La competencia en Relajación-Mindfulness en estudiantes de Educación Secundaria y Bachillerato y su influencia en el clima de aula y el rendimiento académico

  • Luis López-González Universidad de Barcelona (España)
  • Alberto Amutio Universidad del País Vasco (España)
  • David Herrero-Fernández Universidad del País Vasco (España)

Resumen

El objetivo de este trabajo es, por una parte, averiguar si existen diferencias por género y nivel académico en la competencia en relajación y mindfulness en el alumnado de Educación Secundaria Obligatoria y Bachillerato. Por otra, se pretende analizar la relación existente entre relajación-mindfulness (REMIND), clima de aula (CA) y rendimiento académico (RA) partiendo de la hipótesis de que el clima de aula ejerce de mediador. El estudio se realizó durante una intervención del Programa TREVA de REMIND sobre una muestra de 420 alumnos/as de Educación Secundaria Obligatoria y Bachillerato con una media de edad de 14.29. Los resultados no muestran diferencias en REMIND por género pero sí, parcialmente, por nivel educativo. Se comprobó que el CA ejerce como variable mediadora entre REMIND y RA. Se recomienda la implementación de programas de relajación-mindfulness en los centros educativos de Secundaria y Bachillerato.

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