RESUMEN
Early career teachers experience exceptionally high rates of attrition from the profession, often due in part to elevated concerns about student behavior and poor occupational health. This study reports findings from a randomized controlled trial testing the combined effect of the PAX Good Behavior Game and MyTeachingPartner™ for 188 early career, early elementary teachers (Grades K-3). Of primary focus were observations of the quality of teachers' interactions with students and their self-reported occupational health over 2 consecutive school years. Results indicated that relative to comparison teachers, those in the intervention condition reported lower distress at follow-up (d = -0.23) and less decline in teacher affiliation across the 2-year period (d = 0.50). In addition, the intervention teachers who were highly distressed at baseline and who experienced high levels of disruptive behavior had higher quality interactions with students around emotional support (d = 0.27), classroom organization (d = 0.32), and instructional support (d = 0.69) at the end of 2 years than comparison teachers. This subgroup of intervention teachers also experienced more favorable changes over time in distress (d = -2.47) and teacher affiliation (d = 3.00) over the course of the study. Professional development focused on classroom management with coaching support may be particularly impactful for early career teachers experiencing higher levels of distress and in classrooms with higher rates of behavior problems.
Asunto(s)
Tutoría , Maestros , Estudiantes , Humanos , Maestros/psicología , Masculino , Femenino , Adulto , Estudiantes/psicología , Tutoría/métodos , Salud Laboral , Relaciones Interpersonales , Problema de Conducta/psicología , Interacción SocialRESUMEN
Sexually transmitted infections (STIs) are one of the most important issues related to sexual and reproductive health, as it is estimated that more than 1 million new infections are acquired every day worldwide and data on the prevalence and incidence of these infections, especially among young people, are increasing. Nevertheless, there are some knowledge and behavioral gaps, and young people need more support from their school and family network to protect themselves and their peers. Therefore, we have designed a multicenter prospective intervention study involving public lower and upper secondary school students, their parents and teachers (ESPRIT). The intervention will take place in the school year 2023-2024, where students will meet with experts and be involved in peer education, while adults (parents and teachers) will participate in distance and face-to-face trainings. All target groups will complete KAP (knowledge, attitudes, practice) questionnaires before and after participating in the intervention to measure its effectiveness. The results of this study will help to assess and improve the level of knowledge of lower and upper secondary school students, parents and teachers about STIs and HPV in particular, raise awareness of sexual and reproductive health issues, including vaccination, among lower and upper secondary school students and their families, and evaluate the effectiveness of these interventions in terms of improving knowledge and changing attitudes and behaviors. The study protocol has been approved by the Regional Unique Ethics Committee of Friuli Venezia Giulia (CEUR-2023-Sper-34). The project is being carried out with the technical and financial support of the Italian Ministry of Health-CCM.
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Conocimientos, Actitudes y Práctica en Salud , Infecciones por Papillomavirus , Padres , Maestros , Instituciones Académicas , Enfermedades de Transmisión Sexual , Humanos , Italia , Adolescente , Enfermedades de Transmisión Sexual/prevención & control , Padres/psicología , Padres/educación , Infecciones por Papillomavirus/prevención & control , Maestros/psicología , Femenino , Estudios Prospectivos , Masculino , Encuestas y Cuestionarios , Estudiantes/psicología , AdultoRESUMEN
Children who are at risk of involvement in violence need assistance from multisector agencies such as social services, law enforcement, health, and education. The aim of this study was to understand the perceptions and experiences of parents, teachers, and service providers (i.e., counselors, psychologists, paralegals, and social workers) on collaborative support for children at risk of violence in Banda Aceh, Indonesia. Twenty-four structured interviews were conducted with ten parents whose children were victims of sexual or physical abuse or were involved in substance abuse and theft and have received support from the Integrated Service Center for the Empowerment of Women and Children in Banda Aceh, Indonesia; ten service providers; and four teachers who either worked with the concerned children or knew them. Using a thematic analysis approach, the data was systematically coded and analyzed to identify important themes. Most parents who sought help or support from governmental agencies were referred by other service providers or recommended by relatives or friends. Parents hesitated to discuss their children's problems with the teachers, worrying about stigma, particularly for sexual abuse victims. The school's lack of collaboration with external agencies was consistent with the teacher's claim that they seldom work with other agencies outside of school, resulting in a siloed system of care. It can be concluded that the biggest barrier to communication and coordination among parents, teachers, and service providers is the parents' and service providers' lack of willingness and confidence to work with teachers. Clear policies are needed to establish a cross-institutional linkage structure that promotes shared responsibilities.
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Padres , Investigación Cualitativa , Maestros , Humanos , Femenino , Niño , Padres/psicología , Masculino , Maestros/psicología , Indonesia , Adulto , Población Urbana , Violencia/psicología , Violencia/prevención & control , Entrevistas como Asunto , Maltrato a los Niños/psicología , Maltrato a los Niños/prevención & control , Adolescente , Apoyo SocialRESUMEN
In most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivational training programs have been based on this model. Moreover, all SDT-training programs have been implemented through different group sessions, but individual sessions have not been delivered. This study outlines the protocol of a motivational training program, derived from the circumplex model, designed to enhance motivating teaching styles (and prevent or decrease demotivating teaching styles) among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive outcomes in both teachers and students. A randomised controlled trial design with a mixed-method approach. At least 16 secondary PE teachers will be assigned to either an experimental group or a control group, together with some of their students. The training program comprises four face-to-face group sessions and two follow-up sessions (one individual and one group session). PE teachers will learn how to support autonomy and provide structure, as well as to be less controlling and chaotic towards students. Over approximately five months, teachers will implement these motivational strategies during their PE classes. Different (de)motivating teaching styles, motivational variables, and (mal)adaptive outcomes will be assessed in both PE teachers and their students at three distinct points: before the training program (T1), during the intervention (T2), and at the end of the intervention (T3). Additionally, two discussion groups involving all experimental PE teachers will be held (one following the training program and another at the end of the intervention). The results from this study could be useful for developing motivational training programs for in-service PE teachers. Clinical trial registration: ClinicalTrials.gov, identifier [NTC06479369].
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Motivación , Educación y Entrenamiento Físico , Maestros , Humanos , Maestros/psicología , Autonomía Personal , Estudiantes/psicología , Masculino , Femenino , Adulto , Formación del ProfesoradoRESUMEN
BACKGROUND: The level of health behavior of physical education teachers and people preparing to perform this profession is important from the point of view of the need to play the role of a health promoter - an authority in the promotion of health culture. The aim of the study was to assess the level of teachers' health behaviors of physical education teachers and students, as well as to search for their determinants. MATERIAL AND METHODS: The research covered 127 teachers and 173 physical education students. Standardized questionnaire tools were used to assess the level of health behaviors (Juczynski Health Behavior Inventory) and physical activity (International Physical Activity Questionnaire). RESULTS: Teachers demonstrate a higher level of health behaviors than students. Most respondents achieved an average level of the general health behavior index (HBI) (53.1% of teachers, 52.3% of students), while a high level - 26.8% of teachers, 19.8% of students and a low level - 19.9% of teachers and 27.7% of students. Female gender and teaching profession are significant predictors of HBI. Physical activity, both its current level and the level undertaken in the past, as well as the body mass index (BMI) do not determine HBI. In the regression model, physical activity is significantly associated with male gender, past sports activity and a lower BMI level. CONCLUSIONS: Research indicates neglect in the general area of health behaviors among men, while among women, physical activity needs to be more widely popularized. The teacher education system should be more focused on the development of self-development competencies in the context of health-promoting behaviors. Med Pr Work Health Saf. 2024;75(4):355-365.
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Ejercicio Físico , Conductas Relacionadas con la Salud , Educación y Entrenamiento Físico , Maestros , Estudiantes , Humanos , Femenino , Masculino , Adulto , Estudiantes/psicología , Estudiantes/estadística & datos numéricos , Polonia , Maestros/psicología , Encuestas y Cuestionarios , Persona de Mediana Edad , Adulto Joven , Promoción de la SaludRESUMEN
The digital competence of TVET (technical and vocational education and training) teacher is the key to the digital development of TVET. Improving the digital competence of TVET teachers is of great significance to accelerate the digital transformation process of TVET. However, there are still few researches on digital competence of TVET. The aim of this study is to describe the self-cognition of digital competence of Chinese teachers for TVET. For this purpose, based on the development characteristics of China's TVET, a standard system for digital competence of TVET teachers in China was established, including digital mindset and attitude, digital knowledge and skills, digital education and teaching, digital care and support, and digital collaboration and development. Based on this, an assessment tool was developed to investigate the current situation of competence of 2,514 in-service TVET teachers in China. The results show that the competency system is an effective tool to measure the digital competence of Chinese TVET teachers, and other internal and external factors except gender have different degrees of influence on the digital competence of teachers. According to the results of this study, different suggestions are put forward to train the digital competence of TVET teachers.
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Educación Vocacional , Humanos , China , Masculino , Femenino , Adulto , Educación Vocacional/métodos , Maestros/psicología , Encuestas y CuestionariosRESUMEN
BACKGROUND: Comprehensive sexuality education (CSE) is essential in empowering adolescents with the knowledge and confidence to manage their sexual and reproductive health. Despite its recognized benefits, access to quality CSE remains limited, especially in low-income countries, where societal norms and structural barriers hinder effective delivery. The aim of this study is to investigate the experiences and perceptions among students, teachers, and principals in Nepal about comprehensive sexuality education. METHODS: Qualitative methods were used. 13 Semi-structured interviews and 1 focus group discussion were carried out with 15 teachers and principals working at higher secondary schools and two focus group discussions were conducted with a total of 13 adolescents. Thematic analysis was used to analyze the data. RESULTS: Four themes were developed: Resistance to Teaching and Learning, Preparation and Engagement Strategies, Taboos and Silencing and Structural Barriers. Students, teachers, principals and students reported discomfort and embarrassment when discussing sensitive topics, with gender dynamics playing a significant role. Strategies like warm-up sessions and continuous interaction with students and parents were used to create a supportive learning environment. However, socio-cultural barriers and family attitudes continued to hinder open discussions about sexuality. Structural barriers, including the lack of formal training for teachers and inadequate instructional materials, further impeded effective CSE delivery. CONCLUSION: The experiences of CSE in Nepal among students, teachers and principals highlight significant barriers including cultural taboos, gender dynamics and insufficient resources. Addressing these barriers through comprehensive teacher training, curriculum reform, and societal engagement is critical to ensure access to CSE.
Asunto(s)
Investigación Cualitativa , Maestros , Educación Sexual , Estudiantes , Humanos , Nepal , Masculino , Femenino , Estudiantes/psicología , Adolescente , Maestros/psicología , Grupos Focales , Conocimientos, Actitudes y Práctica en Salud , Conducta Sexual , Adulto , Adulto JovenRESUMEN
BACKGROUND: Evidence from the science of learning suggests that playful learning pedagogical approaches exist along a spectrum and can support student learning. Leveraging active engagement, iterative, socially interactive, meaningful, and joyful interactions with content also supports student learning. Translating these concepts into guidance and support for teachers is lacking. METHOD: We introduce a tool designed to support teachers in implementing across the facilitation spectrum and leverage the characteristics that help children learn. Across three international contexts, we engaged with 1207 teachers and the tool was used 4911 times. RESULTS: Student age, the intended learning goal, and context influenced teachers' use of the tool, suggesting that contextualization is critical, even when basing programs on evidence-based, universal principles given by the science of learning. CONCLUSION: Science of learning research must be effectively translated but we must use evidence from teachers and real-life classrooms to inform those studying the science of learning.
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Aprendizaje , Maestros , Humanos , Maestros/psicología , Niño , Enseñanza , Formación del Profesorado/métodosRESUMEN
BACKGROUND: Neuromyths may negatively influence teacher practice. Knowing where people learned misinformation can prevent its propagation and improve teacher training. OBJECTIVE: To investigate the prevalence of neuromyths, their sources, and whether they influence teacher practice. METHOD: 157 participants (teachers, pre-service teachers, and the general public), assessed four neuromyths statements on a 4-point Likert scale. They indicate their sources, and if they were educators, whether they influenced their teacher practice. RESULTS: Participants showed over 50 % agreement in neuromyths, and approximately 30 % of teachers reported using teaching strategies based on these misconceptions. Information sources included social media, instructional materials, books, as well as interactions with peers. CONCLUSION: These results underscore the need to avoid the spread of neuromyths, especially the learning styles myth, targeting training courses and educational materials. Most teachers remember where they learned about neuromyths, which may help to identify the sources.
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Maestros , Formación del Profesorado , Humanos , Masculino , Femenino , Maestros/psicología , Aprendizaje , Adulto , Persona de Mediana Edad , EnseñanzaRESUMEN
BACKGROUND: Violence against children at home and at school is particularly prevalent in Africa and is associated with adverse and persistent health effects on children. The violence prevention intervention Interaction Competencies with Children - for Teachers (ICC-T) is an effective tool to reduce violence against children by fostering teachers' non-violent communication and interaction skills. To enhance these effects, in the present study, ICC-T will be extended to parents (ICC-P) aiming to increase children's experience of consistent behavior and application of non-violent discipline strategies between teachers and parents. METHODS: To investigate the effectiveness of the school-based combined implementation of ICC-T and ICC-P, a cluster-randomized controlled trial with 16 primary schools in the urban district of Morogoro in Eastern Tanzania will be conducted. Both quantitative (structured interviews) and qualitative (focus group discussions, in-depth interviews, evaluation forms) methods will be used to investigate the effects on teachers' and parents' violence against children in home and school settings. The intervention implementation will be accompanied by a comprehensive process evaluation to assess the implementation quality of and participants' engagement with ICC-T and ICC-P. Potential downstream effects of violence reduction will be investigated by assessing the children's mental health and well-being. DISCUSSION: The present study aims to provide evidence for the feasibility, acceptability, and effectiveness of the school-based combined implementation of ICC-T and ICC-P to reduce teacher and parental violence against children and contribute to children's well-being in home and school settings. TRAIL REGISTRATION: The clinical trial was registered at ClinicalTrials.gov (ClinicalTrials.gov, 2024) under the identifier NCT06369025 (Hecker, Preventing Physical and Emotional Violence by Parents and Teachers in Public Schools in Tanzania (ICC-T/ICC-P_Tanz) (PreVio), 2024) on April 17, 2024.
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Padres , Maestros , Humanos , Tanzanía , Niño , Maestros/psicología , Padres/psicología , Padres/educación , Servicios de Salud Escolar/organización & administración , Femenino , Instituciones Académicas , Masculino , Maltrato a los Niños/prevención & control , Grupos FocalesRESUMEN
BACKGROUND: Understanding and exploring stakeholders' perceptions and preferences regarding comprehensive sexuality education (CSE) is critical in enhancing programme acceptability. We conducted this qualitative study to explore stakeholders' experiences and preferences of CSE in Kitwe district, Zambia. METHODS: We employed a qualitative descriptive design within the interpretive paradigm at nine purposefully selected secondary schools. Data were collected through classroom observation, in-depth interviews, and focus group discussions. In depth interviews were undertaken among 21 pupils, 17 teachers, 4 policymakers, 4 parents, and 4 religious leaders. Two focus group discussions were conducted among 14 pupils with each group having seven pupils. Data were analysed using inductive thematic analysis. Interviews continued until data saturation. RESULTS: Our analysis yielded themes on stakeholder experiences of CSE which included: a lack of pupil-centred pedagogy; a lack of stakeholder engagement; a lack of CSE competency and skills; holding back culturally sensitive topics; a lack of guidance from the comprehensive sexuality curriculum; and a lack of CSE prioritisation in schools. Themes on preferences included: the formation of community advisory boards; the need to enhance teachers' professional competencies, linking CSE with community SRH services, pupils SRH needs assessment. CONCLUSIONS: A community participatory approach to the design and implementation of a CSE programme is critical in enhancing programme acceptability in schools. While understanding the experiences and preferences of pupils regarding CSE can help determine programme content and priority, improving teachers' competency and skills through appropriate CSE training can help to reconcile teachers' personal beliefs and the content of CSE.
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Educación Sexual , Zambia , Humanos , Femenino , Masculino , Adolescente , Grupos Focales , Participación de los Interesados , Instituciones Académicas , Adulto , Maestros/psicologíaRESUMEN
The Parents as Teachers Randomized Controlled Trial (PAT RCT) Case Study investigates the multifaceted impact of implementing the PAT RCT in Arizona, U.S.A., shedding light on both the positive and negative effects. There has been a recent focus on improving the implementation of RCTs in community settings, as this issue has not been fully addressed. This research presents a case study examining the implementation of a community-based RCT in home visitation. This study also addresses the strategies that can be employed to mitigate some of the challenges in the implementation of an RCT, offering valuable insights for future RCTs in the domain of home visiting. The PAT program, aimed at providing parent education and family engagement for children from birth to kindergarten, encompasses a range of services, including personal visits, group connections, child screenings, and community resource linkages. The Parents as Teachers Randomized Controlled Trial (PAT RCT) directly promotes health by educating parents about health and wellness as well as providing early child screenings and heath referrals, all of which enhance health outcomes through timely interventions and improved parental practices. Lessons from the study also aim to improve the implementation of future health-related RCTs, ensuring effective delivery and impactful results.
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Padres , Ensayos Clínicos Controlados Aleatorios como Asunto , Humanos , Padres/educación , Padres/psicología , Arizona , Preescolar , Visita Domiciliaria , Maestros/psicología , Lactante , Niño , Recién NacidoRESUMEN
Students around the globe still experience bullying daily. Teachers play a key role in supporting victimized students and they could do so using their classroom seating arrangement. Common teacher strategies are to separate victims and bullies and to seat victims close to supportive others, but research has not examined whether these strategies support victims' wellbeing. Therefore, the current study tested an intervention in which victims in experimental classrooms were seated far away from their bullies and next to their best friends, whereas a random seating arrangement was implemented in control classrooms. The underlying reasoning was that victims would experience a sense of safety next to their best friend and to limit bullies' opportunities to harass the victim. The outcomes were classroom comfort, internalizing problems, academic engagement, and victimization frequency. We used a sample of 1746 Dutch upper elementary school students (Mage = 10.21) of whom 250 students reported to be chronically and frequently victimized (Mage = 9.96 years). Ethical and practical reasons rendered the conditions similar regarding victims' distances to their bullies. Consequently, the intervention in the end tested the effect of victims sitting next to their best friend. Several mixed-effects models showed that no support was found for the effectiveness of this intervention. Additional exploratory analyses testing the effect of victims' continuous distances to their bullies on their wellbeing also found no effects. These findings suggest that changing victims', bullies', and best friends' seats do not improve victims' classroom wellbeing. Alternative explanations, directions for future research, and practical implications are discussed.
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Acoso Escolar , Víctimas de Crimen , Instituciones Académicas , Estudiantes , Humanos , Masculino , Víctimas de Crimen/psicología , Femenino , Acoso Escolar/prevención & control , Acoso Escolar/psicología , Niño , Estudiantes/psicología , Seguridad , Maestros/psicologíaRESUMEN
BACKGROUND: Burnout is usually defined as a state of emotional, physical, and mental exhaustion that affects people in various professions (e.g. physicians, nurses, teachers). The consequences of burnout involve decreased motivation, productivity, and overall diminished well-being. The machine learning-based prediction of burnout has therefore become the focus of recent research. In this study, the aim was to detect burnout using machine learning and to identify its most important predictors in a sample of Hungarian high-school teachers. METHODS: The final sample consisted of 1,576 high-school teachers (522 male), who completed a survey including various sociodemographic and health-related questions and psychological questionnaires. Specifically, depression, insomnia, internet habits (e.g. when and why one uses the internet) and problematic internet usage were among the most important predictors tested in this study. Supervised classification algorithms were trained to detect burnout assessed by two well-known burnout questionnaires. Feature selection was conducted using recursive feature elimination. Hyperparameters were tuned via grid search with 10-fold cross-validation. Due to class imbalance, class weights (i.e. cost-sensitive learning), downsampling and a hybrid method (SMOTE-ENN) were applied in separate analyses. The final model evaluation was carried out on a previously unseen holdout test sample. RESULTS: Burnout was detected in 19.7% of the teachers included in the final dataset. The best predictive performance on the holdout test sample was achieved by random forest with class weigths (AUC = 0.811; balanced accuracy = 0.745, sensitivity = 0.765; specificity = 0.726). The best predictors of burnout were Beck's Depression Inventory scores, Athen's Insomnia Scale scores, subscales of the Problematic Internet Use Questionnaire and self-reported current health status. CONCLUSIONS: The performances of the algorithms were comparable with previous studies; however, it is important to note that we tested our models on previously unseen holdout samples suggesting higher levels of generalizability. Another remarkable finding is that besides depression and insomnia, other variables such as problematic internet use and time spent online also turned out to be important predictors of burnout.
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Agotamiento Profesional , Aprendizaje Automático , Calidad de Vida , Maestros , Humanos , Hungría , Masculino , Agotamiento Profesional/epidemiología , Agotamiento Profesional/psicología , Femenino , Adulto , Calidad de Vida/psicología , Persona de Mediana Edad , Encuestas y Cuestionarios , Maestros/psicología , Maestros/estadística & datos numéricos , Trastorno de Adicción a Internet/psicología , Trastorno de Adicción a Internet/epidemiologíaRESUMEN
BACKGROUND: Teachers are recognized as 'key agents' for the delivery of physical activity programs and policies in schools. The aim of our study was to develop and evaluate a tool to assess teachers' capability, opportunity, and motivation to deliver school-based physical activity interventions. METHODS: The development and evaluation of the Capability, Opportunity, and Motivation to deliver Physical Activity in School Scale (COM-PASS) involved three phases. In Phase 1, we invited academic experts to participate in a Delphi study to rate, provide recommendations, and achieve consensus on questionnaire items that were based on the Capability, Opportunity, and Motivation Behavior (COM-B) model. Each item was ranked on the degree to which it matched the content of the COM-B model, using a 5-point scale ranging from '1 = Poor match' to '5 = Excellent match'. In Phase 2, we interviewed primary and secondary school teachers using a 'think-aloud' approach to assess their understanding of the items. In Phase 3, teachers (n = 196) completed the COM-PASS to assess structural validity using confirmatory factor analysis (CFA). RESULTS: Thirty-eight academic experts from 14 countries completed three rounds of the Delphi study. In the first round, items had an average rating score of 4.04, in the second round 4.51, and in the third (final) round 4.78. The final tool included 14 items, which related to the six constructs of the COM-B model: physical capability, psychological capability, physical opportunity, social opportunity, reflective motivation, and automatic motivation. In Phase 2, ten teachers shared their interpretation of COM-PASS via a 20-min interview, which resulted in minor changes. In Phase 3, CFA of the 3-factor model (i.e., capability, opportunity, and motivation) revealed an adequate fit to the data (χ2 = 122.6, p < .001, CFI = .945, TLI = .924, RMSEA = .066). The internal consistencies of the three subscale scores were acceptable (i.e., capability: α = .75, opportunity: α = .75, motivation: α = .81). CONCLUSION: COM-PASS is a valid and reliable tool for assessing teachers' capability, opportunity, and motivation to deliver physical activity interventions in schools. Further studies examining additional psychometric properties of the COM-PASS are warranted.
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Técnica Delphi , Ejercicio Físico , Motivación , Maestros , Instituciones Académicas , Humanos , Ejercicio Físico/psicología , Encuestas y Cuestionarios , Maestros/psicología , Femenino , Masculino , Promoción de la Salud/métodos , Servicios de Salud Escolar , Adulto , Persona de Mediana Edad , Reproducibilidad de los Resultados , Conductas Relacionadas con la Salud , Análisis FactorialRESUMEN
This study analyzed the relationship between mindfulness and variables considered relevant for teacher-student interactions: teacher burnout, general stress, anxiety, depression, and quality of life. We hypothesized that mindfulness would relate negatively with mental health variables and positively with quality of life. We also explored which specific aspects of mindfulness would predict burnout, depression, anxiety, stress, and quality of life. Given the results of regression analyses, mediation models were performed to explore the mechanisms through which different facets of mindfulness affect quality of life. As predicted, the correlation analysis showed that mindfulness and its dimensions were positively associated with the quality of life of the teachers and burnout dimension of personal fulfillment and negatively associated with anxiety, depression, and stress (considering FFMQ total score and most of its dimensions). Consistently, regression analysis showed that the overall level of mindfulness, after controlling for the grade level at which the teacher works, showed significant associations with the level of personal fulfillment, depression, anxiety, stress, and quality of life. The results of the mediation analyses showed that the ability not to judge ourselves was associated with fewer symptoms of depression and stress and, through these pathways, positively affected quality of life. On the other hand, the ability not to react favored quality of life by reducing anxiety and stress. Finally, acting with awareness was the only facet of mindfulness that favored quality of life, affecting one of the dimensions of burnout.
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Ansiedad , Agotamiento Profesional , Depresión , Salud Mental , Atención Plena , Calidad de Vida , Maestros , Humanos , Masculino , Femenino , Calidad de Vida/psicología , Maestros/psicología , Adulto , Depresión/psicología , Agotamiento Profesional/psicología , Ansiedad/psicología , Estrés Psicológico/psicología , Persona de Mediana Edad , Adulto JovenRESUMEN
BACKGROUND: Globally, the majority of kindergarten-aged children face obesity issues and insufficient physical activity (PA) engagement. Regular PA participation can provide various health benefits, including obesity reduction, for kindergarten-aged children. However, limited studies have investigated the factors influencing kindergarten-aged children's PA engagement from the perspective of their teachers. This qualitative study aimed to identify factors that could help promote PA among kindergarten-aged children from teachers' perspectives, including facilitators, barriers, and teachers' recommendations. METHODS: Fifteen kindergarten teachers (age range: 28-50 years; mean age: 38.53 years) with teaching experience ranging from 2 to 31 years (mean: 16.27 years) were recruited from Shanghai municipality, Henan, and Jiangsu provinces in China. One-on-one semi-structured interviews were conducted via face-to-face (n = 7) or telephone (n = 8) to gather insights into factors influencing PA promotion among kindergarten-aged children. The interviews were audio-recorded, transcribed, and analyzed using a constant comparison approach based on grounded theory, which involved open, axial, and selective coding processes. RESULTS: The study revealed mutual theoretical support between themes and the social-ecological model (SEM), as factors identified in the study are distributed at various levels of the SEM. Twelve factors were identified at four levels of the SEM: (1) intrapersonal level (children's personality and skills), (2) interpersonal level (family, peers, and teachers influence), (3) organizational level (school environment and resources, opportunities for kindergarten teachers' training and children's PA, design and organization of PA, and PA that children need), (4) community level (family-school partnerships). CONCLUSION: Various factors at different levels can influence kindergarten-aged children's PA. The study's findings revealed that these factors are distributed across the first four levels of SEM, with the majority being at the organizational level. These multilevel findings are expected to assist in developing and implementing more effective PA interventions for kindergarten-aged children. Future research is warranted to identify strategies for promoting PA among kindergarten-aged children at the policy level of the SEM.
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Ejercicio Físico , Promoción de la Salud , Investigación Cualitativa , Maestros , Humanos , China , Maestros/psicología , Femenino , Ejercicio Físico/psicología , Masculino , Promoción de la Salud/métodos , Adulto , Persona de Mediana Edad , Preescolar , Entrevistas como Asunto , Medio Social , NiñoRESUMEN
The gestures we produce serve a variety of functions-they affect our communication, guide our attention and help us think and change the way we think. Gestures can consequently also help us learn, generalize what we learn and retain that knowledge over time. The effects of gesture-based instruction in mathematics have been well studied. However, few of these studies are directly applicable to classroom environments. Here, we review literature that highlights the benefits of producing and observing gestures when teaching and learning mathematics, and we provide suggestions for designing research studies with an eye towards how gestures can feasibly be applied to classroom learning. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.
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Gestos , Aprendizaje , Matemática , Humanos , Niño , Matemática/educación , Enseñanza , Maestros/psicología , Cognición , Instituciones AcadémicasRESUMEN
BACKGROUND: Providing inclusive, quality education for all children is one of the United Nations' sustainable development goals for 2030. AIMS: The aim of this study, carried out in France among 491 parents of children with a disability aged 3 to 18 and enrolled in ordinary schools, is to measure the well-being and social inclusion of children and to identify the factors that promote well-being and social inclusion at school. METHODS AND PROCEDURES: The parents fill in various questionnaires relating to the well-being and social inclusion of their child, the quality of their relationship with the teacher and their satisfaction with the accommodations offered at school. They also provide information about their child and their socio-economic situation. OUTCOMES AND RESULTS: Regression analyses show that well-being and social inclusion depend on the nature of the child's disability and decrease with age but do not significantly depend on child's gender and academic level or social background. Furthermore, well-being and social inclusion can be significantly improved when the quality of the parent-teacher relationship and school accommodations are satisfying. CONCLUSIONS AND IMPLICATIONS: The results of this study encourage the development of quality parent-teacher relationships to promote well-being at school.
Asunto(s)
Niños con Discapacidad , Padres , Instituciones Académicas , Inclusión Social , Estudiantes , Humanos , Masculino , Femenino , Francia , Niño , Padres/psicología , Niños con Discapacidad/rehabilitación , Niños con Discapacidad/psicología , Adolescente , Encuestas y Cuestionarios , Estudiantes/psicología , Preescolar , Satisfacción Personal , Maestros/psicologíaRESUMEN
OBJECTIVES: To assess the seroprevalence of infection-acquired SARS-CoV-2 and the mental health of school/daycare staff in the months after reopening of schools in Montreal, Quebec (Canada) in the Fall of 2020 and whether these varied by school and participant characteristics. DESIGN: A cross-sectional design based on a convenience sample of schools/daycares and staff was used as the originally planned longitudinal design was no longer feasible due to obstacles in recruitment, for example, teacher's strike. SETTING: Forty-nine schools/daycares in four Montreal neighbourhoods from March to October 2021. PARTICIPANTS: Three-hundred and sixty-two participants completed both questionnaires and serology tests. PRIMARY AND SECONDARY OUTCOME MEASURES: SARS-CoV-2 seroprevalence and prevalence of anxiety, depression, resilience and burnout/emotional exhaustion. RESULTS: The seroprevalence estimate made representative to the Quebec population of educators was 8.6% (95% CI 5.2 to 13.0). The adjusted seroprevalence in high school was 20% that of elementary school (aRR=0.20, 95% CI 0.07 to 0.58). Thirty per cent of seropositive staff were exposed to a household member with confirmed COVID-19. Prevalence of high emotional exhaustion/burnout was 35%, 44% and 53% in daycare, elementary school and high school staff, respectively. However, moderate/severe anxiety and depression and low resilience did not exceed 18%. After adjusting for confounders, being very afraid of catching COVID-19 at school was associated with moderate-severe anxiety, moderate-severe depression and high emotional exhaustion (aRR=4.4, 95% CI 2.2 to 8.9; aRR=2.8, 95% CI 1.5 to 5.4; aRR=2.2, 95% CI 1.6 to 3.0, respectively). CONCLUSION: The seroprevalence, anxiety and depression among school/daycare staff were comparable to the reported levels in the adult population of Quebec. The prevalence of emotional exhaustion/burnout was high across all school levels and exceeding the average across all occupations in the USA and in teachers in Germany.