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Emeljanovas A, Sabaliauskas S, Mežienė B, Istomina N. The relationships between teachers' emotional health and stress coping. Front Psychol 2023; 14:1276431. [PMID: 38054175 PMCID: PMC10694432 DOI: 10.3389/fpsyg.2023.1276431] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Accepted: 10/31/2023] [Indexed: 12/07/2023] Open
Abstract
Introduction Teaching is a profession that involves challenges to emotional health. Teachers experience high levels of work-related stress, which causes symptoms such as anxiety, depression and burnout. Teachers' mental health affects not only their own well-being, but also the quality of education and student achievement. Coping strategies can effectively improve teachers' emotional health. The aim of this study is to assess the relationship between teachers' emotional health and stress coping. Methods The sample consisted of 385 teachers from Lithuania, with an average age of 50.2 (±9.62) years and 24.9 (±11.8) years of school experience. The WHO-5, the Kessler Psychological Distress Scale (K6), the Spanish Burnout Inventory, Educational Version (SBI-Ed) and the Coping Strategies Scale were used in the study. Results The study results show that teachers' age, seniority, size of residence, and marital status do not affect their emotional health, but their financial situation and hobbies have a positive impact on enthusiasm. Effective coping strategies such as problem solving, exercise, and hobbies improve emotional well-being, whereas negative coping methods such as self-isolation and alcohol consumption lead to psychological distress and lower enthusiasm at work.
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Fuentealba-Urra S, Rubio A, González-Carrasco M, Oyanedel JC, Céspedes-Carreno C. Mediation effect of emotional self-regulation in the relationship between physical activity and subjective well-being in Chilean adolescents. Sci Rep 2023; 13:13386. [PMID: 37591897 PMCID: PMC10435534 DOI: 10.1038/s41598-023-39843-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Accepted: 07/31/2023] [Indexed: 08/19/2023] Open
Abstract
Adolescents' subjective well-being and physical activity have been found to be correlated in previous studies. However, the underlying mechanisms of this relationship, especially the potential contribution of emotional self-regulation, have received little attention. This study aims to investigate the extent to which emotional self-regulation mediates the association between adolescent physical activity habits and their subjective well-being. The study involved 9585 adolescents who completed a cross-sectional survey. Participants were aged between 10 and 19 years old and attended primary and secondary schools in all 16 regions of Chile. The survey utilized a self-report questionnaire to measure physical activity habits, subjective well-being, and emotional self-regulation. Sociodemographic variables, such as age, gender, and socioeconomic level, were also considered in the analysis. The results showed that physical activity habits, emotional regulation, and subjective well-being were positively correlated. Among these factors, the strongest association was found between subjective well-being and emotional self-regulation. The mediation analysis revealed a partial mediation effect of emotional self-regulation between physical activity habits and subjective well-being. In other words, physical activity habits affect subjective well-being to the extent that these habits affect emotional self-regulation. These findings provide valuable insights into the mechanisms underlying the link between physical activity habits and subjective well-being among adolescents. They also offer useful information for the development of public programs and policies aimed at promoting physical activity habits and subjective well-being in young people.
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Affiliation(s)
- Sergio Fuentealba-Urra
- Facultad de Educación y Ciencias Sociales, Universidad Andres Bello, 4030000, Concepción, Chile.
| | - Andrés Rubio
- Facultad de Economia y Negocios, Universidad Andres Bello, Fernandez Concha 700, Las Condes, Santiago, Chile
- Facultad de Psicología, Universidad Diego Portales, Santiago, Chile
| | | | - Juan Carlos Oyanedel
- Facultad de Educación y Ciencias Sociales, Universidad Andres Bello, 4030000, Concepción, Chile
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3
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Cristi-Montero C, Peña-Jorquera H, Landaeta-Díaz L, Mello JB, Araya-Quintanilla F, Brand C, Reuter C, Jorquera C, Ferrari G. The inverse relationship between fatness and bone mineral content is mediated by the adolescent appendicular skeletal muscle mass index: The Cogni-Action Project. Front Nutr 2022; 9:1040116. [PMID: 36458170 PMCID: PMC9705589 DOI: 10.3389/fnut.2022.1040116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Accepted: 10/26/2022] [Indexed: 09/19/2023] Open
Abstract
Background Excess adipose tissue negatively influences bone health during childhood, affecting future bone fragility diseases such as osteoporosis. However, little is known about how adolescent appendicular skeletal muscle mass index (ASMI) may mediate the relation between fatness and bone mineral content (BMC). Methods The sample comprised 1,296 adolescents (50% girls) aged 10-14. A principal component analysis was performed to obtain a factor made up of four fatness indicators (a) neck circumference, (b) kilograms of fat, (c) visceral fat area, and (d) waist-to-height ratio. BMC, kilograms of fat, visceral fat area, and appendicular skeletal muscle mass were obtained by a multi-frequency bioelectrical impedance analyzer. ASMI was calculated as the appendicular skeletal muscle mass divided by height squared (kg/m2). A mediation analysis was performed adjusting by age, sex, maturation, socioeconomic status, physical activity, and adolescents' body weight. We also explore differences by sex and nutritional status. Results The fatness factor explained 71.5% of the proportion variance. Fatness was inversely associated with the ASMI and BMC, while the ASMI was positively related to BMC. Overall, the inverse relationship between fatness and BMC was partially mediated by the adolescents' ASMI (29.7%, indirect effect: B= -0.048, 95%CI -0.077 to -0.022), being higher in girls than in boys (32.9 vs. 29.2%). Besides, the mediation effect was higher in adolescents with normal body weight than with overweight-obese (37.6 vs 23.9%, respectively). Conclusions This finding highlighted the relevance of promoting healthy habits to reduce fatness and improve muscle mass in adolescents. Moreover, this highlights the central role of ASMI mediating the inverse association between fatness and BMC in female and male adolescents. Public health strategies should promote bone health in childhood, reducing the incidence of early osteopenia and osteoporosis.
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Affiliation(s)
- Carlos Cristi-Montero
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Humberto Peña-Jorquera
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Leslie Landaeta-Díaz
- Facultad de Salud y Ciencias Sociales, Universidad de las Américas, Santiago, Chile
| | - Julio B. Mello
- Physical Education School, Faculdade SOGIPA, Porto Alegre, Brazil
- eFiDac Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Felipe Araya-Quintanilla
- Escuela de Kinesiología, Facultad de Odontología y Ciencias de la Rehabilitación, Universidad San Sebastián, Santiago, Chile
| | - Caroline Brand
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
- Graduate Program in Health Promotion, Universidade de Santa Cruz do Sul—UNISC, Santa Cruz do Sul, Brazil
| | - Cézane Reuter
- Graduate Program in Health Promotion, Universidade de Santa Cruz do Sul—UNISC, Santa Cruz do Sul, Brazil
| | - Carlos Jorquera
- Escuela de Nutrición y Dietética, Facultad de Ciencias, Universidad Mayor, Santiago, Chile
| | - Gerson Ferrari
- Escuela de Ciencias de la Actividad Física, el Deporte y la Salud, Universidad de Santiago de Chile (USACH), Santiago, Chile
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4
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Mialhe FL, de Oliveira Júnior AJ, Junior MFS, Jamieson L, Neiva A, Soares GH. Oral Health Literacy, Sense of Coherence and Associations With Poor School Performance. THE JOURNAL OF SCHOOL HEALTH 2022; 92:1106-1113. [PMID: 35883209 DOI: 10.1111/josh.13223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 05/19/2022] [Accepted: 07/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND This study aimed to investigate the associations of oral health literacy (OHL), sense of coherence (SOC) and other covariates with self-reported school performance (SRSP) in adolescents enrolled in public schools in Brazil. METHODS This was a cross-sectional study conducted with adolescents aged from 14 to 18 years enrolled in 6 public schools in Piracicaba, São Paulo, Brazil. Researchers carried out data collection at schools using a self-administered structured questionnaire. The dependent variable was SRSP. The explanatory factors included were sociodemographic characteristics, OHL, SOC, self-rated oral health, health behaviors, and experience of bullying. Analyses included simple and multiple logistic regression models. RESULTS The final sample consisted of 385 adolescents with a mean age of 16 years. Poor school performance was associated (95%CI) with being male, with more than 1 sibling, individual whose last visit to the dentist was due to dental pain, with a lower level of OHL and SOC. CONCLUSIONS OHL and SOC were important factors associated with SRSP performance together with other sociodemographic and oral health-related variables in high school students. Our findings reinforce the importance of intersectoral actions between the health and education sectors to promote better school performance among adolescents, including actions to improve OHL and SOC.
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Affiliation(s)
- Fábio L Mialhe
- Department of Health Sciences and Pediatric Dentistry, Division of Health Education and Health Promotion, University of Campinas, Piracicaba Dental School, Piracicaba, São Paulo, 13414-903, Brazil
| | - Alcir J de Oliveira Júnior
- Department of Health Sciences and Pediatric Dentistry, University of Campinas, Piracicaba Dental School, Piracicaba, São Paulo, 13414-903, Brazil
| | - Manoelito F S Junior
- Department of Dentistry, Ponta Grossa State University, Ponta Grossa, Paraná, Brazil
| | - Lisa Jamieson
- Australian Research Centre for Population Oral Health, The University of Adelaide, Adelaide, Australia
| | - Andréa Neiva
- Department of Health and Society, Fluminense Federal University, Niterói, Rio de Janeiro, Brazil
| | - Gustavo H Soares
- Australian Research Centre for Population Oral Health, The University of Adelaide, Adelaide, Australia
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5
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Letzel-Alt V, Pozas M, Schneider C. "I miss my school!": Examining primary and secondary school students' social distancing and emotional experiences during the Covid-19 pandemic. PROSPECTS 2022; 51:673-684. [PMID: 36254220 PMCID: PMC9555703 DOI: 10.1007/s11125-022-09621-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 09/12/2022] [Indexed: 11/29/2022]
Abstract
With the rapid spread of Covid-19, countries around the world implemented strict protocols ordering schools to close. As a result, educational institutions were forced to establish a new form of schooling by implementing emergency remote education. Learning from home during the Covid-19 pandemic brought numerous changes, challenges, and stressors to students' daily lives. In this context, major concerns have been raised based on the reports of students' negative experiences resulting from social distancing and isolation. Given the impact of Covid-19 on many aspects of students' lives, in particular their social and school experiences, research that provides insights into the consequences of this health crisis for students' well-being has become important. This study aims to explore students' experiences of social distancing and its relation to their negative emotional experiences during Germany's first Covid-19-related school closure. Findings indicate that both primary and secondary students missed their friends and classmates and that primary school students perceived higher levels of social distancing. However, a linear regression analysis indicated that the older the students were, the more negatively affected they were by social distancing. The implications of the study's results and further lines of research are discussed.
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Affiliation(s)
- Verena Letzel-Alt
- Section for Teacher Education and Research, University of Trier, Universitätsring 15, 54296 Trier, Germany
| | - Marcela Pozas
- Professional School of Education, Humboldt-Universität zu Berlin, Unter den Linden 6, 10099 Berlin, Germany ,School of Psychology, University of Monterrey, Monterrey, Mexico
| | - Christoph Schneider
- Section for Teacher Education and Research, University of Trier, Universitätsring 15, 54296 Trier, Germany
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6
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Hernández-Jaña S, Sanchez-Martinez J, Solis-Urra P, Esteban-Cornejo I, Castro-Piñero J, Sadarangani KP, Aguilar-Farias N, Ferrari G, Cristi-Montero C. Mediation Role of Physical Fitness and Its Components on the Association Between Distribution-Related Fat Indicators and Adolescents' Cognitive Performance: Exploring the Influence of School Vulnerability. The Cogni-Action Project. Front Behav Neurosci 2021; 15:746197. [PMID: 34566598 PMCID: PMC8456005 DOI: 10.3389/fnbeh.2021.746197] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Accepted: 08/16/2021] [Indexed: 12/24/2022] Open
Abstract
Background: Physical fitness and fatness converge simultaneously modulating cognitive skills, which in turn, are associated with children and adolescents’ socioeconomic background. However, both fitness components and fat mass localization are crucial for understanding its implication at the cognitive level. Objective: This study aimed to determine the mediation role of a global physical fitness score and its components on the association between different fatness indicators related to fat distribution and adolescents’ cognitive performance, and simultaneously explore the influence of school vulnerability. Methods: In this study, 1,196 Chilean adolescents participated (aged 10–14; 50.7% boys). Cardiorespiratory fitness (CRF), muscular fitness (MF), and speed-agility fitness (SAF) were evaluated, and a global fitness score (GFS) was computed adjusted for age and sex (CRF + MF + SAF z-scores). Body mass index z-score (BMIz), sum-of-4-skinfolds (4SKF), and waist-to-height ratio (WHtR) were used as non-specific, peripheral, and central adiposity indicators, respectively. A global cognitive score was computed based on eight tasks, and the school vulnerability index (SVI) was registered as high, mid or low. A total of 24 mediation analyses were performed according to two models, adjusted for sex and peak high velocity (Model 1), and adding the school vulnerability index (SVI) in Model 2. The significance level was set at p < 0.05. Results: The fitness mediation role was different concerning the fatness indicators related to fat distribution analyzed. Even after controlling for SVI, CRF (22%), and SAF (29%), but not MF, mediated the association between BMIz and cognitive performance. Likewise, CRF, SAF and GFS, but not MF, mediated the association between WHtR and cognitive performance (38.6%, 31.9%, and 54.8%, respectively). No mediations were observed for 4SKF. Conclusion: The negative association between fatness and cognitive performance is mitigated by the level of adolescents’ physical fitness, mainly CRF and SAF. This mediation role seems to be more consistent with a central fat indicator even in the presence of school vulnerability. Strategies promoting physical fitness would reduce the cognitive gap in children and adolescents related to obesity and school vulnerability.
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Affiliation(s)
- Sam Hernández-Jaña
- Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Javier Sanchez-Martinez
- Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.,Escuela de Kinesiología, Facultad de Salud, Universidad Santo Tomás, Viña del Mar, Chile
| | - Patricio Solis-Urra
- PROFITH "PROmoting FITness and Health Through Physical Activity" Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain.,Faculty of Education and Social Sciences, Universidad Andres Bello, Viña del Mar, Chile
| | - Irene Esteban-Cornejo
- PROFITH "PROmoting FITness and Health Through Physical Activity" Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Jose Castro-Piñero
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cádiz, Puerto Real, Spain.,Biomedical Research and Innovation Institute of Cádiz (INiBICA) Research Unit, Cádiz, Spain
| | - Kabir P Sadarangani
- Universidad Autónoma de Chile, Providencia, Chile.,Escuela de Kinesiología, Facultad de Salud y Odontología, Universidad Diego Portales, Santiago, Chile
| | - Nicolas Aguilar-Farias
- Department of Physical Education, Sports and Recreation, Universidad de La Frontera, Temuco, Chile
| | - Gerson Ferrari
- Escuela de Ciencias de la Actividad Física, el Deporte y la Salud, Universidad de Santiago de Chile (USACH), Santiago, Chile
| | - Carlos Cristi-Montero
- Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
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7
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Could Physical Fitness Be Considered as a Protective Social Factor Associated with Bridging the Cognitive Gap Related to School Vulnerability in Adolescents? The Cogni-Action Project. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph181910073. [PMID: 34639375 PMCID: PMC8507640 DOI: 10.3390/ijerph181910073] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Revised: 09/22/2021] [Accepted: 09/23/2021] [Indexed: 12/15/2022]
Abstract
The first aim was to compare differences between school vulnerability groups, fitness levels, and their combination in adolescent cognitive performance. The second aim was to determine the mediation role of fitness in the association between school vulnerability and cognitive performance. A total of 912 Chilean adolescents aged 10–14 years participated in this study. The school vulnerability index (SVI) assigned by the Chilean Government was categorized into high-, mid-, or low-SVI. Adolescents were classified as fit or unfit according to their global fitness z-score computed from their cardiorespiratory (CRF), muscular (MF), and speed/agility fitness (SAF) adjusted for age and sex. A global cognitive score was estimated through eight tasks based on a neurocognitive battery. Covariance and mediation analyses were performed, adjusted for sex, schools, body mass index, and peak high velocity. Independent analyses showed that the higher SVI, the lower the cognitive performance (F(6,905) = 18.5; p < 0.001). Conversely, fit adolescents presented a higher cognitive performance than their unfit peers (F(5,906) = 8.93; p < 0.001). The combined analysis found cognitive differences between fit and unfit adolescents in both the high- and mid-SVI levels (Cohen’s d = 0.32). No differences were found between fit participants belonging to higher SVI groups and unfit participants belonging to lower SVI groups. Mediation percentages of 9.0%, 5.6%, 7.1%, and 2.8% were observed for the global fitness score, CRF, MF, and SAF, respectively. The mediation effect was significant between low- with mid-high-SVI levels but not between mid- and high-SVI levels. These findings suggest that an adequate physical fitness level should be deemed a protective social factor associated with bridging the cognitive gap linked to school vulnerability in adolescents. This favourable influence seems to be most significant in adolescents belonging to a more adverse social background.
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Lemes V, Gaya AR, Sadarangani KP, Aguilar-Farias N, Rodriguez-Rodriguez F, Martins CMDL, Fochesatto C, Cristi-Montero C. Physical Fitness Plays a Crucial Mediator Role in Relationships Among Personal, Social, and Lifestyle Factors With Adolescents' Cognitive Performance in a Structural Equation Model. The Cogni-Action Project. Front Pediatr 2021; 9:656916. [PMID: 34195161 PMCID: PMC8236613 DOI: 10.3389/fped.2021.656916] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Accepted: 05/19/2021] [Indexed: 12/13/2022] Open
Abstract
Background: The beneficial relationship between physical fitness and cognitive performance is affected and modulated by a wide diversity of factors that seem to be more sensitive during the development stage, particularly during early adolescence. This study aimed to examine the role of physical fitness considering the multivariate association between age, health-related quality of life (HRQOL), school vulnerability index (SVI), body mass index z-score (BMIz), physical activity, and sleep problems with the cognitive performance in boys and girls. Method: Participants were 1,196 adolescents aged 10-14 years (50.7% of boys) from Chile. Three physical fitness components and eight cognitive tasks were measured. BMIz was determined using growth references by age and sex, whereas questionaries were used to assess sleep problems, physical activity, and HRQOL. SVI was established according to the score given by the Chilean Government to educational establishments. We performed a structural equation model (SEM) to test multivariate associations among study' variables by sex. Results: Fitness was positively associated with boys' and girls' cognitive performance (β = 0.23 and β = 0.17; p = 0.001, respectively). Moreover, fitness presented a significant mediator role in the relationships between BMIz, SVI, and physical activity with cognitive performance (indirect effect). Additionally, SVI showed a negative association both direct and indirect effect in all three fitness components and all cognitive tasks, being this relationship stronger in girls than in boys. Conclusion: Our findings suggest that physical fitness and all its components play a crucial mediator role in the associations between several factors associated with adolescents' cognitive performance. Thereby, educational and health strategies should prioritise improving physical fitness through physical activity. They also should address other factors such as school vulnerability, obesity, and the early gender gap in a comprehensive approach boosting cognitive performance among early adolescents. Trial registration: Research Registry (ID: researchregistry5791).
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Affiliation(s)
- Vanilson Lemes
- Projeto Esporte Brasil – PROESP-Br, Escola de Educação Física, Fisioterapia e Dança, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
- Secretaria de Estado da Educação de Santa Catarina – SED-SC, EEB Gracinda Augusta Machado, Imbituba, Brazil
| | - Anelise R. Gaya
- Projeto Esporte Brasil – PROESP-Br, Escola de Educação Física, Fisioterapia e Dança, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Kabir P. Sadarangani
- Universidad Autónoma de Chile, Providencia, Chile
- Escuela de Kinesiología, Facultad de Salud y Odontología, Universidad Diego Portales, Santiago, Chile
| | - Nicolas Aguilar-Farias
- Department of Physical Education, Sports, and Recreation, Universidad de La Frontera, Temuco, Chile
- UFRO Activate Research Group, Universidad de La Frontera, Temuco, Chile
| | | | - Clarice Maria de Lucena Martins
- Research Centre in Physical Activity, Health, and Leisure - CIAFEL, Porto University, Porto, Portugal
- Federal University of Paraíba, João Pessoa, Brazil
| | - Camila Fochesatto
- Projeto Esporte Brasil – PROESP-Br, Escola de Educação Física, Fisioterapia e Dança, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Carlos Cristi-Montero
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
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Donoso G, Casas F, Rubio A, Céspedes C. Mediation of Problematic Use in the Relationship Between Types of Internet Use and Subjective Well-Being in Schoolchildren. Front Psychol 2021; 12:641178. [PMID: 33796050 PMCID: PMC8008118 DOI: 10.3389/fpsyg.2021.641178] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2020] [Accepted: 02/15/2021] [Indexed: 11/13/2022] Open
Abstract
Subjective well-being is a broad category of phenomena that includes people's emotional responses, domain satisfactions, and global judgments of life satisfaction. This research investigates how schoolchildren's subjective well-being is affected by the different types of technology use, in personal contexts, and, concurrently, whether these effects are different when the use of technology is problematic. The central hypotheses are as follows: (1) the use of the Internet affects the subjective well-being of schoolchildren negatively only when this use is problematic and (2) the effect on subjective well-being is different according to the type of Internet use. To respond to the objectives of the research, a survey was applied to 15-year-old adolescents (2,579 cases), distributed in 330 public schools, beneficiaries of a government program for the delivery of personal computers and Internet for a year. The different uses of the Internet were measured using frequency scales by type of activity (social, recreational, and educational). Problematic use scale measured the perception of negative consequences of the intensity of Internet use on a daily basis. Subjective well-being was measured by the Personal Well-Being Index-School Children (PWI-SC). Subsequently, for analytical purposes, three simple mediation models were created, whose dependent variable was PWI-SC, while its independent variables were Internet use scales differentiated by purpose (social, recreational, and educational) and problematic use as a mediating variable, as well as attributes of the subjects and their social environment, which were incorporated as control variables. The main results show that only if Internet use is expressed as problematic does it negatively affect subjective well-being. On the contrary, when the use of the Internet is not problematic, the effect is positive and even greater than the simple effect (without mediation) between these two variables. This finding is relevant, since it allows us to provide evidence that suggests that, when studying the effect that the intensity of the Internet, firstly, one must consider the mediating effect exerted by the network's problematic use and, secondly, that not all types of use have the same impact. Therefore, it is useful to enrich the discussion on subjective well-being and social integration of schoolchildren in the digital age.
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Affiliation(s)
- Gonzalo Donoso
- Research Institute on Quality of Life, Universitat de Girona, Girona, Spain.,Innovation Center, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Ferran Casas
- Research Institute on Quality of Life, Universitat de Girona, Girona, Spain.,Programa de Doctorado en Educación y Sociedad, Universidad Andres Bello, Santiago, Chile
| | - Andrés Rubio
- Facultad de Economía y Negocios, Universidad Andres Bello, Santiago, Chile.,Facultad de Psicología, Universidad Diego Portales, Santiago, Chile
| | - Cristian Céspedes
- Facultad de Administración y Economía, Universidad de Santiago de Chile, Santiago, Chile
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10
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López V, Cárdenas K, González L. The Effect of School Psychologists and Social Workers on School Achievement and Failure: A National Multilevel Study in Chile. Front Psychol 2021; 12:639089. [PMID: 33708165 PMCID: PMC7940187 DOI: 10.3389/fpsyg.2021.639089] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Accepted: 01/26/2021] [Indexed: 11/13/2022] Open
Abstract
School achievement and failure have become growing political and social concerns due to the negative consequences of school failure for individuals and society. The inclusive educational movement, which calls for equal access, permanence, participation, and promotion of all students worldwide, poses many challenges for schools and school systems. As a public policy strategy, some countries have provided additional funds for incorporating non-teaching professionals such as school psychologists and social workers in regular K-12 schools. However, there is lack of research on the effects of these psychosocial professionals on student outcomes. This national multilevel study explored the effect of psychologists (n = 8,469) and social workers (n = 3,524) on indicators of eighth-grade (n = 147,531) and 10th-grade (n = 106,347) students' academic achievement and dropout in Chile. A multilevel secondary analysis was performed using national records of non-teaching professionals working as school staff members, achievement scores on the national SIMCE test, and dropout rates based on official records. Results showed that after controlling for individual and school variables known to affect achievement and dropout, schools with psychologists and social workers working as staff members had lower short- and long-term dropout rates. The presence and higher number of school psychologists per school was positively associated with higher math achievement, with a reduced effect in low-SES schools. Lower-SES schools with more social workers had higher math scores. These results support policies that increase funding for school psychologists and social workers, since their incorporation partly explains better school achievement and less school failure when controlling for individual and school characteristics, but emphasize the need to further explore the mechanisms through which school achievement and failure are developed with the support of psychologists and social workers in schools. We discuss the need to regulate the type of prevention and intervention strategies from a whole-school, evidence-based approach, as well as to incorporate psychosocial training modules and comprehensive guidelines as part of professional training programs and as certified requisites for working in schools.
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Affiliation(s)
- Verónica López
- School of Psychology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.,Center for Research in Inclusive Education, Viña del Mar, Chile
| | - Karen Cárdenas
- School of Psychology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.,Center for Research in Inclusive Education, Viña del Mar, Chile
| | - Luis González
- Center for Research in Inclusive Education, Viña del Mar, Chile
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11
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Salgado M, González L, Yáñez A. Parental Involvement and Life Satisfaction in Early Adolescence. Front Psychol 2021; 12:628720. [PMID: 33679549 PMCID: PMC7925622 DOI: 10.3389/fpsyg.2021.628720] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Accepted: 01/18/2021] [Indexed: 01/07/2023] Open
Abstract
Early adolescence is a developmental stage that comprises some basic interactional processes with parents, which can be described as gaining autonomy while maintaining relatedness. Studying how maternal and paternal involvement influence the life satisfaction of sons and daughters during early adolescence is especially important while seeking to understand the challenges of this developmental stage. In this paper, we investigate the differential effects of maternal and paternal involvement, as assessed by sons and daughters, on their life satisfaction during early adolescence. We use a unique survey conducted in Chile, The National Survey on Student Trajectories and Transitions, focusing on a subsample of 497 early adolescents attending 5th to 8th grade (60% female, M age = 12.42, SD = 1.18). Our findings indicate that both paternal and maternal involvement are positively correlated with the life satisfaction of adolescents. We also find that the gender of adolescents moderates the effect of maternal involvement, so daughters (but not sons) who deemed the involvement of their mothers to be more positive reported greater life satisfaction. More positive paternal involvement correlates with greater life satisfaction for sons and daughters. We discuss some mechanisms that might bring about these differences.
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Affiliation(s)
- Mauricio Salgado
- Centre for Research in Inclusive Education, School of Social Sciences, Universidad Andres Bello, Santiago, Chile
| | - Luis González
- Centre for Research in Inclusive Education, School of Social Sciences, Universidad Andres Bello, Santiago, Chile
| | - Alejandra Yáñez
- School of Psychology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
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12
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López V, Torres-Vallejos J, Ascorra P, González L, Ortiz S, Bilbao M. Contributions of Individual, Family, and School Characteristics to Chilean Students' Social Well-Being at School. Front Psychol 2021; 12:620895. [PMID: 33716886 PMCID: PMC7952761 DOI: 10.3389/fpsyg.2021.620895] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2020] [Accepted: 01/13/2021] [Indexed: 12/30/2022] Open
Abstract
Schools are an essential part of students’ lives and can promote and facilitate their well-being. Although research on well-being among school-aged children and adolescents has distinguished subjective well-being from social well-being, very few studies examined student’s social well-being at school (SWS). SWS is understood as students’ valuation of the circumstances and functioning of their school. This framework posits that the context of the schools can shape students’ perception of feeling integrated and making significant contributions to their schools. However, not much is known regarding the joint contribution of individual, family, and school characteristics to students’ SWS. This study analyzed these joint contributions in a nationally representative sample of 6,389 children and adolescents enrolled in 5th–11th grades. Findings show that being female and younger were individual predictors of SWS. Students’ satisfaction with their family and fewer changes of schools were also significant contributors. When students’ perceptions of their schools were incorporated, the individual and family characteristics decreased or lost significance. In the full model, the highest contribution to SWS was explained by the school-level aggregated perception of school climate. These findings call for integrated policies and practices to foster students’ sense of belonging, feeling integrated, and contribution to their schools, with a focus on school-level interventions to improve SWS through positive and engaging school climates that foster students’ sense of agency.
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Affiliation(s)
- Verónica López
- School of Psychology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.,Center for Research in Inclusive Education, Valparaíso, Chile
| | - Javier Torres-Vallejos
- School of Psychology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.,Center for Research in Inclusive Education, Valparaíso, Chile.,Universidad Andres Bello, Santiago, Chile
| | - Paula Ascorra
- School of Psychology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.,Center for Research in Inclusive Education, Valparaíso, Chile
| | - Luis González
- School of Psychology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.,Center for Research in Inclusive Education, Valparaíso, Chile
| | - Sebastián Ortiz
- School of Psychology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.,Center for Research in Inclusive Education, Valparaíso, Chile
| | - Marian Bilbao
- School of Psychology, Universidad Alberto Hurtado, Santiago, Chile
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13
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Różycka-Tran J, Jurek P, Truong TKH, Olech M. The Implications of Filial Piety in Study Engagement and Study Satisfaction: A Polish-Vietnamese Comparison. Front Psychol 2021; 11:525034. [PMID: 33574778 PMCID: PMC7870492 DOI: 10.3389/fpsyg.2020.525034] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Accepted: 12/22/2020] [Indexed: 11/13/2022] Open
Abstract
Even in psychological literature, which describes many determining variables related to the school domain, few studies have investigated the universal (i.e., etic) mechanism underlying parent-child relations, which is a prototype matrix for future student-teacher relations. The role of the imprinted schema of children's obligations toward parents seems to be crucial for school functioning in classroom society. The Dual Filial Piety Model (DFPM; Yeh, 2003) is comprised of two higher-order factors that correspond to the two focal filial piety attributes: reciprocal (need of interpersonal relatedness) and authoritarian (need of social belonging and national identity), which have been shown to have distinct implications on social adaptation and individuals' psychological functioning. In this study, we investigate the relationship between filial piety and student attitudes (study engagement and satisfaction) in a more individualistic and egalitarian culture (Poland, N = 310) and in a more collectivistic and hierarchical society (Vietnam, N = 297). The measurement invariances of three scales, i.e., the Vietnamese adaptation of DFP Scale, the Utrecht Work Engagement Scale (UWES-S9), and the Study Satisfaction Scale, were improved in the MLM analyses. Our results show that in more individualistic cultures, the RFP (reciprocal mode) is a stronger predictor of study engagement and study satisfaction; however, the AFP (authoritarian mode) is a better factor to predict study engagement in more collectivistic cultures. What is more, only RFP positively correlates with study satisfaction in individualistic culture. Our findings revealed that in different cultures, different aspects of filial piety should be emphasized by parents in the context of the future academic achievements of their children. The conclusion is that the prevention and intervention strategies or techniques intended for children with school problems should be culturally appropriate and addressed to the parents of kindergarten and later to very early-stage education teachers. The results of studies based on the DFPM may stimulate practical applications and policy development within the domain of success and failure in the academic environment.
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Affiliation(s)
| | - Paweł Jurek
- Institute of Psychology, University of Gdańsk, Gdańsk, Poland
| | - Thi Khanh Ha Truong
- VNU University of Social Sciences and Humanities, Vietnam National University, Hanoi, Vietnam
| | - Michał Olech
- Institute of Psychology, University of Gdańsk, Gdańsk, Poland.,Department of Psychology, Medical University of Gdańsk, Gdańsk, Poland
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14
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da Costa S, Martínez-Moreno E, Díaz V, Hermosilla D, Amutio A, Padoan S, Méndez D, Etchebehere G, Torres A, Telletxea S, García-Mazzieri S. Belonging and Social Integration as Factors of Well-Being in Latin America and Latin Europe Organizations. Front Psychol 2020; 11:604412. [PMID: 33362665 PMCID: PMC7756150 DOI: 10.3389/fpsyg.2020.604412] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2020] [Accepted: 11/03/2020] [Indexed: 12/26/2022] Open
Abstract
Background Studies and meta-analyses found individual, meso and micro-social factors that are associated with individual well-being, as well as a positive socio-emotional climate or collective well-being. Aim This article simultaneously studies and examines these factors of well-being. Method Well-Being is measured as a dependent variable at the individual and collective level, as well as the predictors, in three cross-sectional and one longitudinal studies. Education and social intervention workers (N = 1300, K = 80) from Chile, Spain and Uruguay participate; a subsample of educators (k = 1, n = 37) from the south central Chile and from Chile, Uruguay and Spain (n = 1149); workers from organizations in Latin America and Southern Europe, military cadets from Argentina (N < 1000); and teams (K = 14) from Spanish companies. Results Individual and collective well-being indicators were related, suggesting that the emotional climate as a context improves personal well-being. Individual factors (emotional creativity and openness and universalism values), psychosocial factors (low stress, control over work and social support supervisors and peers) were positively associated with personal well-being in education and social intervention context. Organizational dynamic or transformational culture is directly and indirectly associated with individual well-being through previously described psychosocial factors. Group processes such as internal communication and safe participation, task orientation or climate of excellence as well as leadership style that reinforces participation and belonging, were positively associated with collective well-being in labor and military context and predict team work socio-emotional climate in a longitudinal study- but were unrelated to individual well-being. Transformational leadership plays a mediating role between functional factors and social-emotional climate in work teams. Organizational role autonomy, functional organizational leadership, integration and resources were associated with collective well-being in organizations. Organizational leadership moderates the relationship between task orientation and collective well-being in military context. Conclusion Individual and microsocial factors influence personal well-being. Meso level factors favorable to well-being through processes which reinforce social belonging, influence directly collective well-being and indirectly personal well-being. Leadership that reinforces participation and belonging play a central role for emotional climate. Stress and emotional climate playing an important pivotal role for psychological well-being.
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Affiliation(s)
- Silvia da Costa
- Department of Social Psychology, Faculty of Psychology, University of the Basque Country, San Sebastian, Spain
| | - Edurne Martínez-Moreno
- Department of Social Psychology, Faculty of Psychology, University of the Basque Country, San Sebastian, Spain
| | - Virginia Díaz
- Department of Social Psychology, Faculty of Psychology, University of the Basque Country, San Sebastian, Spain
| | - Daniel Hermosilla
- Department of Social Psychology, Faculty of Psychology, University of the Basque Country, San Sebastian, Spain
| | - Alberto Amutio
- Departament of Social Psychology, Faculty of Labour Relations and Social Work, University of the Basque Country, Leioa, Spain
| | - Sonia Padoan
- Department of Social Psychology, Faculty of Psychology, University of the Basque Country, San Sebastian, Spain
| | - Doris Méndez
- Departament of Psychology, Faculty of Psychology, University of Talca, Talca, Chile
| | - Gabriela Etchebehere
- Institute of Psychology, Education and Human Development, Faculty of Psychology, University of the Oriental Republic of Uruguay, Montevideo, Uruguay
| | | | - Saioa Telletxea
- Departament of Social Psychology, Faculty of Labour Relations and Social Work, University of the Basque Country, Vitoria, Spain
| | - Silvia García-Mazzieri
- Departament of Psychology, Regional Faculty of the National Technological University, Trenque Lauquen, Argentina
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15
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da Cunha IP, Pereira AC, Meneghim MDC, Frias AC, Mialhe FL. Association between social conditions and oral health in school failure. Rev Saude Publica 2019; 53:108. [PMID: 31826175 PMCID: PMC6904120 DOI: 10.11606/s1518-8787.2019053001457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Accepted: 04/17/2019] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE To evaluate the association of school failure among Brazilian adolescents with social conditions and aspects of oral health through hierarchical analysis. METHODS A state-wide survey of 5,558 adolescents from the state of São Paulo, Brazil, inquired about the sociodemographic and social capital of participants by using a structured questionnaire. Trained and calibrated professionals performed intraoral examinations and interviews in the households. Questions about the access to dentist, reason for and frequency of using dental services, toothache episodes and impact of oral conditions on daily activities (OIDP) were applied. Oral examinations evaluated caries experience, tooth losses, periodontal problems, presence of open bite, and maxillary and mandibular overjet. School failure was estimated according to the teenagers' years of schooling. The independent variables were grouped into three blocks: sociodemographic and economic characteristics, social capital and oral health aspects. The multiple hierarchical logistic regression model was used to identify the factors associated with school failure. RESULTS Of the total sample, information about schooling of 5,162 adolescents was obtained, of whom 29.6% presented school failure. We found that adolescents over the age of 16 years who did not declare themselves as white, female, with feelings of insecurity, unhappiness, with toothache, caries, tooth losses, affected by dentofacial and/or periodontal changes, were more likely to fail at school. CONCLUSION Oral disorders and social factors were associated with school failure in adolescents. A successful school trajectory was a strong determinant of health, therefore actions between the educational and health sectors must be developed for adolescents, especially those with this profile.
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Affiliation(s)
- Inara Pereira da Cunha
- Universidade Estadual de Campinas. Faculdade de Odontologia de Piracicaba. Departamento de Ciências da Saúde e Odontologia Infantil, Piracicaba, SP, Brasil
| | - Antonio Carlos Pereira
- Universidade Estadual de Campinas. Faculdade de Odontologia de Piracicaba. Departamento de Ciências da Saúde e Odontologia Infantil, Piracicaba, SP, Brasil
| | - Marcelo de Castro Meneghim
- Universidade Estadual de Campinas. Faculdade de Odontologia de Piracicaba. Departamento de Ciências da Saúde e Odontologia Infantil, Piracicaba, SP, Brasil
| | - Antônio Carlos Frias
- Universidade de São Paulo. Faculdade de Odontologia. Departamento de Odontologia Social, São Paulo, SP, Brasil
| | - Fábio Luiz Mialhe
- Universidade Estadual de Campinas. Faculdade de Odontologia de Piracicaba. Departamento de Ciências da Saúde e Odontologia Infantil, Piracicaba, SP, Brasil
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16
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Solis-Urra P, Olivares-Arancibia J, Suarez-Cadenas E, Sanchez-Martinez J, Rodríguez-Rodríguez F, Ortega FB, Esteban-Cornejo I, Cadenas-Sanchez C, Castro-Piñero J, Veloz A, Chabert S, Saradangani KP, Zavala-Crichton JP, Migueles JH, Mora-Gonzalez J, Quiroz-Escobar M, Almonte-Espinoza D, Urzúa A, Dragicevic CD, Astudillo A, Méndez-Gassibe E, Riquelme-Uribe D, Azagra MJ, Cristi-Montero C. Study protocol and rationale of the "Cogni-action project" a cross-sectional and randomized controlled trial about physical activity, brain health, cognition, and educational achievement in schoolchildren. BMC Pediatr 2019; 19:260. [PMID: 31349791 PMCID: PMC6659252 DOI: 10.1186/s12887-019-1639-8] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/19/2019] [Accepted: 07/18/2019] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Education and health are crucial topics for public policies as both largely determine the future wellbeing of the society. Currently, several studies recognize that physical activity (PA) benefits brain health in children. However, most of these studies have not been carried out in developing countries or lack the transference into the education field. The Cogni-Action Project is divided into two stages, a cross-sectional study and a crossover-randomized trial. The aim of the first part is to establish the associations of PA, sedentarism, and physical fitness with brain structure and function, cognitive performance and academic achievement in Chilean schoolchildren (10-13 years-old). The aim of the second part is to determinate the acute effects of three PA protocols on neuroelectric indices during a working memory and a reading task. METHODS PA and sedentarism will be self-reported and objectively-assessed with accelerometers in a representative subsample, whilst physical fitness will be evaluated through the ALPHA fitness test battery. Brain structure and function will be assessed by magnetic resonance imaging (MRI) in a randomized subsample. Cognitive performance will be assessed through the NeuroCognitive Performance Test, and academic achievement by school grades. In the second part 32 adolescents (12-13 year-old) will be cross-over randomized to these condition (i) "Moderate-Intensity Continuous Training" (MICT), (ii) "Cooperative High-Intensity Interval Training" (C-HIIT), and (iii) Sedentary condition. Neuroelectric indices will be measures by electroencephalogram (EEG) and eye-tracking, working memory by n-back task and reading comprehension by a reading task. DISCUSSION The main strength of this project is that, to our knowledge, this is the first study analysing the potential association of PA, sedentarism, and physical fitness on brain structure and function, cognitive performance, and academic achievement in a developing country, which presents an important sociocultural gap. For this purpose, this project will use advanced technologies in neuroimaging (MRI), electrophysiology (EEG), and eye-tracking, as well as objective and quality measurements of several physical and cognitive health outcomes. TRIAL REGISTRATION ClinicalTrials.gov identifier: NCT03894241 Date of register: March 28, 2019. Retrospectively Registered.
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Affiliation(s)
- Patricio Solis-Urra
- IRyS Research Group, School of Physical Education, Pontificia Universidad Católica de Valparaiso, Viña del Mar, Chile
- Department of Physical and Sports Education, Faculty of Sport Sciences, PROFITH “PROmoting FITness and Health through physical activity” Research Group, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
| | - Jorge Olivares-Arancibia
- IRyS Research Group, School of Physical Education, Pontificia Universidad Católica de Valparaiso, Viña del Mar, Chile
- Department of Physical Education, Faculty of Sciences of Sport and Physical Education, University of A Coruña, A Coruña, Spain
- Physical Education School, Universidad de Las Américas, Viña del Mar, Chile
| | | | - Javier Sanchez-Martinez
- IRyS Research Group, School of Physical Education, Pontificia Universidad Católica de Valparaiso, Viña del Mar, Chile
| | - Fernando Rodríguez-Rodríguez
- IRyS Research Group, School of Physical Education, Pontificia Universidad Católica de Valparaiso, Viña del Mar, Chile
| | - Francisco B. Ortega
- Department of Physical and Sports Education, Faculty of Sport Sciences, PROFITH “PROmoting FITness and Health through physical activity” Research Group, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
| | - Irene Esteban-Cornejo
- Department of Physical and Sports Education, Faculty of Sport Sciences, PROFITH “PROmoting FITness and Health through physical activity” Research Group, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
| | - Cristina Cadenas-Sanchez
- Department of Physical and Sports Education, Faculty of Sport Sciences, PROFITH “PROmoting FITness and Health through physical activity” Research Group, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
| | - Jose Castro-Piñero
- Departament of Physical Education, Faculty of Education Sciences, University of Cádiz, Puerto real, Spain
| | - Alejandro Veloz
- Biomedical Engineering Department, Universidad de Valparaíso, Valparaíso, Chile
- CINGS, Centro de Investigación en Ingeniería para la Salud, Universidad de Valparaíso, Valparaíso, Chile
| | - Steren Chabert
- Biomedical Engineering Department, Universidad de Valparaíso, Valparaíso, Chile
- CINGS, Centro de Investigación en Ingeniería para la Salud, Universidad de Valparaíso, Valparaíso, Chile
| | - Kabir P. Saradangani
- School of Kinesiology, Faculty of Health Sciences, Universidad San Sebastián, Santiago, Chile
- Escuela de Kinesiología, Facultad de Salud y Odontología, Universidad Diego Portales, Santiago, Chile
| | - Juan Pablo Zavala-Crichton
- Department of Physical and Sports Education, Faculty of Sport Sciences, PROFITH “PROmoting FITness and Health through physical activity” Research Group, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
- Facultad de Educación y Ciencias Sociales, Universidad Andrés Bello, Viña del Mar, Chile
| | - Jairo H. Migueles
- Department of Physical and Sports Education, Faculty of Sport Sciences, PROFITH “PROmoting FITness and Health through physical activity” Research Group, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
| | - Jose Mora-Gonzalez
- Department of Physical and Sports Education, Faculty of Sport Sciences, PROFITH “PROmoting FITness and Health through physical activity” Research Group, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
| | | | | | - Alfonso Urzúa
- School of Psychology, Universidad Católica del Norte, Antofagasta, Chile
| | - Constantino D. Dragicevic
- IRyS Research Group, School of Physical Education, Pontificia Universidad Católica de Valparaiso, Viña del Mar, Chile
- Auditory and Cognition Center, Universidad de Chile, Santiago, Chile
| | - Aland Astudillo
- CINGS, Centro de Investigación en Ingeniería para la Salud, Universidad de Valparaíso, Valparaíso, Chile
| | | | - Daniel Riquelme-Uribe
- Universidad Adventista de Chile, Chillan, Chile
- Center for Research, Development and Innovation APLICAE, Santiago, Chile
| | - Marcela Jarpa Azagra
- School of Pedagogy, Pontificia Universidad Católica de Valparaiso, Valparaíso, Chile
| | - Carlos Cristi-Montero
- IRyS Research Group, School of Physical Education, Pontificia Universidad Católica de Valparaiso, Viña del Mar, Chile
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