José J. Gázquez

Mindfulness training for reducing anger, anxiety, and depression in fibromyalgia patients

Fibromyalgia is a disabling syndrome. Results obtained with different therapies are very limited to date. The goal of this study was to verify whether the application of a mindfulness-based training program was effective in modifying anger, anxiety, and depression levels in a group of women diagnosed with fibromyalgia. This study is an experimental trial that employed a waiting list control group. Measures were taken at three different times: pretest, posttest, and follow-up. The statistical analyses revealed a significant reduction of anger (trait) levels, internal expression of anger, state anxiety, and depression in the experimental group as compared to the control group, as well as a significant increase in internal control of anger. It can be concluded that the mindfulness-based treatment was effective after 7 weeks. These results were maintained 3 months after the end of the intervention.

Uso de alcohol y tabaco y variables cognitivo-motivacionales en el ámbito escolar: efectos sobre el rendimiento académico en adolescentes españoles

The aim of the present study was to analyze: (a) the relationship between alcohol and tobacco use and academic performance, and (b) the predictive role of psycho-educational factors and alcohol and tobacco abuse on academic performance in a sample of 352 Spanish adolescents from grades 8 to 10 of Compulsory Secondary Education. The Self-Description Questionnaire-II, the Sydney Attribution Scale, and the Achievement Goal Tendencies Questionnaire were administered in order to analyze cognitive-motivational variables. Alcohol and tobacco abuse, sex, and grade retention were also measured using self-reported questions. Academic performance was measured by school records. Frequency analyses and logistic regression analyses were used. Frequency analyses revealed that students who abuse of tobacco and alcohol show a higher rate of poor academic performance. Logistic regression analyses showed that health behaviours, and educational and cognitive-motivational variables exert a different effect on academic performance depending on the academic area analyzed. These results point out that not only academic, but also health variables should be address to improve academic performance in adolescence.

Sensation-Seeking and Impulsivity as Predictors of Reactive and Proactive Aggression in Adolescents

In adolescence, such matters as substance use and impulsiveness may give rise to problematic behavior repertoires. This study was therefore done to analyze the predictive value of sensation-seeking and impulsiveness dimensions related to the functions of aggression (reactive/proactive) and types of expression (physical/relational). A total of 822 high school students in Almeria (Spain) aged 13–18, were administered the Sensation-Seeking Scale, the State Impulsiveness Scale and Peer Conflict Scale. The results show the existence of a positive correlation of the majority of factors analyzed, both in impulsiveness and sensation-seeking, with respect to the different types of aggression. Furthermore, aggressive behavior is explained by the combination of a sensation-seeking factor (Disinhibition) and two impulsiveness factors (Gratification and Automatism). This study shows the need to analyze aggression as a multidimensional construct.

Drug use in adolescents in relation to social support and reactive and proactive aggressive behavior

BACKGROUND Aggressive behavior in adolescents, along with drug use, has become one of the great issues in education in recent years, among other things, due to its relationship with school failure and delinquency. The purpose of this paper was to find out whether social support fulfils a basic role in decision-making on drug use and the behavior of adolescents. METHOD 822 high school students participated in the study (M = 14.84, SD = 0.87). Data were collected with the Peer Conflict Scale and the Multidimensional Scale of Perceived Social Support, and an ad hoc questionnaire on drug use. RESULTS The results show that drug use is significantly related to reactive and proactive aggressive behavior. It was also observed that higher use is significantly related to perceived social support by the peer group, and less support by family. DISCUSSION It was shown that substance use is related to perceived social support by the adolescent’s peer group and to aggressive behavior. It is therefore necessary to intervene in both respects to avoid the presence of substance use in schools.

Emotional intelligence profiles and learning strategies in secondary school students

Abstract The aim of this study was to analyse the relationship among emotional intelligence (EI) and learning strategies, identifying different emotional intelligence profiles and determining possible statistically significant differences in learning strategies through the identified profiles. Thousand and seventy one Spaniards secondary school students aged 14–17 participated in the study, completing the Trait Meta-Mood Scale-24 (TMMS-24) and the Cuestionario de Estrategias de Aprendizaje [Learning Strategies Questionnaire] (LSQ). Cluster analysis identified four differentiated EI profiles: a group of adolescents with a low EI profile, a group with high scores in attention and low scores in repair, a high EI profile group, and a group of adolescents with predominance of low attention and high repair. The results also revealed statistically significant differences among the profiles in most of the learning strategies, in which students with high general EI and those with predominance of low attention and high repair use more learning strategies than the other groups, suggesting the importance of developing programmes of emotional skills to study in greater depth EI and its influence on students’ learning strategies.

Interpersonal value profiles and analysis of adolescent academic performance and social thinking

The purposes of this study were to identify interpersonal value profiles and find out whether there were any differences in academic performance and social thinking. The study sample was 885 high school students of whom 49.8% (N = 441) were boys and 50.2% (N = 444) were girls. The results show that students with low Benevolence and Conformity levels showed higher prevalence of failures and repeated the year more often. Furthermore, students with a high level of Recognition and Leadership and low Conformity and Benevolence are socially incompetent students. Intervention programs should to achieve high levels of kindness and consideration, respect for rules and generosity, and diminish the perception of recognition by others and exertion of authority. Thus, this study shows the values that must be worked on to improve students’ Academic Performance and social competence.

Desarrollo y validación de la escala de relajación-mindfulness para adolescentes (EREMIND-A)

Background: The aim of this investigation was to validate the Relaxation‐Mindfulness Scale for Adolescents (EREMIND‐A), consisting of 18 items and three factors (Attention‐Concentration in the present moment; Relaxation (abilities and attitudes); and Sensory awareness/Contemplation/Interiority). Method: The validation was done with a sample of Secondary Education and Baccalaureate students from four different centres in Spain (n = 1.120). EFA and CFA of the EREMIND‐A were performed and construct and incremental validities calculated. Results: Initial results confirm the validity and reliability of the scale. Conclusions: There is a need for a broader conceptualization of mindfulness, as well as the inclusion and analysis of other related and cross‐cutting concepts. The research in this sense will propitiate the adaptation of the Mindfulness‐Based Interventions to the reality of the adolescents in the educational centers, where relaxation and the interiority are aspects to be taken into consideration. Keywords: Relaxation, mindfulness, secondary education, learning, interiority. Resumen Desarrollo y validación de la Escala de Relajación‐Mindfulness para Adolescentes (EREMIND‐A). Antecedentes: el objetivo de esta investigación fue validar la Escala de relajación‐Mindfulness para Adolescentes (EREMIND‐A), que contiene 18 ítems y tres factores (Atención‐Concentración en el momento presente; Relajación (habilidades y actitudes); Consciencia Sensorial/Contemplación/Interioridad. Método: la validación se realizó con una muestra de estudiantes de Educación Secundaria y Bachillerato de cuatro centros diferentes en España (n = 1.120). Se realizaron análisis factoriales exploratorios y confirmatorios de la escala y se calcularon la validez de constructo e incremental. Resultados: los resultados iniciales confirman la fiabilidad y validez de la escala. Conclusiones: es necesaria una conceptualización más amplia de la atención plena, así como la inclusión y análisis de otros conceptos relacionados y transversales. La investigación en este sentido propiciará la adaptación de las intervenciones basadas en mindfulness a la realidad de los adolescentes en los centros educativos, donde la relajación y la interioridad son aspectos a tener en consideración. Palabras clave: relajación, atención plena, educación secundaria, aprendizaje, interioridad.

Motivación para la práctica físico-deportiva y síndrome de burnout en estudiantes de Ciencias de la Salud

Objetivo:Analizar los motivos de la practica fisico-deportiva y el burnouten estudiantes de ciencias de la salud, atendiendo al genero. Asi como, determinar la relacion entre el estado de salud, la edad y el sindrome de burnout. Metodo: Lamuestra esta compuesta por un total de 188 estudiantes universitarios pertenecientes a diferentes titulaciones de Ciencias de la Salud con edades comprendidas entre los 18 y 54 anos Para llevar a cabo el estudio se implemento el Cuestionario de contenido de los objetivos en el ejercicio y el Maslach BurnoutInventory. Y para el analisis de datos se utilizo el programa estadistico SPSS 23. Resultados:En cuanto al sindrome de burnoutsegun el genero, encontramos que en el factor agotamiento, el grupo de las mujeres obtienen puntuaciones mayores, aunque estas diferencias no son estadisticamente significativas, respecto al grupo de los hombres. Respecto a lo motivos de la practica fisico-deportiva en funcion del genero, aunque no existen diferencias significativas, el grupo de las mujeres obtiene puntuaciones mas altas en el factor imagen, desarrollo de habilidad, afiliacion social, y en el reconocimiento social, que el grupo de los hombres. Sin embargo, el grupo de los hombres solamente obtiene puntuaciones mas altas en el factor direccion de la salud. Conclusiones:En esta investigacion hallamos que no existen diferencias estadisticamente significativas en las puntuaciones de los cinco factores de la escala GCEQ, y tampoco en los tres factores, agotamiento, cinismo y eficacia profesional segun el genero en los estudiantes universitarios de Cienciasde la Salud