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Este artículo se encuentra disponible en la siguiente URL: https://journals.eagora.org/revHUMAN/article/view/3889/2273 In this research we tested a relational model between six social-emotional skills, perception and academic results in Spanish Language and Literature on 640 students from fourth to sixth grade of Primary School. The results obtained in the analysis show significance between the perception and the actual result obtained in Language and the skills of emotional awareness and control, social-emotional skills, cooperation and help during work, life skills and subjective well-being as an improvement in the quality of life and as a motivational power in academic performance in Spanish Language and Literature. En esta investigación sometemos, a 640 alumnos/as de cuarto a sexto de Primaria, a prueba un modelo relacional entre seis habilidades socio – emocionales, la percepción y el resultado académico en Lengua Castellana y Literatura. Los resultados obtenidos en el análisis nos muestran significatividad entre la percepción y el resultado real obtenido en Lengua y las habilidades de toma de conciencia y control emocional, las habilidades socioemocionales, la cooperación y ayuda durante el trabajo, las habilidades de vida y bienestar subjetiva como mejora de la calidad de vida y como poder motivacional en el rendimiento académico en Lengua Castellana y Literatura.

Aim: The present study employed Experience Sampling Methodology to examine whether the interaction between childhood bullying and FKBP5 variability (i) is associated with the expression of psychotic-like experiences, paranoia, and negative affect, and (ii) moderates psychotic-like, paranoid, and affective reactivity to different forms of momentary stress (situational and social) in daily life. Methods: A total of 206 nonclinical young adults were interviewed for bullying with the Childhood Experience of Care and Abuse and were prompted randomly eight times daily for one week to complete assessments of their current experiences, affect, and stress appraisals. Participants were genotyped for three FKBP5 single nucleotide polymorphisms (SNPs) (rs3800373, rs9296158, and rs1360780) that have been linked to hypothalamus-pituitary-adrenal axis reactivity. Multilevel analyses were conducted to examine the effect of the interaction between childhood bullying and the FKBP5 haplotype derived from these three SNPs. Results: The interaction between bullying and the FKBP5 haplotype was associated with positive, but not negative, psychotic-like experiences, paranoia, and negative affect. The bullying x FKBP5 interaction also moderated the association of a social stress appraisal (specifically, being alone because people do not want to be with you) with psychotic-like experiences and negative affect in daily life. Simple slopes analyses indicated that, in all cases, the associations were significantly increased by exposure to bullying in participants with the risk haplotype, but not for those with the non-risk haplotype. Discussion: The present study provides the first evidence of the interplay between childhood bullying and FKBP5 variability in the real-world expression of psychosis proneness and social stress reactivity. The findings underscore the importance of investigating how gene-environment interactions are involved in mechanistic pathways to the extended psychosis phenotype and lend further support to the increasing relevance given to socially defeating appraisals in the experience of reality distortion.

Doctoral Dissertation Παναγιώτης Σ. Σταυρινίδης; 255 σ. :εικ. ;28 εκ; Επιβλέπων: Στέλιος Γεωργίου.; Διατριβή (διδακτορική). Πανεπιστήμιο Κύπρου, Τμήμα Ψυχολογίας, 2005.; Περιλαμβάνεται βιβλιογραφία [σ. 202-215].

3 2η Annette Cassels - Patrick Green ; ; Μετάφραση: Γιώργος Σπανούδης, Κυριακή Σύρμαλη ; Επιμέλεια: Αναστασία Κωσταρίδου-Ευκλείδη; σ. :εικ. ;28 εκ; Περιέχει βιβλιογραφία (σ. 52-53) και ευρετήριο.; Γνωστική ψυχολογία. : Γνωστικές λειτουργίες3