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Six weeks of confinement: psychological effects on a sample of children in early childhood and primary education

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dc.contributor.authorGiménez Dasí, Marta
dc.contributor.authorQuintanilla Cobián, M. Laura
dc.contributor.authorLucas Molina, Beatriz
dc.contributor.authorSarmento Henrique, Renata
dc.date.accessioned2024-10-25T17:20:42Z
dc.date.available2024-10-25T17:20:42Z
dc.date.issued2020-10-08
dc.descriptionThe registered version of this article, first published in Frontiers in Psychology, is available online at the publisher's website: Frontiers Media, https://doi.org/10.3389/fpsyg.2020.590463
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Frontiers in Psychology, está disponible en línea en el sitio web del editor: Frontiers Media, https://doi.org/10.3389/fpsyg.2020.590463
dc.description.abstractSpain has been one of the countries most affected by the health crisis derived from COVID-19. Within this country, the city of Madrid has registered the highest number of infections and deaths. This circumstance led to the adoption of strict confinement measures for a period of 6 weeks. The objective of the present study was to investigate the psychological effects that this confinement has had on the psychological well-being of a sample of children from Madrid. A total of 167 families with children aged between 3 and 11 years participated in this study. The parents evaluated the children through the System of Evaluation of Children and Adolescents (SENA) scale in the month of February and refilled part of the same scale after the children had spent between 4 and 6 weeks confined. The comparison between the two measures showed no change among the 3-year-old children. However, change was observed among the 6–10-year-old. Children in Primary Education obtained lower scores in dimensions related to self-regulation (emotional, attentional, and behavioral) and in willingness to study. The results are discussed in light of the situation experienced between the months of March and May 2020.en
dc.description.versionversión publicada
dc.identifier.citationGiménez-Dasí, M., Quintanilla, L., Lucas-Molina, B., & Sarmento-Henrique, R. (2020). Six weeks of confinement: psychological effects on a sample of children in early childhood and primary education. Frontiers in Psychology, 11, 590463. https://doi.org/10.3389/fpsyg.2020.590463
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2020.590463
dc.identifier.issn1664-1078
dc.identifier.urihttps://hdl.handle.net/20.500.14468/24130
dc.journal.titleFrontiers in Psychology
dc.journal.volume11
dc.language.isoen
dc.publisherFrontiers Media
dc.relation.centerFacultad de Psicología
dc.relation.departmentMetodología de las Ciencias del Comportamiento
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject61 Psicología
dc.subject.keywordsconfinementen
dc.subject.keywordspsychological effectsen
dc.subject.keywordsCOVID-19 health crisisen
dc.subject.keywordsearly childhooden
dc.subject.keywordsprimary educationen
dc.subject.keywordsspanish childrenen
dc.titleSix weeks of confinement: psychological effects on a sample of children in early childhood and primary educationen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication940d5943-7974-4ec9-82cd-9d93be2b4056
relation.isAuthorOfPublication.latestForDiscovery940d5943-7974-4ec9-82cd-9d93be2b4056
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