排序方式： 共有16条查询结果，搜索用时 15 毫秒
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Mireia Felez-Nobrega Charles H. Hillman Kieran P. Dowd Eva Cirera Anna Puig-Ribera 《Journal of sports sciences》2018,36(20):2311-2316
The aim of this study was to examine relationships between activPAL?-determined sedentary behavior (SB) and physical activity (PA) with academic achievement. A total of 120 undergraduates (N = 57 female; 20.6 ± 2.3 years) participated in the study. Academic achievement was measured as the grade point average obtained from all completed courses. Participants wore on the right tight an activPAL? for 7 days to determine total sedentary time, total number of sedentary breaks, sedentary bouts, standing time, light and moderate-to-vigorous physical activity (MVPA). Separate multiple linear regression models were performed to examine associations between SB variables and academic achievement. Light PA, MVPA, total sedentary time, total standing time, or total number of sedentary breaks were not related to academic achievement. Independently of PA, the amount of time spent in sedentary bouts of 10-20min during weekdays was positively related to academic achievement. Given that college students spend the majority of their workday in environments that encourage prolonged sitting, these data suggest that interruptions in prolonged periods of sitting time every 10-20min via short breaks may optimize cognitive operations associated with academic performance. 相似文献
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Mireia García-Cairó Alsina 《Infancia y Aprendizaje》2013,36(10):121-122
RESUMENLa idea del Ministerio de Educación es que existen niños con alguna “deficiencia clínica” pero recuperables, y para estos niños se ha previsto la existencia del aula de transición dentro de la escuela para “niños normales” como vía de integración. Pero estas aulas han sido creadas sin ningún criterio lógico (en ellas encontramos niños con deficiencias psíquicas leves, con problemas de sociabilidad, con dificultades en el aprendizaje,…) y sin ninguna orientación determinada. En definitiva, se convierten en lugares de perpetua marginación. Para paliar la situación actual serían necesarias unas condiciones mínimas: dotar a la escuela de los medios necesarios para prevenir y tratar deficiencias; y la necesidad de que sean psicólogos los que ocupen las vacantes de esas aulas de educación especial, trabajando al mismo tiempo con el profesorado en las tareas del centro. 相似文献
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Jordi Díaz-Gibson Mireia Civís Annabel Fontanet Susana López Miquel-Àngel Prats 《Cultura y Educación》2013,25(3):640-670
AbstractToday, educational change and innovation are a clear priority in educational centres across the world. This article analyses the strengths and opportunities presented by the process of educational innovation taking place in Catalonia from the perspective of school head teachers, employing a quanti-qualitative methodology using 227 surveys and 29 semi-structured interviews. The results locate the innovation process in a phase characterized by efforts aimed at updating existing practice, resistance to change generated by the system itself, and a lack of systematic reflection on current practice. Two strengths of the process reported relate to its scale and transversality across the whole territory on the one hand, and the importance that collaboration between teachers and schools is having in order to facilitate innovation. Other aspects highlighted are: the need to invest more planning in innovation processes; the need for the Deparment of Education to reflect on its own role within the process; and, finally, the need to develop the role of technologies as facilitators of innovation and communication. 相似文献
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Schina Despoina Esteve-González Vanessa Usart Mireia 《Education and Information Technologies》2021,26(3):2831-2852
Education and Information Technologies - The emergence of Educational Robotics (ER) and its rapid spread across all levels of education in recent years has drawn attention to the need for further... 相似文献
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This article examines the results of a European project that is based on writing a book, from an educational perspective. 18 schools from 13 different European countries have taken part in the project. The study itself has its origins in a Comenius 3.1 project that was co-ordinated by the 'Collegi de Doctors i Llicenciats de Catalunya'. It established that university teams would visit the 'book writing' schools, providing support to teachers and analysing, describing and publishing their experience. The article is divided into two parts. On the one hand, we intend to describe the activities carried out in the Vedruna Àngels School in Barcelona, and on the other, we will be providing an analysis of the information supplied in a questionnaire that has been completed by the teachers at the schools that have taken part in a Comenius Action 1 project. 相似文献
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Mireia Felez-Nobrega Judit Bort-Roig Laia Briones Albert Sanchez-Niubo Ai Koyanagi Emma Puigoriol 《Journal of sports sciences》2020,38(13):1566-1574
ABSTRACT This study examined relationships between physical activity (PA) and sedentary behaviour (SB) with state-trait anxiety and stress. State-Trait anxiety (State-Trait Anxiety Inventory), psychological stress (Perceived Stress Scale), SB across domains during weekdays and weekends (Last 7-day Sedentary Behaviour Questionnaire) and PA intensities (International Physical Activity Questionnaire) were assessed by self-report in 360 undergraduates (44% females, mean age 20.9 ± 2.93 years). A subsample (n = 121; 53.7% females; mean age 20.8 ± 2.6 years) wore an activPALTM to determine total SB, light, and moderate-to-vigorous intensity PA (MVPA). Self-reported MVPA was significantly associated with lower trait anxiety and perceived stress, whereas light PA was only associated with lower perceived stress. Weekend total self-reported SB was related to higher trait anxiety and perceived stress levels, while total SB during the week was not. Of all SB domains, only leisure SB (screen and non-screen based) was associated with higher trait anxiety and perceived stress. PA attenuated the negative relationships between excessive sitting time and trait anxiety but not perceived stress. No associations were found for monitor-based measures of PA and SB. No associations were found between PA or SB variables with state anxiety. Further research is needed to assess causal and reciprocal relationships between PA, SB and mental health in college students. 相似文献
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Micaela F. Sousa-Rodrigues José P. Espada María T. Gonzálvez Mireia Orgilés 《Psychology in the schools》2020,57(11):1680-1688
Separation anxiety symptoms are very common in children. The present study aims to examine the psychometric properties and the factorial structure of the Portuguese version of the Separation Anxiety Scale for Children (SASC). The participants included 874 children, 52% male, aged between 8 and 11 years (M = 9.50; SD = 1.15). Factor analysis supported the three-factor model found in the original scale. The instrument demonstrated to have good reliability for the total score (α = .81) and for its three factors (Discomfort from separation, α = .80; Worry about separation, α = .72; Calm at separation, α = .59). The validity, examined via the correlation of the SASC with the separation anxiety subscale of the SCARED, was satisfactory (r = .49); the test–retest reliability for the total scale was good (r = .81). The SASC was shown to have good psychometric properties for its use with Portuguese children for clinical and research purposes. 相似文献
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Jordi Díaz-Gibson Mireia Civís-Zaragoza Joan Guàrdia-Olmos 《School Leadership & Management》2014,34(2):179-200
Educational partnerships with area-based approaches comprise an increasingly well-grounded and internationally extended strategy for equitable improvement. However, literature shows a lack of focused inquiry on the assessment of these educational collaborative programmes. This article aims to develop and validate an instrument to assess these types of programmes across countries. Two successful programmes were assessed in Spain and the USA in order to test the validity of the measurement model. Results confirm that the model provides a valid tool to assess the effectiveness of collaborative performance, helping school principals, district leaders and policy-makers to enact evidence-based decision-making. 相似文献
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