Revista de Psicodidáctica (English ed.)最新文献

The COVID-19 pandemic has had a dramatic impact upon teachers across the world. In Chile, the confinement also had a negative effect on teachers’ wellbeing. However, there are no studies assessing teachers' mental health, affect, burnout, or social support during this period. Consequently, our study tested a mediation moderation model with Macro from SPSS in a sample of 635 teachers examining subjective wellbeing with the Pemberton Happiness Index, their emotions using the Positive and Negative Affect Schedule, their burnout with the Questionnaire for the Evaluation of Burnout Syndrome and their social support with the Social Support Questionnaire-Short Form. The study results suggest that the impact of burnout on teachers' wellbeing is mediated by negative and positive emotions. Additionally, this mediation was moderated by social support levels perceived by teachers. These results confirm the importance of providing additional support to teachers during the Pandemic.

Adolescents who show a tendency to refuse school could also be experiencing poor motivation towards learning. The present work aimed to identify profiles of adolescents with school refusal behavior (SRB) and to examine whether these possible groups differed in academic self-attributions. Participants were 1183 Spanish students (53.7% girls) from 14 to 17 years old (M = 15.58, SD = 1.08). They answered to the Spanish versions of the School Refusal Assessment Scale-Revised (SRAS-R) and the Sydney Attribution Scale (SAS). Four SRB profiles were found by the Latent Profile Analysis technique: non-SRB, moderately high SRB, anxious SRB, and high SRB. Statistically significant differences were identified among the four groups in all the academic self-attributions examined. The anxious and high SRB profiles showed a greater tendency to attribute their academic failures to ability, while they tended to attribute their successes less to internal causes. Intervention strategies are suggested to attend these risk SRB profiles.

There is well-documented evidence on the relationships between the perceived utility value of school, positive learning outcomes, and intention to pursue education. For students from ethnic marginalized or economically deprived backgrounds, beliefs and values on the utility of education are shaped by acculturation conditions and hassles they are often exposed to. Despite recognizing the value of education, students from the Roma community show disengagement behaviors and interrupted educational trajectories. This might contribute to disadvantaged positions in education, labor markets, healthcare, and political life. Grounded on the acculturation framework, this study investigated how and to what extent micro-level acculturation contexts – family and school – influence school-based outcomes (e.g., utility beliefs; School Engagement [SE]) of students with Roma background. The empirical data draws on a sample of 213 students collected in eleven schools across Portugal. Results are insightful, providing evidence of how different socialization agents bolster school engagement dimensions. Moreover, data provided evidence on the most effective forms of parental and teacher involvement to support the utility value of school and education. Together findings open avenues to challenge further deficit perspectives underscoring policies and educational interventions targeting the achievement gap among students with Roma background.

On the premise that burnout is a heterogeneous phenomenon in terms of the symptoms people experience, a growing number of studies in recent years have aimed to identify symptomatic profiles of burnout in teachers. The present study analyzes possible differences in the make-up of profiles of burnout symptoms in teachers working in initial and middle educational stages, as well as teachers working in both stages at the same time. It also seeks to determine whether those profiles differ in terms of adaptive psychological functioning (flourishing, self-efficacy, hope, optimism, and resilience). From a sample of 1,290 teachers (M_age = 43.04, SD = 13.13, 73.7% women), two profiles were found (with and without burnout) in early and middle school teachers, and four profiles in teachers who work in both stages (three profiles of burnout symptoms). Those with profiles of burnout symptoms exhibited significantly poorer psychological functioning. These findings allow to identify those teachers who, due to their burnout symptoms, need priority attention in order to reinforce their positive organizational behavior.

Bullying is a serious psychosocial problem that impacts negatively on victims, and it is one of the main risk factors for the development of psychological problems and psychopathological symptoms in childhood, adolescence, and adulthood. This study analyzes the mediating effect of self-esteem on the relationship between bullying victimization and the development of anxiety and depressive symptoms. The sample comprised 550 children and adolescents (56.5% women) aged between 10 and 17 years (M = 12.20, SD = 1.75) from the Basque Country, each of whom completed a battery of instruments consisting of a sociodemographic variables data sheet, a questionnaire for evaluating peer victimization, the Rosenberg Self-Esteem Scale, and the Educational-Clinical Questionnaire: Anxiety and Depression. Results from structural equation modeling indicated that bullying victimization is a risk factor for developing anxiety and depression in childhood and adolescence, and also that the relationship between bullying victimization and these two emotional problems is mediated by self-esteem. This mediating effect of self-esteem is especially important in the case of depression, insofar as the effect of bullying victimization on depression is greater when mediated by self-esteem. The implications of the results are discussed, both for the field of educational psychology and in in relation to the psychological wellbeing of children and adolescents.

In order to form critical citizenship, history teaching and learning should foster the development of social and civic competence. To this end, it is necessary to introduce changes in teaching methods and in the training of future teachers. The aim of this research is to evaluate the effectiveness of Project 1936 in initial teacher training, as well as to verify whether there are differences between perceptions of participating and non-participating students with respect to the use of innovation strategies, the interest in the study of history, and the acquisition of social and civic competence. A total of 239 students from the UPV/EHU Primary Education Degree participated in this study: 116 in the experimental group and 122 in the control group. A 21-item questionnaire was used, divided into three variables. Analyses of mean differences and their respective effect sizes, and multiple linear regression analyses were carried out. Following the teaching intervention, a statistically significant high-magnitude increase was observed in all variables for the experimental groups. We can conclude that the introduction of innovative teaching strategies, such as the approach to socially controversial topics and the use of technological teaching resources, increase the interest in the study of history and indirectly affect the development of social and civic competence.

This study aims to know how fluid intelligence and linguistic attitude participate in the language learning of young people who are in a linguistic immersion situation in Catalonia. Considering the linguistic particularities of the Catalan territory, a path model has been designed in which the effect of the fluid intelligence and linguistic attitude on the acquisition of the two official languages of the territory (Spanish and Catalan) in young immigrants of Romanian origin is studied. The results show how fluid intelligence exerted a significant facilitating effect of medium-low magnitude on learning of similar intensity for both languages. However, the attitude shows to exert a significant facilitating effect of low magnitude for the acquisition of the vehicular language (Catalan), but not significant for the language of non-academic use (Spanish). These results suggest that fluid intelligence and linguistic attitude are facilitating agents of language acquisition in situations of linguistic immersion, although in the case of attitude, the intensity of this effect may depend on the way in which learners are in contact with the language.

Girls and boys diagnosed with attention deficit hyperactivity disorder (ADHD) need to reduce their symptoms through interventions. A crossover quasi-experimental design has been carried out aimed at both mothers and fathers and their girls and boys diagnosed with ADHD. Specifically, a Family Bonding Therapy (FBT) for mothers and fathers and a Clinical Psychomotor Therapy (CPT) for girls and boys with ADHD. The sample has been made up of three girls and thirteen boys between 5 years 11 months and 9 years old, in addition to their mothers and fathers. The girls and boys have been evaluated at the beginning, middle, and the end of the interventions. Their capacity of self-regulation has been measured through two questionnaires addressed to mothers and fathers (Behavioral Assessment of Executive Function/BRIEF-2 and Behavior Assessment System for children/BASC). The indicators of both questionnaires quantified the change in self-regulation as the response variable. Statistical methods associated with mixed linear models have measure the effect and the order of treatment as explanatory variables. Furthermore, different control variables were incorporated, the initial level of response and covariates such as the anxiety and the adaptability. This study has reported that hyperactivity has proven to be a central symptom to measure self-regulation capacity because it showed a significant association with PBT when applied after CPT, as measured by the BASC. In conclusion, the effect of clinical interventions based on their order favors the reduction of hyperactivity and influences the self-regulation capacity of girls and boys.

The aim of this study was to analyse the relations between three different communicative teaching styles (gain-framing, loss-framing and amotivational style) and students’ passion and dedication to study after school hours. We recruited 407 students and data was evaluated through path analyses. Results showed that teachers’ communicative style that encouraged students to engage in an activity, highlighting the benefits of this engagement (gain-framing style), positively predicted students’ passion; teachers’ communicative style that emphasised the importance of avoiding failure and the cost of not being engaged in the activity (loss-framing style) negatively predicted students’ passion; teachers’ communicative style that underlined that there were no connections between students’ behaviour and the results they obtained in class (amotivational framing style) was not related to students’ passion. In turn, students’ passion strongly predicted their dedication to study. Additionally, passion mediated the relation between teachers’ communicative style and students’ dedication. Findings evidence, for the first time in the literature, the effect of different teachers’ communicative styles on students’ passion and dedication. Results are discussed in terms of their implications for the academic context and educational practice.

Research on cognitive development suggests that the human being has a number sense called "Approximate Number System" (ANS). There are also different characteristics for the representation system of symbolic numbers, called "Accuracy Number System". In this context, the aims of the study were: (a) to identify and longitudinally evaluate the development of symbolic and non-symbolic magnitude representation skills; and (b) analyse the relationships between these skills and mathematical achievement. The present longitudinal study was carried out with a sample of 31 Early Childhood Education participants, for two years, with four evaluations timing. Results suggested that at the age of 4 years, symbolic magnitude processing abilities increased quickly until they surpass non-symbolic ones. On the other hand, the comparison of symbolic magnitudes had a higher predictive value on mathematical performance at the ages evaluated. It is discussed whether these skills may be of interest as detection and assessment tools in the field of mathematics, as well as for interventions in students with mathematics learning difficulties.