Guidelines in science books was evidenced, however in the approach the perspective of nutritional rationalism predominated. There was a need to revise the contents to better disseminate the expanded concept of food and nutrition, which can enable the insertion of Food and Nutrition Education in the school environment. (AU)

Classification of problematic Internet usage types by motives and contexts with elementary and secondary school-aged counseling clients.

BACKGROUND AND AIMS: Past research on the classification of problematic Internet use (PIU) has focused on symptom-based severity and usage motive in order to understand its mechanism. Recently, usage context, such as family or social relationships, has been identified as a key influencing factor of PIU. Therefore, we extended the classification of PIU to include usage context in addition to symptom-based severity and usage motive. METHODS: To classify PIU types, we conducted two studies. First, we performed a clustering analysis, where 265 counseling cases were clustered into usage types in terms of motive and context. After characterizing each usage type, we examined their hierarchical relationships by considering symptoms. Second, we performed a focus group interview with six counselors to increase the transferability of usage types. This transferability was established by matching counselors' quotations to the usage types. When usage types showed consistency between quotations and the clustering analysis, we identified the progression patterns between hierarchical relationships. RESULTS: The clustering analysis of motive and context yielded six usage types with three hierarchical relationships. The focus group interview results verified the transferability of these six types and identified two progression patterns between the hierarchical relationships. DISCUSSION AND CONCLUSION: Although usage motive and context were given equal weight before the clustering analysis, the resulting types revealed that usage context played a greater role in the classification process.

Entrelaçamento voz e emoção na percepção docente sob a ótica da fenomenologia de Merleau-Ponty / Entrelazado de voz y emoción en la percepción docente bajo la óptica de la fenomenología de Merleau-Ponty / Interweaving voice and emotion as perceived by teachers from the point of view of Merleau-Ponty's phenomenology

A voz é uma ferramenta de trabalho do professor, refletindo suas condições de saúde e emoções. Este estudo objetiva compreender a percepção de professoras sobre o entrelaçamento de voz e emoções. Trata-se de um estudo qualitativo realizado a partir de grupos focais com 26 professoras do ensino fundamental. Utilizou-se a fenomenologia da percepção de Merleau-Ponty para análise dos dados, conduzindo- se pela noção de corpo e de entrelaçamento homem e mundo. As categorias identificadas foram: "desdobramentos do trabalho na voz, no corpo e nas emoções" e "emoções no corpo expressos pela voz". As discussões mostram a não separabilidade corpo e mente e a percepção da voz como um modo de vivenciar o corpo e as emoções. A noção de corpo próprio, complexo e sistémico extrapola o entendimento de corpo orgânico-biológico e contribui com a ampliação dos debates sobre a saúde vocal do professor.(AU)

La voz es una herramienta de trabajo del profesor, reflejando sus condiciones de salud y emociones. El objetivo de este estudio es comprender la percepción de las profesoras sobre el entrelazado de la voz y las emociones. Se trata de un estudio cualitativo realizado a partir de grupos focales con 26 profesoras de la Enseñanza Fundamental. Se utilizó la fenomenología de la percepción de Merleau-Ponty para análisis de los datos, conduciéndose por la noción de cuerpo y de entrelazado hombre y mundo. Las categorías identificadas fueron: "desdoblamientos del trabajo en la voz, en el cuerpo y en las emociones" y "emociones en el cuerpo expresadas por la voz". Las discusiones muestran la inseparabilidad cuerpo y mente y la percepción de la voz como un modo de vivir el cuerpo y las emociones. La noción de cuerpo propio, complejo, sistémico, extrapola el entendimiento del cuerpo orgánico-biológico y contribuye a la ampliación de los debates sobre la salud vocal del profesor.(AU)

Voice is an essential tool of the work of teachers, reflecting their health and emotional conditions. The aim of this study was to understand the perception of teachers about how voice and emotion are interwoven. This was a qualitative study using focus groups with 26 elementary school teachers. Data analysis was based on the phenomenology of perception proposed by Merleau-Ponty, guided by his notion of the body and the interweaving of man and world. The resulting categories were: "consequences of the job on the voice, the body and emotions" and "emotions in the body expressed through the voice". Discussions showed the indissociability of the mind and body and the perception of the voice as a way of experiencing the body and emotions. The notion of the "own body", which is complex and systemic, surpasses the organic-biological understanding of the body and helps expand debate about the vocal health of teachers.(AU)