Solange Muglia Wechsler, N. Benson, Wagner de Lara Wagner de Lara, Cristina Maria D' Antona Bachert, Eliezer Fernandes Gums
espanolEste estudio investigo la estructura de conectividad entre los estilos de temperamento y los cinco grandes factores de la personalidad (Big Five) utilizando analisis de redes. Tambien se investigo la estabilidad temporal de los estilos de temperamento. Se recogieron dos muestras de participantes brasilenos, la primera para el analisis de red y la segunda para investigar la estabilidad de los estilos de temperamento. La primera muestra se compone de 149 adultos (57% mujeres) de 18 a 66 anos (M=32; DE=9.92), y la segunda de 88 individuos (56% mujeres) de 18 a 41 anos de edad, SD=5.79). Los instrumentos fueron el Inventario de Estilos de Personalidad de Adultos (IATS) y la Bateria de Factor de Personalidad (BFP). Los resultados confirmaron que los estilos de temperamento medidos por el IATS formaron redes con factores de personalidad medidos por el BFP. El analisis de la comunidad indico la presencia de cuatro grupos de personalidad. Las estimaciones de la fiabilidad test-retest fueron estadisticamente significativas (p≤1.0). En conclusion, los estilos de temperamento son estables y pueden ser concebidos como una red de rasgos asociados con la personalidad. EnglishThis study investigated the connectivity structure among temperament styles and Big Five personality factors using network analysis. The temporal stability of temperament styles was also investigated. This study utilized two samples of Brazilian participants, the first for the network analysis and the second to investigate the stability of temperament styles. The first sample consists of 149 adults (57% women) ages 18 to 66 (M=32; SD=9.92), the second of 88 individuals (56% women) ranging from 18 to 41 years-of-age (M=23; SD=5.79). Results confirmed that temperament styles measured by the Inventory of Adult Temperament Styles formed networks with personality factors measured by the BFP. Community analysis indicated the presence of four clusters. Estimates of test-retest reliability were statistically significant. In conclusion, temperament styles are stable and can be conceived as a network of traits associated with personality.
{"title":"Estilos de temperamento de adultos: un análisis de redes de sus relaciones con el modelo de cinco grandes factores de personalidad","authors":"Solange Muglia Wechsler, N. Benson, Wagner de Lara Wagner de Lara, Cristina Maria D' Antona Bachert, Eliezer Fernandes Gums","doi":"10.30552/EJEP.V11I1.186","DOIUrl":"https://doi.org/10.30552/EJEP.V11I1.186","url":null,"abstract":"espanolEste estudio investigo la estructura de conectividad entre los estilos de temperamento y los cinco grandes factores de la personalidad (Big Five) utilizando analisis de redes. Tambien se investigo la estabilidad temporal de los estilos de temperamento. Se recogieron dos muestras de participantes brasilenos, la primera para el analisis de red y la segunda para investigar la estabilidad de los estilos de temperamento. La primera muestra se compone de 149 adultos (57% mujeres) de 18 a 66 anos (M=32; DE=9.92), y la segunda de 88 individuos (56% mujeres) de 18 a 41 anos de edad, SD=5.79). Los instrumentos fueron el Inventario de Estilos de Personalidad de Adultos (IATS) y la Bateria de Factor de Personalidad (BFP). Los resultados confirmaron que los estilos de temperamento medidos por el IATS formaron redes con factores de personalidad medidos por el BFP. El analisis de la comunidad indico la presencia de cuatro grupos de personalidad. Las estimaciones de la fiabilidad test-retest fueron estadisticamente significativas (p≤1.0). En conclusion, los estilos de temperamento son estables y pueden ser concebidos como una red de rasgos asociados con la personalidad. EnglishThis study investigated the connectivity structure among temperament styles and Big Five personality factors using network analysis. The temporal stability of temperament styles was also investigated. This study utilized two samples of Brazilian participants, the first for the network analysis and the second to investigate the stability of temperament styles. The first sample consists of 149 adults (57% women) ages 18 to 66 (M=32; SD=9.92), the second of 88 individuals (56% women) ranging from 18 to 41 years-of-age (M=23; SD=5.79). Results confirmed that temperament styles measured by the Inventory of Adult Temperament Styles formed networks with personality factors measured by the BFP. Community analysis indicated the presence of four clusters. Estimates of test-retest reliability were statistically significant. In conclusion, temperament styles are stable and can be conceived as a network of traits associated with personality.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2018-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42699550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Moreno-Murcia, Román Pintado, E. Huéscar, J. Marzo
espanolEl objetivo de este estudio fue crear y validar la Escala de Estilo Controlador y comprobar su relacion con la percepcion de competencia del estudiante en educacion superior. Para ello se utilizo una muestra de 276 estudiantes universitarios espanoles con una media de edad de 22 anos a los que se les midio el estilo controlador y la necesidad psicologica basica de competencia academica. Los resultados del analisis factorial confirmatorio, analisis de consistencia interna y estabilidad temporal fueron adecuados. El estilo controlador no presento relacion con la competencia percibida. Este estudio ha permitido proporcionar una escala valida y fiable que puede ser utilizada para medir el estilo interpersonal de tipo controlador del docente en educacion superior. EnglishThe aim of this study was to create and validate the Scale of Style Controller and check its relationship with perceived competence of students in higher education. For this purpose a sample of 276 Spanish university students with a mean age of 22 years who were measured style controller and basic psychological need of academic competence was used. The results of confirmatory factor analysis, internal consistency and temporal stability were adequate. The controller style was not related to perceived competence. This study has enabled to provide a valid and reliable scale that can be used to measure interpersonal style controller type of teaching in higher education.
本研究的目的是创建和验证控制风格量表，并验证其与高等教育学生能力感知的关系。本研究以西班牙大学生为样本，对他们的控制风格和学术能力的基本心理需求进行了测量。在本研究中，我们评估了一项随机对照试验(rct)的结果，该试验评估了一项随机对照试验(rct)。控制风格与感知能力没有关系。本研究提供了一个有效和可靠的量表，可用于衡量高等教育教师的人际控制型风格。本研究的目的是创建和验证风格控制量表，并检查其与高等教育学生感知能力的关系。为此目的，使用了276名平均年龄为22岁的西班牙大学学生的样本，他们被测量为风格控制者和学术能力的基本心理需求。= =地理= =根据美国人口普查，这个县的总面积为，其中土地和(0.964平方公里)水。controller style was not有关体制薄弱,事故专职。本研究提供了一种有效可靠的量表，可用于衡量高等教育教学中的人际风格控制者类型。
{"title":"Estilo interpersonal controlador y percepción de competencia en educación superior","authors":"J. Moreno-Murcia, Román Pintado, E. Huéscar, J. Marzo","doi":"10.30552/ejep.v11i1.184","DOIUrl":"https://doi.org/10.30552/ejep.v11i1.184","url":null,"abstract":"espanolEl objetivo de este estudio fue crear y validar la Escala de Estilo Controlador y comprobar su relacion con la percepcion de competencia del estudiante en educacion superior. Para ello se utilizo una muestra de 276 estudiantes universitarios espanoles con una media de edad de 22 anos a los que se les midio el estilo controlador y la necesidad psicologica basica de competencia academica. Los resultados del analisis factorial confirmatorio, analisis de consistencia interna y estabilidad temporal fueron adecuados. El estilo controlador no presento relacion con la competencia percibida. Este estudio ha permitido proporcionar una escala valida y fiable que puede ser utilizada para medir el estilo interpersonal de tipo controlador del docente en educacion superior. EnglishThe aim of this study was to create and validate the Scale of Style Controller and check its relationship with perceived competence of students in higher education. For this purpose a sample of 276 Spanish university students with a mean age of 22 years who were measured style controller and basic psychological need of academic competence was used. The results of confirmatory factor analysis, internal consistency and temporal stability were adequate. The controller style was not related to perceived competence. This study has enabled to provide a valid and reliable scale that can be used to measure interpersonal style controller type of teaching in higher education.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2018-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47075489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolEn este estudio se analiza la relacion entre la resiliencia, el optimismo disposicional y las dimensiones que constituyen el burnout academico (agotamiento emocional, cinismo y baja eficacia). Para ello, se evaluo a una muestra formada por 463 estudiantes de la Universidad de Leon. Se emplearon los siguientes instrumentos: Maslach Burnout Inventory-Student Survey (MBI-SS), 10-item Connor-Davidson Resilience Scale (10-item CD-RISC) y Life Orientation Test Revised (LOT-R). Los resultados revelan que el burnout academico se relaciona significativamente con la resiliencia y el optimismo. Concretamente, la resiliencia se relaciona positivamente con la eficacia mientras que el optimismo se relaciona positivamente con la eficacia pero negativamente con el agotamiento. Ademas, la resiliencia predice la eficacia mientras que el optimismo predice el agotamiento. Sin embargo, el cinismo no se relaciona ni con la resiliencia ni con el optimismo. Por ultimo, se contemplan las implicaciones de los resultados obtenidos para el diseno de programas de prevencion del burnout academico en estudiantes universitarios. EnglishThis study analyses the relationship between resilience, dispositional optimism and academic burnout dimensions (exhaustion, cynicism and reduced academic efficacy). A sample of 463 students from Universidad de Leon was evaluated. The following assessment instruments were employed: Maslach Burnout Inventory-Student Survey (MBI-SS), Connor-Davidson Resilience Scale (10-item CD-RISC) y Life Orientation Test Revised (LOT-R). The results showed that academic burnout is significantly related to resilience and optimism. In particular, resilience is significantly and positively related to efficacy whereas optimism is positively related to efficacy but negatively related to exhaustion. Moreover, it was found that resilience predicted efficacy while optimism predicted exhaustion. However, cynicism was no related to resilience nor to optimism. Finally, implications for prevention programs design are proposed.
本研究分析了弹性、性格乐观和构成学业倦怠的维度(情绪疲惫、愤世嫉俗和低效率)之间的关系。本研究的目的是评估西班牙Leon大学的一项研究的结果，该研究的目的是评估西班牙Leon大学的一项研究的结果。采用马斯拉克职业倦怠量表-学生调查(MBI-SS)、10项康纳-戴维森弹性量表(10项CD-RISC)和修订后的生活取向测试(洛特- r)。研究结果表明，学业倦怠与弹性和乐观度有显著关系。具体来说，弹性与效率呈正相关，而乐观与效率呈正相关，但与疲惫呈正相关。此外，弹性预测效率，而乐观预测疲惫。然而，犬儒主义与韧性或乐观主义无关。在此基础上，对大学生倦怠预防方案的设计进行了分析。本研究分析了弹性、性格乐观主义和学术倦怠维度(倦怠、犬儒主义和学术效率降低)之间的关系。对里昂大学463名学生的样本进行了评估。采用了以下评估工具:Maslach Burnout Inventory-Student Survey (MBI-SS)、Connor-Davidson Resilience Scale(10项CD-RISC)和Revised Life Orientation Test(洛特- r)。结果表明，学术倦怠与弹性和乐观主义有显著关系。尤其是,韧性的and positively related to .而optimism is positively related to . but的exhaustion有关。此外，人们发现弹性预测效率，而乐观预测疲劳。然而，犬儒主义与恢复力或乐观主义无关。最后，提出了对预防方案设计的影响。
{"title":"Resiliencia, optimismo y burnout académico en estudiantes universitarios","authors":"C. Vizoso-Gómez, Olga Arias-Gundín","doi":"10.30552/EJEP.V11I1.185","DOIUrl":"https://doi.org/10.30552/EJEP.V11I1.185","url":null,"abstract":"espanolEn este estudio se analiza la relacion entre la resiliencia, el optimismo disposicional y las dimensiones que constituyen el burnout academico (agotamiento emocional, cinismo y baja eficacia). Para ello, se evaluo a una muestra formada por 463 estudiantes de la Universidad de Leon. Se emplearon los siguientes instrumentos: Maslach Burnout Inventory-Student Survey (MBI-SS), 10-item Connor-Davidson Resilience Scale (10-item CD-RISC) y Life Orientation Test Revised (LOT-R). Los resultados revelan que el burnout academico se relaciona significativamente con la resiliencia y el optimismo. Concretamente, la resiliencia se relaciona positivamente con la eficacia mientras que el optimismo se relaciona positivamente con la eficacia pero negativamente con el agotamiento. Ademas, la resiliencia predice la eficacia mientras que el optimismo predice el agotamiento. Sin embargo, el cinismo no se relaciona ni con la resiliencia ni con el optimismo. Por ultimo, se contemplan las implicaciones de los resultados obtenidos para el diseno de programas de prevencion del burnout academico en estudiantes universitarios. EnglishThis study analyses the relationship between resilience, dispositional optimism and academic burnout dimensions (exhaustion, cynicism and reduced academic efficacy). A sample of 463 students from Universidad de Leon was evaluated. The following assessment instruments were employed: Maslach Burnout Inventory-Student Survey (MBI-SS), Connor-Davidson Resilience Scale (10-item CD-RISC) y Life Orientation Test Revised (LOT-R). The results showed that academic burnout is significantly related to resilience and optimism. In particular, resilience is significantly and positively related to efficacy whereas optimism is positively related to efficacy but negatively related to exhaustion. Moreover, it was found that resilience predicted efficacy while optimism predicted exhaustion. However, cynicism was no related to resilience nor to optimism. Finally, implications for prevention programs design are proposed.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2018-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43415505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Arantza Fernández-Zabala, Eider Goñi, Igor Camino, L. Zulaika
{"title":"El contexto familiar y escolar en la implicación escolar","authors":"Arantza Fernández-Zabala, Eider Goñi, Igor Camino, L. Zulaika","doi":"10.30552/ejep.v9i2.136","DOIUrl":"https://doi.org/10.30552/ejep.v9i2.136","url":null,"abstract":"","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42491079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aitor Aritzeta, Nekane Balluerka, Arantxa Gorostiaga, I. Alonso-Arbiol, Mikel Haranburu, Leire Gartzia
{"title":"Inteligencia emocional del aula y su relación con el desempeño académico","authors":"Aitor Aritzeta, Nekane Balluerka, Arantxa Gorostiaga, I. Alonso-Arbiol, Mikel Haranburu, Leire Gartzia","doi":"10.30552/ejep.v9i1.131","DOIUrl":"https://doi.org/10.30552/ejep.v9i1.131","url":null,"abstract":"","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69256773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"La Inteligencia Exitosa: Un Modelo para evaluar la Inteligencia más allá de los test de Cociente Intelectual (CI)","authors":"Robert J. Sternberg","doi":"10.30552/ejep.v8i2.151","DOIUrl":"https://doi.org/10.30552/ejep.v8i2.151","url":null,"abstract":"","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45575849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Arantzazu Rodríguez-Fernández, Estibaliz Ramos-Díaz, J. M. Madariaga, Ana Arrivillaga, Nuria Galende
{"title":"Pasos en la construcción y verificación de un modelo explicativo sobre el ajuste psicosocial","authors":"Arantzazu Rodríguez-Fernández, Estibaliz Ramos-Díaz, J. M. Madariaga, Ana Arrivillaga, Nuria Galende","doi":"10.30552/EJEP.V9I1.133","DOIUrl":"https://doi.org/10.30552/EJEP.V9I1.133","url":null,"abstract":"","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48370661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. J. Ingles, Carolina Gonzálvez-Maciá, J. García-Fernández, María Vicent, M. C. Martínez-Monteagudo
School refusal behavior refers to the avoidance of a child attending school and/or persistent difficulty staying in the classroom throughout the school day. Based on a review of the scientific literature, the aim of this study is to describe the current state of research on school refusal, differentiating between the findings and progress made in Spain from those achieved in the international field. For this purpose, the significance of this phenomenon, in addition to associated risk factors and variables, will be reviewed in the child and youth population. In turn, the commonly used assessment methods and most recommended treatment proposals, mainly based on cognitive behavioral therapy, are discussed. The results reveal several gaps and subjects for debate in some areas of knowledge about school refusal behavior, with differences being found between Spanish and international studies. In conclusion, future studies and challenges in this field are required.
{"title":"Estado actual de la investigación sobre rechazo escolar","authors":"C. J. Ingles, Carolina Gonzálvez-Maciá, J. García-Fernández, María Vicent, M. C. Martínez-Monteagudo","doi":"10.30552/ejep.v8i1.145","DOIUrl":"https://doi.org/10.30552/ejep.v8i1.145","url":null,"abstract":"School refusal behavior refers to the avoidance of a child attending school and/or \u0000persistent difficulty staying in the classroom throughout the school day. Based on a review of the scientific literature, the aim of this study is to describe the current state of research on school refusal, differentiating between the findings and progress made in Spain from those achieved in the international field. For this purpose, the significance of this phenomenon, in addition to associated risk factors and variables, will be reviewed in the child and youth population. In turn, the commonly used assessment methods and most recommended treatment proposals, mainly based on cognitive behavioral therapy, are discussed. The results reveal several gaps and subjects for debate in some areas of knowledge about school refusal behavior, with differences being found between Spanish and international studies. In conclusion, future studies and challenges in this field are required.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48877363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"La estructura factorial de las habilidades cognitivas en la infancia","authors":"Azevedo Martins, Ana Filipa Alves, L. Almeida","doi":"10.30552/EJEP.V9I1.135","DOIUrl":"https://doi.org/10.30552/EJEP.V9I1.135","url":null,"abstract":"","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48996225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
María Jesús Cardoso-Moreno, L. Tomás-Aragonés, César Rodríguez-Ledo
Attention-deficit-hyperactivity disorder (ADHD) is a common neuro-behavioural disorder with onset in childhood. These children have impaired emotional self-control, self-regulation of drive and motivation. Numerous studies have reported cognitive disabilities in memory, executive functions, spatial abilities and language skills. The main objective of this work is to determine whether a socio-emotional intervention programme could improve executive functions in children with Attention Deficit Hyperactivity Disorder. The sample of this study consisted of 25 children (8 female and 17 male) aged between 8 and 12 years, diagnosed with ADHD and who were not taking any psychopharmacological treatment at the time of the study, and had not taken medication previously. Executive functioning was assessed through the Zoo Map test and Tower of Hanoi puzzle in pre-/post-test design. A socio-emotional intervention programme was implemented. The training consisted of 8 one-hour weekly sessions, on an individual basis. Results indicate that such a programme does lead to improved performance in the execution of tasks that evaluate executive functions. After the intervention, the children took less time to resolve the Zoo Map test. Results for the Hanoi Tower puzzle were also improved after intervention. The children needed a lower number of movements to complete the task.
{"title":"Intervención socio-emocional en el trastorno de hiperactividad con déficit de atención","authors":"María Jesús Cardoso-Moreno, L. Tomás-Aragonés, César Rodríguez-Ledo","doi":"10.30552/ejep.v8i2.148","DOIUrl":"https://doi.org/10.30552/ejep.v8i2.148","url":null,"abstract":"Attention-deficit-hyperactivity disorder (ADHD) is a common neuro-behavioural disorder with onset in childhood. These children have impaired emotional self-control, self-regulation of drive and motivation. Numerous studies have reported cognitive disabilities in memory, executive functions, spatial abilities and language skills. The main objective of this work is to determine whether a socio-emotional intervention programme could improve executive functions in children with Attention Deficit Hyperactivity Disorder. The sample of this study consisted of 25 children (8 female and 17 male) aged between 8 and 12 years, diagnosed with ADHD and who were not taking any psychopharmacological treatment at the time of the study, and had not taken medication previously. Executive functioning was assessed through the Zoo Map test and Tower of Hanoi puzzle in pre-/post-test design. A socio-emotional intervention programme was implemented. The training consisted of 8 one-hour weekly sessions, on an individual basis. Results indicate that such a programme does lead to improved performance in the execution of tasks that evaluate executive functions. After the intervention, the children took less time to resolve the Zoo Map test. Results for the Hanoi Tower puzzle were also improved after intervention. The children needed a lower number of movements to complete the task.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46296285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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