Han surgido dentro de la psicología clínica investigaciones sobre la denominada atención plena “mindfulness”. Este término es utilizado para designar un estado de atención y conciencia plena, se trata de que la persona se concentre en su presente activamente, observando de forma contemplativa todas las percepciones y sensaciones que experimenta en el momento en que se producen, sin hacer valoraciones. Existen algunas investigaciones centradas en el ámbito educativo que demuestran la influencia de una intervención en atención plena para mejorar el rendimiento académico. Creemos que el desarrollo de la atención plena en el ámbito escolar puede ser primordial para el aprendizaje del alumno y para su desarrollo afectivo y emocional. Sin embargo, un primer paso en la aplicación del “mindfulness” al ámbito escolar es diseñar instrumentos que evalúen y delimiten este nuevo constructo y nos permitan medir cuánto “mindfulness” tiene un alumno y cómo esto afecta a su rendimiento. Con una muestra de 344 estudiantes de 1º y 2º de la ESO, hemos confirmado la relación entre atención plena y rendimiento académico, medido globalmente y a través de diferentes materias básicas.Palabras claves: Atención, atención plena, rendimiento académico, estudiantes, educación secundaria.
Within the context of the transition from junior-to-senior sport, this study aims in first place to explore differences in young Spanish elite soccer players based on the importance given to getting different achievements in their future (including sport, studies and private life) and, in second place, to explore differences among those players in levels of passion, motivation and basic psychological need. 478 elite youth soccer filled out a questionnaire based on the presented theoretical models. A cluster analysis shows a sport oriented group (N = 98) only interested in becoming a professional, a life spheres balance group (N = 288) characterized by balancing the importance of achievements in the sport sphere, as well as in education and a private life and a group (N = 91) only interested in private life achievements. The life spheres balance group shows higher levels of harmonious passion (η2 = .06, F(2, 475) = 9.990, p < .001) than the players of the other groups. The life spheres balance group shows higher levels of autonomous motivation (η2 = .10, F(2, 475) = 13.597, p < .001), autonomy (η2 = .07, F(2, 475) = 6.592, p < .01) and relatedness satisfaction (η2 = .07, F(2, 475) = 5.603, p < .01) than the sport oriented group as well as lower levels of amotivation (η2 = .04, F(2, 475) = 6.665, p < .01) than the private life oriented group. This study suggests players who perceive equal future importance in their life spheres appear to be more resourceful than the other two groups regarding athletes' internal resources, such as passion and motivation, to cope with the transition to professional soccer.
Purpose: The aim was to assess how two contextual variables, number of students per class and in-class global cooperation, affect students’ academic performance in physical education. Method: Multilevel analysis was performed given the data’s hierarchical nature (L1 = 1,185 participants and L2 = 64 classrooms), including regression analysis to assess how the contextual variables at the classroom level affected students’ grades. Results: Results showed that the differences observed between classrooms in students’ academic performance can be attributed largely to the perceived in-class global cooperation and not to the number of students per class. Group processing, promotive interaction, and individual accountability were the strongest predictors because these cooperative learning essential elements showed significant differences between classrooms. Discussion/Conclusion: Academic performance in physical education is not only determined by personal factors but also by contextual factors like perceived in-class cooperation. Group processing, promotive interaction, and individual accountability can be considered the most relevant critical features. Cooperative learning contexts are not easy to build, and depending on how successfully they are constructed, the outcomes can be very different.
D. Iglesias).Probably, the main goal of any pedagogical approach is for students to learn in its fullest sense and, as a consequence, accomplish the academic performance that reflects the previously acquired skills.Teachers must decide which model, or combination, to implement in their classes to promote students' learning. In physical education, literature portrays different methodological options that can be framed within a continuum that goes from the more traditional approaches (focused on the teacher) to the more advanced (focused on the learner) (Casey, 2014;Metzler, 2011). Within the teaching-learning process, a series of teacher-student and student-student interactions take place, and they should be carefully observed by every teacher.Cooperative learning is a student-centered pedagogical model where students learn together in small heterogeneous groups (Casey, 2012). If correctly implemented, it must include five critical elements (Dyson & Casey, 2016;Johnson & Johnson, 2009): (1) positive interdependence -group members rely on each other to achieve the learning goals set; (2) individual accountability -each
<p class="RESUMENCURSIVA">En este trabajo se estudian las relaciones entre alta dotación intelectual y estrategias de recuperación de información, atendiendo a las influencias del género, la edad, el nivel educativo y la creatividad. Se evalúan las estrategias con las Escalas ACRA <strong>(</strong>Román y Gallego, 1994); la inteligencia general con el Test de Factor “g” (Cattell y Cattell, 1990) y el Test de Matrices Progresivas (Raven, 1996) y la creatividad con el Test de Abreacción (TAEC) (De la Torre, 1991). Se utiliza una muestra de alumnos de alta dotación intelectual de Educación Primaria y Secundaria (9-14 años).</p>Los resultados no muestran relaciones significativas entre las variables inteligencia general y estrategias de recuperación de la información. La edad modula de forma limitada su uso y la asociación entre alta dotación y alta creatividad solo favorece la utilización de las estrategias de Respuesta Escrita. Se propone una revisión de las evaluaciones de uso percibido, frente a las de uso real.<p> </p>
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.