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School anxiety and psychopathological symptoms tend to co-occur across development and persist in adulthood. The present study aimed to determine school anxiety profiles based on Lang’s model of the triple response system (cognitive anxiety, psychophysiological anxiety, and behavioral anxiety) and to identify possible differences between these profiles in psychopathological symptoms (depression, hostility, interpersonal sensitivity, somatization, anxiety, psychoticism, obsessive-compulsive, phobic anxiety, and paranoid ideation). The School Anxiety Inventory (SAI) and the Symptom Assessment-45 Questionnaire (SA-45) were administered to 1525 Spanish students (49% girls) between 15 and 18 years old (M = 16.36, SD = 1.04). Latent Profile Analysis identified four school anxiety profiles: Low School Anxiety, Average School Anxiety, High School Anxiety, and Excessive School Anxiety. A multivariate analysis of variance revealed statistically significant differences among the school anxiety profiles in all the psychopathological symptoms examined. Specifically, adolescents with Excessive School Anxiety showed significantly higher levels of the nine psychopathological symptoms than their peers with Average School Anxiety and Low School Anxiety. In addition, the Excessive School Anxiety profile scored significantly higher in phobic anxiety than the High School Anxiety group. These findings allow to conclude that it is necessary enhance well-being and reduce psychopathology of those adolescents who manifest high and very high reactivity in cognitive, psychophysiological, and behavioral anxiety.

The Early Childhood Education stage is the basis of the training of the minor, especially in the literacy field. The use of innovative resources in the classroom that motivate and arouse reading interest, as a previous step to a habit that must be acquired throughout Primary, becomes one of the tasks of the teacher who values the importance of reading in the personal and academic development of his students. For this reason, this workshop aims to help the understanding of literary texts to arouse interest and reader motivation through light and manipulative materials, thus favoring the pleasure of reading. The workshop consists of the narration of stories of children´s literature using the old overhead projectors used as light tables. The participants of this study were 326 students from four to six years (51.8% were children) of Early Education from different schools in the Region of Murcia. A demographic scale, the Mierisuo-Storm and Soinnien scale (2012) and an observational record were administered as instruments for the collection of information. The results show that 99% of the students not only understood the argument of the text, but also were able to carry out the subsequent activities using the resources offered; the same percentage showed interest in reading new texts. As a conclusion to this project, we can affirm that the implementation of new resources in the classroom focused on the understanding of the texts helps to awaken in the child the motivation and necessary interest to generate the reading habit., La etapa de Educación Infantil es la base de la formación del menor, especialmente en el ámbito lectoescritor. El empleo de recursos innovadores en el aula que motiven y despierten el interés lector, como paso previo a un hábito que será adquirido en Primaria, se convierte en la principal labor del docente que valora la trascendencia de la lectura en el desarrollo personal y académico de su alumnado. Este proyecto tuvo como objetivo ayudar a la comprensión de los textos literarios para despertar el interés y la motivación lectora a través de la luz y materiales manipulativos, favoreciendo el placer por la lectura. Consistió en la narración de cuentos y la posterior realización de actividades mediante el empleo de los antiguos retroproyectores utilizados como mesas de luz. Los participantes de este estudio fueron 326 alumnos de 4 a 6 años (51,8% eran niños) de Educación Infantil de colegios de la Región de Murcia. Se administraron como instrumentos para la recogida de información una escala sociodemográfica, la escala de Mierisuo-Storm y Soinnien (2012) y un registro observacional. Los resultados obtenidos muestran que el 99% del alumnado comprendió el argumento del texto y fue capaz de realizar las actividades posteriores empleando para ello los recursos ofrecidos; el mismo porcentaje mostró interés por posteriores lecturas. Como conclusión, se puede afirmar que la implementación de nuevos recursos en el aula enfocados a la comprensión de los textos ayuda a despertar en el menor la motivación y el interés necesario para generar el hábito lector.