https://uvadoc.uva.es/handle/10324/1184 59 2026-04-09T09:53:36Z https://uvadoc.uva.es/handle/10324/83681 Early childhood experiences may shape the transition to motherhood. Research has mainly examined Adverse Childhood Experiences (ACEs), while Benevolent Childhood Experiences (BCEs) remain comparatively understudied. Considering both together is key to understanding maternal adjustment. This study aimed to identify subgroups of pregnant women based on ACEs, specifically childhood maltreatment (CM), and BCEs levels and to examine how these clusters relate to emotional symptoms and adaptation to pregnancy. A total of 454 pregnant women (M = 34.70 years; SD = 3.94 years; range = 22–47 years; 95.4% Spanish) from an urban setting were recruited through a hospital and completed questionnaires assessing ACEs, BCEs, anxiety, depression, and adaptation to pregnancy. Cluster analyses identified four distinct CM–BCE profiles. Psychological outcomes during pregnancy differed significantly across clusters. Differences in depressive symptoms were associated with both CM and BCEs (H(3) = 44.92, p < .001, η² = .10), whereas pregnancy anxiety (H(3) = 24.96, p < .01, η² = .05) and adaptation to pregnancy (H(3) = 49.62, p <. 01, η² = .11) were particularly sensitive to the absence of BCEs. Overall, BCEs emerged as a significant promotive factor for psychological adjustment during pregnancy. The findings support integrating both CM and BCEs into research and clinical assessments, encouraging a resilience-oriented framework. 2026-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83239 Partiendo de la fundamentación teórica en neuroeducación, se emplean una serie de estímulos neuroeducativos con los que mejorar el autocontrol del alumnado y, en consecuencia, reducir las conductas disruptivas dentro del aula. Si se conoce el posible papel que juegan los docentes dentro de este campo, se podrá poner en práctica esta propuesta metodológica que reivindica la importancia del autocontrol en el triple determinismo recíproco y, por consiguiente, desarrollar la competencia de aprender a aprender en todos sus ámbitos. Esta investigación se enmarca dentro de los estudios cualitativos, según las directrices básicas de una investigación Pretest- Intervención Postest- y Retest a través de un estudio de caso múltiple e instrumental. Para ello se realizan diferentes tomas de datos a través de la observación no participante en códigos de conducta, tanto antes como después de la intervención. Finalmente se confirma que, a través de una metodología adaptable conformada por breves estímulos neuroeducativos en el medio escolar, se consigue mejorar el nivel de autocontrol de los alumnos, así como una disminución de conductas disruptivas mediante un adecuado ambiente de clase. Además, se aprecia una mejora individual en algunos de los participantes que han adecuado los aprendizajes a sus necesidades individuales en aquellos momentos en los que presentaban síntomas de ansiedad. 2019-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83238 La forma en la que las personas regulan sus emociones suele influir en la aparición, curso y desarrollo de un amplio espectro de psicopatologías. El objetivo de este estudio fue evaluar el efecto del uso de las estrategias cognitivas de regulación emocional sobre el nivel de ansiedad de estudiantes de nivel secundario. Para ello se aplicó la adaptación al castellano del CER-Q y la adaptación española del STAI a una muestra de 266 estudiantes de nivel secundario. Se planteó un modelo de regresión lineal múltiple, donde el nivel de ansiedad fue la variable dependiente, y la frecuencia de uso de estrategias de regulación emocional fueron las variables independientes. El género también fue considerado una variable independiente puesto que los datos mostraron diferencias en el nivel de ansiedad y en el uso de estrategias de regulación emocional entre sujetos femeninos y masculinos. El modelo explicó un 46.3% de la varianza del nivel de ansiedad, y las variables que resultaron predictoras fueron autoculparse, reinterpretación positiva, catastrofización, rumiación y género. En función de los hallazgos y de la literatura previa, se apunta a la idea de que el uso de estrategias adaptativas de regulación emocional promueve menores niveles de ansiedad y el uso de estrategias desadaptativas redunda en mayores niveles de ansiedad. 2018-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83237 El Pensamiento Visual (PV) es un constructo cognitivo que resulta cada vez más relevante para explicar la representación mental que hacemos del mundo y de la realidad que nos rodea, a partir de la percepción y el razonamiento espacial. Estos conceptos están asociados a la inteligencia y resultan significativos para la educación tanto en el ámbito artístico como en el científico. Realizamos una investigación descriptiva del constructo PV con 314 estudiantes del Grado en Educación en las Universidades de Valladolid (España), Boston y Harvard(EE.UU.). Se utiliza la Escala de Pensamiento Visual (EPV) realizada ad hoc para el análisis de los factores de visualización (estática y dinámica), de razonamiento proporcional y de lectura de imagen. Destaca el déficit de visualización estática en las referencias visuales del propio campo visual y éste se vincula con la lectura objetiva (estructural y óptico-geométrica) de la imagen. El razonamiento proporcional en el análisis de formas y de ángulos muestra notables diferencias entre su consideración conceptual y la lectura visual. Considerando la relación entre los diferentes sistemas de representación utilizados en el modelado educativo (gráficos, mapas, dibujos, fotografías y sus formas de animación), se establece una aproximación cognitiva de este déficit con las dificultades de interpretación gráfica, tanto en la creación como en la interpretación visual de estos recursos. 2021-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83236 El Programa Psicomotor de Estimulación para el Desarrollo Infantil en Comunidades Vulnerables (PEDICV) se creó, desde la extensión universitaria, como una estrategia para favorecer el neurodesarrollo en menores vulnerables en edad preescolar en los municipios de Sahagún y Lorica en Colombia. Esta investigación tuvo como propósito principal analizar la eficacia del PEDICV sobre el desarrollo psicomotor en preescolares de comunidades socialmente vulnerables de Lorica en Colombia. En el estudio participaron 100 alumnos de preescolar de ambos sexos de un Centro educativo (CE) urbano al norte de Colombia, con edades comprendidas entre 4 y 6 años (M = 4.51, DE = .59). Se formaron dos grupos comparativos: un grupo experimental compuesto por 51 menores en edad preescolar que recibieron estimulación psicomotora con el PEDICV (seleccionados al azar para participar en el grupo de intervención) y otro grupo control de 49 preescolares que no la recibió. La ejecución del programa presentó efectos positivos en todas las variables analizadas (d > .5) y diferencias importantes a favor del grupo que realizó la estimulación psicomotora (p < .05). No se presentaron diferencias de sexo en los preescolares tras la ejecución del PEDICV. Los hallazgos alcanzados respaldaron la importancia de la estimulación psicomotora y su efecto sobre la salud y el desarrollo. Por tanto, se sugirió continuar con la ejecución del mismo con programas similares en menores en edad preescolar de comunidades socialmente vulnerables y no vulnerables. 2023-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83235 la mayoría de los instrumentos de evaluación resume una serie de parámetros que cuantifican el comportamiento, apoyándose en el sentido de la visión, pero no incluye medidas fisiológicas. El objetivo principal de esta investigación fue registrar los movimientos oculares de los participantes, mediante un dispositivo de seguimiento ocular (Eye Tracking, ET), durante la realización del Test de Percepción de Diferencias (CARAS), con el fin de delimitar ciertas magnitudes, como el tiempo o la velocidad de procesamiento por ítem. Se evaluó de forma individual a 44 estudiantes universitarios pertenecientes a la Universidad Nacional del Sur de Argentina, por medio de un muestreo incidental. se realizó un análisis comparativo entre el desempeño en los 3 primeros minutos y el final de la prueba, así como una evaluación de los ítems agrupados por bloques. Los resultados encontrados con el primer análisis sustentan la hipótesis de que los sujetos que necesitan mayor información para resolver el test realizan más fijaciones, en lugar de hacer fijaciones más largas, y esta estrategia se mantiene constante a lo largo de toda la tarea. El segundo análisis mostró un incremento en los valores medios de tiempos de resolución de cada ítem a medida que se avanza con la resolución del test, lo cual, combinado con un incremento en la dispersión hacia valores mayores de esta característica, puede ser un indicativo de fatiga atencional. Estos hallazgos evidencian que el uso del ET en la aplicación del test aporta información complementaria que podría potenciar las capacidades de evaluación del mismo. 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83234 Introduction and objective: The Rural Care Project is a social and healthcare initiative designed for older adults living in deep-rural areas of the Autonomous Community of Castile and Leon (Spain) who require long-term care (LTC). This intervention program promotes Person-Centered Care (PCC) and active aging to improve quality of life (QoL). The aim of this study is to evaluate the project's effectiveness on QoL by way of a quasi-experimental study. Methods: A total of 416 Spanish participants were divided into three groups: (a) experimental group (N = 102) made up of adults residing in deep-rural areas and receiving targeted home-based support; (b) control: residential care group (N = 170) with people receiving extensive formal care; (c) control: at home (N = 144), consisting of older adults with clinically identified dependency, disability, or chronic illness, who remained in their homes in rural areas and relied mainly on informal support (family, neighbors, or self-management), receiving little or no formal LTC services. The intervention spanned 18–20 months and included social and psychological support, coordination of care services, and periodic assessments by trained professionals. QoL was assessed pre- and post-intervention using the “World Health Organization Quality of Life” (WHOQOL-BREF) scale. Data were analyzed using repeated measures ANOVA, with post hoc tests to explore group differences. Power analysis confirmed adequate sample size to detect medium effects (α = 0.05, power = 0.80, effect size = 0.5). Results: Participants reported high satisfaction with personal relationships and housing. The experimental group showed significant improvements in physical and psychological health post-intervention, with moderate and small effect sizes, respectively. Improvements in social relationships and environmental context were limited, appearing mainly in the Control: at home group. Discussion and conclusion: The findings provide evidence that the Rural Care program effectively improves key dimensions of QoL among older adults in deep-rural areas. Recommendations include implementing policy reforms to promote home-based LTC grounded in PCC principles. Prioritizing tailored support to enhance physical health and reduce medical dependency are critical outcomes that should be emphasized. Although the program did not produce significant effects on environmental context and social relationships, observed trends suggest potential benefits if future interventions are expanded to comprehensively address these areas. Thus, future programs should adopt a multifaceted approach, integrating strategies for environmental enhancements and promoting both formal and informal social interactions to empower older adults in decision-making processes. 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83197 Objective This longitudinal study aims to explore several individual psychological vulnerability factors that could predict the onset or escalation of alcohol use in early adolescents. Method A total of 792 adolescents participated in all stages of this study. Participants were divided into two groups based on their alcohol use patterns: no drinking group (ND) and light drinking group (LD). Cognitive, personality, and neuropsychological measures were assessed using questionnaires, and alcohol use was evaluated at baseline (T1). After two years, alcohol use was reassessed (T2) and participants were categorized into three groups: no drinking group (ND), light drinking group (LD), and heavy episodic drinking group (HED). Results Results indicated that low inhibition, high sensitivity to reward, high openness to experience, and high motor impulsivity were primary predictors of the transition from no alcohol use (T1) to alcohol use (T2), regardless of subsequent drinking trajectory (LD or HED). The transition from LD (T1) to HED (T2) was primarily predicted by low inhibition, high cognitive impulsivity, high sensitivity to reward, and sex. Conclusions This longitudinal study provides a novel approach to the study of HED initiation in adolescence. The findings expand our understanding of the risk of psychological factors associated with adolescent alcohol initiation, enabling clinicians to tailor primary and secondary prevention programs in schools and other relevant settings. 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81926 One of the purposes of education is to help pupils develop a responsible attitude, which is understood to be the capacity to vouch for their actions appropriately and in a way that fits social norms. Training of this type should be intentional, planned, and personalized, which will depend on how developed the individual’s social responsibility is. This in turn is influenced by personal and family variables. This article provides an analysis of the interaction of some of those variables with the development of social responsibility in primary education pupils as the basis for the design of programs to promote personal and social responsibility tailored to the features of the pupils. To do this, the Social Responsibility Attitudes Scale was applied to 502 pupils taking grades 2 (8 years old), 4 (10 years old), and 6 (12 years old) of primary education. This scale measures the following factors: (a) obedient in family settings, (b) polite and accepting their mistakes, (c) trust in their parents, (d) responsibility in school setting, (e) friendly and willing to help, and (f) careful of the environment. By carrying out a multivariate analysis with the school grade, gender, family type (single, two-parent), and position among siblings (firstborn, only child, or not firstborn), it was concluded that attitudes related to prosociality start to be differentiated from grade 4 of primary education. It is in grade 6 that children become aware of their responsibility, and this is greater among that from two-parent families. However, no significant differences were found in the level of social responsibility with regard to gender or position among siblings. 2020-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81877 Evaluating teachers’ social-emotional competence is key to studying the effectiveness of education systems. This competence tends to be measured through self-reports, which might lead to a distorted vision. As an alternative, situational judgement tests have emerged. The present work seeks to adapt the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST) to Spanish. The study involved 503 teachers from schools who teach in primary (n = 198, 106 female) or secondary education (n = 305, 201 female). Average age was 45.07 (SD = 9.94), and teachers had an average of 16.77 years’ professional experience (SD = 10.17). In addition to responding to the TRUST, those who took part also responded to the ICQ-15, TEIQue-SF, and ERQ questionnaires. Confirmatory factor analysis provided a good fit of the two-factor model (emotional regulation and relationship management): χ2 (89) = 198.49, p < .001, CFI = 0.93, TLI = 0.92, RMSEA = 0.049, 90% CI [0.040, 0.059], SRMR = 0.042, as well as reliability and convergent validity. Factorial invariance is seen to hold amongst both women and men as well as between teachers who teach at different stages of the education system. The Spanish version of TRUST emerges as a valid and reliable tool for measuring teachers’ level of social-emotional competence, both in the Spanish education system at basic levels as well as with Spanish-speaking teachers from various countries, since situations are presented which are common in any type of school 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81761 El rechazo entre iguales es un fenómeno muy estudiando en educación secundaria y primaria, dadas las consecuencias negativas presentes y futuras que tiene en el estudiante. Sin embargo, no ha sido tan estudiado en edades tempranas, siendo la educación infantil una etapa de gran importancia, ya que es cuando se empiezan a forjar las relaciones sociales, y su influencia es decisiva en el desarrollo socioemocional posterior. Este estudio tiene por objetivo conocer la distribución sociométrica en el segundo ciclo de educación infantil, teniendo en cuenta el género, el curso y si los estudiantes tienen, o no, necesidades educativas específicas de apoyo educativo. Además, se profundiza en los motivos que los estudiantes argumentan para aceptar o rechazar a sus iguales. Han participado 2116 niños y niñas de 105 aulas de los tres cursos del segundo ciclo de educación infantil. Mediante un procedimiento sociométrico, se obtiene que un 11.5% son rechazados, 8.3% preferidos, 6.7% ignorados, 2.5% controvertidos y 71% medios. El porcentaje de niños rechazados es similar en los tres cursos, y significativamente superioral de las niñas, al igual que aquellos que presentan necesidades educativas. Han informado de 11989 motivos, 7876 de aceptación, y 4113 de rechazo, agrupados en 34 categorías. Las principales razones de aceptación son el tener afinidad, disfrutar de juegos compartidos y las características de personalidad, mientras que las de rechazo hacen referencia a la agresividad física, junto a las conductas inmaduras o molestas con los demás. Las niñas argumentan más razones de reciprocidad afectiva, mientras que los niños son menos expresivos o no son conscientes de las causas. Se discuten implicaciones educativas a tener en cuenta en las aulaspara mejorar la aceptación, integración y clima de aula. 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81337 Rural depopulation in Castile and León highlights the need for participatory methodologies capable of rebuilding community ties and generating situated knowledge. Despite the growing use of collaborative mapping, there remains a gap in the literature regarding systematic approaches that integrate social cartography, artistic practices, and service-learning with public feedback processes in cultural institutions. In response, this article presents the framework of sensitive cartographies, developed in the province of (BLINDED) through a mixed-methods design combining interviews, collaborative mapping, audiovisual narratives, and a questionnaire administered to students. The study enabled a situated reinterpretation of rural geographies based on the voices of local inhabitants and explored the relationship between rural identity, rural and territorial memory, and processes of community activation. The findings are organized around four key analytical dimensions: participatory knowledge production, desirable futures, local agency, and the transition from academic research to the public sphere through expanded cartography. The ethical implications of working with rural migrant populations and the role of art as an epistemic and affective mediator are also discussed. Overall, the research proposes a comprehensive and dialogical approach that contributes to understanding and strengthening community processes in rural regions affected by depopulation. 2026-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81257 En el contexto de las dinámicas capitalistas globales, las áreas rurales y sus entornos forestales se han convertido progresivamente en objetos de consumo turístico para las poblaciones urbanas. Este fenómeno se sustenta en procesos de patrimonialización de la naturaleza, arraigados en jerarquías urbanocéntricas y en la dicotomía naturaleza-cultura. El presente estudio analiza cómo las representaciones dominantes de la ruralidad y de los bosques influyen en la vida cotidiana local, no solo a través de mecanismos institucionales de patrimonialización, sino también mediante las interacciones concretas entre turistas, entornos forestales y comunidades locales. Empleando una metodología cualitativa de estudio de casos, se realizaron 17 entrevistas en profundidad en dos áreas rurales de España: la comarca de La Vera (Extremadura) y el Alfoz de Segovia (Castilla y León). Los resultados muestran que, lejos de las visiones dicotómicas predominantes, los bosques son espacios sociales complejos, con una gran diversidad de usos y significados para las poblaciones locales y visitantes. En ambas regiones, se observa una alterización entre turistas y residentes, derivada de significaciones del lugar contrapuestas o divergentes. Esta tensión afecta a los usos de los entornos forestales, los cuales deben renegociarse ante la llegada de nuevos actores y dinámicas cambiantes, generando en ocasiones conflictos y malestar entre la población local. 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/78905 This systematic review examines how recent scientific literature addresses place attachment among rural youth, emphasizing the central role of emotional bonds with place in decisions to stay, leave, or return to rural areas. Based on an analysis of studies published between 2019 and 2023, it considers factors such as country of publication, study participants, methodology, research approach, theoretical framework, and main findings. A systematic search was conducted in Scopus and Web of Science, applying inclusion criteria based on type of research, year of publication, language, and article relevance. The review includes 19 peer-reviewed articles. Methodologically, the reviewed articles employ both quantitative and qualitative approaches, with questionnaires and semi-structured interviews as the primary data collection techniques. Key themes include urban migration and the relationship between place attachment and environmental awareness. Despite limitations such as regional disparities in study coverage, the findings highlight the challenges faced by rural youth under urbanormative cultural pressures. The review underscores the need for nuanced approaches that are sensitive to gender and other axes of oppression in addressing rural issues, and it advocates for a holistic understanding of rural youth experiences that takes into account intergenerational dynamics shaping their aspirations and decision-making. 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/76991 Although the Spanish rural areas continue to face significant challenges of depopulation and demographic imbalances due to the selective exodus of young people, there has been a recent increase in return migration, where these young people choose to return to their places of origin after training and living in urban environments. This study aims to explore these return processes, with a focus on the meanings of place that shape the affective ties to rural territories. A qualitative methodology, based on 16 semi-structured in-depth interviews, was employed in two study areas, corresponding to rural mountain regions in central and northern Spain. The results reveal important ambivalences in the attachment to place among young returnees. While they associate the return with positive meanings of rurality, primarily linked to the natural environment and the community fabric, they also describe negative meanings related to perceptions of deprivation. These meanings are framed within the symbolic hierarchy typical of urban normative societies and are accentuated in the case of returnees, due to the expectations generated during their time in urban environments. 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/76271 This study has three main objectives. The first is to know to which degree engagement, as a person variable, and each of its modalities—agency, behavior, cognition, and emotion—are affected by the interaction with several learning situations, listening to a lecture, carry ing out practical tasks alone, reading a text while studying, working in groups, or partici pating in practical classes. The second is to test its relationships with potential moderator variables—motivation, self-efficacy, emotion self-regulation, and stress—and its potential effects on performance and satisfaction. Participants were 531 university students. They f illed in a questionnaire that allowed testing alternative theoretical models on the person situation hypothesis using confirmatory factor analyses. Results showed that if items refer both to engagement modalities and learning situations, the traditional hierarchical model that considers that engagement depends on a personal disposition with four components does not fit well. Instead, the multitrait model does. It shows that engagement, as a general disposition, is activated by the set of situations and that each of its components only plays a role in some of them. The hypotheses on the relationship between engagement and the rest of the variables received positive support. These results open new perspectives for studying and improving engagement. 2022-01-01T00:00:00Z