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Revista de Psicodidáctica (English ed.)最新文献

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Effects of teachers’ participation in continuing professional development on students’ perceived physical literacy, motivation and enjoyment of physical activity 教师参与持续专业发展对学生感知体育素养、体育活动动机和享受的影响
Revista de Psicodidáctica (English ed.)
Pub Date : 2022-06-01 DOI: 10.1016/j.psicoe.2022.05.003
R. Sum, Tristan L. Wallhead, Fong-Jia Wang, Siu-Ming Choi, Ming-hui Li, Yong Liu
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引用次数: 1
Multilevel meta-analysis of school mindfulness-based intervention programs in Spain 西班牙学校正念干预项目的多层次元分析
Revista de Psicodidáctica (English ed.)
Pub Date : 2022-06-01 DOI: 10.1016/j.psicoe.2022.05.002
M. J. Arenilla Villalba, D. Alarcon Rubio, María Amapola Povedano Díaz
{"title":"Multilevel meta-analysis of school mindfulness-based intervention programs in Spain","authors":"M. J. Arenilla Villalba, D. Alarcon Rubio, María Amapola Povedano Díaz","doi":"10.1016/j.psicoe.2022.05.002","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.05.002","url":null,"abstract":"","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74195918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The effects of a teacher training program on neuroeducation in improving reading, mathematical, social, emotional and moral competencies of secondary school students. A two-year quasi-experimental study 神经教育对中学生阅读、数学、社交、情感和道德能力提升的影响。一项为期两年的准实验研究
Revista de Psicodidáctica (English ed.)
Pub Date : 2022-06-01 DOI: 10.1016/j.psicoe.2022.04.002
M. Caballero, Vicente J. Llorent
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引用次数: 4
The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables 教师信誉度对学生学习动机的预测:学业投入和满意度为中介变量
Revista de Psicodidáctica (English ed.)
Pub Date : 2022-05-01 DOI: 10.1016/j.psicoe.2022.05.001
Facundo Froment, Manuel de-Besa Gutiérrez
{"title":"The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables","authors":"Facundo Froment, Manuel de-Besa Gutiérrez","doi":"10.1016/j.psicoe.2022.05.001","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.05.001","url":null,"abstract":"","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"38 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89533148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Cooperative learning interventions and associated outcomes in future teachers: A systematic review 未来教师的合作学习干预及其相关结果:系统回顾
Revista de Psicodidáctica (English ed.)
Pub Date : 2022-05-01 DOI: 10.1016/j.psicoe.2022.04.001
J. Fernández-Río, Sergio Rivera-Pérez, D. Iglesias
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引用次数: 1
Bullying in adolescence: Impact on socioemotional and behavioral adjustment 青少年恃强凌弱:对社会情绪和行为适应的影响
Revista de Psicodidáctica (English ed.)
Pub Date : 2022-05-01 DOI: 10.1016/j.psicoe.2022.02.003
Ildefonso Álvarez Marín, A. Pérez-Albéniz, B. Lucas‐Molina, Vanesa Martínez Valderrey, E. Fonseca-Pedrero
{"title":"Bullying in adolescence: Impact on socioemotional and behavioral adjustment","authors":"Ildefonso Álvarez Marín, A. Pérez-Albéniz, B. Lucas‐Molina, Vanesa Martínez Valderrey, E. Fonseca-Pedrero","doi":"10.1016/j.psicoe.2022.02.003","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.02.003","url":null,"abstract":"","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82982003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal study 青少年恃强凌弱行为与规范适应的双向关联:一项前瞻性纵向研究
Revista de Psicodidáctica (English ed.)
Pub Date : 2022-05-01 DOI: 10.1016/j.psicoe.2022.03.001
E. Romera, Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Antonio Camacho
{"title":"Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal study","authors":"E. Romera, Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Antonio Camacho","doi":"10.1016/j.psicoe.2022.03.001","DOIUrl":"https://doi.org/10.1016/j.psicoe.2022.03.001","url":null,"abstract":"","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87445943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
What does the social and emotional learning interventions (SEL) tell us? A meta-analysis 社会和情感学习干预(SEL)告诉我们什么?一个荟萃分析
Revista de Psicodidáctica (English ed.)
Pub Date : 2022-04-01 DOI: 10.1016/j.psicoe.2022.02.002
Murat Ağirkan, T. Ergene
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引用次数: 2
Emotional intelligence and social support of teachers: Exploring how personal and social resources are associated with job satisfaction and intentions to quit job 教师情绪智力与社会支持:探讨个人和社会资源与工作满意度和辞职意向的关系
Revista de Psicodidáctica (English ed.)
Pub Date : 2022-03-01 DOI: 10.1016/j.psicoe.2022.02.001
Sergio Mérida-López, Cirenia Quintana-Orts, Taina Hintsa, Natalio Extremera
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引用次数: 0
School and student determinants of reading performance: A multilevel analysis with Portuguese students 学校和学生阅读表现的决定因素:对葡萄牙学生的多层次分析
Revista de Psicodidáctica (English ed.)
Pub Date : 2022-01-01 DOI: 10.1016/j.psicoe.2021.05.001
João Lopes , Célia Oliveira , Patrícia Costa

Reading is crucial for learning, in general. Starting right with reading in primary grades is, therefore, vital for school achievement. The present study aims to test whether students’ factors best predict reading performance than school factors and determine what student and school factors predict reading performance. The study sample includes 4,118 fourth-grade students participating in IEA PIRLS 2016. Three questionnaires were used to collect data: one for school principals, one for students, and one for parents. Hierarchical linear modeling was used to study the relation of school and student-level variables to students’ reading performance. Students’ confidence in reading and home resources for learning are the best predictors of reading performance at the student level. At the school level, school emphasis on academic success is the best predictor of reading performance. The results provide clues as to what schools might do to improve reading results.

一般来说，阅读对学习至关重要。因此，从小学阶段的阅读开始，对学习成绩至关重要。本研究旨在检验学生因素是否比学校因素更能预测阅读成绩，并确定学生和学校因素对阅读成绩的预测。研究样本包括参加IEA PIRLS 2016的4,118名四年级学生。收集数据使用了三份调查问卷:一份针对校长，一份针对学生，一份针对家长。采用层次线性模型研究学校和学生水平变量与学生阅读成绩的关系。学生对阅读的信心和家庭学习资源是学生水平阅读表现的最佳预测因子。在学校层面，学校对学业成功的重视是阅读表现的最佳预测指标。研究结果为学校如何提高阅读成绩提供了线索。
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引用次数: 2
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