Background: Anorexia nervosa (AN) is a psychiatric illness that without early effective treatment becomes chronic with high physical, psychological and social morbidity and high mortality. Pilates exercises can improve quality of life and increase body awareness in different clinical and healthy populations. The aim of this pilot study was to examine the acceptability of a Pilates program in a sample of female children and adolescents with AN by evaluating the psychopathological status, alterations in the perception of body image and health-related quality of life after 10 weeks.Methods: A total of 12 female patients (age: 14.6 ± 1.7 years) completed the 10-week Pilates program. Psychopathology (EDI-3), body image disturbance (CDRS) and quality of life (KIDSCREEN-27) were evaluated before and after the intervention. A satisfaction questionnaire was also provided.Results: Regarding psychopathology, although there were standardized reductions in seven parameters of those that form EDI-3, none of them reached significance. In relation to body image, significant, moderately standardized and substantial decreases were observed in the body dissatisfaction (p = 0.046, Cohen's d = −0.69). There were significant, large standardized and substantial increases in physical well-being (p = 0.008, Cohen's d = 1.37) and significant, moderately standardized and substantial decreases in autonomy and parent relation (p = 0.021, Cohen's d = −0.60). Satisfaction data was positive. Conclusion:A Pilates program could help to improve perceived health outcomes by decreasing body dissatisfaction and increasing physical well-being in female children and adolescents with AN, so Pilates seems to be a beneficial complementary treatment in Martínez-Sánchez et al.Acceptability Pilates Children Adolescents AN children and adolescents with AN. These findings from our pilot study are encouraging for future research with a substantially larger sample size, representing the first phase of a longer process.
In higher education it is important to consider learning styles of students to facilitate the teaching–learning process. The aims guiding the research were to describe the learning styles predominating among students in the field of the social sciences, to analyse the results with respect to gender, year of study, degree course and institution, and to perform correlation analysis between these variables. The data analyses were carried out with non-parametric statistics with a confidence level of 95%. The sample was composed of 636 students at the Universities of Huelva (UHU), Cádiz (UCA), and Pablo de Olavide of Seville (UPO), who completed the Honey–Alonso Learning Styles Questionnaire and reported sociodemographic and educational data. The results showed a significant preference for the Reflector style. Significant correlations were found in most variables highlighting that the courses showed an inverse correlation with the learning styles, the Activist, Theorist, and Pragmatist styles being less preferred as they progressed in the career. It is worth noting the significant direct correlation between Reflector, Theorist, and Pragmatist styles, but the Activist style inversely correlates with all three. As a complementary contribution, a proposal for intervention in classrooms with a sustainable perspective is offered. It is important to attend to the evolution in the preference of the learning styles that students acquire as they advance in higher education courses in order to facilitate a more optimal and sustainable teaching–learning process.
RESUMENUn creciente cuerpo de investigación sugiere que un mayor rasgo de Inteligencia Emocional (IE) influye en el desarrollo óptimo del bienestar y el ajuste psicológico, como por ejemplo en un estado afectivo positivo. Sin embargo, hay pocos estudios que relacionen estas variables en función de las diferencias de género. Por ello, los objetivos de este trabajo son establecer si existen diferencias según el sexo en cada dimensión de la IE y en los estados afectivos. Además, este estudio se centra en comprobar la existencia de relaciones entre la IE y el afecto, estableciendo la contribución de la IE predictor del estado afectivo tanto para la muestra total como diferenciando en hombres y en mujeres. Participaron 467 estudiantes universitarios, 82,4% mujeres, con una edad media de 21,79 años (D.T. = 5,19). Se utilizó para medir la IE el cuestionario TMMS-24 y para los estados afectivos el PANAS. Los resultados mostraron diferencias estadísticamente significativas (p < .05) entre hombre y mujeres en el afecto positivo, siendo mayor en los hombres. Además, existen correlaciones estadísticamente significativas entre las dimensiones de la inteligencia emocional y los afectos (p<.01). En cuanto al valor predictivo de la IE, los resultados mostraron que las tres dimensiones de IE predicen en ambos sexos el afecto negativo, siendo la varianza explicada de un 21,2% en mujeres y aproximadamente el doble en hombres (37,5%). Sin embargo, con el afecto positivo son las variables atención y regulación emocional las que predicen un 16,7% de la varianza en las mujeres,
The objective is to determine the influence of substance consumption, emotional intelligence, and academic context on the two main indicators of the quality of university education: academic achievement and degree of satisfaction. Participants in the study were 202 students (82.2% female; mean age 21.83 years). Data were collected with a questionnaire including six parts: sociodemographic data, substance consumption, levels of satisfaction, academic context, academic performance (calculated by averaging the grades of all exams completed) and the Trait Meta Mood Scale-24 to assess emotional intelligence. Data were analyzed through hierarchical multiple regression. The results reveal that prior achievement and satisfaction with academic advances explain 34.9% of academic achievement. However, the predictor variables of satisfaction are different: academic context (academic course and hours of study), emotional intelligence (clarity and repair), and substance consumption (hallucinogenic substances consumed in the last 12 months). All of them explained 23.1%. It is concluded that the personal determinants of university students should be dealt with transversally in order to affect achievement and satisfaction, thus improving the quality of the university system.
Desde la integración de las universidades españolas en el Plan Bolonia se fomenta una mayor autonomía del estudiante en la adquisición del conocimiento y de su práctica aplicada; sin embargo, no se está analizando los procesos neuropsicológicos de las funciones ejecutivas (FF.EE.), como es la toma de decisiones (TD), necesarios para vehiculizar dicha autonomía formativa. El objetivo de este estudio es analizar el proceso de la TD en una muestra de estudiantes de la Universidad de Huelva, utilizando la Iowa Gambling Task (IGT), que evalúa los procesos emocionales y motivacionales de la TD. Participaron 101 estudiantes de las titulaciones de Psicología y de Ciencias del Trabajo con media de edad de 21.44 años (DT= 2.879), siendo el 80% mujeres, sin diferencias significativas entre grupos en sexo (X2= .123; p= .725), edad (t= .804; p= .423), ni nivel socioeconómico (U= 1151.000; p= .335). Los resultados mostraron unos Índice Gambling (IG) negativos, o decisiones arriesgadas, siendo menos desventajosas en Psicología (IG= -.416) que, en CC. Trabajo(IG= -1.077). En la evolución del aprendizaje de la IGT también se mantiene esta tendencia, especialmente, en el penúltimo bloque (IG parcial: b4) cuando ya se ha comprendido el objetivo de la tarea, siendo los estudiantes de CC. del Trabajo los que se resisten más a dejar las elecciones arriesgadas a corto-medio plazo, en lugar de tomar elecciones más ventajosas a largo plazo. Concluimos que estos resultados son compatibles con lo existente en la bibliografía referente a la Hipótesis del Marcador Somático (HMS) de Damasio (1994-1996) sobre la maduración de la corteza prefrontal, especialmente implicada en el pensamiento complejo y procesos emocionales de la Toma de Decisiones, por lo que, junto al fomento de la autonomía del estudiante indicada por Bolonia, debería atenderse en las universidades a la formación sobre estos procesos.
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