Estrés Cotidiano Y Precisión Lectora en Niños De Educación Primaria

González, Ma José; Díaz-Giráldez, Félix; Martín, Isaías; Delgado, María del Pilar Gutiérrez; Trianes, Ma Victoria

doi:10.17060/ijodaep.2014.n1.v3.502

Cited by 4 publications

(4 citation statements)

References 10 publications

(9 reference statements)

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“…In the correlation analysis a negative correlation was found between BMI and the SPAP average, in line with previous studies where higher BMI correlated with worse academic achievements [71,72]. SPAP average also negatively correlated with RMSSD, pNN50, and SD1, variables related with a parasympathetic modulation.…”

Section: Discussionsupporting

confidence: 89%

Autonomic Profile, Physical Activity, Body Mass Index and Academic Performance of School Students

Mendoza-Castejón

Clemente-Suárez

2020

Sustainability

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The aim of this study was to analyze the autonomic modulation, physical activity, body mass index, and academic performance of preschool and school students by grade. Extracurricular physical activity, heart rate variability, body mass index, and objective and subjective academic performance were analyzed in 180 preschool and primary school students (7.91 ± 2.29 years). Significant lower heart rate and higher parasympathetic modulation were found in 10–12-year-old primary education students. The 8–9-year-old students obtained the worst results in English and in five of the subjective academic performance items. Students aged 10–12 years old presented the highest body composition values. No significant differences were found on the extracurricular physical activity by age. No correlation between autonomic profile, physical activity, and body composition with objective academic performance was found. Nerveless subjective academic performance perception of teachers presented a negative correlation with body composition and the parasympathetic modulation. School students presented an increased body mass index and parasympathetic modulation by age. Physical activity of all students, independently of the age, were lower than the official recommendations.

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Section: Discussionsupporting

confidence: 89%

Autonomic Profile, Physical Activity, Body Mass Index and Academic Performance of School Students

Mendoza-Castejón

Clemente-Suárez

2020

Sustainability

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“…In the correlational analysis we found a negative correlation between BMI and the average grades and subjects not related with mathematics and science (language, socials, English, arts, visual arts and religion/social values). Higher BMI values have been negatively correlated with subjective perception and objective academic performance data according to other studies [61,62]. Similarly, we also found this negative correlation with some of the heart rate variability markers.…”

Section: Main Correlationssupporting

confidence: 87%

Psychophysiological Stress Markers and Behavioural Differences between Rural and City Primary School Students

Mendoza-Castejón

Clemente-Suárez

2020

IJERPH

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Academic performance could be affected by multiple factors, including stress and learning environment location. The aim of this study was to analyze differences in psychophysiological stress markers, behavior and academic performance of rural and city students. A sample of 181 children (7.91 ± 2.29 years) from elementary schools were evaluated on their grades, subjective academic performance, heart rate variability, state anxiety, nutritional information and physical activity habits. Results presented significant higher values in parasympathetic modulation and physical education grades in rural students than in city students, who showed higher significant values in state anxiety, the ability to complete tasks, physical activity habits and several items relating to their food and drink habits. No significant differences were found in the average grades between the two groups. However, some correlations were found between school performance and stress, physical fitness and nutritional habits. Thus, school location may affect the stress and anxiety status, nutritional habits and physical activities of students, but there were no significant differences in academic performance. In addition, body mass index, quantity of food intake and stress markers may be related to the academic performance attained.

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“…Hernández et al (2017) señalaron bajos niveles lectores alcanzados al finalizar la educación secundaria, así como los pobres hábitos de lectura en adultos, constituyen un problema y un reto de mejora en todas las sociedades desarrolladas. Otros autores (González et al, 2014) resaltan la importancia de la familia como elemento favorecedor de los hábitos lectores en sus hijos/as y que por esta razón, el nivel de lectura inicial alcanzado en la educación infantil se antoja fundamental para el correcto desarrollo en futuras etapas educativas como primaria.…”

Section: Resultsunclassified

Lectura vs actividad física de los niños durante el confinamiento. Influencia de factores sociodemográficos, psicosociales y físico-deportivos

Sanmiguel-Rodríguez,

Zagalaz-Sánchez,

Arufe-Giráldez

et al. 2023

J. Sport Health Res.

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La lectura, entendida como un valor educativo y cultural, constituye una herramienta para identificar, desarrollar y construir lectores desde las primeras etapas de la vida colaborando a su formación. La Actividad Física (AF) es también un valor que contribuye a mejorar la calidad de vida de las personas. El objetivo de este estudio ha sido analizar el tiempo de lectura de los niños durante el confinamiento en comparación con el que han dedicado a la AF, e indagar sobre su posible influencia en los diversos factores sociodemográficos, psicosociales y físico-deportivos. Las familias monoparentales fueron las que mostraron un mayor hábito de lectura (M=31.67±19.03) que, en este caso, se asoció con los progenitores que presentaron un nivel de estudio de licenciatura/grado (M=32.14±21.86). Las niñas (M=29.75±19.88) mostraron un hábito de lectura más elevado que los niños (M=26.88±21.64). Durante el periodo analizado, la lectura de los niños se asoció directamente con el uso de pantallas digitales (r= .121). Lo mismo ocurrió con la práctica de AF (r= .151). Sin embargo, el tiempo dedicado a dormir se relacionó negativamente con el tiempo invertido en la lectura (r= -.076). Se concluye que existe asociación entre el tiempo dedicado a la lectura de los niños/as y el tipo de familia, los niveles de práctica de AF y la zona de residencia.

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Estrés Cotidiano Y Precisión Lectora en Niños De Educación Primaria

Cited by 4 publications

References 10 publications

Autonomic Profile, Physical Activity, Body Mass Index and Academic Performance of School Students

Autonomic Profile, Physical Activity, Body Mass Index and Academic Performance of School Students

Psychophysiological Stress Markers and Behavioural Differences between Rural and City Primary School Students

Lectura vs actividad física de los niños durante el confinamiento. Influencia de factores sociodemográficos, psicosociales y físico-deportivos

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