La competencia en Relajación-Mindfulness en estudiantes de Educación Secundaria y Bachillerato y su influencia en el clima de aula y el rendimiento académico
La competencia en Relajación-Mindfulness en estudiantes de Educación Secundaria y Bachillerato y su influencia en el clima de aula y el rendimiento académico
Contenido principal del artículo
Resumen
El objetivo de este trabajo es, por una parte, averiguar si existen diferencias por género y nivel académico en la competencia en relajación y mindfulness en el alumnado de Educación Secundaria Obligatoria y Bachillerato. Por otra, se pretende analizar la relación existente entre relajación-mindfulness (REMIND), clima de aula (CA) y rendimiento académico (RA) partiendo de la hipótesis de que el clima de aula ejerce de mediador. El estudio se realizó durante una intervención del Programa TREVA de REMIND sobre una muestra de 420 alumnos/as de Educación Secundaria Obligatoria y Bachillerato con una media de edad de 14.29. Los resultados no muestran diferencias en REMIND por género pero sí, parcialmente, por nivel educativo. Se comprobó que el CA ejerce como variable mediadora entre REMIND y RA. Se recomienda la implementación de programas de relajación-mindfulness en los centros educativos de Secundaria y Bachillerato.
Citas
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Huppert, F.A., & Johnson, D.M. (2010). A controlled trial of mindfulness training in schools: the importance of practice for an impact on well-being. The Journal of Positive Psychology, 5, 264–274.
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López-González, L., Álvarez, M., & Bisquerra, R. (2016). Mindfulness e investigaciónacción en educación secundaria. La gestación del Programa TREVA. Revista Interuniversitaria de Formación del Profesorado, 87(30.3), 75-92.
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Aritzeta, A., Balluerka, N., Gorostiaga, A., Alonso-Arbiol, I., Haranburu, M., & Gartzia, L. (2016). Classroom emotional intelligence and its relationship with school performance. European Journal of Education and Psychology, 9, 1-8. http://dx.doi.org/10.1016/j.ejeps.2015.11.001
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Bishop, S.R., Lau, M., Shapiro, S., Carlson, L.E., Anderson, N., & Carmody, J. (2004). Mindfulness: A Proposed Operational Definition. Clinical Psychology, 11, 230-241.
Blakemore, S., & Choudhury, S. (2006). Development of the adolescent brain: Implications of executive function and social cognition. Journal of Child Psychology and Psychiatry, 47, 296-312.
Bogels, S., Hoogstad, B., van Dun, L., de Schutter, S., & Restifo, K. (2008). Mindfulness training for adolescents with externalising disorders and their parents. Behaviour and Cognitive Psychotherapy, 36, 193–209.
Brackett, M., Reyes, M.R., Rivers, S.E., Elberston, N.A., & Salovey, P. (2011). Classroom Emotional Climate, Teacher Affiliation, and Student Conduct. Journal of Classroom Interaction, 46(1), 27-36.
Broderick, P.C., & Metz, S. (2009). Learning to BREATHE: a pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2, 35–46.
Brown, K.W., Goodman, R.J., & Inzlicht, M. (2013). Dispositional mindfulness and the attenuation of neural responses to emotional stimuli. Social Cognitive and Affective Neuroscience, 1, 93–99.
Browne, M.W., & Cudeck, R. (1993). Alternative ways of assessing fit. In K.A. Bollen (Ed.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.
Carmines, E.G., & McIver, J.P. (1981). Analyzing models with unobserved variables: analysis of covariance structures. In G.W. Bornstedt & E.F. Borgatta (Eds.), Social Measurement: Current issues (pp. 112-133). B. Hills: Sage.
Castejón, J.L., Gilar, R., Miñano, P., & Veas, A. (2016). Identificación y establecimiento de las características motivacionales y actitudinales de los estudiantes con rendimiento académico menor de lo esperado según su capacidad (underachievement). European Journal of Education and Psychology, 9(2), 63-71.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. New York, NY: Routledge Academic.
Esteban, M., Bernardo, A.B., Tuero, E., Cerezo, R., & Núñez, J.C. (2016). El contexto sí importa: identificación de relaciones entre el abandono de titulación y variables contextuales. European Journal of Education and Psychology, 9(2), 79-88.
Felver J.C., & Jennings P.A. (2015). Applications of Mindfulness-based interventions Formatted Spanish (Spain, International Sort) in school settings: an introduction. Mindfulness, 7 doi: 10.1007/s12671-015-0478-4
Franco, C., Amutio, A., López-González, L., Oriol, X., & Martínez-Taboada, C. (2016). Effect of a mindfulness training program on the impulsivity and aggression levels of adolescents with behavioural problems in the classroom. Frontiers in Psychology, 7, 1385. doi: 10.3389/fpsyg.2016.01385
Franco, C., Mañas, I., Cangas, A., & Gallego, J. (2011). Exploring the effects of a mindfulness program for students of secondary school. International Journal of Knowledge Society Research, 2, 14-28. doi: 10.4018/jksr.2011010102
Franco, C. (2009). Efectos de un programa de meditación sobre los niveles de creatividad verbal sobre un grupo de alumnos/as de bachillerato. Suma Psicológica, 16, 113–120.
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge & Kegan Paul.
Hayes, A.F. (2013). Introduction to Mediation, Moderation, and Conditional Process Analysis. A Regression-Based Approach. New York: Guilford Press.
Hennelley, S. (2011). The immediate and sustained effects of the .B mindfulness programme on adolescents’ social and emotional well-being and academic functioning. Unpublished master’s thesis, Oxford Brooks University, United Kingdom.
Hu, L., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Huppert, F.A., & Johnson, D.M. (2010). A controlled trial of mindfulness training in schools: the importance of practice for an impact on well-being. The Journal of Positive Psychology, 5, 264–274.
Jennings, P.A., Snowberg, K.E., Coccia, M.A., & Greenberg, M.T. (2011). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): results of two pilot studies. Journal of Classroom Interaction, 46(1), 37–48.
Jöreskog, K.G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. New York: Delacorte.
Kaspereen, D. (2012). Relaxation intervention for stress reduction among teachers and students. International Journal of Stress Management, 19, 238-250.
Kemeny, M.E., Foltz, C., Cavanagh, J.F., Cullen, M., Giese-Davis, J., Jennings, P., ... & Ekman, P. (2012). Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12(2), 338-350. doi: 10.1037/a0026118.
López-González, L. (2013). El Programa TREVA (Técnicas de Relajación Vivencial aplicadas al Aula): aplicaciones, eficacia y acciones formativas. ISEP SCIENCE, 4, 26-32.
López-González, L., & Bisquerra, R. (2013). Validación y análisis de una escala breve para evaluar el clima de clase en Educación Secundaria. ISEP SCIENCE, 5, 62-77.
López-González, L., & Oriol, X. (2016). The relationship between emotional competence, classroom climate and school achievement in high school students. Cultura y Educación, 28(1), 130-156. doi: 10.1080/11356405.2015.1120448
López-González, L., Álvarez, M., & Bisquerra, R. (2016). Mindfulness e investigaciónacción en educación secundaria. La gestación del Programa TREVA. Revista Interuniversitaria de Formación del Profesorado, 87(30.3), 75-92.
López-González, L., Amutio, A., Oriol, X., & Bisquerra, R. (2016a). Habits related to relaxation and mindfulness in high school students: influence on classroom climate and academic performance. Journal of Psychodidactics/Revista de Psicodidáctica, 21(1), 121-138. doi: 10.1387/RevPsicodidact.13866
López-González, L., Amutio, A., Herrero-Fernández, D., & Bisquerra, R. (2016b).Validación de una escala de Habilidades y Estados de Relajación-Mindfulness para adolescentes. Revista Interuniversitaria de Formación del Profesorado, 87(30.3), 93-105.
López-González, L., Amutio, A., Oriol, X., ... (2018; in press). Development and Validation of the Relaxation-Mindfulness Scale for Adolescents (EREMIND-A). Psicothema.
McCracken, L.M., Gauntlett-Gilbert, J., & Voules, K.E. (2007). The Role of Mindfulness in a contextual cognitive-behavioral analisis of chronic pain-related suffering and disability. Pain, 131(1-2), 63-69.
Meiklejohn, J., Phillips, C., Freedman, L., Griffin, M.L., Biegel, G., Roach, A., & Saltzman, A. (2012). Integrating mindfulness training into K–12 education: Fostering the resilience of teachers and students. Mindfulness, 3, 291–307.
Metz, S.M., Frank, J.L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P.C. (2013). The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation. Research in Human Development, 10(3), 252-272. doi: 10.1080/15427609.2013.818488.
Mîndril?, D. (2010). Maximum Likelihood (ML) and Diagonally Weighted LeastSquares (DWLS) estimation procedures: A comparison of estimation bias with ordinal and multivariate non-normal data. International Journal of Digital Society, 1(1), 60-66.
Oberle, E., Schonert-Reichl, K.A., Lawlor, M.S., & Thomson, K.C. (2012). Mindfulness and inhibitory control in early adolescence. Journal of Early Adolescence, 32, 565–588.
Quintana, D.J., & Quintana, M.P. (2015). La eficacia de la estimulación para el Alzheimer basada en Mindfulness (MBAS) en la progresión del deterioro cognitivo: un ensayo clínico aleatorizado a doble ciego. European Journal of Investigation in Health, Psychology and Education, 4(2), 101-112. doi: 10.1989/ejihpe.v4i2.57
Raes, F., Griffith, J., Van der Gucht, K., & Williams, J. (2013). School-based prevention and reduction of depression in adolescents: A cluster-randomized controlled trial of a mindfulness group program. Mindfulness 5(5), 477-486. doi: 10.1007/s12671-013-0202- 1
Ramos-Díaz, E., Rodríguez-Fernández, A., Revuelta, L., & Axpe, I. (2016). El rol mediador de la implicación escolar sobre el apoyo del profesorado y la satisfacción con la vida. European Journal of Investigation in Health, Psychology and Education, 6(3), 151-165. doi: 10.1989/ejihpe.v6i3.178
Rosario, P., Núñez, J.C., Valle, A., Paiva, O., & Polydoro, S. (2013). Approaches to teaching in high school when considering contextual variables and teacher variables. Journal of Psychodidactics, 18(1), 25-45. doi: 10.1387/RevPsicodidact.6215
Royuela-Colomer, E., & Calvete, E. (2016). Mindfulness facets and depression in adolescents: Rumination as a mediator. Mindfulness, 7, 1092-1102. doi: 10.1007/ s12671 016-0547-3
Sanger, K.L., & Dorjee, D. (2015). Mindfulness training for adolescents: A neurodevelopmenta perspective on investigating modifications in attention and emotion regulation using event-related brain potentials. Cognitive, Affective, & Behavioral Neuroscience, 15(3), 696-711.
Schonert-Reichl, K.A., & Lawlor, M.S. (2010). The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence. Mindfulness, 1(3), 137-151.
Schonert-Reichl, K.A., & Roeser, R.W. (Eds.) (2016). Mindfulness in Education: Emerging Theory, Research, and Programs. Nueva York: Springer.
Shackman, A.J., Maxwell, J.S., McMenamin, B.W., Greischar, L.L., & Davidson, R.J. (2011). Stress potentiates early and attenuates late stages of visual processing. Journal of Neuroscience, 31, 1156–1161.
Shapiro, S.L., Brown, K.W., & Biegel, G.M. (2007). Teaching self-care to caregivers: Effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1, 105–115.
Siegel, D. (2010). Cerebro y mindfulness. Madrid: Paidós.
Silvers, J.A., McRae, K., Gabrieli, J.D., Gross, J.J., Remy, K.A., & Ochsner, K.N. (2012). Agerelated differences in emotional reactivity, regulation, and rejection sensitivity in adolescence. Emotion, 12(6), 1235.
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