Examinando por Autor "Telletxea, Saioa"

Mostrando 1 - 3 de 3
  • Miniatura
    Ítem
    Basque ethnic identity and collective empowerment: two key factors in well-being and community participation
    (Frontiers in Psychology, 2020-11) Zabala, Jon; Conejero, Susana; Pascual, Aitziber; Alonso-Arbiol, Itziar; Amutio, Alberto; Torres-Gomez, Barbara; Padoan De Luca, Sonia; Telletxea, Saioa
    Social identity is a factor that is associated with well-being and community participation. Some studies have shown that ethnic identity goes along with empowerment, and that interaction between the two leads to greater indices of well-being and community participation. However, other works suggest a contextual circumstance (i.e., perceiving one’s own group as a minority and/or being discriminated) may condition the nature of these relations. By means of a cross-sectional study, we analyzed the relations of social identification (or identity fusion) and collective psychological empowerment with personal well-being, social well-being and community participation in a sample of Basques. A total of 748 Basques participated (63.1% women; age M = 39.28; SD = 12.13). Individuals who were highly identified or fused with Basque speakers and who were highly empowered showed higher indices of well-being (both personal and social) and of community participation than non-fused individuals with low empowerment. The results also suggest that social identification (or identity fusion) offsets the negative effects of perceiving the group as a linguistic minority. Collective psychological empowerment proved to be an especially relevant factor that needs to continue to be explored.
  • No hay miniatura disponible
    Ítem
    Social climate in university classrooms: A mindfulness-based educational intervention
    (John Wiley and Sons Inc, 2022-02) Amutio, Alberto; Telletxea, Saioa; Mateos-Pérez, Estibaliz; Padoan, Sonia; Basabe, Nekane
    There is a limited number of studies on the impact of mindfulness-based interventions on university students and their positive effect on collective experiences of shared flow. The aim of the present study was to explore the effectiveness of mindfulness training in terms of reducing stress and enhancing well-being, experiences of shared flow and classroom climate (engagement and affiliation). The intervention and control groups were matched by age and sex (n = 125; M = 20.71, SD = 4.60, 68% women). The intervention group comprised mindfulness exercises performed in the classroom over the course of 7 weeks. The principal variables were measured at pretest and posttest, and shared flow was also measured in the intervention group. In comparison with the control group, statistically significant differences were observed in the intervention group in relation to mindfulness, perceived stress, and classroom climate (affiliation). Furthermore, the perception of shared flow among students increased from the beginning to the end of the program. Mindfulness skills were found to mediate improvements in perceived well-being and stress. It is concluded that mindfulness practice can turn learning into a challenging and shared task. The study highlights the importance of fostering programs that enhance the development of competencies related to mindfulness among university students. © 2021 The Authors. PsyCh Journal published by Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.
  • Miniatura
    Ítem
    Superordinate identities and self-transcendent emotions: Longitudinal study in Spain and Chile
    (Frontiers Media S.A., 2022-11) Wlodarczyk, Anna; Méndez, Lander; Cusi, Olaia; Telletxea, Saioa; Jara, Mendia; Briceño, Mauricio; Delgado, Daniela; Balbontín, Francisca; Lecaros, Alexandra; Páez, Darío
    Recent studies suggest that identification with all humanity (IWAH), apart from being related to universalistic values, could also be related to self-transcendent emotions (STE). In this scenario, the general objective of this cross-cultural longitudinal study is to examine the relationship between identification with proximate categories (i.e., community and country) and superordinate one (all humanity), and their association with positive self-oriented and STEs during a traumatic global phenomenon such as COVID-19 pandemics. Additionally, we explore variations regarding the patterns of those associations in different cultural contexts (Chile and Spain) and examine whether they change among two different time points (T1–T2). The total sample was composed of 403 participants, of whom 224 were residents in Chile (M = 39.25, SD = 12.56; range 18–71 years; 49.6% women) and 179 were residents in Spain (M = 36.35, SD = 12.12; range 18–68 years; 59.8% women). Data collection was carried out in September (T1) and November (T2) 2020, through online surveys administered via Survey Monkey® platform. Overall, results show, as expected, greater identification with proximate categories rather than superordinate ones, and an association between STEs and IWAH, but also with national and community identification. IWAH, but not STEs decreased significantly (T1–T2) in both countries. Thereafter, these emotional and behavioral responses decline as a symptom of growing fatigue with the pandemic situation, and also reflect a shift from broader to more local concerns. Analysis regarding comparisons between countries indicated higher levels of identification with community and with all humanity in Spain and with country in Chile. The results are discussed in the context of new developments in studies on IWAH. Copyright © 2022 Wlodarczyk, Méndez, Cusi, Telletxea, Mendia, Briceño, Delgado, Balbontín, Lecaros and Páez.