Los objetivos principales de este estudio fueron describir los valores y grado de satisfacción con la vida de los estudiantes del Grado de Maestro para analizar posibles diferencias entre programas, ...género o configuración familiar; y la correlación entre valores y satisfacción con la vida. Un total de 565 estudiantes de los Grados de Educación (415 chicas (73.5%)) contestaron un cuestionario auto-administrado compuesto por dos escalas validadas sobre valores (Portrait Values Questionnaire (PVQ) y satisfacción con la vida (Satisfaction With Life Scale)). Los resultados mostraron que los valores más importantes fueron autodirección, benevolencia y hedonismo, mientras que los menos importantes fueron, poder, tradición y logros. Las alumnas destacaron la benevolencia, el universalismo, la autodirección, estimulación, hedonismo y seguridad. Los varones destacaron el poder. Los estudiantes que viven con familiares también concedieron más relevancia al poder. La satisfacción con la vida está asociada al poder. Los programas actuales de intervención se han centrado en aproximaciones diferentes según género y configuración familiar. Los programas centrados en la satisfacción con la vida deberían considerar los valores del estudiantado.
The main purposes of this study were to describe teacher education students’ values and degree of satisfaction with life, to analyze whether any differences by educational program, gender or living standard and to analyze the association between values and satisfaction with life. A total of 565 students of teacher degree programs (girls 415 (73.5%)) answered a self-administered questionnaire composed by two validates scales about their values (Portrait Values Questionnaire (PVQ) and satisfaction with life (Satisfaction with Life Scale)). The results showed that the most important values were self-direction, benevolence and hedonism, while the least important values were power, tradition and achievements. Females reported higher importance for benevolence, universalism, self-direction, stimulation, hedonism and security. Males reported higher importance for power. Students who live with family reported also more high values for power. Concerning satisfaction with life, it was associated to higher values of power. Current intervention programs have focused different approaches by gender and living standard. Programs focus on increasing satisfaction with life should consider the values structure of students.
Abstract Objective To examine the associations of (i) objectively measured and self-reported sedentary behavior during leisure time with academic performance and (ii) patterns of sedentary behavior ...with academic performance. Methods This study was conducted with 1146 youth aged 12.5 ± 2.5 years in Spain during 2011–2012. Leisure-time sedentary behavior during out-of-school hours was assessed by accelerometry and self-report. Academic performance was assessed through school grades. Results Objectively measured sedentary leisure-time was not significantly associated with academic performance. Time spent in Internet surfing, listening to music, and sitting without doing anything were negatively associated with all academic performance indicators ( β ranging from − 0.066 to − 0.144; all p < 0.05). However, time spent in doing homework/study without computer and reading for fun were positively associated ( β ranging from 0.058 to 0.154; all p < 0.05). Five major sedentary patterns were identified. The “high social-low TV/video” and the “low studying-high TV/video” patterns were negatively associated with all academic indicators ( β ranging from − 0.085 to − 0.148; all p < 0.05). The “educational” pattern was positively associated with all academic indicators ( β ranging from 0.063 to 0.105; all p < 0.05). Conclusions Specific domains of self-reported sedentary behavior during leisure-time, but not objectively measured sedentary leisure time, may influence academic performance.
The aims of the present study were to assess the association of environmental perception with objective and self-reported physical activity (PA) and the relation between environmental perception and ...meeting PA recommendations on children and adolescents. A sample of 1520 youth (770 boys) aged 8-18 years (12.1 ± 2.5 years) from the UP&DOWN study were included in the data analyses. Environmental perception was assessed with the short adapted version of the ALPHA environmental questionnaire. PA was objectively (accelerometers) and self-reported measured (PA Questionnaire for Children, Patient-centered Assessment and Counseling for Exercise Questionnaire and Finnish PA Index). Linear regression models were used to assess the association of environmental perception with PA. Bivariate logistic regression models were used to assess differences between environmental perception and meeting PA recommendations. Environmental perception was positively associated with both objective and self-reported PA. Some differences were found in the association of environmental perception and PA between sex- and age-specific groups. Youth who perceived a more favourable environment were more likely to meet PA recommendations (at least 60 min · day
−1
of moderate to vigorous PA (MVPA)). Results suggest that environmental perceptions of children and adolescents may play an important role in achieving higher levels of PA.
Highlights • We examined the association of inflammatory biomarkers with academic performance in youth. • Inflammation was negatively associated with all academic indicators. • Inflammation may ...impair academic performance independently of body fat in youth • Lifestyle interventions for cognitive benefits should focus beyond the reduction in fatness.
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