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El objetivo de esta investigación fue evaluar la calidad de vida, la participación en actividades extraescolares y las características resilientes del alumnado de primaria, e identificar factores contextuales que limitan o facilitan su desarrollo saludable. Participaron 156 alumnos, de entre 10 y 13 años, de las comunidades autónomas de Castilla y León y Andalucía. Ochenta presentaban necesidades específicas de apoyo educativo (NEAE). Los instrumentos utilizados fueron el Cuestionario de calidad de vida KIDSCREEN-27, el Cuestionario de Participación en Actividades Extraescolares CAPE/PAC y la versión traducida y adaptada al castellano del Cuestionario de Resiliencia CYRM. Los participantes obtuvieron puntuaciones elevadas en calidad de vida y resiliencia, y moderadas en participación en actividades extraescolares. El alumnado con NEAE obtuvo puntuaciones inferiores en la percepción de su bienestar emocional, recursos resilientes y participación en actividades de tipo físico. Estos resultados constituyen un punto de partida para elaborar un marco de indicadores basado en los modelos de inclusión y calidad de vida.

The aims of this research were to assess the quality of life, participation in leisure activities and resilience of primary school students, and to identify personal and environmental factors that limit or enhance their wellbeing and positive development. 156 primary students from the autonomic communities of Castilla y León and Andalucía, aged between 10 and 13 years old, participated in the research. 80 of them had special educational needs (SEN). The instruments used were Quality of Life questionnaire KIDSCREEN-27, Children’s Assessment of Participation, Enjoyment and Preference CAPE/PAC, and a Spanish version of Child and Youth Resilience Measure CYRM. Participants had high scores on quality of life and resilience and moderate scores in participation in recreation and leisure activities. Students with SEN scored less than their peers on perception of emotional well-being, resilient resources and participation in physical activities. These results provide information to develop an indicators framework based on inclusion and quality of life of models.

Background: Most theoretical models of self-determination suggest that both environmental and personal factors influence the development of self-determination. The design and implementation of inte...

Resumen: La autodeterminación es uno de los constructos de mayor importancia para fomentar el bienestar y la autonomía de las personas con discapacidad intelectual, a quienes tradicionalmente se les ha negado la oportunidad de ser agentes causales de sus propias vidas. A pesar de la importancia de este tema, existe aún una gran escasez de herramientas que permitan evaluar la autodeterminación y que ofrezcan información útil para elaborar planes de intervención específicos. El objetivo de este trabajo consiste en elaborar una escala objetiva de evaluación de la autodeterminación para jóvenes y adultos con discapacidad intelectual. Realizar un estudio Delphi con todos los agentes implicados (profesionales, familiares y personas con discapacidad) permitió crear un amplio pool de ítems que se aplicó a 165 participantes. Los datos ponen de manifiesto que la escala resultante cuenta con evidencias empíricas de validez y fiabilidad que garantizan la importancia de continuar investigando en esta línea. Abstract: Self-determination is one of the most important constructs for the welfare and autonomy of people with intellectual disabilities, who have traditionally had a lack of opportunities to be causal agents of their own lives. Despite the importance of this construct, there is not enough tools available to evaluate self-determination and offer useful information to prepare specific intervention plans. The aim of this work is to develop an objective assessment scale of self-determination for young people and adults with intellectual disabilities. Conducting a Delphi study with all the agents involved (professionals, family members and people with disabilities) allowed us to create a wide pool of items that were then applied to 165 participants. Data show that this scale has empirical evidences of validity and reliability that guarantees the importance of continuing this line of research.

SINTESIS: Promover la autodeterminacion de las personas con discapacidad intelectual se considera una meta importante y a la vez un medio para lograr mayor autonomia, participacion y bienestar personal. El objetivo de este estudio ha sido analizar el efecto de diferentes variables individuales (genero, edad, etc.) y contextuales (tipo de escolarizacion, programa educativo) en la autodeterminacion de alumnos con discapacidad intelectual en proceso de transicion a la vida adulta. En el estudio participaron 76 alumnos de entre 12 y 23 anos; 30 de ellos (el 39,5%) tenian discapacidad intelectual. La evaluacion se llevo a cabo mediante la Escala de Evaluacion de la Autodeterminacion (Verdugo y otros, en prensa), adaptada y traducida de The arc’s Self-Determination Scale (Wehmeyer, 1995). Entre los resultados mas significativos destaca que los alumnos con discapacidad intelectual escolarizados en centros especificos obtuvieron puntuaciones superiores en autodeterminacion a las de los alumnos escolarizados en centros ordinarios, aunque su grado de discapacidad tambien era mayor. Se discute en este articulo la influencia en la autodeterminacion de estos alumnos del contexto en el que se encuentran, y no tanto de su coeficiente intelectual (ci), y se analiza el efecto de otras variables. Palabras clave: autodeterminacion; discapacidad intelectual; transicion a la vida adulta; contexto educativo.

Developmental theories suggest age-related changes in the structure of affect. Paradoxically, the internal structure of the Positive and Negative Affect Schedule (PANAS; Watson, Clark, & Tellegen, 1988) has not been tested in Spanish older adults by means of confirmatory factor analysis (CFA) despite it is the most widely used measure of emotional well-being in later life. The aim of this study was to examine competing models of the internal structure of the Spanish version of the PANAS, its measurement invariance, reliability, and external validity. Participants were a representative sample of 585 community-dwelling people aged 60 and over, who also completed depression, loneliness and life satisfaction measures. Results showed that the orthogonal two-factor model with correlated errors (RMSEA = .057, 90% CI [.051, .063], SRMR = .084, CFI = .97, NNFI = .97) was the best fitting solution. Measurement invariance analyses confirmed that the two-independent factor structure can be used across young-old and very old people, as well as in both males and females. It showed good reliability (PA: α = .93, NA: α = .83), criterion, convergent and discriminant validity (p < .01). Our discussion highlights the role of age and culture in the experience and expression of emotions.

To promote well-being and integral education of all the students has turned into a prior aim in the educational policies of many countries. Several investigations try to know the variables that can act as barriers or facilitators in this process.The aims of the present investigation were to evaluate the quality of pupils’ life in primary education and to identify factors of the personal, familiar and school context that limit or promote their well-being and integral development.78 students of primary education took part in the study, between 10 and 13 years of age. The half presented specific educational needs (in forward sen), whereas the rest was constituting an equivalent group in age, kind and course, without sen.The participants obtained high punctuations in quality of life and resiliency and averages / falls in participation in leisure activities. The pupils with sen obtained low punctuations in the perception of their internal fortresses and in the participation in physical type activities out-of-schooll. They did not find differences between both groups in quality of life.These results constitute a relevant point for the development of actions that promote the well-being and the psycosocial adjustment of the whole student body from an educational context Promover el bienestar y la educación integral de todos los alumnos se ha convertido en un objetivo prioritario en las políticas educativas de muchos países. Numerosas investigaciones tratan de conocer las variables que pueden actuar como barreras o facilitadores de este proceso. Los objetivos de la presente investigación fueron evaluar la calidad de vida de alumnos de educación primaria e identificar factores del contexto personal, familiar y escolar que limitan o potencian su bienestar y desarrollo integral. Participaron del estudio 78 alumnos de educación primaria, de entre 10 y 13 años de edad. La mitad presentaba necesidades específicas de apoyo educativo (en adelante neae), mientras que el resto constituía un grupo equivalente en edad, género y curso, sin neae. Los participantes obtuvieron puntuaciones elevadas en calidad de vida y resiliencia, y medias / bajas en participación en actividades de ocio. Los alumnos con neae obtuvieron puntuaciones inferiores en la percepción de sus fortalezas internas y en la participación en actividades extraescolares de tipo físico. No se encontraron diferencias entre ambos grupos en calidad de vida. Estos resultados constituyen un punto de partida relevante para el desarrollo de acciones que promuevan el bienestar y el ajuste psicosocial de todo el alumnado desde el contexto educativo Promover o bem-estar e a educação integral de todos os alunos tornou-se um objetivo prioritário para as políticas educativas de muitos países. Numerosas pesquisas tratam de conhecer as variáveis que podem atuar como barreiras ou facilitadores deste processo. Os objetivos da presente pesquisa foram avaliar a qualidade de vida de alunos de educação primária e identificar fatores do contexto pessoal, familiar e escolar que limitam ou potenciam seu bem-estar e seu desenvolvimento integral.Participaram do estudo 78 alunos de educação primária, entre 10 e 13 anos de idade. A metade apresentava necessidades específicas de apoio educativo (chamaremos neae), enquanto o resto constituía um grupo equivalente em idade, gênero e curso, sem neae. Os participantes obtiveram pontuações elevadas em qualidade de vida e resiliência e médias/baixas em atividades de lazer. Os alunos com neae obtiveram pontuações inferiores na percepção de suas fortalezas internas e na participação em atividades extraescolares de tipo físico. Não se encontraram diferenças entre ambos os grupos em qualidade de vida.Estes resultados constituem um ponto de partida relevante para o desenvolvimento de ações que promovam o bem-estar e o ajuste psicossocial de todo o alunado a partir do contexto educativo.

To promote well-being and integral education of all the students has turned into a prior aim in the educational policies of many countries. Several investigations try to know the variables that can act as barriers or facilitators in this process. The aims of the present investigation were to evaluate the quality of pupils’ life in primary education and to identify factors of the personal, familiar and school context that limit or promote their well-being and integral development.78 students of primary education took part in the study, between 10 and 13 years of age. The half presented specific educational needs (in forward sen), whereas the rest was constituting an equivalent group in age, kind and course, without sen. The participants obtained high punctuations in quality of life and resiliency and averages / falls in participation in leisure activities. The pupils with sen obtained low punctuations in the perception of their internal fortresses and in the participation in physical type activities out-of-schooll. They did not find differences between both groups in quality of life. These results constitute a relevant point for the development of actions that promote the well-being and the psycosocial adjustment of the whole student body from an educational context. Keywords: quality of life; activities of leisure; resilency; specific educational needs.

Las personas afectadas de esclerosis múltiple, ante la valoración de la enfermedad como una amenaza, presentan respuestas diferentes en su independencia funcional y en su estado de ánimo (depresión y ansiedad), que no son explicables desde la enfermedad. A partir de una muestra de 55 pacientes, utilizando las escalas BEEGC y ICPDF se identifican dos estilos de afrontamiento (activo y pasivo) derivados de sus características de personalidad y la presencia o ausencia del Cuidador Primario. Los resultados obtenidos con el MIF, el BDI y el STAI confirman que el estilo de afrontamiento que adopta el paciente influye directamente en sus respuestas de estrés, ansiedad, depresión y discapacidad.

ResumenDesde la corriente cognitiva que impulsa la construccion de tests polifaceticos, se han disenado cuatro tests informatizados de Visualizacion Espacial empleando tareas similares a las clasicas de doblado de papel, desarrollo de superficies, recuento de bloques y rompecabezas. En una muestra de 501 alumnos universitarios se analizan los efectos de las facetas sobre los tiempos de reaccion y la precision. Como se esperaba, solo algunas condiciones de las tareas implican el uso de las transformaciones mentales definitorias del constructo de Visualizacion. Se enfatiza la importancia de estos resultados para la construccion y validacion de los tests espaciales.

Assessing and promoting self-determination is a key educational component to improved outcomes for transition-age young, specially for students with significant support needs. However, there are no psychometric robust tools in the Spanish context to assess self-determination. The main aim of this study is to present the developmental of The ARC-INICO Self-determination Scale designed to evaluate self-determined behavior of students with intellectual disability and an exploratory study of its psychometrical properties. The scale was applied to 99 high school students with intellectual disabilities. On average, these students were 16 years old (range: 11-19). Adequate internal consistency was shown. The factor analysis supported the multidimensional structure proposed for the scale. A set of items were found for review based on discrimination index. In conclusion, initial analyses show the acceptable preliminary psychometrical properties of this measure, indicating that it’s followed the right path in the development of a tool to know the level of students in skills such as autonomy, self-regulation, empowerment or self-knowledge that will be essential in their process of transition to adulthood.

The independence to decide and act as the causal agent in one’s life are unchanging demands by empowerment movements focused on people with disabilities and by people with disabilities themselves. International efforts have been devoted to defining the concept of self-determination, analyzing its importance and relationship with the quality of life of people with disabilities and creating evaluation and promotion materials based on empirical evidences. The aim of this study is to present the process for developing and validating a new self-determination evaluation instrument for young people with intellectual disabilities: the ARC-INICO Scale. The sample for validating the Scale comprised 279 young people with intellectual disabilities, limited intellectual capacities and learning difficulties. The participants were aged between 11 and 19 years (M = 15.59, SD = 1.89). The results indicate that both the Scale and the four sections into which it is divided were reliable. The confirmatory factor analysis shows proof of validity based on the internal structure of the Scale, and confirms the correct fit of the proposed hierarchical structure. Practical implications and future directions of research are also discussed. RESUMEN: La independencia para decidir y actuar como agente causal de la propia vida son constantes demandas realizadas por los movimientos en defensa de las personas con discapacidad y por las propias personas con discapacidad. La investigación internacional ha dedicado esfuerzos focalizados en delimitar el concepto de autodeterminación, analizar su importancia y relación con la calidad de vida de las personas con discapacidad, y elaborar materiales de evaluación y promoción basados en la evidencia. El objetivo de este estudio es presentar el proceso de desarrollo y validación de un nuevo instrumento de evaluación de la autodeterminación para jóvenes con discapacidad intelectual: Escala ARCINICO. La escala se aplicó a una muestra de 279 jóvenes con discapacidad intelectual, capacidad intelectual límite y dificultades de aprendizaje cuya edad osciló entre 11 y 19 años (M = 15,59; DT = 1,89). Los resultados indican que tanto la escala como las secciones en las que se divide fueron fiables. El análisis factorial confirmatorio proporciona evidencias de validez basadas en la estructura interna de la escala y confirma el buen ajuste de los datos a la estructura jerárquica propuesta. Las implicaciones prácticas y las líneas de investigación futuras son también discutidas en este trabajo. Esta investigación ha sido realizada gracias a la financiación del Ministerio de Economía y Competitividad (Subprograma de proyectos de investigación fundamental no orientada, I+D+i: PSI2012-36278) y el apoyo de la Junta de Castilla y León (Proyecto I+D: SA120U13 y Orden EDU/894/2009)