Cardoso-Moreno, M.J. (M. J.)

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    Actividades extraescolares, parentalidad positiva y desarrollo positivo adolescente personal. Relaciones diferenciales a través de la edad y trayectorias académicas
    (2020) Rodríguez-Ledo, C. (C.); Balaguer-Estaña, A.J. (Álvaro J.); Orejudo, S. (Santos); Cardoso-Moreno, M.J. (M. J.)
    Introducción. La Parentalidad Positiva y las Actividades Extraescolares son activos contextuales para mejorar el desarrollo personal positivo de adolescentes. Sin embargo, estos activos no se han estudiado simultáneamente o en estudiantes de diferentes edades. Este artículo analizó estas asociaciones, probando un modelo de mediación en estudiantes con diferentes trayectorias académicas. Método. La muestra estuvo compuesta por 1.402 adolescentes, con edades comprendidas entre 12 y 20 años (Media=14.40; DT=1.910; hombres=49%). Los estudiantes completaron varios cuestionarios sobre los constructos de personalidad de Optimismo, Esperanza, Autoeficacia General y Sentido de Coherencia, así como cuestionarios que abordan las percepciones del Estilo Parental y las Actividades Extraescolares. Se llevó a cabo un muestreo aleatorio por colegios de Aragón (España) que ofertaran las titulaciones cursadas por adolescentes. Resultados. El modelo de ecuaciones estructurales mostró que la Parentalidad Positiva se asoció con la realización de Actividades Exraescolares y los constructos de personalidad. Además, la participación en actividades se asoció con el mismo patrón de rasgos de personalidad (Expectativas, Self, y Sentido de coherencia). Estos resultados se encontraron principalmente en estudiantes más jóvenes (12-15 años), mientras que en estudiantes mayores (16-20 años) este efecto se encontró solo en aquellos con un perfil de trayectorias académicas de menor éxito. Discusión y Conclusion: El tipo de relaciones parentales constituyen el principal activo para los adolescentes, especialmente para promover su desarrollo personal positivo, pero también para la participación en actividades extraescolares. Se debaten las implicaciones para los psicólogos del desarrollo, profesionales y educadores, especialmente subrayando la importancia de ofrecer oportunidades extracurriculares.
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    Extracurricular activities, positive parenting and personal positive youth development. Differential relations amongst age and academic pathways
    (2020) Rodríguez-Ledo, C. (C.); Balaguer-Estaña, A.J. (Álvaro J.); Orejudo, S. (Santos); Cardoso-Moreno, M.J. (M. J.)
    Introduction. Positive parenting and Extracurricular Activities are contextual assets for enhancing Personal Positive Youth Development. However, these assets have not been studied simultaneously or in students of different ages. This paper analyzed these associations, by testing a mediator model in students with different academic trajectories. Method. The sample was composed by 1.402 adolescents, aged between 12 and 20 years (Mean=14.40; SD=1.910; males=49%). Students completed various questionnaires regarding the personal constructs of Optimism, Hope, General Self-efficacy and Sense of Coherence, as well as questionnaires that address perceptions of Parental Style and Extracurricular Activities. A random sampling was carried out by schools in Aragon (Spain) that offered the degrees carried out by adolescents. Results. Structural equation modeling showed that Positive Parenting was associated with the accomplishment of Extracurricular Activities and personality constructs. Further, participation in activities was associated with the same pattern of personality traits (Expectancies, Self, and Sense of Coherence). These results were found mainly in younger students (12-15 years old), while in older students (16-20 years old) this effect was found only for those with a profile of less successful academic pathways. Discussion and Conclusion. Relationships with family are the essential asset for adolescents, especially to promote Personal Positive Youth Developme
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    Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents
    (Frontiers Media, 2018) Zarza-Alzugaray, J. (Javier); Rodríguez-Ledo, C. (C.); Balaguer-Estaña, A.J. (Álvaro J.); Orejudo, S. (Santos); Cardoso-Moreno, M.J. (M. J.)
    Emotional intelligence (EI) and mindfulness are two constructs that have been separately studied, and the relation between them still remains unclear. Research in this area has not attempted to go further into how enhancing EI and mindfulness together can achieve better improvements in this ability to attend mindfully. To bridge this knowledge gap, our research goal was to study the relationship between EI and the mindfulness competence in our study sample and to assess the impact of implementing EI and a mindfulness competence developmental program (SEA) about participants’ mindfulness competence. The sample consisted of 156 students aged 11–14 years old from a Spanish public high school. One hundred and eight participants were randomly assigned to the experimental condition, and the remaining 48 were to the control condition. The instruments used to evaluate EI were the CDE-SEC, EQi-Youth Version and the General Empathy Scale. Mindfulness on the School Scope Scale was used to assess mindfulness competences. Social adaptation was evaluated by using the social abilities and adjustment questionnaire BAS3. All the instruments where answered by the participants and have been adapted to a sample of youths with such age specifications. The results showed that EI and mindfulness were related to many of the variables measured by the instruments. Showing a good mindfulness competence was particularly related to having a good general level of the EI trait, and to many of the assessed social and emotional variables. The data indicated a significant relation between the mindfulness competence and having better general empathy skills or being better socially adjusted to the school context. The data also indicated a significant effect on participants’ interior and kinesthetic mindfulness competence after implementing the SEA Program. These findings corroborate the relationship between EI and mindfulness, and the possibility of enhancing mindfulness by applying a direct intervention program in the classroom.