Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)
URI permanent per a aquesta col·leccióhttps://hdl.handle.net/2445/18527
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ArticleStaff perceptions of barriers that lesbian, gay and bisexual residents face in long-term care settings(SAGE Publications, 2022) Villar Posada, Feliciano; Serrat Fernández, Rodrigo; Celdrán, Montserrat; Fabà Ribera, Josep; Genover Estévez, Mònica; Martínez, TeresaThis study explores the difficulties that older lesbian, gay and bisexual residents may encounter when attempting to express their sexuality while living in long-term care facilities (LTCF), as perceived by staff. The sample was made up of 1,714 staff members working in 152 Spanish long-term care institutions for older people. Answers to an open-ended question regarding barriers that older lesbian, gay and bisexual people living in residential institutions may face when attempting to express their sexuality were content-analyzed. The results suggest that the barriers are almost exclusively caused by other people’s views on non-heterosexual issues, including both heterosexist assumptions (e.g., the lack of awareness of sexual diversity in LTC settings, something that is particularly frequent among care assistants) and homophobic attitudes and behaviors generally attributed by technical staff and managers to heterosexual residents. Practical and policy implications, which should take into account job role as a key factor, are discussed.- ArticleDesign and validation of a diagnostic suspicion checklist to differentiate epileptic from psychogenic nonepileptic seizures (PNES-DSC)(Elsevier B.V., 2024-05-01) Sobregrau Sangrà, Pau; Bailles, Eva; Radua, Joaquim; Carreño, Mar; Donaire Pedraza, Antonio Jesús; Setoain Perego, Xavier; Bargalló Alabart, Núria; Rumià, Jordi; Sánchez-Vives, María Victoria; Pintor Pérez, LuisObjective Psychogenic non-epileptic seizures (PNES) are complex clinical manifestations and misdiagnosis as status epilepticus remains high, entailing deleterious consequences for patients. Video-electroencephalography (vEEG) remains the gold-standard method for diagnosing PNES. However, time and economic constraints limit access to vEEG, and clinicians lack fast and reliable screening tools to assist in the differential diagnosis with epileptic seizures (ES). This study aimed to design and validate the PNES-DSC, a clinically based PNES diagnostic suspicion checklist with adequate sensitivity (Se) and specificity (Sp) to discriminate PNES from ES. Methods A cross-sectional study with 125 patients (n = 104 drug-resistant epilepsy; n = 21 PNES) admitted for a vEEG protocolised study of seizures. A preliminary PNES-DSC (16-item) was designed and used by expert raters blinded to the definitive diagnosis to evaluate the seizure video recordings for each patient. Cohen's kappa coefficient, leave-one-out cross-validation (LOOCV) and balance accuracy (BAC) comprised the main validation analysis. Results The final PNES-DSC is a 6-item checklist that requires only two to be present to confirm the suspicion of PNES. The LOOCV showed 71.4% BAC (Se = 45.2%; Sp = 97.6%) when the expert rater watched one seizure video recording and 83.4% BAC (Se = 69.6%; Sp = 97.2%) when the expert rater watched two seizure video recordings. Conclusion The PNES-DSC is a straightforward checklist with adequate psychometric properties. With an integrative approach and appropriate patient history, the PNES-DSC can assist clinicians in expediting the final diagnosis of PNES when vEEG is limited. The PNES-DSC can also be used in the absence of patients, allowing clinicians to assess seizure recordings from smartphones.
- ArticleVoice self-assessment in individuals with Parkinson's Disease as compared to general voice disorders(Elsevier B.V., 2024-06) Contreras-Ruston, Francisco; Castillo-Allendes, Adrián; Saavedra-Garrido, Jorge; Ochoa-Muñoz, Andrés Felipe; Hunter, Eric J.; Kotz, Sonja A.; Navarra Ordoño, JordiBackground: Individuals with Parkinson’s Disease (IwPD) often fail to adjust their voice in different situations, without awareness of this limitation. Clinicians use self-report questionnaires that are typically designed for individuals with General Voice Disorders (GVD) in the vocal assessment of IwPD. However, these instruments may not consider that IwPD have a reduced self-perception of their vocal deficits. This study aimed to compare self-reported vocal symptoms and voice loudness between IwPD and GVD. Methods: 28 IwPD and 26 with GVD completed the Voice Symptom Scale (VoiSS) questionnaire to evaluate their voice self-perception. Vocal loudness (dB) was also assessed. Univariate and multivariate analyses were used to compare the outcomes from these measures between the two groups. Principal Component Analysis and Hierarchical Clustering Analysis were applied to explore data patterns related to voice symptoms. Results: IwPD reported significantly fewer vocal symptoms than those with GVD in all VoiSS questionnaire domains. Multivariate principal component analysis found no significant correlations between VoiSS scores and participant similarities in voice measures. Despite experiencing hypophonia, IwPD scored lower in all VoiSS domains but still fell in the healthy voice range. Hierarchical Clustering Analysis grouped participants into three distinct categories, primarily based on age, vocal loudness, and VoiSS domain scores, distinguishing between PD and GVD individuals. Conclusions: IwPD reported fewer vocal symptoms than GVD. The voice self-assessment seems to be unreliable to assess vocal symptoms in IwPD, at least regarding loudness. New self-report instruments tailored to PD individuals are needed due to their particular voice characteristics.
- ArticleEvidence for a role of memory in novel word-learning after perinatal stroke(Center for Open Science, 2024-12-02) François, Clément ; Ferreri, Laura; Ripollés, Pablo; Garcia Alix, Alfredo; Rodríguez Fornells, Antoni; Bosch, LauraChildren with left perinatal arterial ischemic stroke (PAIS) often exhibit language deficits. However, evaluations of learning abilities are scarce. We compared word-referent associative learning and recall performance using a fast-mapping paradigm in a group of 3.5-year-old children with PAIS and in age-matched controls. The task involved a referent selection phase followed by immediate and delayed recall trials of the novel word-object associations. While no between-group differences were observed in the referent selection and immediate recall, children with PAIS showed lower performance in delayed recall of the newly learned associations. These results suggest that word learning difficulties after PAIS may arise due to a memory retention failure rather than to the process of referent selection through disambiguation involved in the fast mapping task. We discuss these findings in relation to the neural bases of infant language acquisition and their implications for clinical practice, particularly in terms of improving lexical acquisition and retention in children with PAIS.
- ArticleEstrategias docentes de profesorado universitario para promover el desarrollo de la competencia en lengua oral de los futuros docentes(Asociación Universitaria de Formación del Profesorado (AUFOP), 2025-04-18) Gràcia Garcia, Marta; Vega, Fàtima; Miralda Banda, AndreaEstudios recientes destacan la necesidad de introducir en los planes docentes objetivos vinculados a la Competencia en Lengua Oral (CLO), especialmente en los grados y másteres en los que se forma a futuros docentes. El objetivo principal del estudio es analizar la percepción de profesorado de los grados de Educación Infantil, Educación Primaria y del Máster de Educación Secundaria sobre cómo se enseña y se aprende la lengua oral en sus asignaturas. Fueron entrevistados 17 docentes de 4 universidades catalanas. Los resultados indican que la mayoría del profesorado suele implementar al menos una actividad o estrategia relacionada con el desarrollo de la CLO, a pesar de que ésta no constituya un objetivo de aprendizaje, aunque menos de la mitad realiza actividades específicas para favorecer la CLO. La mayoría del profesorado evalúa la exposición oral (individual o en grupo), la participación en clase, y una buena parte del profesorado indica que comparten los criterios de evaluación antes de que el alumnado realice las exposiciones, usualmente a través de una rúbrica. Finalmente, los argumentos mencionados con más frecuencia para justificar la baja propuesta de actividades CLO son la falta de tiempo y que no se incluye en el plan docente. Se concluye la necesidad de generar procesos de reflexión colaborativa entre docentes de diferentes áreas de conocimiento para contribuir a incorporar recursos para entender la relevancia de la CLO en las clases universitarias.
- ArticleEVALOE-DSS as a self-assessment and decision-making tool on the teaching of oral language in a school context: results of a pilot study(Akademia Ignatianum w Krakowie, Universitat Abat Oliba, 2019-02-26) Gràcia Garcia, Marta; Amado Luz, Laura; Jarque Fernández, Sonia; Bitencourt Santos, Daniela; Vega, Fàtima; Riba, Carles, 1949-School is a natural context for development in which the communicative strategies used by teachers when interacting with students are essential for the development of communicative and linguistic competence. The objective of this study was to construct, implement and validate a first version of a self-assessment and decision-making tool on the teaching of oral language at school. It is an adaptation of the Oral Language Assessment in the School Context Scale (Escala de Valoración de la enseñanza de la Lengua Oral en contexto Escolar-EVALOE) (Gràcia et al., 2015) based on the use of the Conversational Methodology. This is a multiple case study focusing on four teachers (1 from an ordinary school, 2 from a rural school and 1 from a special education school). For six months, the teachers self-assessed their teaching practices with the tool, made decisions to improve it, and introduced changes in their classes. The researchers observed five class sessions of each teacher, assessed them with the same tool and each teacher-researcher pair conversed and reflected on the classes in five meetings throughout the semester. The results show that, in spite of the fact that there were important differences between teachers, the EVALOE - Decision Support System (EVALOE-SSD) is a useful tool that facilitates self-assessment, decision-making and the introduction of changes in the classes in order to promote the development of communicative and linguistic competence in the students. The analysis identified elements that can be improved and that will be considered during the review of the tool.
- ArticleTeaching practices for developing oral language skills in Catalan schools(Taylor & Francis, 2021-06-28) Gràcia Garcia, Marta; Vega, Fàtima; Jarque Fernández, Sonia; Adam Alcocer, Ana Luisa; Jarque, Maria JosepThis paper describes teachers' practices and their perceptions regarding the teaching and learning of oral language in Catalan schools. We used the Assessment Scale for Oral Language Teaching in School Settings (EVALOE) instrument, created and validated with the aim of assessing teachers' practices for promoting the development of language skills (speaking and listening) in their classrooms, as well as their own perceptions of their classroom practices through an interview. Research participants are 111 teachers and their student's groups from 36 schools around Catalonia. The study shows that the teachers themselves direct the communication in the classroom, that they often fail to clearly state the content of the oral language being studied, and that they do not systematically assess the learning outcomes of this content. In addition, they use few of the teaching strategies that have proved most useful in language learning. This paper stresses that these practices need to be revised so that teachers and students be aware of language teaching and to create environments that promote the development of students' language skills.
- ArticleDo musicians have better short-term memory than nonmusicians? A multi-lab study(SAGE Publications, 2025-07-01) Grassi, Massimo; Talamini, Francesca; Brattico, Elvira; Caclin, Anne; Carretti, Barbara; Drai-Zerbib, Véronique; Ferreri, Laura; Grahn, Jessica; Roccato, Marco; Rodríguez Fornells, Antoni; Swaminathan, S.; Tillmann, Barbara; Vuust, Peter; Wilbiks, Jonathan; Zentner, MarcelMusicians are often regarded as a positive example of brain plasticity and associated cognitive benefits. This emerges when experienced musicians (e.g., musicians with more than 10 years of music training and practice) are compared with nonmusicians. A frequently observed behavioral finding is a short-term memory advantage of the former over the latter. Although available meta-analysis reported that the effect size of this advantage is medium (Hedges’s g =0.5), no literature study was adequately powered to estimate reliably an effect of such size. This multilab study has been ideated, realized, and conducted in lab by several groups that have been working on this topic. Our ultimate goal was to provide a community-driven shared and reliable estimate of the musicians’ short-term memory advantage (if any) and set a method and a standard for future studies in neuroscience and psychology comparing musicians and nonmusicians. Thirty-three research units recruited a total of 600 experienced musicians and 600 nonmusicians, a number that is sufficiently large to estimate a small effect size (Hedges’s g = 0.3) with a high statistical power (i.e., 95%). Subsequently, we measured the difference in short-term memory for musical, verbal, and visuospatial stimuli. We also looked at cognitive, personality, and socioeconomic factors that might mediate the difference. Musicians had better short-term memory than nonmusicians for musical, verbal, and visuospatial stimuli with an effect size of, respectively, Hedges’s gs = 1.08 (95% confidence interval [CI] = [0.94, 1.22]; large), 0.16 (95% CI = [0.02 0.30]; very small), and 0.28 (95% CI = [0.15, 0.41]; small). This work sets the basis for sound research practices in studies comparing musicians and nonmusicians and contributes to the ongoing debate on the possible cognitive benefits of musical training
- ArticleLa familia como agente de paz: su rol en la educación para la convivencia(Asociación INFAD. Infancia y Adolescencia, Mayores y Discapacidad, 2025-06-10) Lizcano Madariaga, Paola Isabel; Adam Alcocer, Ana LuisaEn el marco de la construcción de entornos educativos inclusivos y democráticos, el trabajo con las familias resulta fundamental para consolidar una auténtica cultura de paz en la sociedad. Esta investigación presenta una propuesta de trabajo dirigida a las familias, con el objetivo de fortalecer sus habilidades para educar desde el respeto, el diálogo y la transformación pacífica de conflictos. Esta propuesta parte del principio de que la paz se construye desde las prácticas cotidianas, y que la familia constituye un espacio privilegiado para el aprendizaje emocional y social. Se sustenta en la idea —expresada en el Manifiesto de Sevilla (1986)— de que las personas son seres de paz y que la violencia es un comportamiento aprendido; por tanto, es posible sustituir modelos violentos mediante el aprendizaje e implementación de prácticas orientadas a la paz. Para ello, se propone una metodología participativa basada en talleres, círculos de diálogo y espacios de reflexión compartidos con las familias y comunidades educativas. En estos espacios se trabajarán aspectos como, la comunicación no violenta, y la gestión constructiva de los desacuerdos. El plan también promueve el reconocimiento y desarrollo de competencias socioemocionales —como la empatía, la escucha activa y la cooperación—, y plantea estrategias para aplicar en casa, como los acuerdos familiares, rutinas de convivencia, círculos de paz, juegos cooperativos y el uso de lenguaje emocional positivo, etc. Además, se busca fortalecer la alianza entre escuela y familia, entendiendo que una educación coherente entre ambos espacios es clave para formar ciudadanos comprometidos con valores como la justicia, la equidad y la paz. Situando a las familias como protagonistas y empoderándolas en su rol educativo, se promueve una transformación desde la base, contribuyendo al bienestar colectivo y al desarrollo de una ciudadanía responsable, respetuosa y solidaria.
- ArticleSocial interaction shapes and boosts second language learning: virtual reality can show us how(Springer Science and Business Media LLC, 2025-12-19) Zappa, Ana; Slater, Mel; Rodríguez Fornells, AntoniSocial interaction can play a crucial role in how a second language (L2) is learned. In the current review, we examine theoretical frameworks and empirical studies demonstrating how social factors influence L2 learning, but we also identify gaps in the current literature. We propose using virtual reality (VR) as a methodology to fill these gaps with controlled, ecologically valid social simulations that can elucidate how social factors shape L2 learning.
- ArticleLa generatividad en la vejez: Extensión y perfil de las actividades generativas en una muestra representativa de personas mayores españolas(Associação Nacional de Gerontologia Social (ANGES), 2013-08) Villar Posada, Feliciano; Celdrán, Montserrat; Fabà Ribera, Josep; Serrat Fernández, RodrigoObjetivos: Muchas personas mayores desempeñan actividades generativas como el cuidado de los nietos o familiares dependientes, el voluntariado y la participación cívica y política, pero se conoce poco sobre el número de ellas, su perfil sociodemográfico, y los beneficios que dichas actividades pueden reportarles. El objetivo de este artículo es ahondar en estas cuestiones. Método: Los datos analizados proceden de la Encuesta sobre Personas Mayores, realizada por el IMSERSO en el año 2010, que contó con una muestra representativa de la población mayor española (n = 2.535) obtenida mediante un muestreo aleatorio simple. Resultados: El 49% de la muestra estaba implicada en alguna actividad generativa en el momento del estudio, siendo la más frecuente de ellas el cuidado de nietos. El perfil de las personas involucradas en las cuatro actividades difirió en ciertas variables sociodemográficas. Sólo el voluntariado y la participación cívica se relacionaron positivamente con algunos indicadores de bienestar. Discusión: La mitad de las personas mayores parecen implicarse en actividades beneficiosas para la sociedad, aunque la probabilidad de hacerlo podría depender de su perfil sociodemográfico. No obstante, según los resultados obtenidos, cuidar de nietos o personas dependientes podría no incrementar su bienestar, por lo que su carácter generativo se pone en entredicho.
- ArticlePresentation format influences the strength of causal illusions(Springer Nature, 2025-04-29) Barreiro, Ainoa; Del Carpio, Anadaniela; Rodríguez-Ferreiro, Javier; Barberia, ItxasoCausal illusions refer to the erroneous perception of causal connections between noncontingent variables. Previous research has demonstrated that the format in which contingency information is displayed can impact causal judgments. On this basis, we examined the effect of graphical displays on the strength of causal illusions and reasoning strategies across three experiments. Study 1 revealed that frequency trees and contingency tables involving icons lead to weaker causal illusions than trial-by-trial presentations or contingency tables with numbers. An assessment of the participants’ open responses in Study 2 indicated that stronger causal illusions were associated with reports of less sophisticated reasoning strategies. In Study 3, we directly compared frequency trees and contingency table visualizations. In addition to corroborating previous observations, we found that advanced strategies were more likely when the information was presented in frequency trees. Overall, our findings suggest that the efficacy of frequency trees in reducing causal illusions may be due to their ability to make sophisticated strategies more accessible.
- ArticleA proposal for teaching how to formulate and answer critical questions in order to understand argumentative texts(Taylor & Francis, 2025-12) Pérez, Rocío; Castells Gómez, Núria; Minguela, Marta[eng] The access to countless sources and diverse information on the same subject emphasizes the need for sound criteria to compare, analyse and critically assess the vast amount of data available. This article presents an educational programme aimed to teach students how to formulate and use critical questions to assess conflicting information from multiple argumentative news. The programme comprised five sessions and was implemented with third-year secondary school students in their science class. After participating in this programme, students were able to elaborate and to answer critical questions about texts and to identify the quality of the evidence the texts provide. Students valued the educational experience positively, especially the guides they used.
- ArticleWhat Is Considered Healthy Eating? An Exploratory Study among College Students of Nutrition and Food Science(MDPI, 2024-04-30) Gaspar, Maria Clara de Moraes Prata, 1985-; Soar, Claudia; Aguilera, María del Carmen; Gómez, María Clara; Celorio Sardà, Ricard; Comas Basté, Oriol; Vidal Carou, Ma. CarmenIn modern industrialized societies, the focus on healthy eating has increased significantly across multiple sectors, including the media, public policy, expert opinion, and public awareness. The aim of this research was to explore the perceptions of healthy eating and the barriers to adopting a healthy diet among undergraduate students in Human Nutrition and Dietetics (HND) and Food Science and Technology (FST) degrees in Spain. An exploratory and descriptive cross-sectional study was conducted using a qualitative and quantitative methodology and convenience sampling. Two focus groups and a questionnaire were utilized (300 participants from all academic years completed the survey). Differences in definitions of healthy eating and perceived barriers were found between genders and students at different stages of training (p < 0.05). In their understanding of healthy eating, the students placed importance on balance, variety, moderation, and individual factors. Although students considered it easy to follow a healthy diet, family’s eating habits, time availability, and emotional states were found to be the main barriers to the implementation of healthy practices. The obtained data supports the need to critically address perceptions of healthy eating throughout the training of nutrition and food science professionals. The insights obtained on the perceived barriers highlight the importance of considering both individual and environmental factors.
- ArticleEl uso del Diseño Universal para el Aprendizaje por parte del profesorado universitario: un estudio exploratorio(2024-06-10) Mumbardó Adam, Cristina; Sala Bars, Ingrid; Adam Alcocer, Ana Luisa; Ahufinger, Nadia; Andrés Gárriz, ClaraEl Diseño Universal para el Aprendizaje (DUA) es un marco para facilitar la inclusión y un mayor acceso al currículo de educación general para todo alumnado. Cada vez son más los centros educativos que integran este marco en la educación obligatoria pero su implementación en el ámbito universitario es aún muy escasa. Ante el incremento de la incorporación de estudiantado con necesidades específicas de apoyo educativo en el ámbito universitario ha aumentado el interés para incorporar este marco en el ámbito universitario. Los objetivos del presente estudio fueron conocer las concepciones que tiene el profesorado universitario sobre el DUA, las estrategias y metodologías docentes usadas y si estas se alineaban con el DUA y sus principios. Se entrevistaron a 5 profesoras la asignatura troncal de los grados de Educación infantil y primaria donde se imparten contenidos sobre el DUA. Se aplicó un análisis temático, desde un enfoque fenomenológico. Los resultados mostraron que las profesoras reconocieron las principales aportaciones y retos del DUA, aunque no refirieron a su aporte a nivel tecnológico. Se identificaron algunos indicadores alineados y no alineados con el DUA correspondientes a estrategias de planificación, implementación y evaluación usadas en la asignatura. Así, este estudio evidencia la necesidad de impulsar políticas universitarias que fomenten estas prácticas y que futuras líneas de investigación ahonden en cómo superar los obstáculos para la implementación del DUA en la universidad.
- ArticleEvaluando información contradictoria: efectividad de un programa para el desarrollo del pensamiento crítico en adolescentes(Servicio de Publicaciones, Universidad de Murcia, 2025-01-07) Pérez Garcia-Madrid, Rocío; Castells Gómez, Núria; Minguela, MartaLas tecnologías de la información y la comunicación ponen a nuestro alcance múltiples fuentes e informaciones diversas sobre un mismo tema, lo que dificulta la tarea de valorarlas y extraer conclusiones al respecto. En este artículo se presentan los resultados de la aplicación de un programa de intervención dirigido a promover el pensamiento crítico, centrado en enseñar al alumnado a elaborar preguntas críticas, capacitándoles para seleccionar y valorar correctamente las evidencias presentes en los textos. El estudio se realizó con cuatro grupos de 3º de ESO (2 grupos control y 2 grupos de intervención) en el área de ciencias naturales. Los resultados muestran una mayor capacidad para formular preguntas críticas sobre los textos y una mayor habilidad para seleccionar y valorar correctamente las evidencias de los textos por parte del alumnado de los grupos de intervención frente al de los grupos control tras la aplicación del programa. Estos resultados avalan la posibilidad de enseñar a los y las estudiantes a valorar la credibilidad de las informaciones que leen, lo que resulta prioritario en el contexto actual para ayudarles a desarrollar el pensamiento crítico ante las múltiples informaciones contradictorias a su alcance.
- ArticleInclusive education in Portugal: Exploring sentiments, concerns and attitudes of teachers(2024-07) Carvalho, Marisa; Simó-Pinatella, D.; Azevedo, Helena; Adam Alcocer, Ana LuisaThis study examines Portuguese teachers' attitudes towards inclusive education and how teachers' self-efficacy towards inclusion and other sociodemographic and professional variables relate and predict teachers' attitudes. In total, 539 Portuguese teachers participated. Sentiments, Attitudes and Concerns about Inclusive Education scale, Teacher Efficacy for Inclusive Practices scale and a sociodemographic questionnaire were used to collect data. The results indicate that teachers' attitudes towards inclusion were generally positive. However, teachers-related variables (e.g., teachers' self-efficacy, teaching experience, previous training, and knowledge about educational laws and policies) influence teachers' attitudes in a complex and dynamic way. Implications for policies, practices and research are presented.
- ArticleFactores promotores de la implicación escolar del alumnado y su relación con las estrategias de personalización del aprendizaje(Universidad de Navarra, 2026-02-02) Oller, Judith; Fauré Niñoles, JaimeLa implicación del alumnado en las actividades escolares es un factor crucial para su éxito académico. Sin embargo, todavía existen dudas sobre qué factores personales y contextuales influyen en dicha implicación. Implementamos un cuestionario ad hoc que administramos a 2737 estudiantes procedentes de 14 centros educativos de Cataluña, diversos en función de su titularidad, la etapa y el nivel socioeconómico, y analizamos los datos mediante análisis descriptivo y pruebas estadísticas (ANOVA, T de Student, U de Mann-Whitney y Kruskal-Wallis). Los resultados muestran que los niveles de implicación escolar dependen del género, la edad y otras variables personales y contextuales, y que las estrategias de personalización son clave. Las conclusiones ofrecen orientaciones para que los docentes fomenten aprendizajes con mayor valor y sentido personal.
- ArticleThe Relationship Between Emotion Regulation and Perceptions of Body Image, Health, and Eating in Food Science College Students(MDPI, 2025-11-01) Aguilera, María del Carmen; Soar, Claudia; Celorio Sardà, Ricard; Comas Basté, Oriol; Vidal Carou, Ma. Carmen; Gaspar, Maria Clara de Moraes Prata, 1985-Emotional regulation plays a central role in shaping eating behaviors and body image, though few studies have examined this relationship in students of food sciences. A total of 297 undergraduates from Human Nutrition and Dietetics and Food Science and Technology completed surveys on health, body image, and eating behaviors, along with the Difficulties in Emotion Regulation Scale (DERS). Exploratory factor analysis (EFA) identified four perception dimensions. Pearson correlations and multiple linear regression assessed their relationships with emotional regulation. EFA revealed four factors: (1) health perception, (2) body image and related emotions, (3) weight and diet control, and (4) individual responsibility for diet. No differences emerged by sex or degree. Correlations indicated that three factors were significantly associated with DERS scores, particularly body image and emotions. Multiple regression showed that body image and emotions and weight and diet control significantly predicted emotional regulation, while health perception and individual responsibility were not significant. These findings highlight the role of emotional regulation in shaping perceptions of health and eating, underscoring its relevance in the education of future food professionals. Training food professionals should integrate emotional competencies to support healthier self-perceptions and practices
- ArticleSex and APOE ε2 Interactive Effects on the Longitudinal Change in Cognition in a Population-Based Cohort of Older Adults with Vascular Risk Factors(MDPI, 2025-11-01) Lamonja-Vicente, Noemí; Dacosta-Aguayo, Rosalia; López-Olóriz, Jorge; Prades-Senovilla, Laia; Soriano Raya, Juan José; Clemente, Immaculada; Miralbell Blanch, Júlia; Barrios Cerrejón, M. Teresa; López Cancio, Elena; Cáceres, Cynthia; Millán, Mónica; Torán, Pere; Pera, Guillem; Carmona-Cervelló, Meritxell; Herrero, Cecilia; Montero Alía, Pilar; Palau-Antoja, Maria; Hernández Pérez, María; Canento, Tamara; Gonzalez Fuxa, Ana; Mataró Serrat, Maria; Via i García, MarcCognitive aging trajectories differ widely across individuals, and genetic factors such as APOE and BDNF polymorphisms may contribute to this variability. While APOE ε4 has been widely studied, the influence of APOE ε2, particularly in interaction with sex, remains underexplored. This study aims to examine the longitudinal trajectory of APOE ε2 individuals on cognitive performance, and their interactions with sex, age, and BDNF Val66Met polymorphism, in a population-based cohort of older adults with vascular risk. We analyzed data from 386 participants (mean age: 71.8) from the Barcelona-AsIA Neuropsychology Study, followed over a 7-year period. Verbal memory, verbal fluency, and visuospatial domains were assessed. Linear regression models tested associations between cognitive change and genotypes, controlling for age, sex, education, depression, and vascular risk. Interaction terms and permutation testing were applied. Regression to the mean (RTM) effects were assessed. BDNF showed no significant associations with cognitive performance. RTM effects were evident across subgroups, particularly among ε2 carriers, suggesting this phenomenon partly explains the divergent results over time. APOE ε2 does not confer a consistent protective effect on cognition over time. Our results highlight that APOE ε2 may be detrimental to verbal memory in aging males.