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Involvement of executive functions, emotional intelligence, and study habits in mathematical problem-solving and calculation in elementary school 执行功能、情绪智力和学习习惯在小学数学解题和计算中的作用
Pub Date : 2023-07-01 DOI: 10.1016/j.psicoe.2023.07.002
Katya Martin-Requejo, Alejandro González-Andrade, Aitor Álvarez-Bardón, Sandra Santiago-Ramajo

As mathematics is the most difficult subject for students from an early age, it is necessary to understand the underlying processes. Thus, the aim of this study was to analyze the relationship between calculation and mathematical problem-solving (MPR) skills with Executive Functions (EF), Emotional Intelligence (EI), and Study Habits and Techniques (SHT) in children aged 9-12 years. The study was carried out with 70 students (40 girls) from five schools in the Autonomous Community of the Basque Country of Spain. The results showed that MPR was significantly related to EF, SHT, and EI, while calculation was only related to EF and SHT, all this controlling the effect of IQ. Furthermore, MPR has correlated with a greater number of EF, EI, and SHT subscales than calculation. Along with this, significant differences have been observed in EF and EI depending on the level of performance in MPR, while in calculation the significant differences have been found in EF and SHT. Therefore, different neuropsychological processes underlie each mathematical skill, which implies the need for differential intervention with each of them. All of this through programs that encourage the mathematical learning of all students indiscriminately or that promote the development of mathematical skills according to the specific difficulty of the student.

由于数学是学生从小最难的科目,因此有必要了解其基本过程。因此,本研究的目的是分析9-12岁儿童的计算和数学问题解决(MPR)技能与执行功能(EF)、情商(EI)和学习习惯与技术(SHT)之间的关系。这项研究是对来自西班牙巴斯克自治区五所学校的70名学生(40名女孩)进行的。结果表明,MPR与EF、SHT和EI显著相关,而计算仅与EF和SHT相关,所有这些都控制了IQ的影响。此外,MPR比计算与更多的EF、EI和SHT分量表相关。除此之外,根据MPR的性能水平,在EF和EI中观察到了显著差异,而在计算中,在EF与SHT中发现了显著差异。因此,每种数学技能背后都有不同的神经心理过程,这意味着需要对每种技能进行差异干预。所有这些都是通过鼓励所有学生不分青红皂白地学习数学或根据学生的具体困难促进数学技能发展的项目实现的。
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引用次数: 0
The core features, internal relations, and gender differences in music academic engagement: A network analysis 音乐学术投入的核心特征、内在关系与性别差异:一个网络分析
Pub Date : 2023-07-01 DOI: 10.1016/j.psicoe.2023.06.003
Lu Song , Xiantong Yang , Yuehan Zhao

The existing research results on gender differences in academic engagement are confusing, coupled with the lack of research focusing on gender differences in music academic engagement, this leads to a lack of strong evidence for music teachers when designing specific academic engagement improvement strategies. Therefore, the purpose of this study is to explore the gender differences in music academic engagement. In order to achieve this purpose, this study used network analysis to estimate the network of male and female music academic engagement, and on this basis, determined the core features and differences of male and female music academic engagement. A total of 515 students majoring in music from Chinese universities participated in this study (38.4% were female, 61.6% were male, the mean age was 19.16 years old, and the standard deviation was 1.55). The results showed that low persistence and look forward to music class were the core features unique to men, while avoidance of difficult work was the core feature unique to women. Feel good in music class was a core feature shared by both men and women. The academic engagement of male and female in the field of music were both the same and different. This study is one of the first attempts to examine gender differences in academic engagement in the field of music. Music teachers should grasp the unique core features of male and female, and design academic engagement promotion strategies in a targeted manner.

现有的关于学术参与中性别差异的研究结果令人困惑,再加上缺乏对音乐学术参与中的性别差异的关注,这导致音乐教师在设计具体的学术参与改善策略时缺乏有力的证据。因此,本研究旨在探讨音乐学术参与的性别差异。为了达到这一目的,本研究采用网络分析法对男女音乐学术参与的网络进行了估计,并在此基础上确定了男女音乐学术投入的核心特征和差异。共有515名中国高校音乐专业学生参与了这项研究(38.4%为女性,61.6%为男性,平均年龄19.16岁,标准差1.55)。在音乐课上感觉良好是男女共同的核心特征。男性和女性在音乐领域的学术参与既有相同之处,也有不同之处。这项研究是第一次尝试研究音乐领域学术参与中的性别差异。音乐教师应把握男女独特的核心特征,有针对性地设计学术参与促进策略。
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引用次数: 0
Does emotional awareness lead to resilience? Differences based on sex in adolescence 情绪意识会导致适应力吗?基于性别的青春期差异
Pub Date : 2023-07-01 DOI: 10.1016/j.psicoe.2023.06.001
Núria Garcia-Blanc , Fernando Senar-Morera , Agnès Ros-Morente , Gemma Filella-Guiu

Adolescence presents many challenges and changes, making the prevention of mental disorders significant. Resilience is considered a key factor in understanding the emotional development of adolescents, as it allows them to overcome adversity and learn to generate personal resources that promote their psychological well-being. Emotional awareness and emotional regulation are highlighted as protective factors against adversity. Emotional awareness refers to the ability to recognize, understand, and accept own and others' emotions. In contrast, emotional regulation involves controlling emotions and modifying behavior to achieve goals, adapt to the context, or promote well-being. Although it is known that these factors have an important effect on the resilience capacities of adolescents, few empirical studies analyze this relationship. This study aims to examine the effect of emotional awareness on resilience, as well as the possible mediation of emotional regulation strategies (cognitive reappraisal and suppression), and to consider possible sex differences in a sample of 376 Spanish adolescents. Statistical techniques such as T-Test, Pearson correlation, confirmatory factor analysis, and structural equation modeling were applied. Factorial invariance between groups was also examined, and a structural invariance analysis was performed. The results indicate that emotional awareness itself does not have a direct effect on the resilience of adolescents. In addition, there are sex differences in the impact of emotional awareness on regulation strategies. Therefore, it is necessary to consider Emotional awareness as a necessary condition for developing adaptive emotional regulation strategies as cognitive restructuring in the design of programs that contemplate the promotion of resilience in adolescents.

青春期带来了许多挑战和变化,这使得预防精神障碍具有重要意义。韧性被认为是理解青少年情绪发展的一个关键因素,因为它可以让他们克服逆境,学会创造个人资源,促进他们的心理健康。情绪意识和情绪调节被强调为抵御逆境的保护因素。情感意识是指识别、理解和接受自己和他人情绪的能力。相反,情绪调节涉及控制情绪和改变行为,以实现目标、适应环境或促进幸福感。尽管已知这些因素对青少年的恢复能力有重要影响,但很少有实证研究分析这种关系。本研究旨在检验情绪意识对复原力的影响,以及情绪调节策略(认知重新评估和抑制)的可能中介作用,并考虑376名西班牙青少年样本中可能存在的性别差异。采用了T检验、皮尔逊相关、验证性因素分析和结构方程建模等统计技术。还检验了组之间的因子不变性,并进行了结构不变性分析。研究结果表明,情绪意识本身对青少年的恢复力没有直接影响。此外,情绪意识对调节策略的影响存在性别差异。因此,在设计旨在促进青少年恢复力的项目时,有必要将情绪意识视为制定适应性情绪调节策略的必要条件,将其视为认知重组。
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引用次数: 0
School climate and substance use in a sample of Chilean adolescents 以智利青少年为样本的学校气氛与物质使用
Pub Date : 2023-07-01 DOI: 10.1016/j.psicoe.2023.05.001
Ana Kremer Jiménez , Francisca Román Mella , José Luis Gálvez-Nieto

Despite the importance of school climate for positive student health outcomes, few studies address its potential effects on substance use. This study aimed to examine whether dimensions of school climate — respectful treatment, discrimination, rules, safety, and harassment — relate to alcohol, tobacco, and marijuana use in a sample of Chilean students. The sample comprised 182,066 Year 10 students in 2,907 schools, who completed the Education Quality and Context Questionnaire as part of the SIMCE evaluation in 2017. Statistical analyses included a confirmatory factor analysis (CFA), multilevel logistic regression, and an estimate of predicted probabilities. Models were adjusted for sex and school socioeconomic level. The results showed that school climate was associated with adolescent alcohol, tobacco, and marijuana use. Negative treatment of students, discrimination, poorly defined school rules, inadequate safety, and perceived harassment were associated with an increased risk of substance use. School interventions addressing adolescent substance use should consider the influence of school climate on risky behaviors.

尽管学校氛围对积极的学生健康结果很重要,但很少有研究涉及其对药物使用的潜在影响。这项研究旨在调查智利学生样本中的学校氛围维度——尊重待遇、歧视、规则、安全和骚扰——是否与酒精、烟草和大麻使用有关。样本包括2907所学校的182066名10年级学生,他们在2017年完成了SIMCE评估的教育质量和背景问卷。统计分析包括验证性因素分析(CFA)、多水平逻辑回归和预测概率估计。模型根据性别和学校社会经济水平进行了调整。研究结果表明,学校气氛与青少年饮酒、吸烟和吸食大麻有关。对学生的负面对待、歧视、校规不明确、安全性不足和被认为的骚扰与药物使用风险增加有关。针对青少年药物使用的学校干预措施应考虑学校氛围对危险行为的影响。
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引用次数: 0
Effect of a psychoeducational intervention on motor and perceptual-visual development through the inhibition of primitive reflexes in schoolchildren aged 4 to 7 years old 心理教育干预通过抑制4 ~ 7岁学童的原始反射对运动和知觉视觉发展的影响
Pub Date : 2023-07-01 DOI: 10.1016/j.psicoe.2023.05.003
Lidia Infante-Cañete , Beatriz Aguilar-Guerrero , Agustín Wallace-Ruiz

The efficacy of the Assessing Neuromotor Readiness for Learning (Blythe, 2012) on primitive reflex inhibition is described. The sample consisted of 25 girls and 21 boys aged 4–7 years (M = 4.84, SD = 1.10). For the sake of evaluating the efficacy of the intervention, the Developmental Screening by the Chester Institute of Neurophysiological Psychology, INPP (Blythe, 2012), was used by means of a pretest-posttest design with a control group. The statistical analyses performed were ANCOVA and factorial ANOVA—depending on the fulfilment of the assumptions. The main findings refer to the existence of active primitive reflexes in the sample, and how these primitive reflexes are sensitive to the psychoeducational intervention of reflex inhibition through movement. Besides, the involvement of primitive reflex inhibition in the improvement of motor development—but not in perceptual-visual development—has been proved.

描述了评估学习的神经运动准备状态(Blythe,2012)对原始反射抑制的疗效。样本包括25名女孩和21名男孩,年龄为4-7岁(M = 4.84,标准差 = 1.10)。为了评估干预的有效性,切斯特神经生理学心理学研究所(INPP)(Blythe,2012)通过与对照组的前测后测设计进行了发育筛查。进行的统计分析是ANCOVA和因子方差分析——取决于假设的实现情况。主要发现涉及样本中存在活跃的原始反射,以及这些原始反射如何对通过运动抑制反射的心理教育干预敏感。此外,原始反射抑制在改善运动发育中的作用——但在感知视觉发育中没有——已经得到证实。
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引用次数: 0
Trans reality in the educational system: A systematic review 教育系统中的跨现实:系统回顾
Pub Date : 2023-07-01 DOI: 10.1016/j.psicoe.2023.01.001
Olatz Etxebarria-Perez-de-Nanclares, Maria Teresa Vizcarra-Morales, Rakel Gamito-Gomez, Ana Luisa López-Vélez

The educational system is an important socializing agent. It is often regarded as solution to the social problems that society suffers. Nevertheless, at the same time the school setting is where trans people suffer a high discrimination, even knowing the implications that this entails in the mental health of these people. Therefore, with the intention of moving away from the clinical view of the trans reality, this updated systematic review focus on trans minors within the educational system. ProQuest, Scopus and Web of Science databases were used to research the literature, and 39 articles were selected. Results indicate that in order to overcome the bad school climate perceived by trans students, laws, educational policies and school regulations that address this reality are necessary. A lack of teacher training is highlighted despite the fact that the attitude of teachers towards trans students can make a difference in their lives. Consequently, teachers should be provided with the tools to deal with different trans realities they encounter in their classrooms.

教育系统是一个重要的社交媒介。它经常被认为是解决社会所遭受的社会问题的办法。然而,与此同时,学校环境是跨性别者遭受高度歧视的地方,即使他们知道这会对这些人的心理健康产生影响。因此,为了摆脱跨性别现实的临床观点,这篇更新的系统综述聚焦于教育系统内的跨性别未成年人。使用ProQuest、Scopus和Web of Science数据库对文献进行研究,共选取39篇文章。结果表明,为了克服跨性别学生所感受到的恶劣学校氛围,解决这一现实的法律、教育政策和学校法规是必要的。尽管教师对跨性别学生的态度会改变他们的生活,但缺乏教师培训的问题仍然突出。因此,应该为教师提供工具,以应对他们在课堂上遇到的不同跨性别现实。
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引用次数: 0
Personal and ethnic-cultural bullying in the Peruvian Amazon: Prevalence, overlap and predictors 秘鲁亚马逊地区的个人和种族文化欺凌:流行、重叠和预测因素
Pub Date : 2023-07-01 DOI: 10.1016/j.psicoe.2023.07.001
Jacinto Martínez-Santiago , Izabela Zych , Antonio J. Rodríguez-Hidalgo

Most studies about personal bullying and ethnic-cultural bullying have been carried out in Western countries without analysing if adolescents are involved only in personal bullying, ethnic-cultural bullying, or both. This study is based in Peruvian Amazonia, a multi-cultural context where not much research has been done, with the aim to understand the overlap of personal and ethnic-cultural bullying as well as their predictors. The sample is made up of 607 students (48.3 girls and 51.7% boys) between the ages of 12 and 19 (Mage = 14.5, SD = 1.69) from a region in Peruvian Amazonia which completed a self-report questionnaire. Ethnic-cultural bullying and personal bullying are prevalent and overlapped phenomena, being the ethnic-cultural group of the Native Americans the most implicated in victimization and/or aggression. Regarding the overlapping roles resulting from personal bullying and ethnic-cultural bullying (mixed roles), personal victimization is predicted by low assertiveness, and it is related to older age. The mixed role of personal and ethnic-cultural victim is related to a high affective empathy, an indigenous ethnic-cultural group and low conflict resolution skills. The role of personal bully-victim and ethnic-cultural victim is related to being older. Personal and ethnic-cultural bully-victims are older males with lower self-esteem and assertiveness. The results are discussed in relation to education programs about prevention and mitigation of bullying and ethnic-cultural bullying.

大多数关于个人欺凌和种族文化欺凌的研究都是在西方国家进行的,但没有分析青少年是否只参与个人欺凌、种族文化欺凌,或者两者兼而有之。这项研究基于秘鲁亚马逊地区,这是一个多文化背景下,没有做太多研究,目的是了解个人和种族文化欺凌的重叠及其预测因素。该样本由607名12至19岁(Mage=14.5,SD=1.69)的学生(48.3名女孩和51.7%的男孩)组成,他们来自秘鲁亚马逊地区,完成了一份自我报告问卷。种族文化欺凌和人身欺凌是普遍存在和重叠的现象,是美国原住民中最容易受到伤害和/或侵犯的种族文化群体。关于个人欺凌和种族文化欺凌导致的角色重叠(混合角色),个人受害是由低自信预测的,并且与年龄有关。个人和民族文化受害者的混合角色与高情感移情、土著民族文化群体和低冲突解决技能有关。个人欺凌受害者和民族文化受害者的角色与年龄有关。个人和种族文化欺凌的受害者是年纪较大、自尊心和主见较低的男性。研究结果与预防和减轻欺凌以及种族文化欺凌的教育计划有关。
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引用次数: 0
Generalizability of alignment and sorting effects in secondary education: Evaluation of the effectiveness of an activity for the entrepreneurial competence promotion 中等教育中对齐与分类效应的普遍性:创业能力提升活动的有效性评价
Pub Date : 2023-07-01 DOI: 10.1016/j.psicoe.2023.05.002
Sara Martínez-Gregorio, Amparo Oliver

The entrepreneurial initiative is considered a key competence to be developed in secondary education. However, research on the effectiveness of entrepreneurial exposure activities in adolescence still being scarce. The results can be misinterpreted if hidden effects such as sorting and alignment are not considered. The aim of this study is twofold. First, to test for the effectiveness of an entrepreneurial exposure activity developed in a Spanish secondary school. Second, to study the presence of sorting and alignment effects on adolescent population. A quasi-experimental design with a control group is conducted on 225 participant students, 158 were randomly assigned according to a cluster sampling to the intervention group (M = 13.19 ± 0.91 years old, ranging between 11 and 15; 57.6% boys) and 67 to the control (M = 13.33 ± 0.88 years old, ranging between 11 to 15; 59.7% boys). Relevant variables such as entrepreneurial intention, entrepreneurial self-efficacy, attitude towards entrepreneurship, subjective norm, psychological capital, prosocial behavior, and certainty about future studies choices were assessed pre and post-intervention. The entrepreneurship exposure activity involved six sessions where the students in teams were asked to develop an entrepreneurial idea that helps to solve a social problem. The results considering the group means only show statistically significant differences in attitudes towards entrepreneurship. The intervention acts as a buffer for the decline in this variable in the intervention group. Additionally, the analysis verified the generalizability of alignment and sorting effects while assessing entrepreneurial intention in entrepreneurship exposure activities with adolescents. Implications for other vocational orientation activities are discussed.

创业倡议被认为是中等教育中需要培养的一项关键能力。然而,关于青春期创业暴露活动有效性的研究仍然很少。如果不考虑排序和对齐等隐藏影响,结果可能会被误解。这项研究的目的是双重的。首先,测试在西班牙一所中学开展的创业接触活动的有效性。其次,研究排序和排列对青少年群体的影响。对225名受试学生进行了准实验设计,其中158人根据整群抽样随机分配到干预组(M = 13.19 ± 0.91岁,年龄在11至15岁之间;57.6%为男孩)和67例为对照组(M=13.33 ± 年龄0.88岁,年龄11~15岁;59.7%男孩)。在干预前后评估了相关变量,如创业意向、创业自我效能感、创业态度、主观规范、心理资本、亲社会行为和对未来研究选择的确定性。创业曝光活动包括六个环节,要求团队中的学生发展一个有助于解决社会问题的创业想法。考虑到群体手段的结果只显示出对创业态度的统计学显著差异。在干预组中,干预起到了该变量下降的缓冲作用。此外,该分析验证了在评估青少年创业暴露活动中的创业意向时,对齐和排序效应的可推广性。讨论了对其他职业指导活动的影响。
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引用次数: 0
Emotional intelligence and suicidal ideation in adolescents: The mediating and moderating role of social support 青少年情绪智力与自杀意念:社会支持的中介与调节作用
Pub Date : 2023-07-01 DOI: 10.1016/j.psicoe.2023.02.001
Héctor Galindo-Domínguez, Daniel Losada Iglesias

The objective of this study has been to discover the mediating and moderating effect of peer support, family support and teacher support in the relationship between emotional intelligence and suicidal ideation in adolescents. For this purpose, a total of 898 adolescents have participated (MAge = 13.55, SD = 1.66) responding to the WLEIS Scale, the Perceived Social Support Scale, the adaptation of the School Climate Scale, and the Suicide Risk Inventory. The results indicate how: (1) teacher support and family support mediate the relationship between emotional intelligence and suicidal ideation; (2) regardless of gender and age, family support moderates the relationship between emotional intelligence and suicidal ideation, with emotional intelligence helping to reduce suicidal ideation only when there is medium or high family support; (3) peer support and age moderate the relationship between emotional intelligence and suicidal ideation, with peer support helping emotional intelligence reduce suicidal ideation only with older adolescents. These results showed how, in addition to working emotional intelligence in adolescents, introducing the participation of families in the learning process as far as possible, as well as encouraging quality relationships between peers, could have special effects in reducing one of the main causes of adolescent death, such as suicidal behaviour.

本研究的目的是发现同伴支持、家庭支持和教师支持在青少年情商与自杀意念关系中的中介和调节作用。为此,共有898名青少年参加了(MAge = 13.55,标准差 = 1.66)应对WLEIS量表、感知社会支持量表、学校气候量表的适应性和自杀风险量表。研究结果表明:(1)教师支持和家庭支持在情绪智力和自杀意念之间起中介作用;(2) 无论性别和年龄,家庭支持都会调节情商与自杀意念之间的关系,只有在有中等或高家庭支持的情况下,情商才有助于降低自杀意念;(3) 同伴支持和年龄调节了情绪智力和自杀意念之间的关系,同伴支持有助于情绪智力降低自杀意念,只有年龄较大的青少年才会这样做。这些结果表明,除了在青少年中发挥情商外,尽可能让家庭参与学习过程,以及鼓励同龄人之间建立高质量的关系,都会对减少青少年死亡的主要原因之一,如自杀行为产生特殊影响。
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引用次数: 2
Impact of artificial intelligence on assessment methods in primary and secondary education: Systematic literature review 人工智能对中小学教育评估方法的影响:系统文献综述
Pub Date : 2023-07-01 DOI: 10.1016/j.psicoe.2023.06.002
Miguel Martínez-Comesaña , Xurxo Rigueira-Díaz , Ana Larrañaga-Janeiro , Javier Martínez-Torres , Iago Ocarranza-Prado , Denis Kreibel

The educational sector can be enriched by the incorporation of artificial intelligence (AI) in various aspects. The field of artificial intelligence and its applications in the education sector give rise to a multidisciplinary field that brings together computer science, statistics, psychology and, of course, education. Within this context, this review aimed to synthesise existing research focused on provide improvements on primary/secondary student assessment using some AI tool. Thus, nine original research studies (641 participants), published between 2010 and 2023, met the inclusion criteria defined in this systematic literature review. The main contributions of the application of AI in the assessment of students at these lower educational levels focus on predicting their performance, automating and making evaluations more objective by means of neural networks or natural language processing, the use of educational robots to analyse their learning process, and the detection of specific factors that make classes more attractive. This review shows the possibilities and already existing uses that AI can bring to education, specifically in the evaluation of student performance at the primary and secondary levels.

人工智能在各个方面的结合可以丰富教育部门。人工智能领域及其在教育部门的应用产生了一个多学科领域,将计算机科学、统计学、心理学,当然还有教育结合在一起。在此背景下,本综述旨在综合现有研究,重点是使用一些人工智能工具改进中小学生评估。因此,在2010年至2023年间发表的9项原始研究(641名参与者)符合本系统文献综述中定义的纳入标准。人工智能在这些较低教育水平的学生评估中的主要贡献集中在预测他们的表现,通过神经网络或自然语言处理自动化和使评估更加客观,使用教育机器人分析他们的学习过程,以及检测使课堂更具吸引力的特定因素。这篇综述展示了人工智能可以为教育带来的可能性和现有用途,特别是在评估中小学学生表现方面。
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引用次数: 0
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