The study of school engagement is currently a topic of great interest in psychoeducational research, since it offers a new vision of students' development. The aim of this study is to analyze the relationship between perceived social support, general self-concept and school engagement. Participants were 1,250 students (49% boys; 51% girls) aged between 12 and 15 (M = 13.72, SD = 1.09), who were selected randomly for the sample group. The study tests a structural model for analyzing the effects of perceived social support and general self-concept on school engagement. The results provide evidence in favor of the influence of family and peer support on school engagement, through the mediating variable general self-concept. Support from teachers and family was found to have a direct influence on school engagement. The results are discussed within the framework of positive psychology, along with the implications for future research.Keywords: perceived support from teachers, perceived support from peers, perceived support from families, self-concept, school engagement. ResumenEl estudio de la implicación escolar constituye en la actualidad una temática de gran interés en el ám-bito de la investigación psicoeducativa al aportar una renovada visión del desarrollo del alumnado. El objetivo de este estudio es analizar las relaciones entre apoyo social percibido, autoconcepto general e implicación escolar. Participaron 1.250 estudiantes (49% chicos; 51% chicas), de entre 12 y 15 años (M = 13.72, DT = 1.09), seleccionados aleatoriamente. Se somete a prueba un modelo estructural para analizar los efectos del apoyo social percibido y el autoconcepto general sobre la implicación escolar. Los resultados aportan evidencias a favor de la influencia que el apoyo familiar y el apoyo de los iguales ejercen sobre la implicación escolar a través del autoconcepto general como variable mediadora, mientras que el apoyo del profesorado y de la familia inciden directamente sobre la implicación escolar. Se discuten los resultados en el marco de la psicología positiva y las implicaciones para futuras investigaciones.Palabras clave: apoyo percibido del profesorado, apoyo percibido del grupo de iguales, apoyo percibido de la familia, autoconcepto, implicación escolar. Acknowledgement:The authors of this study form part of the Consolidated Research Group IT701-13, within the Basque University System. The study was conducted within the framework of the research project EHUA 15/15 at the University of the Basque Country.
The aim of this study was to assess the reliability and convergent validity of the 7-day Physical Activity Recall (7-day PAR) interview in a sample of the Spanish population. Valid 7-day PAR interviews were conducted and RT3 accelerometer measurements taken for 160 subjects from the primary care population aged 24-83, 75 men and 85 women. Two 7-day PAR interviews were conducted, with a one-week interval, with 147 of these participants. Test-retest reliability was assessed using intraclass correlation coefficients. Convergent validity between the 7-day PAR and the accelerometer data were examined using Spearman's correlation coefficients, and the kappa index of agreement was calculated. The 7-day PAR reliability coefficients were 0.68 (95%CI: 0.58-0.76) for total energy expenditure, 0.65 (95%CI: 0.54-0.73) for the activity dose, and 0.61 (95%CI: 0.50-0.70) and 0.75 (95%CI: 0.67-0.81) for time spent on moderate and vigorous-intensity activity, respectively. These coefficients ranged from 0.91 to 0.96 in participants who reported a typical week in both interviews. Convergent validity ranged from 0.25 for time spent on vigorous activity to 0.52 for the activity dose, and the kappa index was 0.43 (95%CI: 0.30-0.56). Reliability and convergent validity coefficients in the Spanish population were generally moderate and similar to those found in other studies.
BackgroundQuality of life (QoL) decreases as heart failure worsens, which is one of the greatest worries of these patients. Physical exercise has been shown to be safe for people with heart failure. Previous studies have tested heterogeneous exercise programs using different QoL instruments and reported inconsistent effects on QoL. The aim of this study is to evaluate the effectiveness of a new exercise program for people with heart failure (EFICAR), additional to the recommended optimal treatment in primary care, to improve QoL, functional capacity and control of cardiovascular risk factors.Methods/DesignMulticenter clinical trial in which 600 patients with heart failure in NYHA class II-IV will be randomized to two parallel groups: EFICAR and control. After being recruited, through the reference cardiology services, in six health centres from the Spanish Primary Care Prevention and Health Promotion Research Network (redIAPP), patients are followed for 1 year after the beginning of the intervention. Both groups receive the optimized treatment according to the European Society of Cardiology guidelines. In addition, the EFICAR group performs a 3 month supervised progressive exercise program with an aerobic (high-intensity intervals) and a strength component; and the programme continues linked with community resources for 9 months. The main outcome measure is the change in health-related QoL measured by the SF-36 and the Minnesota Living with Heart Failure Questionnaires at baseline, 3, 6 and 12 months. Secondary outcomes considered are changes in functional capacity measured by the 6-Minute Walking Test, cardiac structure (B-type natriuretic peptides), muscle strength and body composition. Both groups will be compared on an intention to treat basis, using multi-level longitudinal mixed models. Sex, age, social class, co-morbidity and cardiovascular risk factors will be considered as potential confounding and predictor variables.DiscussionA key challenges of this study is to guarantee the safety of the patients; however, the current scientific evidence supports the notion of there being no increase in the risk of decompensation, cardiac events, hospitalizations and deaths associated with exercise, but rather the opposite. Safety assurance will be based on an optimized standardised pharmacological therapy and health education for all the participants.Trial RegistrationClinical Trials.gov Identifier: NCT01033591
Despite the undeniable educational potential of extracurricular sport, the individual and social values attributed to them are not inherent in its practice. It is educators, whose attitudes, disposition and personal vision of extracurricular sport determine how it is implemented. For this reason, this study analysed the opinions and perceptions of future physical education specialists about the objectives of extracurricular sports, with the aim of identifying the main shortcomings and divergences between theory and practice. Three hundred and twenty-eight students of physical education from three different degree programmes, 104 women and 221 men, aged between 17 and 38 years, were surveyed. Although the majority of students considered socialising, educating in values, inclusion, developing motor skills and promoting healthy habits to be fundamental objectives of extracurricular sport, a high percentage of students recognised the importance of values related to competitiveness. It was also found that the students´ academic training was associated with their view of extracurricular sport. A discrepancy between the ideal goals of extracurricular sport and those underlying current practice was perceived by the students. It was concluded that it is essential to improve the training of those agents who interact directly with children in order to transform extracurricular sport to guarantee its contribution to children´s holistic development and a thorough education in values.
The purpose of this study is the engagement of students with the practice of physical activity (AFD). Three dimensions are observed: emotional (identification), behavioural (participation) and cognitive (investment in the task). Attention is given to groups related to physical education and they are compared with similar age and degrees groups. It is considered that his engagement with the AFD will affect his classes and the involvement of their students. The general objective is to describe the engagement with the AFD, and observe differences regarding gender, age and groups. Ex post facto type quantitative methodology is used by passing the questionnaire of engagement with physical activity (IMAF) of 22 items. The total sample is 321 students, 87 women (27.1%) and 234 men (72.9%), between 19 and 45 years old, with an average age of 23.15 years (SD= 3.07). The results show that the students are very engaged with the AFD, especially in the affective dimension. Regarding gender, the involvement of men is greater and the participation of women is lower. The AFD increases until the 24 years, decreasing later. The engagement of CAFYD students is higher. The results obtained are adjusted to the theoretical framework and will allow intervention programs for each group.
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