Determinants of the quality of life of the primary students
DOI:
https://doi.org/10.35362/rie660378Keywords:
quality of life; activities of leisure; resilency; specific educational needs.Abstract
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
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References
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Schalock, R. L. y otros (2010). Intellectual disability, definition, classification and systems of supports (11.ª ed.). Washington: aaidd.
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unesco (1994). Conferencia mundial sobre necesidades educativas especiales: acceso y calidad. Madrid: unesco.
unesco (2005). Guidelines for inclusion: ensuring access to education for all. París: unesco.
Von Rueden, U. y otros (2006). «Socioeconomic determinants of health related quality of life in childhood and adolescence: results from a European study». Journal of Epidemiology and Community Health, 60(2), pp. 130-135.
Beasley, M., Thompson, T. y Davidson, J. (2003). «Resilience in response to life stress: the effects of coping style and cognitive hardiness». Personality and Individual Differences, 34, pp. 77–95.
Booth, T. y Ainscow, M. (2002). Index for inclusion. Developing leaning and participation in schools. Manchester: csie.
Challen A. y otros (2011). UK Resilience Programme Evaluation: Final report. Londres: London School of Economics and Political Science. Disponible en: www.education.gov.uk/publication.
Constantine, N. A. y Bernard, B. (2001). California healthy kids survey resilience assessment module: technical report. Berkeley: Public Health Institute.
Dickinson, H. O. y otros (2007). «Self-reported quality of life of 8-12-year-old children with cerebral palsy: a cross-sectional European study». Lancet, 369(9580), pp. 2171-2178.
Echeita, G. y Verdugo, M. A. (2004). La Declaración de Salamanca sobre Necesidades Educativas Especiales diez años después. Valoración y prospectiva. Salamanca: Publicaciones inico.
Erhart, M. y otros (2009). «Measuring mental health and well-being of school-children in 15 european countries using the kidscreen-10 Index». International Journal of Public Health, 54, (suppl. 2), pp. 160-166.
Gómez-Vela, M. (2007). «La calidad de vida de alumnos con necesidades educativas especiales y sin ellas: elaboración de un marco conceptual y un instrumento de evaluación». Revista Interuniversitaria de Investigación sobre Discapacidad e Interculturalidad, 1, pp. 113-136.
Gómez-Vela, M. y Verdugo, M. A. (2009). Cuestionario de evaluación de la calidad de vida de alumnos adolescentes: Manual de aplicación. Madrid: cepe.
Goodman, R. (1997). «The strengths and difficulties questionnaire: A research note». Journal of Children Psychology and Psychiatry, 38, pp. 581-586.
Hochhauser, M. y Engel-Yeger, B. (2010). «Sensory processing abilities and their relation to participation in leisure activities among children with high-functioning autism spectrum disorder (hfasd)». Research in Autism Spectrum Disorders, 4, pp. 746-754.
Hogan, D. P., Shandra, C. L. y Msall, M. E. (2007). «Family developmental risk factors among adolescents with disabilities and children of parents with disabilities». Journal of Adolescence, 30(6), pp. 1001-1019.
King, G. A. y otros (2007). «Measuring children’s participation in recreation and leisure activities: Construct validation of the cape and pac». Child: Care, Health and Development, 33, pp. 28-39.
Liebenberg, L., Ungar, M. y Van de Vijver, F. (2012). «Validation of the Child and Youth Resilience Measure-28 (cyrm-28) among canadian youth». Research on Social Work Practice, 22(2), pp. 219-226.
Longo, E., Badia, M. y Orgaz, B. (2013). «Patterns and predictors of participation in leisure activities outside of school in children and adolescents with cerebral palsy». Research in Developmental Disabilities, 34, pp. 266-275.
Longo, E., Badia, M. y Verdugo, M. A. (2012). «Cross-cultural validation of the Children›s Assessment of Participation and Enjoyment (cape) in Spain». Child: Care, Health and Development, 40(2), pp. 231–241.
McConnell, D., Savage, A. y Breitkreuz, R. (2014). «Resilience in families raising children with disabilities and behavior problems». Research in Developmental Disabilities, 35(4), pp. 833–848.
Michel, G. y otros (2009). «Age and gender differences in health-related quality of life of children and adolescents in Europe: a multilevel analysis». Quality of Life Research, 18(9), pp. 1147-1157.
Muntaner, J. J. y otros (2010). Estándares e indicadores para analizar la calidad de vida del alumnado con discapacidad durante su proceso educativo. Mallorca: Edicions uib.
Oliver, K. G. y otros (2006). «Building resilience in young people through meaningful participation». Australian e-Journal for the Advancement of Mental Health, 5(1), pp. 1446-7984.
Organización Mundial de la Salud (oms) (2001). Clasificación Internacional del Funcionamiento, de la Discapacidad y de la Salud (cif). Ginebra: oms.
Organización Mundial de la Salud (oms) (2011). Guía de Intervención mhgap para los trastornos mentales, neurológicos y por uso de sustancias en el nivel de atención de la salud no especializada. Ginebra: oms.
Ottova, V. y otros (2012). «Overweight and its impact on the health-related quality of life in children and adolescents: results from the european kidscreen survey». Quality of Life Research, 21(1), pp. 59-69.
Palisano, R. J. y otros (2011). «Determinants of intensity of participation in leisure and recreational activities by children with cerebral palsy». Developmental Medicine and Child Neurology, 53(2), pp. 142-149.
Ravens-Sieberer, U. y otros (2007). «The kidscreen-27 quality of life measure for children and adolescents: psychometric results from a cross-cultural survey in 13 european countries». Quality of Life Research, 16(8), pp. 1347-1356.
Sabeh, E., Verdugo, M. A., Prieto, G. y Contini, E. (2009). cvi-cvip. Cuestionario de evaluación de la calidad de vida en la infancia. Madrid: cepe.
Schalock, R. L. y otros (2010). Intellectual disability, definition, classification and systems of supports (11.ª ed.). Washington: aaidd.
Schreuer, N., Sachs, D. y Rosenbaum, S. (2014). «Participation in leisure activities: Differences between children with and without physical disabilities». Research in Developmental Disabilities, 35(1), pp. 223-33.
unesco (1994). Conferencia mundial sobre necesidades educativas especiales: acceso y calidad. Madrid: unesco.
unesco (2005). Guidelines for inclusion: ensuring access to education for all. París: unesco.
Von Rueden, U. y otros (2006). «Socioeconomic determinants of health related quality of life in childhood and adolescence: results from a European study». Journal of Epidemiology and Community Health, 60(2), pp. 130-135.
How to Cite
Ruiz Fernández, B., Gómez-Vela, M., Fernández Pulido, R., & Badia Corbella, M. (2014). Determinants of the quality of life of the primary students. Iberoamerican Journal of Education, 66, 59–74. https://doi.org/10.35362/rie660378
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Published
2014-09-01
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