Revista de Psicodidáctica (English ed.)最新文献

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Revista de Psicodidáctica (English ed.)

Pub Date : 2025-01-01

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Revista de Psicodidáctica (English ed.)

Pub Date : 2025-01-01

引用次数: 0

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-01-01

引用次数: 0

Effect of a gamified-based intermittent teaching unit in Physical Education on schoolchildrenʼs accelerometer-measured weekly physical activity: A cluster-randomized controlled trial. School-fit study 体育教学中基于游戏场的间歇教学单元对学童加速度计测量的每周体育活动的影响：一项聚类随机对照试验。School-fit研究

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-01-01 DOI: 10.1016/j.psicoe.2024.500156

Santiago Guijarro-Romero , Daniel Mayorga-Vega , Carolina Casado-Robles , Jesús Viciana

The main objective of the present study was to analyze the effect of a gamified-based intermittent teaching unit using behavior modification strategies in the Physical Education setting on schoolchildren’s accelerometer-measured weekly physical activity levels. A total of 203 primary schoolchildren (39.8% females; 9-12 years) from two public schools were cluster-randomly assigned into the experimental (n = 121) and control (n = 82) groups. The experimental group performed a gamified-based intermittent teaching unit (using the first 15 minutes of each session) three times per week for five weeks. Behavior modification strategies such as activity wristbands, goal setting, and educational counseling were also applied to promote habitual physical activity. Before and during the last intervention week, schoolchildren’s physical activity levels were objectively measured through ActiGraph wGT3X+/BT accelerometers. The Multilevel Linear Model results showed that the experimental group schoolchildren statistically significantly improved weekly moderate-to-vigorous physical activity (p < .05, d = 0.42). Moreover, the intervention statistically significantly improved the percentage of schoolchildren achieving, on average, at least 60 minutes of moderate-to-vigorous physical activity and 10,000 steps per day (p < .05, Cramerʼs V = .521–.549). A gamified-based intermittent teaching unit using behavior modification strategies seems effective for improving schoolchildrenʼs physical activity levels.

本研究的主要目的是分析基于游戏场的间歇教学单元在体育设置中使用行为矫正策略对学童加速度计测量的每周身体活动水平的影响。共有小学生203人(女生39.8%；来自两所公立学校的9-12岁学生被随机分为实验组（n = 121）和对照组（n = 82）。实验组进行基于游戏的间歇教学单元（每次使用前15 分钟），每周三次，持续五周。行为矫正策略，如活动腕带、目标设定和教育咨询也被用于促进习惯性体育活动。在最后一个干预周之前和期间，通过ActiGraph wGT3X+/BT加速度计客观测量学童的身体活动水平。多水平线性模型结果显示，实验组学童每周中高强度体育活动有统计学显著改善（p <； ）。05, d = 0.42)。此外，干预在统计上显著提高了学龄儿童的百分比，平均每天至少进行60 分钟的中等至高强度体育活动和10000步（p <； ）。05, Cramer’s V = .521 -.549)。使用行为矫正策略的基于游戏的间歇教学单元似乎对提高学童的身体活动水平有效。

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Revista de Psicodidáctica (English ed.)

Pub Date : 2025-01-01

引用次数: 0

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-01-01

引用次数: 0

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-01-01

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Effects of an integrative school-based intervention on child protection against violence: A quasi-experimental study 校本综合干预对儿童暴力保护的影响：一项准实验研究

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-01-01 DOI: 10.1016/j.psicoe.2024.500155

Ana M. Greco, Patricia Hernández-Hidalgo, Marc Balcells, Antonia Linde-García, Irene Montiel

Considering that one in two children is estimated to have experienced violence in the last year according to the World Health Organization, the school has an undeniable and unique protective and preventive role. #EscuelaSinViolencias is the first programme to comprehensively target violence against children in the context of primary school in Spain through the solid theoretical approach of Developmental Victimology. The objective of this study was to assess its impact on the children’s psychological, family and school well-being and their knowledge of Children’s Rights and violence in 971 girls and boys from third to sixth grade. It also tests school staff’s knowledge, preparedness to detect and respond to possible cases of violence and perception of the family and school environment as protective in 110 participants. A pre-post design with a control group was used. Repeated measures analysis of variance (ANOVA) and generalized linear mixed models (GLMM) were conducted. A significant increase in school well-being among students in experimental schools compared to control schools was found, as well as increased knowledge of Children’s Rights and access to report. School staff from experimental schools reported significant increases in knowledge of violence against children and in preparedness to deal with potential cases. At the same time, their perception of the family and school environments as protective decreased slightly but significantly. This programme is the first to address violence in a comprehensive manner with an empirical study that validates its positive impact for the integral protection of children.

考虑到据世界卫生组织估计，去年每两个儿童中就有一个遭受暴力，学校具有不可否认的独特保护和预防作用。#EscuelaSinViolencias是西班牙第一个通过发展受害学的坚实理论方法全面解决小学暴力侵害儿童问题的方案。本研究的目的是评估其对971名三年级至六年级男孩和女孩的心理、家庭和学校福利以及他们对儿童权利和暴力的知识的影响。它还测试了110名参与者的学校工作人员的知识、发现和应对可能的暴力案件的准备情况以及对家庭和学校环境具有保护作用的看法。采用前后设计，设对照组。进行重复测量方差分析（ANOVA）和广义线性混合模型（GLMM）。研究发现，与对照组学校相比，实验学校学生的学校幸福感显著提高，对儿童权利的认识和获得报告的机会也有所增加。来自实验学校的学校工作人员报告说，他们对暴力侵害儿童行为的知识和处理潜在案件的准备都有了显著增加。与此同时，他们对家庭和学校环境保护的看法略有下降，但明显下降。该方案是第一个以全面方式解决暴力问题的方案，并进行了实证研究，证实了暴力对儿童整体保护的积极影响。

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Revista de Psicodidáctica (English ed.)

Pub Date : 2025-01-01

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The mediating role of satisfaction with life in the relationship between hope and academic satisfaction among Ecuadorian university students 厄瓜多尔大学生生活满意度在希望与学业满意度关系中的中介作用

Revista de Psicodidáctica (English ed.)

Pub Date : 2025-01-01 DOI: 10.1016/j.psicoe.2024.500154

Nazury Santillán-García , Kati Rueda-Espinoza , Zaida Orozco-Moreno , Rodrigo Moreta-Herrera , Jose A. Rodas

The aim is to identify the effect that hope has on academic satisfaction at a direct and indirect level through satisfaction with life in a sample of university students from Ecuador. The method used is based on a descriptive, explanatory mediation and cross-sectional study with SEM techniques. The sample is formed by 879 participants, 79.6% are women and 20.4% are men. With ages between 18 and 67 years (M = 29.71, SD = 7.92). The students are from ten public universities in Ecuador, divided into 22 undergraduate courses. The results are that the levels of hope, life satisfaction and academic satisfaction are moderate and high. Hope and satisfaction with life explain 24.6% of the changes in the variance of academic satisfaction. Satisfaction with life plays a mediating role and explains 58.6% of the total effect of the relationship between hope and academic satisfaction. It is concluded that hope exerts both a direct and indirect effect through life satisfaction on the academic satisfaction of university students in Ecuador.

目的是通过对厄瓜多尔大学生的生活满意度样本，在直接和间接层面上确定希望对学业满意度的影响。所使用的方法是基于描述性，解释性中介和横断面研究与扫描电镜技术。样本由879名参与者组成，其中79.6%为女性，20.4%为男性。年龄在18 ~ 67岁之间（M = 29.71,SD = 7.92）。这些学生来自厄瓜多尔的10所公立大学，分为22个本科课程。结果表明，大学生的希望、生活满意度和学业满意度分别为中等和较高。对生活的希望和满意解释了24.6%学业满意度方差的变化。生活满意度起中介作用，解释了希望与学业满意度关系总效应的58.6%。研究发现，希望通过生活满意度对厄瓜多尔大学生学业满意度有直接和间接的影响。

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