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Macarena Sánchez-Izquierdo Alonso María Prieto Ursúa José M Caperos 《Educational gerontology》2017,43(12):650-661
The objective of this study was to assess the relationship between the institutionalization of a dependent elderly relative and the family caregiver’s mental health, quality of life and caregiving satisfaction. We present data from 140 family caregivers caring for elderly family members, of whom 77 continued to live with family members and 63 had been institutionalized. We evaluated the factors influencing the decision to institutionalize the dependent relative, the effect of institutionalization on the caregiver’s psychological well-being and quality of life and the impact of strategies to find the meaning and cope with the relative’s placement on the caregiver’s emotional health and quality of life. Care does not end after institutionalization, but the stressors the caregiver faces change. Our results suggest that finding meaning increases satisfaction and reduces feelings of overload. They show that after institutionalization, stressors affecting caregivers are partly relieved, and that finding meaning increases the caregiver’s satisfaction, while decreasing the degree of overload. Our data, further, indicates that a good relationship and cooperation between the staff of the institution and the family are important to improve the caregivers’ emotional health and quality of life, and consequently, the quality of life of the dependent elderly relative. 相似文献
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Hugo Carretero-Dios De los Santos-Roig Macarena Gualberto Buela-Casal 《Learning and individual differences》2008,18(4):505
This study is an item analysis of the Matching Familiar Figures Test-20. We examined error scores in the Matching Familiar Figures Test-20 to determine the influence of the difficulty of the test on the assessment of reflection–impulsivity. The sample included 700 participants aged between 6 and 12 years. The results obtained from the corrected item–total correlation showed moderate but significant values for the discrimination index in all age groups, although the lowest values were found in the 6-year-old group. The item difficulty data show that the test is quite difficult for 6-year-old participants and quite easy for 12-year-old participants, and more likely to show individual differences between these ages. The results suggest that the difficulty of the MFFT20 is appropriate for children between 6 and 12 years. However, because of some floor and ceiling effects, the results of this test for ages 6 and 12 should be interpreted very cautiously, especially for the 6-year-old group. 相似文献
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School choice parental practices have been extensively researched worldwide. Recently, an emergent line of studies has focused on the case of mostly white middle-class parents, who, in contrast to the dominant trend identified by sociological research, choose or are willing to choose a socially, racially and/or ethnically diverse school for their children. The purpose of this article is to review the literature published between 2000 and 2017 on this nascent field, exploring the characteristics of families’ ‘against the grain’ choice processes, the parental practices deployed for managing school diversity, and their consequences for intra-school integration. Results highlight (a) the tensions underlying parental choices for diversity, (b) the multiple individual and collective practices that families implement to confront sociocultural school mix, and (c) the implications for the emergence of social and racial/ethnic intra-school segregation and power dynamics within communities. Based on the findings presented, the article discusses suggestions for further research.
相似文献4.
Montserrat Vargas-Vergara Encarnación Bas-Peña Macarena Esteban-Ibáñez 《Journal of Latinos & Education》2015,14(2):135-142
This article is based on the economic, political, cultural, social, and educational changes produced as a result of globalization. We focus on the universalization of education and its importance to achieving sustainable human development while respecting the cultures and ethnic groups in a region. Within higher education in the world, we delve more deeply into the creation of the European Higher Education Area and the Latin American Higher Education Area. This work allows us to highlight the problems, challenges, and needs that education is facing worldwide. 相似文献
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Hernán Cofré Claudia Vergara Norman G. Lederman Judith S. Lederman David Santibáñez Javier Jiménez Macarena Yancovic 《Journal of Science Teacher Education》2014,25(7):759-783
Understanding nature of science (NOS) is considered critical to the development of students’ scientific literacy. However, various studies have shown that a large number of elementary and secondary science teachers do not possess an adequate understanding of NOS. This study investigated how elementary teachers’ understanding of NOS was impacted through a 1-year professional development program in Chile that included NOS instruction as a theme throughout two types of mini-courses in the program. Twelve teachers attended a 1-year development program focused on improving teacher content knowledge and included the instruction of NOS embedded in two self-contained NOS mini-courses (36 h) and two lessons (3 h each) within five science content mini-courses (30 h). The Views of NOS (version D+) questionnaire and interviews were used to assess teachers’ understanding of NOS at the beginning (January) and end of the program (December). Elementary teachers’ understanding of the creative, inferential, and tentative aspect of NOS showed improvement. According to the teachers’ perceptions, the most significant activities for improving their NOS understanding were decontextualized activities in both types of mini-courses (self-contained NOS and science content mini-courses). The implications for professional development programs are also discussed. 相似文献
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María Jos Castro-Castro Laura García-Tejada Ariadna Arbiol-Roca Lourdes Snchez-Navarro Loreto Rapún-Mas Isabel Cachon-Surez Marta lvarez-lvarez Dolors Dot-Bach Roser Güell-Mir Anna Corts-Bosch de Bassea Macarena Dastis-Arias Ana Sancho-Cerro Noelia Díaz-Troyano Teresa Escartín-Diez Diego Muoz-Provencio Rosa Navarro-Badal 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(1)
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Math attitudes are related to achievement, yet we do not know how the brain supports changes in math attitudes. 51 children (54.9% female, 45.1% male; 37.3% White, 33.3% Black, 11.8% Latino, 5.9% Asian, 11.8% Other) solved a multiplication task inside the scanner when they were approximately 11 (time 1; T1) and 13 (time 2; T2) years old (i.e., mean age). Results revealed clusters in the left middle to superior temporal gyri at T1 associated with math attitudes at T1 and with their longitudinal improvement. However, changes in attitudes were not associated with brain changes over time. These findings suggest that relying on the storage of arithmetic facts, involved in memory retrieval, explains the development of positive math attitudes. 相似文献
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Verónica López Javier Torres‐Vallejos Boris Villalobos‐Parada Tamika D. Gilreath Paula Ascorra Marian Bilbao Macarena Morales Claudia Carrasco 《Psychology in the schools》2017,54(9):991-1003
Identifying and understanding predictors of school safety perceptions is important due to its consequences for students. However, it is not clear what school‐related factors most contribute to explaining students’ perception of school safety, and how they relate to community‐related factors such as neighborhood safety. The purpose of this study was to understand the factors associated with Chilean elementary and middle school students’ perceptions of school safety. We used a sample of 5,455 students from low socioeconomic status public schools, and analyzed the predictive value of peer physical and verbal victimization; teacher and school staff victimization; teacher's social support; and perception of safety in the students’ neighborhoods on perceptions of school safety. Findings showed that although different forms of school violence, particularly peer physical victimization and physical and sexual victimization from teachers and school staff, contribute to students’ perception of school safety, the highest contribution came from students perceiving their neighborhoods as unsafe. In contrast, teacher social support contributed to increased levels of perceived school safety. We discuss the need for school‐based interventions that address physical victimization and engage teachers in prosocial and less punitive approaches to foster a positive and safe school climate, and in fostering school–community partnerships. 相似文献