Predicción del rendimiento académico a través de la práctica de relajación-meditación-mindfulness y el desarrollo de competencias emocionales
Publicado
ene 1, 2021
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Alberto Amutio Careaga
Luis López-González
http://orcid.org/0000-0003-2534-9340
Xavier Oriol Granado
Nuria Pérez-Escoda
http://orcid.org/0000-0001-6314-2792
http://orcid.org/0000-0003-2534-9340
Xavier Oriol Granado
Nuria Pérez-Escoda
http://orcid.org/0000-0001-6314-2792
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Resumen
Este estudio tiene un doble objetivo, por un lado, conocer las relaciones existentes entre REMIND (relajación, meditación y mindfulness) competencia emocional (CE) y rendimiento académico (RA) en adolescentes; por el otro, analizar si la CE hace el rol de mediador entre REMIND y RA. La muestra se compone de 1 120 estudiantes de educación secundaria y bachillerato (51.96% mujeres) con una media de edad de 14.27 (DE =1.64). El análisis estadístico consistió fundamentalmente en comprobar la adecuación de las variables en cada uno de los modelos de ecuación estructural propuestos. En primer lugar, se calcularon los modelos de medida para después calcular los modelos SEM. Los resultados mostraron unas buenas relaciones entre variables y unos indicadores de ajuste aceptables para los modelos de medida. Así mismo, en el modelo global la CE aparece también como mediador entre REMIND y RA. Se concluye que las influencias en el RA ejercidas por REMIND en los modelos analizados son indirectas, a través de las competencias emocionales. Como conclusión, se destaca la conveniencia de que los docentes ejerciten en el aula programas o, al menos, ejercicios de REMIND para potenciar las competencias emocionales del alumnado y mejorar su RA.
Keywords
relajación; meditación; mindfulness; educación secundaria; competencia emocional; rendimiento académico
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Cómo citar
Amutio Careaga, A., López-González, L., Oriol Granado, X., & Pérez-Escoda, N. (2021). Predicción del rendimiento académico a través de la práctica de relajación-meditación-mindfulness y el desarrollo de competencias emocionales. Universitas Psychologica, 19. https://doi.org/10.11144/Javeriana.upsy19.prat
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