000101186 001__ 101186
000101186 005__ 20230519145414.0
000101186 0247_ $$2doi$$a10.3389/fpsyg.2021.562800
000101186 0248_ $$2sideral$$a123122
000101186 037__ $$aART-2021-123122
000101186 041__ $$aeng
000101186 100__ $$0(orcid)0000-0001-8473-8114$$aQuílez-Robres, Alberto$$uUniversidad de Zaragoza
000101186 245__ $$aSocial, Family, and Educational Impacts on Anxiety and Cognitive Empathy Derived From the COVID-19: Study on Families With Children
000101186 260__ $$c2021
000101186 5060_ $$aAccess copy available to the general public$$fUnrestricted
000101186 5203_ $$aThis research aims to monitor the current situation of confinement in Spanish society motivated by COVID-19 crisis. For this, a study of its socio-family, psychological and educational impact is conducted. The sample (N = 165 families, 89.1% nuclear families with children living in the same household and 20.5% with a relative in a risk group) comes from the Aragonese region (Spain). The instruments used are: Beck-II Depression Inventory (BDI-II); Baron-Cohen and Wheelwright’s Empathy Quotient (EQ) with its cognitive empathy subscale, as well as an ad-hoc questionnaire, reviewed by a panel of experts, to learn about socio-personal, family and housing conditions, use of technology, involvement in school tasks and household, and working condition. The multiple regression analysis results show that the anxiety derived from the current situation is explained in 23.1% (p < 0.001) by the variables: gender (t = -2.31, p = 0.022), level of Internet consumption (t = 2.139, p = 0.034), increase of family conflicts (t = 2.980, p = 0.003) and help with school tasks (t = 2.980, p = 0.040). On the other hand, cognitive empathy is explained in 24.6% (p < 0.001) by the variables: gender (t = -4.690, p < 0.001) and mother’s hours of teleworking (t = 2.101, p = 0.037). All this leads us to conclusions related to preventive systems of social, psychological, and educational aspects to better serve families. These conclusions can be also be transferred to the future with an inclusive care to family settings from those three parameters.
000101186 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000101186 590__ $$a4.232$$b2021
000101186 592__ $$a0.873$$b2021
000101186 594__ $$a4.0$$b2021
000101186 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b35 / 147 = 0.238$$c2021$$dQ1$$eT1
000101186 593__ $$aPsychology (miscellaneous)$$c2021$$dQ1
000101186 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000101186 700__ $$0(orcid)0000-0002-0100-1449$$aLozano-Blasco, Raquel$$uUniversidad de Zaragoza
000101186 700__ $$0(orcid)0000-0003-4530-9645$$aIñiguez Berrozpe, Tatiana$$uUniversidad de Zaragoza
000101186 700__ $$0(orcid)0000-0002-2839-7041$$aCortés-Pascual, Alejandra$$uUniversidad de Zaragoza
000101186 7102_ $$14009$$2775$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Sociología
000101186 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000101186 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000101186 773__ $$g12 (2021), 562800 [11 pp.]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078
000101186 8564_ $$s773639$$uhttps://zaguan.unizar.es/record/101186/files/texto_completo.pdf$$yVersión publicada
000101186 8564_ $$s2214281$$uhttps://zaguan.unizar.es/record/101186/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000101186 909CO $$ooai:zaguan.unizar.es:101186$$particulos$$pdriver
000101186 951__ $$a2023-05-18-13:57:38
000101186 980__ $$aARTICLE