Examinando por Autor "Oriol, X."
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Ítem Bullying en la adolescencia y satisfacción con la vida: ¿puede el apoyo de los adultos de la familia y de la escuela mitigar este efecto?(Escuela Universitaria de Magisterio, 2019-06) Miranda, R.; Oriol, X.; Amutio, A.; Ortúzar, H.Existen pocos estudios que vinculen la victimización sufrida por bullying con la satisfacción con la vida. Por ello, este estudio tiene como objetivo evaluar el efecto mitigador del apoyo de figuras adultas (padres, madres y adultos de la escuela) sobre la relación de la victimización por bullying y la satisfacción con la vida en adolescentes. Con este fin, se evalúa una muestra de 5774 adolescentes provenientes de 71 escuelas públicas ubicadas en barrios violentos de Lima, Perú. Para ello, se realiza un análisis de moderación para evaluar el rol de las figuras adultas de apoyo en la casa y la escuela. Los resultados muestran que el apoyo de los adultos en casa mitiga la relación negativa entre la victimización y la satisfacción con la vida. Este efecto es mayor en el caso del apoyo adulto en la casa. El apoyo brindado por los adultos, tanto en la casa como en la escuela, favorece que los adolescentes que padecen de una alta prevalencia de victimización puedan mantener niveles superiores de satisfacción con la vida respecto a los adolescentes que perciben bajo apoyo de los adultos. Finalmente, se discute la necesidad de que adultos en la escuela y padres realicen acciones coordinadas para prevenir y disminuir la prevalencia de este tipo de violencia entre compañeros/as.Ítem Development and validation of the relaxation-mindfulness scale for adolescents (EREMIND-A)(Colegio Oficial de Psicologos Asturias, 2018) López-González, L.; Amutio, A.; Oriol, X.; Gázquez, J.J.; Pérez-Fuentes, M.C.; Molero, M.M.Background: The aim of this investigation was to validate the Relaxation- Mindfulness Scale for Adolescents (EREMIND-A), consisting of 18 items and three factors (Attention-Concentration in the present moment; Relaxation (abilities and attitudes); and Sensory awareness/Contemplation/ Interiority). Method: The validation was done with a sample of Secondary Education and Baccalaureate students from four different centres in Spain (n = 1.120). EFA and CFA of the EREMIND-A were performed and construct and incremental validities calculated. Results: Initial results confi rm the validity and reliability of the scale. Conclusions: There is a need for a broader conceptualization of mindfulness, as well as the inclusion and analysis of other related and cross-cutting concepts. The research in this sense will propitiate the adaptation of the Mindfulness- Based Interventions to the reality of the adolescents in the educational centers, where relaxation and the interiority are aspects to be taken into consideration. © 2018 Psicothema.Ítem Distinct Routes to Understand the Relationship Between Dispositional Optimism and Life Satisfaction: Self-Control and Grit, Positive Affect, Gratitude, and Meaning in Life(Frontiers Media S.A., 2020-05) Oriol, X.; Miranda, R.; Bazán, C.; Benavente, E.Over the last years, understanding the implications of prospective thinking toward the future has become of increasing interest. This study aims to delve into the relation between dispositional optimism, one of the most relevant prospective constructs, and life satisfaction. Additionally, we also seek to prove the mediating effect of different cognitive and affective variables associated with both hedonic and eudaimonic well-being on this relationship. A first study is conducted with 275 secondary students to assess the relationship between optimism and life satisfaction through self-control and grit (14.82, SD = 1.07), which indicates a mediating effect of grit but not of self-control. A second study is carried out with 1,356 university students (21.5, SD = 2.35) to demonstrate the mediating effect of positive affect on dispositional optimism and life satisfaction. Results show a strong relationship between optimism and positive affect, but no mediating effect on life satisfaction. Finally, a third study comprising 371 secondary students (14.12, SD = 1.78) demonstrates the existence of a serial multiple mediation from gratitude and meaning in life over the relationship between optimism and life satisfaction. Implications are discussed in terms of how prospective variables like dispositional optimism may lead to an increase in subjective well-being (SWB) through different affective and cognitive mechanisms. © Copyright © 2020 Oriol, Miranda, Bazán and Benavente.Ítem Emotional regulation and physical recovery in young athletes of individual and collective sport modalities(Revista Internacional de Ciencias del Deporte, 2018-07) Molina, V.M.; Oriol, X.; Mendoza, M.C.Due to the influence of positive and negative affects experienced during competition on sports performance, emotional regulation is one of the psychological variables that are more interesting to the sport psychology field. In this sense, this study analyzes how the use of reappraisal and suppression stimulates or hampers the physical recovery of young athletes. All of this taking into account the mediating role of self-efficacy and cognitive anxiety experienced during competition. Three hundred Chilean athletes with ages from 11 to 18 years old participated in this study (M = 15.15; SD = 2.38). Specifically, 139 of them practiced individual sports (boating, athletics, swimming, rhythmic gymnastics, and tennis) and 161 collective sports (basketball, volleyball, soccer, and rugby). Results show that the use of cognitive reappraisal as a dispositional strategy is associated with positive affect. In addition, cognitive reappraisal promotes self-efficacy in athletes during competition and stimulates their physical recovery. Emotional suppression produces the opposite effect, being associated to negative affect and impairing physical recovery by cognitive anxiety. Results are also discussed related to differences observed in the use of these two emotional regulation strategies in individual and collective sports, along with their practice implications for the training of young athletes in both modalities. © 2018 Revista Internacional de Ciencias del Deporte. All rights reserved.Ítem Gratitude as a Protective Factor for Cyberbullying Victims: Conditional Effects on School and Life Satisfaction(NLM (Medline), 2021-03) Oriol, X.; Varela, J.; Miranda, R.Recently, studies linking the emotion of dispositional gratitude to cyberbullying have attracted attention. However, this is still a seminal research area that requires further scientific studies. Through longitudinal data, this study aims to analyze the mitigating effect of gratitude on cybervictimization and two indicators of adolescent subjective well-being, namely school and life satisfaction. To this end, 221 adolescents attending private schools in Peru (age: mean (M) = 12.09; standard deviation (SD) = 0.89) were selected to respond to a self-administered questionnaire in two waves that were six months apart. Descriptive data show that 27% of cybervictims also suffer other types of traditional bullying. The overlaps between forms of bullying contribute to higher probabilities of experiencing low school and life satisfaction compared to non-victims after six months. The results of the moderation analysis show that experience high gratitude help students to maintain stable levels of life satisfaction regardless of the prevalence of cyberbullying after six months The results are discussed in terms of the relevance of fostering gratitude from early ages.Ítem Gratitude at work prospectively predicts lower workplace materialism: A three-wave longitudinal study in Chile(MDPI AG, 2021-04) Unanue, J.; Oriol, X.; Oyanedel, J.C.; Rubio, A.; Unanue, W.Materialism at work refers to a higher importance attached to extrinsic (e.g., money, fame, image) versus intrinsic (self-development, affiliation, community participation) employees’ ‘aspirations’. Research from self-determination theory has consistently found that materialism at work is strongly detrimental for both employees and organizations. For example, materialism is negatively associated with lower job satisfaction and engagement and positively associated with higher turnover intentions and job insecurity. Unfortunately, there are no viable strategies for reducing materialism in the workplace yet. In this sense, based on emergent research in psychology, we theorized that dispositional gratitude—a key construct within the Positive Organizational Psychology field—could be a protecting factor against materialism. Further, we conducted a three-wave longitudinal design among a large sample of Chilean workers (n = 1841) to test, for the first time, the longitudinal link between gratitude and materialism. We used two novel methodologies: A cross-lagged panel model (CLPM) to test between-person changes and a trait-state-occasion model (TSO) to test within-person changes. We found that both the CLPM as well as the TSO models showed that gratitude at work prospectively predicted further lower workplace materialism. Specifically, the CLPM shows that individuals with higher than average gratitude at Ti, are more likely to show lower than average materialism at Ti+1. The TSO shows that individuals with a higher than their usual level of gratitude at Ti are more likely to show a lower than their usual level of materialism at Ti+1. Important implications for materialism research as well as for the Positive Organizational Psychology field are discussed. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.Ítem Nationalistic collective rituals, intergroup relations, and legitimation of national social systems(Ubiquity Press, 2020) Vargas-Salfate, S.; Paez, D.; Oriol, X.; Costa, S.; Gondim, S.; Techio, E.In this article, we test if international football matches in Latin America can be understood as nationalistic collective rituals and if participating in them leads to prejudicial attitudes toward immigrants and to legitimize the national social systems. Based on social identity theory and literature on collective rituals, we propose that participating in collective rituals makes cognitively salient social identity over self-identity through collective emotions. Therefore, individuals are more motivated to perceive the social systems as fair and legitimate and to show outgroup derogation. In Study 1 (N = 414), interest in football was associated with national identification a week before an international tournament in Brazil, Chile, and Spain. This association was mediated by fusion of identity with the national ingroup but not by experiencing collective positive emotions. In Study 2 (N = 118), we used an experimental design and showed that nationalism moderated the effect of participating in nationalistic collective rituals on measures related to behavioral intentions. Specifically, these rituals decreased outgroup prejudice among high nationalistic participants. Collective rituals are discussed as a form of collective self-affirmation that may have reduced defensiveness and led nationalistic individuals to behave according to the predominant values within a society.Ítem Self-Transcendent Aspirations and Life Satisfaction: The Moderated Mediation Role of Gratitude Considering Conditional Effects of Affective and Cognitive Empathy(Frontiers Media S.A., 2020-08) Oriol, X.; Unanue, J.; Miranda, R.; Amutio, A.; Bazan, C.Life aspirations are considered one of the most relevant components for human beings to give meaning and purpose to their existence. Different studies emphasized the relevance of intrinsic life aspirations to promote life satisfaction. However, few studies analyze the specific role of the intrinsic aspirations that have been recently categorized as self-transcendent. Self-transcendent aspirations are focused on helping others and improving society and, consequently, are considered aspirations whose purpose transcends oneself. In this sense, the objective of this study is to observe how self-transcendent aspirations are related to life satisfaction through dispositional gratitude. Additionally, we aim to study the moderating role of cognitive and affective empathy. There were 1,356 students (mean age = 21.5, standard deviation = 2.35 years) who took part in a scholarship program funded by the Education Ministry of Peru (PRONABEC), of which 57.7% were men and 42.3% were women. Results show a strong relationship between self-transcendent aspirations, gratitude, and cognitive and affective empathy. In the mediation analysis, an indirect effect of self-transcendent aspirations is observed on life satisfaction via gratitude. However, the moderated mediation showed that the addition of cognitive and affective empathy conditions the mediation effect. In this way, cognitive empathy has a significant interaction in the relationships between self-transcendent aspirations and gratitude, and between self-transcendent aspirations and life satisfaction. Results are discussed to emphasize the relevance of the mediating and moderating mechanisms considered in this study for the understanding of how self-transcendent life aspirations may promote life satisfaction. © Copyright © 2020 Oriol, Unanue, Miranda, Amutio and Bazán.Ítem The assertive resolution of conflicts in school with a gamified emotion education program(Frontiers Media S.A., 2018-11) Filella, G.; Ros-Morente, A.; Oriol, X.; March-Llanes, J.Coexistence in schools inevitably carries a higher risk of conflicts among peers. This fact can be detrimental to the well-being and academic achievement of the students. In many developed countries, about 90% of the pupils in compulsory secondary education report witnessing assaults among peers. In this regard, recognizing, controlling and managing emotions is key to ensure a healthy and effective interaction with others. Negative emotions, such as anger, can trigger conflicts or even episodes of violence if not regulated properly. Interactive tools, such as specialized software's, have shown high rates of efficacy for the training of different kinds of competences like the regulation of emotions. The aim of the present work is to describe the Happy Emotional Education Program and its effects over a sample of secondary school students. This software focuses in the training of emotional competences of the students with the objective of solving conflicts in a more assertive way. The design employed in the present work was a quasiexperimental design with pretest and posttest with a control group. Results show that Happy Emotional Education Program contributes to the management of emotions and the absence of negative affect or anxiety in a significant way. Additionally, the constant use of this interactive tool enhances motivation and the learning process of students. Results also indicate the importance of assessing the effects of the program in the long term. This would enable researchers to further assess the effects of the program over those emotional competences that are more resistant to change given its stable nature. © 2018 Filella, Ros-Morente, Oriol and March-Llanes.Ítem The Effects of the 2016 Copa América Centenario Victory on Social Trust, Self-Transcendent Aspirations and Evaluated Subjective Well-Being: The Role of Identity With the National Team and Collective Pride in Major Sport Events(Frontiers Media S.A., 2020-09) Bravo, D.; Oriol, X.; Gomez, M.; Cortez, D.; Unanue, W.Following a neo-Durkheimian perspective, major sporting events such as the World Cup or the America’s Cup differ from other collective rituals because they promote interest throughout the nation due to their massiveness and international character. In order to increase the scientific knowledge related to these type of rituals, the aim of this study was to observe the effects that the Chilean victory in the 2016 Copa América Centenario had on social variables such as trust, self-transcendent aspirations, and evaluated subjective well-being (SWB) of both fans and non-fans. In addition, two longitudinal structural equation models (SEMs) were performed to estimate the effect of identity with the national team before the final match on evaluated SWB, trust, and self-transcendent aspirations post-final. A total of 648 Chilean participants (mean age = 38.58; SD = 10.96) answered the questionnaire before the final match. Out of these, 409 completed our measures after the final. The results show that fans presented higher scores in many of the studied variables before and after the final compared to non-fans. Identification with the national team (before the final) prospectively and significantly predicted pride in the national team and pride in the country (after the final). In addition, these two forms of collective pride mediated the relationship between identification with the national team (before the final) and evaluated SWB (after the final). The results are discussed emphasizing the importance of these kinds of specific massive rituals and their effects. © Copyright © 2020 Bravo, Oriol, Gómez, Cortez and Unanue.Ítem The Role of Self-control and Grit in Domains of School Success in Students of Primary and Secondary School(Frontiers Media, 2017-10) Oriol, X.; Miranda, R.; Oyanedel, J.C.; Torres, J.Objective: Self-control and grit have become two of the most important variables that explain success in different aspects of people's daily life (Duckworth and Gross, 2014). Self-control promotes delayed gratification and directly influences thoughts, emotions, and impulses. On the other hand, grit enhances the achievement of goals through perseverance even before extreme external circumstances. Since both constructs are related, examining them together is compelling, as long as the different nuances that characterize each are taken into account. Two structural equation models (SEM) were conducted to observe the effect of self-control and grit on a more specific indicator of academic success (academic self-efficacy) and a more general indicator of school experience (satisfaction with school). Methods: The first model comprises 5,681 primary students (M = 9.05; SD = 0.79), and the second 10,017 secondary students (M = 14.20; SD = 1.04) from Lima, Peru. In both models, the influence of grit and self-control on school satisfaction was observed when taking self-efficacy as a mediator variable. Results: The results show that grit and self-control have strong associations in both primary and secondary students. When estimating the covariance of both constructs, grit is related with academic-self efficacy at both educational stages, but only to satisfaction with school in secondary students. On the contrary, self-control shows a significant relationship with school satisfaction only in primary education. In turn, self-efficacy shows a mediating effect between grit and school satisfaction. After calculating the invariance of the models, differences are observed by gender in the relationships between variables. Conclusion: The results indicate that both constructs are strongly interrelated. Regarding the associations with the indicators of academic success, a need for timely interventions specific to each educational stage is observed.Ítem Violent relationships at the social-ecological level: A multi-mediation model to predict adolescent victimization by peers, bullying and depression in early and late adolescence(Public Library of Science, 2017-03) Oriol, X.; Miranda, R.; Amutio, A.; Acosta, H.C.; Mendoza, M.C.; Torres-Vallejos, J.Background From the social-ecological perspective, exposure to violence at the different developmental levels is fundamental to explain the dynamics of violence and victimization in educational centers. The following study aims at analyzing how these relationships are produced in the Peruvian context, where structural violence situations exist. Methods A multi-mediation structural model with 21,416 Peruvian adolescents (M = 13.69; SD = 0.71) was conducted to determine the influence of violence in the school environment on violence perceived within school and violence exercised by teachers. In addition, it was also intended to determine whether these violent relationships predict depression through loneliness, and bullying through peer victimization. The existence of differences between early and late adolescence was also verified. Results Results confirm that violence in the school setting has high influence on violence exercised by adolescents and teachers within the school. Teacher violence is the most important predictor of depression through loneliness, and encourages peer victimization and the emergence of aggressive behavior. Exposure to violence exercised by support sourcesteachers and classmatesexplains more than 90% of the total variance explained in bullying behavior. Differences were found between early and late adolescence models. Conclusion The high prevalence of structural violence in school settings facilitates the bullying/victimization dynamics within school. From a social-ecological perspective, this result suggests the importance of network cooperation at a mesosystem level, with teachers from educational centers playing a crucial role in the prevention of bullying/victimization.