Marina Martínez-Molina

Hospital Universitari i Politècnic La Fe

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Antonio Granero‐Gallegos

University of Almería

Antonio Baena Extremera

Universidad de Granada

José Antonio Sánchez-Fuentes

Universidad de Murcia

Juan F. Vázquez‐Costa

Hospital Universitari i Politècnic La Fe

Manuel Gómez-López

Universidad de Murcia

V. Fornés

Universitat de Miguel Hernández d'Elx

Teresa Sevilla

Hospital Universitari i Politècnic La Fe

M. Fernández-Polo

Hospital Universitari i Politècnic La Fe

T. Sevilla-Mantecón

Centre for Biomedical Network Research on Rare Diseases

Raúl Baños

Universidad Autónoma de Baja California

Cooperative Institutions

Hospital Universitari i Politècnic La Fe

Instituto de Investigación Sanitaria La Fe

University of Almería

Universidad de Murcia

Centro de Investigación Biomédica en Red

Instituto de Salud Carlos III

Departamento de Educación

Centre for Biomedical Network Research on Rare Diseases

Universidad de Granada

Universitat de València

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Perfiles motivacionales de apoyo a la autonomía, autodeterminación, satisfacción, importancia de la educación física e intención de práctica física en tiempo libre Motivational profiles of autonomy support, self-determination, satisfaction, importance of physical education and intention to partake in leisure time physical activity Perfiles motivacionais de apoio à autonomia, auto-determinação, satisfação, importância da educação física e intenção de prática física no tempo livre

Antonio Granero‐Gallegos Antonio Baena Extremera Marina Martínez-Molina

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Perfiles motivacionales de apoyo a la autonomía, autodeterminación, satisfacción, importancia de la educación física e intención de práctica física en tiempo libre

Cuadernos de Psicología del Deporte (2014)

Antonio Granero‐Gallegos Antonio Baena Extremera José Antonio Sánchez-Fuentes Marina Martínez-Molina

Resumen: El objetivo de este trabajo fue analizar los perfiles motivaciones del alumnado de educación secundaria en EF y la inclusión del apoyo a la autonomía, satisfacción, importancia y utilidad a la Educación Física e intención de práctica futura de actividad física.La muestra fue de 758 alumnos de 13 a 18 años, que respondieron a un cuestionario compuesto por las escalas de apoyo a la autonomía, motivación, satisfacción, importancia de la Educación Física e intención de práctica física futura.Se realizó un análisis descriptivo y de correlación entre las escalas, así como un análisis de clúster para los perfiles y un ANOVA

10.4321/s1578-84232014000200007

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Towards the Optimal Design and Control of Solar-biomass Heating Networks for Greenhouse Applications: Methodology and Preliminary Results

Proceedings of the ISES Solar World Congress 2019 (2021)

Juan D. Gil Jerónimo Ramos-Teodoro Marina Martínez-Molina J.A. Sánchez-Molina Manuel Pérez García

10.18086/swc.2021.29.03

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Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students

International Journal of Environmental Research and Public Health (2019)

Antonio Granero‐Gallegos Pedro Jesús Ruíz-Montero Antonio Baena Extremera Marina Martínez-Molina

Currently, disruptive and aggressive behaviours of a physical and verbal nature are a reality among adolescent students and a concern in the educational context. Therefore, the main objective of this research was to analyse the effects of perceived teaching competence, motivation and basic psychological needs on disruptive behaviours in secondary school PE students. The sample was composed of 758 adolescent students from seven public secondary schools. The following instruments adapted to physical education were used: The Disruptive Behaviours Questionnaire, The Evaluation of Teaching Competencies Scale, The Sport Motivation Scale, and The Basic Psychological Needs Scale. Multilevel regression models with the MIXED procedure were performed for data analysis. The results show that misbehaviour is more likely among male students and that disruptive behaviours decrease when a teacher is perceived as competent. Students with greater self-determined motivation are more likely to exhibit fewer behaviours related to low engagement and irresponsibility while amotivation increases the different disruptive behaviours in the classroom. In conclusion, it is proposed that educators work in line with the students’ needs by responding to their interests and that this will increase self-determined motivation.

Amotivation

Physical Education

10.3390/ijerph16234828

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Multimodal imaging in Susac syndrome with classic clinical triad presentation

Taiwan Journal of Ophthalmology (2020)

Miriam Rahhal-Ortuño Marina Martínez-Molina J. Orts-Llácer A.S. Fernández-Santodomingo María Andreu-Fenoll

A 22-year-old male was referred for headaches, hearing impairment, and right eye scotoma. Branch retinal artery occlusion was revealed during the ophthalmological examination. Susac syndrome was suspected due to the symptoms described and the absence of cardiovascular risk factors. An extensive ophthalmological examination, including multimodal imaging was carried out, which is of special interest as it is considered to be a rare syndrome.

Central scotoma

Presentation (obstetrics)

Retinal Artery Occlusion

10.4103/tjo.tjo_9_20

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Analysis of Misbehaviors and Satisfaction With School in Secondary Education According to Student Gender and Teaching Competence

Frontiers in Psychology (2020)

Antonio Granero‐Gallegos Raúl Baños Antonio Baena Extremera Marina Martínez-Molina

Effective classroom management is a critical teaching skill and a key concern for educators. Disruptive behaviors disturb effective classroom management and can influence school satisfaction if the teacher does not have the competencies to control them. Two objectives were set in this work: to understand the differences that exist in school satisfaction, disruptive behaviors, and teaching competencies according to the gender of the students; and to analyze school satisfaction and disruptive student behaviors based on perceived teaching competence. A non-probabilistic and convenience sample selection process was employed, based on the subjects that we were able to access. 758 students participated (male = 45.8%) from seven public secondary schools in the Murcia Region (Spain). The age range was between 13 and 18 years (M = 15.22; DT = 1.27). A questionnaire composed of the following scales was used: Competencies Evaluation Scale for Teachers in Physical Education, School Satisfaction and Disruptive Behaviors in Physical Education. Mixed Linear Models performed with the SPSS v.23 was used for statistical analyses. The results revealed statistically significant differences based on gender and physical education teaching competencies. In conclusion, the study highlights that physical education teacher skills influence disruptive behaviors in the classroom, and that this is also related to school satisfaction. Furthermore, it highlights that boys showed higher levels of negative behaviors than girls.

Classroom Management

Physical Education

10.3389/fpsyg.2020.00063

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Presenilin-1 Mutations Are a Cause of Primary Lateral Sclerosis-Like Syndrome

Frontiers in Molecular Neuroscience (2021)

Juan F. Vázquez‐Costa María Payá-Montes Marina Martínez-Molina Teresa Jaijo Jazek Szymanski

Primary lateral sclerosis (PLS) is a progressive upper motor neuron (UMN) disorder. It is debated whether PLS is part of the amyotrophic lateral sclerosis (ALS) spectrum, or a syndrome encompassing different neurodegenerative diseases. Recently, new diagnostic criteria for PLS have been proposed. We describe four patients of two pedigrees, meeting definite PLS criteria and harboring two different mutations in presenilin 1 (PSEN1).Patients underwent neurological and neuropsychological examination, MRI, 18F-fluorodeoxyglucose positron emission tomography (FDG-PET), amyloid-related biomarkers, and next-generation sequencing (NGS) testing.Four patients, aged 25-45 years old, presented with a progressive UMN syndrome meeting clinical criteria of definite PLS. Cognitive symptoms and signs were mild or absent during the first year of the disease but appeared or progressed later in the disease course. Brain MRI showed microbleeds in two siblings, but iron-related hypointensities in the motor cortex were absent. Brain FDG-PET showed variable areas of hypometabolism, including the motor cortex and frontotemporal lobes. Amyloid deposition was confirmed with either cerebrospinal fluid (CSF) or imaging biomarkers. Two heterozygous likely pathogenic mutations in PSEN1 (p.Pro88Leu and p.Leu166Pro) were found in the NGS testing.Clinically defined PLS is a syndrome encompassing different neurodegenerative diseases. The NGS testing should be part of the diagnostic workup in patients with PLS, at least in those with red flags, such as early-onset, cognitive impairment, and/or family history of neurodegenerative diseases.

PSEN1

10.3389/fnmol.2021.721047

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Perfiles motivacionais de apoio à autonomia, auto-determinação, satisfação, importância da educação física e intenção de prática física no tempo livre

Cuadernos de Psicología del Deporte (2014)

Antonio Granero‐Gallegos Antonio Baena Extremera José Antonio Sánchez-Fuentes Marina Martínez-Molina

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Competencia Docente en Educación Física de secundaria Spanish version of the Evaluation of Teaching Competencies Scale in Physical Education of secondary school Validação em espanhol da Evaluation of Teaching Competencies Scale em Educação Física no ensino secundário

Antonio Baena Extremera Antonio Granero‐Gallegos Marina Martínez-Molina

The aim of this research was to analyze the psychometric properties of Evaluation of Teaching Competencies Scale (ETCS) in a Spanish sample of Physical Education in secondary education. It was administered to a total of 758 high school students from 12 to 18 years, analyzing the structure of the instrument using confirmatory procedures. The analyzes support the hypoth - esized theoretical model of origin, the eight items presented adequate measures and scale homogeneity acceptable internal consistency (composite reliability =.93; average variance extracted =.61; Cronbach's alpha =.90) and temporal stability. The data were excellent model fit: χ 2 =27.68, df=20, p=.117, χ

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Invarianza factorial por sexo del Cuestionario para las Conductas Disruptivas y Escala de Evaluación de la Competencia Docente en Educación Física en estudiantes de secundaria

Psychology Society & Education (2020)

Marina Martínez-Molina Antonio Granero‐Gallegos Antonio Baena Extremera Raúl Baños

Este trabajo tuvo como objetivos: analizar la invarianza factorial por sexo del Cuestionario de Conductas Disruptivas en el aula de Educación Física y de la Escala de Evaluación de la Competencia Docente en Educación Física, así como analizar las diferencias según la variable sexo en las variables de dichos instrumentos. El diseño de investigación fue observacional y descriptivo de carácter transversal y la selección de la muestra fue de tipo no probabilístico y por conveniencia. Participaron 410 estudiantes (202 chicos; 208 chicas; Medad = 15.14; DT = .96) de secundaria. Se utilizaron las siguientes escalas: Evaluación de la Competencia Docente en Educación Física y Cuestionario para las Conductas Disruptivas en Educación Física. Los modelos para el análisis de la invarianza fueron testados siguiendo la propuesta metodológica avanzada de testar cuatro modelos sucesivamente más constreñidos. El análisis de las diferencias por sexo fue realizado con Modelos Lineales de Regresión procedimiento MIXED. Los resultados revelaron a los dos instrumentos como válidos para medir los comportamientos negativos de los estudiantes y la competencia docente, independientemente del sexo del alumnado. Los chicos obtuvieron puntuaciones significativamente más altas en conductas disruptivas que las chicas, mientras que ellas percibieron más competente al profesorado.

Secondary education

10.25115/psye.v12i2.3172

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