scholarly journals ACTITUDES LINGÜÍSTICAS Y AUTOIDENTIFICACIONES. UN ANÁLISIS DE SU INCIDENCIA EN LOS ESCOLARES DE CATALUÑA

2017 ◽  
Vol 7 (1) ◽  
pp. 365
Author(s):  
Carmen Poalelungi ◽  
Xosé-Antón González-Riaño ◽  
Simona Popa
Keyword(s):  
Secondary Education ◽  
Social Integration ◽  
Representative Sample ◽  
Language Attitudes ◽  
Negative Association ◽  
The Self ◽  
Global View ◽  
Multicultural Context ◽  
Bilingual And Multicultural ◽  
Area Of Origin

Abstract.LANGUAGE ATTITUDES AND SELF-IDENTIFICATIONS. AN ANALYSIS OF THEIR EFFECT ON STUDENTS IN CATALONIAWithin the bilingual and multicultural context of Catalonia, in which the immigration influx in the last decade has been remarkably relevant, this article contributes to a more thorough understanding of the field of language attitudes and self-identification of students of Compulsory Secondary Education. Concretely, this study examines how the self-identification with Catalonia, Spain and the area of origin affects language attitudes, and whether these relationships are conditioned by the origin of the participants. The data was obtained from a representative sample of 1,173 students (673 autochthonous, 500 immigrant) enrolled in 10 centers of CSE in Catalonia. At a global view, the results demonstrate the association of language attitudes and self-identifications. Hence, self-identification with Catalonia seems to affect language attitudes toward Catalan in all participants. However, the effect of self-identification with Spain on attitudes toward Castilian appears only in the autochthonous students. Likewise, despite the negative association encountered between attitudes toward Catalan and those toward Castilian in both groups, the explanation of these results differs in function of the origin. Overall, the results of the study have important implications in the development of an inclusive model of the society. Therefore, the differences between the relationships established between autochthonous and immigrants should be taken into account when implementing an educational and linguistic program with the aim of social integration and cohesion.Keywords: Catalonia (Spain), immigrant and autochthonous students, language attitudes, territorial selfidentifications.Resumen.Como consecuencia de la gran afluencia migratoria en Cataluña durante la última década, en el presente estudio se analiza la influencia de las autoidentificaciones con Cataluña, España y el área de origen en las actitudes lingüísticas del alumnado autóctono e inmigrante escolarizado en Educación Secundaria Obligatoria, y si dichas relaciones están condicionadas por el origen de los participantes. Los datos se obtuvieron de una muestra representativa de jóvenes matriculados en 10 centros de Educación Secundaria Obligatoria de Cataluña: 1.173 estudiantes (673 autóctonos, 500 inmigrantes). De manera general, los resultados evidencian la asociación de las actitudes lingüísticas y las autoidentificaciones. Así, la autoidentificación con Cataluña parece estar influyendo en las actitudes hacia el catalán en todos los participantes, sin embargo, en el caso de la autoidentificación con España, la influencia sobre las actitudes hacia el castellano aparece solo en el caso de los autóctonos. Asimismo, a pesar de observase una asociación negativa entre las actitudes hacia el catalán respecto a las que se tienen en castellano en ambos colectivos, la explicación de dichos resultados difiere entre autóctonos e inmigrantes. En su conjunto, los resultados presentan importantes implicaciones en el desarrollo de un modelo social inclusivo. Por todo ello, las diferencias entre las relaciones que se establecen entre autóctonos e inmigrantes deberían tenerse en cuenta a la hora de implementar un plan educativo y lingüístico que tenga como finalidad la integración y la cohesión social.Palabras Clave: Cataluña (España), alumnado inmigrante y autóctono, actitudes lingüísticas, autoidentificaciones territoriales.

scholarly journals Participación de las familias de alumnado con apoyos y atenciones diferentes: un estudio en un contexto multicultural

2021 ◽  
Vol 39 (1) ◽  
pp. 49-69
Author(s):  
Patricia Carmona Sáez ◽  
Joaquín Parra Martínez ◽  
María Ángeles Gomariz Vicente
Keyword(s):  
Secondary Education ◽  
Family Involvement ◽  
Children And Youth ◽  
The South ◽  
Educational Support ◽  
Primary And Secondary Education ◽  
Multicultural Context ◽  
The Look

Familia y escuela colaborando en la educación del alumnado es un deseo y un derecho reconocido por la comunidad educativa. Se aborda, en un contexto multicultural en el sureste español, centrando la mirada de las familias cuyos hijos de Educación Infantil, Primaria y Secundaria Obligatoria reciben apoyo o atención diferentes. Busca conocer su implicación en la educación de los hijos y si existen diferencias respecto a la implicación de familias cuando sus hijos reciben, o no, apoyo o atención diferentes y en función de variables sociodemográficas. Han participado 3639 familias, se aplicó un cuestionario de elevada fiabilidad, con siete dimensiones de la participación. Las familias cuyos descendientes reciben apoyo o atención diferentes, atendiendo al modelo teórico que se defiende, se comunican más frecuentemente con los centros, muestran un elevado sentimiento de pertenencia, y valoran su participación formal en la escuela a través de órganos colegiados de manera más intensa. What family and school have to collaborate in the education of our children and youth is a desire and a recognized right to families. It is the obligation of schools to promote family involvement in schools. It is approached, in a multicultural context in the south-east of Spain and focusing, the look of the families whose children of Preschool, Primary and Secondary Education have some specific need for educational support (NEAE). We pretend to know their involvement in the education of children and if there are differences regarding the involvement of families whose children do not have NEAE. 3639 families participated, a highly reliable questionnaire was applied, with seven dimensions of participation. The families whose descendants present NEAE communicate more frequently with the schools, show a high feeling of belonging, and value their formal participation in the school through collegiate ways more intensively.

scholarly journals The relationship between financial distress and well-being: Exploring the role of self-employment

2020 ◽  
pp. 026624262096538
Author(s):  
Jenny Berrill ◽  
Damien Cassells ◽  
Martha O’Hagan-Luff ◽  
André van Stel
Keyword(s):  
Financial Distress ◽  
Employment Status ◽  
Well Being ◽  
Negative Association ◽  
Econometric Analysis ◽  
The Self ◽  
Negative Consequences ◽  
Self Employment ◽  
The Relationship

This article investigate the relationship between financial distress, well-being and employment status. Using several indicators of financial distress and of well-being, our econometric analysis shows that the negative association between financial distress and well-being is moderated by employment status in the sense that financial problems are more strongly associated with poor well-being for the self-employed compared to the wage-employed. Hence, when self-employed workers find themselves in a situation of financial distress, the negative consequences for their well-being are more severe. This is found to hold both for the self-employed with and without employees.

Education-related goal appraisals and self-esteem during the transition to secondary education: A longitudinal study

2010 ◽  
Vol 34 (6) ◽  
pp. 481-490 ◽  
Author(s):  
Kati Vasalampi ◽  
Katariina Salmela-Aro ◽  
Jari-Erik Nurmi
Keyword(s):  
Secondary Education ◽  
Goal Attainment ◽  
Self Esteem ◽  
Comprehensive School ◽  
The Self ◽  
Goal Progress ◽  
Goal Striving ◽  
One Year ◽  
Education Academic ◽  
Transition To Secondary Education

This study investigated whether adolescents’ appraisals of their education-related goals change during the transition from comprehensive school to postcomprehensive secondary education (academic vs. vocational track) and how such appraisals contribute to their self-esteem. Six hundred and seven 16-year-old adolescents were surveyed three times: (1) at the beginning, (2) at the end of the final spring term of comprehensive school, and (3) one year after the transition to postcomprehensive secondary education. They were asked to appraise their education-related goal in terms of intrinsic and extrinsic reasons for goal striving, goal progress, effort, and stress. The results showed that, when adolescents ended up in a mode of education that was congruent with their skills, their intrinsic reasons for goal strivings and goal progress increased. Moreover, progress towards goal attainment contributed to self-esteem, and self-esteem also predicted goal progress. Furthermore, the higher the self-esteem in comprehensive school, the lower the level of extrinsic reasons for goal striving after the transition.

Relationship between Self-Focused Attention and Mindfulness in People with and without Hallucination Proneness

2014 ◽  
Vol 17 ◽  
Author(s):  
Salvador Perona-Garcelán ◽  
José M. García-Montes ◽  
Ana Mª López-Jiménez ◽  
Juan Francisco Rodríguez-Testal ◽  
Miguel Ruiz-Veguilla ◽  
...  
Keyword(s):  
Standard Deviation ◽  
Correlational Analysis ◽  
Negative Association ◽  
The Self ◽  
Focused Attention ◽  
Private And Public ◽  
The Mean ◽  
The Relationship ◽  
Healthy Participants

AbstractThe purpose of this work was to study the relationship between self-focused attention and mindfulness in participants prone to hallucinations and others who were not. A sample of 318 healthy participants, students at the universities of Sevilla and Almería, was given the Launay-Slade Hallucinations Scale-revised (LSHS-R, Bentall & Slade, 1985). Based on this sample, two groups were formed: participants with high (n = 55) and low proneness (n = 28) to hallucinations. Participants with a score higher than a standard deviation from the mean in the LSHS-R were included in the high proneness group, participants with a score lower than a standard deviation from the mean in the LSHR-R were included in the second one. All participants were also given the Self-Absorption Scale (SAS, McKenzie & Hoyle, 2008) and the Southampton Mindfulness Questionnaire (SMQ, Chadwick et al., 2008). The results showed that participants with high hallucination proneness had significantly higher levels of public (t(80) = 6.81, p < .001) and private (t(77) = 7.39, p < .001) self-focused attention and lower levels of mindfulness (t(81) = -4.56, p < .001) than participants in the group with low hallucination proneness. A correlational analysis showed a negative association between self-focused attention (private and public) and mindfulness (r = -0.23, p < .001; r = -0.38, p < .001 respectively). Finally, mindfulness was found to partly mediate between self-focused attention and hallucination proneness. The importance of self-focused attention and mindfulness in understanding the etiology of hallucinations discussed and suggest some approaches to their treatment.

Self-Report of Suicidal Thoughts and Behavior vs. School Nurse Evaluations in Dutch High-School Students

Crisis ◽  
2011 ◽  
Vol 32 (3) ◽  
pp. 121-127 ◽  
Author(s):  
Erik Jan de Wilde ◽  
Petra van de Looij ◽  
Judith Goldschmeding ◽  
Christina Hoogeveen
Keyword(s):  
At Risk ◽  
Secondary Education ◽  
Health Survey ◽  
First Grade ◽  
School Nurse ◽  
The Self ◽  
Self Report ◽  
Youth Health ◽  
Suicidal Thoughts ◽  
Suicidal Thoughts And Behaviors

Background: Systematic screening to identify adolescents at risk for suicidal behavior is crucial to suicide prevention. Aims: The current practice of screening and follow-up actions taken by school nurses in schools for secondary education in Rotterdam, the Netherlands, was studied. Methods: In Rotterdam, an approach was developed in which, as a standard routine, students are invited to an interview with a school nurse after filling out a youth health survey in classroom setting. This health survey comprised, among other subjects, the Strengths and Difficulties Questionnaire (SDQ) and questions about suicidal thoughts and behaviors. The results from the interviews and the self-report questionnaires of nearly 4000 first-grade students in secondary education were analyzed. Results: The vast majority of invitations were not followed by any action from the school nurse. Also, the majority of students whose self-report led to an “Attention Subject” for the nurse were not considered to be at risk by the nurse. The self-report of recent suicidal thoughts added to the predictive value of emotional distress as measured by the SDQ and other self-report conclusions. Conclusions: This study demonstrates the additional value of self-reported suicidal thoughts for Dutch preventive practices in youth health care.

scholarly journals RELACIONES ENTRE APOYO PARENTAL, AUTOEFICACIA Y ACTIVIDAD FÍSICA EN ADOLESCENTES

2017 ◽  
Vol 2 (1) ◽  
pp. 459
Author(s):  
Manuel J. De la Torre-Cruz
Keyword(s):  
Physical Activity ◽  
Secondary Education ◽  
Parental Support ◽  
Self Efficacy ◽  
Sport Activity ◽  
The Self ◽  
Instrumental Support ◽  
Minimum Interval ◽  
High Level

Abstract.RELATIONSHIPS AMONG PARENTAL SUPPORT, SELF-RESPECT AND PHYSICAL ACTIVITY IN ADOLESCENTSThis study examined the relationships between parental support for physical activity, the frequency of weekly practice, and expectations of self-efficacy to overcome obstacles that impede such participation. We also analyzed whether the frequency of practice and perceived self-efficacy were different according to the participant’s gender. A total of 430 students, from three secondary education centers in the province of Jaen and aged between 12 and 17 years (M = 13.96; SD = 1.39), took part in this study. The results showed that the boys and girls who attributed to their parents a high level of instrumental support, modeling, and behavioral limitation allocated a greater number of days a week to the performance of physical-sport activity during a minimum interval of 60 minutes. In addition, these were more self-efficacious to engage in such practice compared to those who perceived lower support rates in their parents. Finally, both the frequency of practice of activity and the self-efficacy attributed to being involved in activities of a physical-sport nature was greater in the case of male participants.Key words: parental support, adolescents, self-efficacy and physical activityResumen.Este estudio examinó las relaciones existentes entre el apoyo parental hacia la actividad física, la frecuencia de práctica semanal y las expectativas de autoeficacia para superar los obstáculos que dificultan dicha participación. Asimismo, se analizó si la frecuencia de práctica y autoeficacia percibida difería en función del sexo del participante. Un total de 430 estudiantes procedentes de tres centros de Educación Secundaria Obligatoria de la provincia de Jaén, con edades comprendidas entre los 12 y 17 años de edad (M = 13.96; SD = 1.39) tomaron parte en este estudio. Los resultados mostraron que los chicos y chicas que atribuían a sus progenitores un elevado nivel de apoyo instrumental, modelado y limitación de la conducta destinaban un mayor número de días a la semana a la realización de actividad físico-deportiva durante un intervalo mínimo de 60 minutos y se mostraban más autoeficaces para implicarse en dicha práctica en comparación con aquellos otros que percibían en sus progenitores menores índices de apoyo. Asimismo, tanto la frecuencia de práctica de actividad como la autoeficacia atribuida para implicarse en actividades de naturaleza físico-deportiva fue mayor en el caso de los participantes varones.Palabras clave: apoyo parental, adolescentes, autoeficacia y actividad física

scholarly journals The Creation as a Method of Group Integration of People with ASD

2019 ◽  
Vol 17 (4) ◽  
pp. 43-50
Author(s):  
I.Yu. Suvorova
Keyword(s):  
Social Integration ◽  
Work Group ◽  
The Self ◽  
Psychological Component ◽  
Group Integration ◽  
Inner World ◽  
The Creation

The article is devoted to psychological component of creation and its role in social integration of people with ASD. The analysis of creation as the process and as a result is presented. The author makes a conclusion that a person organizes an inner world and strengthens his/her Self as well as is being integrated into the work group. The application of the Self and the integration into the work group are the main problems for people with ASD. There are two cases which demonstrate reduction of anxiety, rising of personal subjectivity and the building of more differentiated boundaries of Self dew to creation. The work was conducted in the Technological College № 21 in Moscow.

scholarly journals CONSTRUCCIÓN NARRATIVA DE LAS IDENTIDADES DEL PROFESORADO

2017 ◽  
Vol 7 (1) ◽  
pp. 95
Author(s):  
M. Mar Prados Gallardo
Keyword(s):  
Secondary Education ◽  
Discussion Groups ◽  
The Self ◽  
Current Investigation ◽  
Professional Identities ◽  
University Teachers ◽  
Semistructured Interviews ◽  
Analytical Tools

Abstract.The notions of I-positions and voices are proposed as analytical tools for studying how two university teachers use both of these narrative resources to construct and negotiate possible professional identities. We develop a conception of identity as a continuous and evolving narrative in which the self is constituted as a multiple, dynamic and constantly in negotiation reality from which individuals define who they are. We present some example of the analyzes performed through semistructured interviews autobiographical to university teachers and through discussion groups developed by teachers from secondary education. Finally, both benefits and limitations of the current investigation are discussed with regard to possible future studies.Resumen.En este trabajo se proponen las nociones de posiciones del yo y de voces como herramientas analíticas para estudiar las posibles identidades profesionales del profesorado a través de sus narrativas. Se desarrolla una concepción de la identidad como un continuo y cambiante relato (narrativa) en el que el yo se constituye en una realidad múltiple, cambiante y constantemente negociada, y a partir de la que los individuos establecen quiénes son en su relación con otros y con los contextos en los que participan. Se presentan, a modo de ejemplo, algunos de los análisis realizados a través de entrevistas semiestructuradas de carácter autobiográfico a profesores y profesoras universitarios y a través de grupos de discusión desarrollados por profesores y profesoras de educación secundaria. Finalmente, se plantean conclusiones y algunos alcances y limitaciones con vistas a futuros estudios.

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