Aprendizaje y práctica de la conciencia plena en estudiantes de bachillerato para potenciar la relajación y la autoeficacia en el rendimiento escolar

Abstract

r e s u m e n El objetivo este estudio fue analizar los efectos que produce un programa psicoeducativo de entrenamiento en conciencia plena (mindfulness) sobre la autoeficacia en el rendimiento escolar y los estados de relajación (Estados-R), en adolescentes estudiantes de bachillerato. Se realizó un diseño controlado y aleatorizado con un grupo experimental y un grupo control en lista de espera con medición pretest-postest. Los instrumentos de medida empleados fueron el Cuestionario de Cartagena (Cartagena, 2008) y el Cuestionario SRSI-3 (Smith, 2005a). Los análisis estadísticos muestran la existencia de mejoras significativas en el grupo experimental en comparación con el grupo control, en los niveles de autoeficacia en el rendimiento escolar, así como en los estados de relajación básica, conciencia plena y energía positiva; además, se obtuvo una reducción significativa en el grupo experimental en comparación con el grupo control en la dimensión de estrés percibido. Palabras clave conciencia plena; autoeficacia escolar; estados de relajación; estudiantes de bachillerato A b s t r A C tThe aim of the present study is to analyze the effects of a mindfulness training psycho-educative program on self-efficacy in the academic performance and relaxation states in a sample of High School students. A randomized controlled trial with pretest-posttest measurements was used with an experimental group and a control group (waiting list). The Cartagena Questionnaire (Cartagena, 2008) and the SRSI Questionnaire (Smith, 2005a) were employed. The statistical analyses carried out on the studied variables showed significant improvements in favor of the experimental group compared with the control group on the levels of self-efficacy in academic performance, as well as on the states of basic relaxation, mindfulness and positive energy. The program also produced a significant reduction in the experimental group compared with the control group in the dimension of perceived stress.

Habits Related to Relaxation and Mindfulness in High School Students: Influence on Classroom Climate and Academic Performance // Hábitos relacionados con la relajación y la atención plena (mindfulness) de estudiantes de secundaria: influencia en el clima de aula y el rendimiento académico

“…As a consequence, mindfulness may be considered an effective technique to control chaotic and repetitive thought patterns (Delgado et al, 2010;Franco et al, 2010), which are related to stress or to inefficacy thoughts that limit cognitive skills and personal balance, hindering students' academic performance. In this sense, some studies (Amutio et al, 2015;León, 2008) show that an intervention based on mindfulness allowed students to improve their information processing skills and concentrate more effectively on academic tasks. Similar results were observed in a research with students of Secondary Education conducted by Franco et al (2010), in which another mindfulness-based intervention generated a significant AND RAFAEL BISQUERRA Revista de Psicodidáctica, 2016, 21(1), [121][122][123][124][125][126][127][128][129][130][131][132][133][134][135][136][137][138] increase in academic performance, an improvement of self-concept, along with a decrease in the anxiety levels.…”

“…Likewise, León (2008) found a significant relation between mindfulness and academic performance in high school students. For its part, the research of Amutio, Franco, Gázquez, and Mañas (2015) obtained significant increments in self-efficacy in student performance after the application of a psycho-educational programme of mindfulness training. These results are in line with those obtained by Franco (2009) and Franco et al (2010).…”

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

“…Today, the impact of EC in the academic level bears particular relevance as we take into account the fundamental role that emotions play in the teaching-learning processes (Pekrun and Perry, 2014; Amutio et al, 2015). There is an increasing tendency to study the influence of emotions on creative processes and, inversely, the impact of creative ideas or products on the generation of emotions (St-Louis and Vallerand, 2015).…”

“…Emotions experienced in the classroom affect the performance of students, as well as their interest, commitment and personality development, which, in turn, affects the social climate in the classrooms and educational institutions (Pekrun, 2006; Amutio et al, 2015; López-González and Oriol, 2016). Academic emotions comprise different actors, such as teachers, students, parents, and school employers.…”

Incorporación del mindfulness en el aula: un estudio piloto con estudiantes universitarios

“…Al centrarse en el contexto académico en general, las IBM han mostrado efectos positivos tanto en salud física como psicológica en todos los niveles educativos (Amutio-Kareaga, Franco, Gázquez, & Mañas, 2015;Franco, De la Fuente, & Salvador, 2011;Langer et al, 2015;López-Gónzalez, Amutio, Oriol, & Bisquerra, 2016;López-Hernáez, 2016;Mapel, 2012). En el contexto universitario, en particular, las IBM se han propuesto como programas de reducción del estrés; así, en las diversas revisiones y meta-análisis sobre la eficacia de los programas de reducción del estrés, las variables elegidas como criterio han sido la reducción de los síntomas de ansiedad, depresión, percepción del estrés, activación fisiológica y nivel de cortisol (Regehr, Glancy, & Pitts, 2013) o el aumento de las habilidades sociales y emocionales, autoestima y autoeficacia y reducción de ansiedad y depresión (Conley, Durlak, & Dickson, 2013).…”