Perfectionistic Automatic Thoughts (PAT) negatively affects people who present it. Hence the importance of their study to determine possible ways of reduction. The current study tried to identify PAT profiles and specify the statistically significant differences in the Spontaneous Use of Mental Imaging in 647 undergraduates. For this the Perfectionism Cognitions Inventory and the Spontaneous Use of Imagery Scale were used. The cluster analyses showed three groups of PATs; low (LPAT), moderate (MPAT) and high (HPAT). An analysis of variance revealed moderate size differences in the visual-spatial capacity as well as in the total of the Spontaneous Use of Mental Images for MPAT and LPAT. Implications for the training of future teachers related to the use of mental imagery that can reduce maladaptive PAT are discussed.

The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education (631 students) in the public schools of the province of Alicante (in the South-East of Spain) and a follow-up of their academic progress was carried out when they completed Primary Education (6 school years). The results obtained show that medium-high and high scores in Verbal Aptitude and Numerical Aptitude tests in Early Childhood Education (5 years of age), can predict academic success at the end of Primary Education (12 years of age) in instrumental subjects such as: (1) Language (Verbal Aptitude Odds Ratio = 1.39 and Numerical Aptitude Odds Ratio = 1.39) and (2) Mathematics (Verbal Aptitude Odds Ratio = 1.47 and Numerical Aptitude Odds Ratio = 1.52). We have determined the importance of developing pedagogical programs that stimulate the development of these skills during Early Childhood Education, while implementing support strategies during Primary Education, for those students who present underdeveloped aptitudes in these areas. In this way, school difficulties would be prevented in the instrumental subjects that provide access to other academic areas.

El presente estudio tiene como objetivo ver en qué medida el desarrollo de las competencias socio emocionales favorecen la inserción socio laboral en los presos. La metodología utilizada consistió en emplear un diseño experimental en el que la muestra estaba compuesta por 48 participantes de la prisión de Andorra. Los instrumentos utilizados fueron el Test A de Goldstein y la Escala de meta-estado de ánimo de rasgo Trait Meta-Mood Scale (TMMS-24). Los resultados evidenciaron que la población reclusa analizada en el estudio, presentaba pocas habilidades emocionales en general. Las conclusiones fueron que se hacía necesaria una intervención psicopedagógica.