ABSTRACT This study identified clusters of adolescents who share similar cardiorespiratory fitnes... more ABSTRACT This study identified clusters of adolescents who share similar cardiorespiratory fitness levels and analysed the relationships between cardiorespiratory fitness, inhibition, and math fluency in each of the clusters. The subjects were 490 high-school students aged 10–16 years. The mean age was 13.82 years (SD = 1.12). Latent class analysis identified three clusters with high, medium, and low levels of cardiorespiratory fitness. The high-fitness cluster achieved higher scores in inhibition and math fluency than the low-fitness cluster. Path analysis revealed that the influence of cardiorespiratory fitness on inhibition was non-existent in the three clusters. The effect of inhibition on math fluency was positive and significant in all three cardiorespiratory fitness levels. Cardiorespiratory fitness had a direct, positive, and significant effect on math fluency only in the high-fitness cluster. Therefore, a high level of cardiorespiratory fitness is a significant determining factor in the explanation of math fluency. These results indicate that inhibition does not mediate the relationship between cardiorespiratory fitness and math fluency. However, the benefits of cardiorespiratory fitness affect math fluency, which has important implications for the educational environment and the teaching/learning process.
Previous studies have shown that teacher messages are related with many school-related outcomes, ... more Previous studies have shown that teacher messages are related with many school-related outcomes, such as students' engagement and performance. However, it is still unknown how the combination of different elements within teacher messages relate with these outcomes. Based on the message framing theory and the self-determination theory, the present study examined how teachers' engaging messages link to student's motivation to learn and academic performance. A total of 1209 students between grades 8 and 12 drawn from 63 classes participated in the study. Participants completed self-report measures of teachers' engaging messages and motivation to learn. Academic performance was measured using students' grades obtained from school records. Multilevel structural equation models were performed (ML-SEM) to test the hypothesized relations among variables. ML-SEMs results confirmed our hypothesis and showed that teacher engaging messages indirectly predicted student's academic performance via motivation to learn. Specifically, the autonomous forms of motivation to learn positively predicted performance and the controlled forms of motivation to learn where negatively related to performance. The present findings highlight a resource teachers can rely on to motivate students and improve their academic outcomes. These results set the basis for future educational interventions targeting teaching practices.
“If you work hard you will learn interesting facts”.“Unless you work hard you will get into troub... more “If you work hard you will learn interesting facts”.“Unless you work hard you will get into trouble”. These are examples of engaging messages teachers use to encourage engagement among their students. These kind of messages have been recently addressed by researchers, yet the reason why teachers use certain messages remains unexplored. This study aimed to identify profiles of teachers’ engaging messages and how these relate to their basic needs and students’ performance. The sample comprised 48 teachers and 1150 students. At the student-level, latent profile analysis showed three profiles: the gain-framed messages (GFM), the few-messages (FM), and the all-messages (AM) profiles. At the teacher-level, multilevel profile analysis showed an active and a passive profile. Results also indicated that teachers’ basic psychological needs were related to their use of engaging messages and this was related to students’ performance.
The executive functions of the homeless may be contributing to the success or failure of social i... more The executive functions of the homeless may be contributing to the success or failure of social integration processes. The goal of this study was to analyze the relationship between attachment and executive dysfunction in the homeless, specifically, to analyze the prevalence of adult attachment and executive dysfunction patterns, as well as the predictive power of different types of attachment for executive functioning. Participants were 107 homeless. Descriptive analysis revealed the prevalence of insecure attachment, and a high prevalence of clinically significant executive dysfunction. Regression analysis showed that attachment predicts all the executive functions, although the predictive power of attachment decreased when entering the variable drug addiction. People in a situation of chronic social exclusion are characterized by an insecure attachment style and moderate levels of executive dysfunction.
ABSTRACT This study identified clusters of adolescents who share similar cardiorespiratory fitnes... more ABSTRACT This study identified clusters of adolescents who share similar cardiorespiratory fitness levels and analysed the relationships between cardiorespiratory fitness, inhibition, and math fluency in each of the clusters. The subjects were 490 high-school students aged 10–16 years. The mean age was 13.82 years (SD = 1.12). Latent class analysis identified three clusters with high, medium, and low levels of cardiorespiratory fitness. The high-fitness cluster achieved higher scores in inhibition and math fluency than the low-fitness cluster. Path analysis revealed that the influence of cardiorespiratory fitness on inhibition was non-existent in the three clusters. The effect of inhibition on math fluency was positive and significant in all three cardiorespiratory fitness levels. Cardiorespiratory fitness had a direct, positive, and significant effect on math fluency only in the high-fitness cluster. Therefore, a high level of cardiorespiratory fitness is a significant determining factor in the explanation of math fluency. These results indicate that inhibition does not mediate the relationship between cardiorespiratory fitness and math fluency. However, the benefits of cardiorespiratory fitness affect math fluency, which has important implications for the educational environment and the teaching/learning process.
Previous studies have shown that teacher messages are related with many school-related outcomes, ... more Previous studies have shown that teacher messages are related with many school-related outcomes, such as students' engagement and performance. However, it is still unknown how the combination of different elements within teacher messages relate with these outcomes. Based on the message framing theory and the self-determination theory, the present study examined how teachers' engaging messages link to student's motivation to learn and academic performance. A total of 1209 students between grades 8 and 12 drawn from 63 classes participated in the study. Participants completed self-report measures of teachers' engaging messages and motivation to learn. Academic performance was measured using students' grades obtained from school records. Multilevel structural equation models were performed (ML-SEM) to test the hypothesized relations among variables. ML-SEMs results confirmed our hypothesis and showed that teacher engaging messages indirectly predicted student's academic performance via motivation to learn. Specifically, the autonomous forms of motivation to learn positively predicted performance and the controlled forms of motivation to learn where negatively related to performance. The present findings highlight a resource teachers can rely on to motivate students and improve their academic outcomes. These results set the basis for future educational interventions targeting teaching practices.
“If you work hard you will learn interesting facts”.“Unless you work hard you will get into troub... more “If you work hard you will learn interesting facts”.“Unless you work hard you will get into trouble”. These are examples of engaging messages teachers use to encourage engagement among their students. These kind of messages have been recently addressed by researchers, yet the reason why teachers use certain messages remains unexplored. This study aimed to identify profiles of teachers’ engaging messages and how these relate to their basic needs and students’ performance. The sample comprised 48 teachers and 1150 students. At the student-level, latent profile analysis showed three profiles: the gain-framed messages (GFM), the few-messages (FM), and the all-messages (AM) profiles. At the teacher-level, multilevel profile analysis showed an active and a passive profile. Results also indicated that teachers’ basic psychological needs were related to their use of engaging messages and this was related to students’ performance.
The executive functions of the homeless may be contributing to the success or failure of social i... more The executive functions of the homeless may be contributing to the success or failure of social integration processes. The goal of this study was to analyze the relationship between attachment and executive dysfunction in the homeless, specifically, to analyze the prevalence of adult attachment and executive dysfunction patterns, as well as the predictive power of different types of attachment for executive functioning. Participants were 107 homeless. Descriptive analysis revealed the prevalence of insecure attachment, and a high prevalence of clinically significant executive dysfunction. Regression analysis showed that attachment predicts all the executive functions, although the predictive power of attachment decreased when entering the variable drug addiction. People in a situation of chronic social exclusion are characterized by an insecure attachment style and moderate levels of executive dysfunction.
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Papers by Juan L. Nuñez