Behavioural, psychological, and physiological stress markers and academic performance in immigrant and non-immigrant preschool and school students.
The aim of this study was to analyse the differences in behavioural, psychological, and physiological stress markers and academic performance of immigrant parents’ students and non-immigrant parents’ students. 75 students (7.8±2.3 years, from 3 to 12 years), 37 from Morocco immigrant families and 38...
- Autores:
-
Beltrán Velasco, Ana Isabel
Mendoza-Castejón, Daniel
Fuentes García, Juan Pedro
Clemente-Suárez, Vicente Javier
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/7895
- Acceso en línea:
- https://hdl.handle.net/11323/7895
https://doi.org/10.1016/j.physbeh.2020.113081
https://repositorio.cuc.edu.co/
- Palabra clave:
- Stress
Anxiety
School students
Integration
Immigration
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 International
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|
dc.title.spa.fl_str_mv |
Behavioural, psychological, and physiological stress markers and academic performance in immigrant and non-immigrant preschool and school students. |
title |
Behavioural, psychological, and physiological stress markers and academic performance in immigrant and non-immigrant preschool and school students. |
spellingShingle |
Behavioural, psychological, and physiological stress markers and academic performance in immigrant and non-immigrant preschool and school students. Stress Anxiety School students Integration Immigration |
title_short |
Behavioural, psychological, and physiological stress markers and academic performance in immigrant and non-immigrant preschool and school students. |
title_full |
Behavioural, psychological, and physiological stress markers and academic performance in immigrant and non-immigrant preschool and school students. |
title_fullStr |
Behavioural, psychological, and physiological stress markers and academic performance in immigrant and non-immigrant preschool and school students. |
title_full_unstemmed |
Behavioural, psychological, and physiological stress markers and academic performance in immigrant and non-immigrant preschool and school students. |
title_sort |
Behavioural, psychological, and physiological stress markers and academic performance in immigrant and non-immigrant preschool and school students. |
dc.creator.fl_str_mv |
Beltrán Velasco, Ana Isabel Mendoza-Castejón, Daniel Fuentes García, Juan Pedro Clemente-Suárez, Vicente Javier |
dc.contributor.author.spa.fl_str_mv |
Beltrán Velasco, Ana Isabel Mendoza-Castejón, Daniel Fuentes García, Juan Pedro Clemente-Suárez, Vicente Javier |
dc.subject.spa.fl_str_mv |
Stress Anxiety School students Integration Immigration |
topic |
Stress Anxiety School students Integration Immigration |
description |
The aim of this study was to analyse the differences in behavioural, psychological, and physiological stress markers and academic performance of immigrant parents’ students and non-immigrant parents’ students. 75 students (7.8±2.3 years, from 3 to 12 years), 37 from Morocco immigrant families and 38 from Spanish families, all of them studying in a Spanish public school were recruited. We analysed the autonomical nervous system stress status by the heart rate variability, physical activity patterns, nutritional habits, state and trait anxiety, and academic performance of students. No significant differences were found in autonomical nervous system stress markers, physical activity levels, academic performance, and just a lower protein animal consumption from students with Moroccan families. Students with North African descendent family presented a behavioural, psychological and physiological stress markers and academic performance similar than students with national origins, showing their adaptation in the school context. |
publishDate |
2020 |
dc.date.issued.none.fl_str_mv |
2020 |
dc.date.accessioned.none.fl_str_mv |
2021-02-22T16:30:13Z |
dc.date.available.none.fl_str_mv |
2021-02-22T16:30:13Z |
dc.type.spa.fl_str_mv |
Artículo de revista |
dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_6501 |
dc.type.content.spa.fl_str_mv |
Text |
dc.type.driver.spa.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.redcol.spa.fl_str_mv |
http://purl.org/redcol/resource_type/ART |
dc.type.version.spa.fl_str_mv |
info:eu-repo/semantics/acceptedVersion |
format |
http://purl.org/coar/resource_type/c_6501 |
status_str |
acceptedVersion |
dc.identifier.uri.spa.fl_str_mv |
https://hdl.handle.net/11323/7895 |
dc.identifier.doi.spa.fl_str_mv |
https://doi.org/10.1016/j.physbeh.2020.113081 |
dc.identifier.instname.spa.fl_str_mv |
Corporación Universidad de la Costa |
dc.identifier.reponame.spa.fl_str_mv |
REDICUC - Repositorio CUC |
dc.identifier.repourl.spa.fl_str_mv |
https://repositorio.cuc.edu.co/ |
url |
https://hdl.handle.net/11323/7895 https://doi.org/10.1016/j.physbeh.2020.113081 https://repositorio.cuc.edu.co/ |
identifier_str_mv |
Corporación Universidad de la Costa REDICUC - Repositorio CUC |
dc.language.iso.none.fl_str_mv |
eng |
language |
eng |
dc.rights.spa.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International |
dc.rights.uri.spa.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
dc.rights.accessrights.spa.fl_str_mv |
info:eu-repo/semantics/openAccess |
dc.rights.coar.spa.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2 |
eu_rights_str_mv |
openAccess |
dc.format.mimetype.spa.fl_str_mv |
application/pdf |
dc.publisher.spa.fl_str_mv |
Corporación Universidad de la Costa |
dc.source.spa.fl_str_mv |
Physiology & Behavior |
institution |
Corporación Universidad de la Costa |
dc.source.url.spa.fl_str_mv |
https://www.sciencedirect.com/science/article/abs/pii/S0031938420303954 |
bitstream.url.fl_str_mv |
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Beltrán Velasco, Ana Isabela5bb278ef6ed89a6a3c96d9c726c5300Mendoza-Castejón, Daniel763a4f972833a2ad02990a93aefba69eFuentes García, Juan Pedro41022004a695d148e3dba416f8763563Clemente-Suárez, Vicente Javieraa432216f3fbd15b4192bba77ed7f8482021-02-22T16:30:13Z2021-02-22T16:30:13Z2020https://hdl.handle.net/11323/7895https://doi.org/10.1016/j.physbeh.2020.113081Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The aim of this study was to analyse the differences in behavioural, psychological, and physiological stress markers and academic performance of immigrant parents’ students and non-immigrant parents’ students. 75 students (7.8±2.3 years, from 3 to 12 years), 37 from Morocco immigrant families and 38 from Spanish families, all of them studying in a Spanish public school were recruited. We analysed the autonomical nervous system stress status by the heart rate variability, physical activity patterns, nutritional habits, state and trait anxiety, and academic performance of students. No significant differences were found in autonomical nervous system stress markers, physical activity levels, academic performance, and just a lower protein animal consumption from students with Moroccan families. 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