Revista de Psicodidáctica (English ed.)最新文献

Internalizing symptoms such as depressive mood, somatic complaints and anxiety among adolescents are a major and global concern for parents, educators and professionals. Empirical research suggests that high level of self-esteem during adolescents is associated with psychological adjustment and emotional well-being. This study examines self-esteem as a potential mediator in the interplay between emotional competencies and internalizing symptoms during adolescence. Self-report data from 855 Spanish adolescents (Mage = 13.6, SD = 1.09, 52% girls) were collected in two waves, using a longitudinal design. The mediation model was estimated using structural equation modelling (SEM). Results show that girls perceive and understand emotions better than boys, but they also perceive higher amounts of emotional distress, while boys showed higher levels of self-esteem. Results of structural equation modeling indicated that positive self-esteem function as a mediator between emotional competencies and long-term internalizing symptoms. Poor emotional competencies and low self-esteem are strongly associated with internalizing symptoms in adolescents. These findings have implications for future research and positive youth development considering that emotional abilities and self-esteem can protect adolescents from experiencing symptoms of depression and anxiety.

The current study was the first to analyze the effectiveness of Positive Attitude Secondary School (PASS) Social and Emotional Learning (SEL) program upon the self-perceptions (social, academic, and emotional self-concept and self-esteem) of secondary school students, with a nationwide sample. The study also compared how different levels of developers’ involvement (defined as “led”, “involved” or “independent”) in program implementation influenced its effectiveness. Nine-hundred-nighty-five participants (7th to 9th grade; M_age = 12.95, SD = 1.70) participated in this study, 789 students (37 classes) received the PASS SEL program and 206 (nine classes) took part in the control groups. The program was implemented by the programs’ developers in the programs’ original setting (Torres Vedras); by another team in another municipality (Cadaval), where the program has been implemented in the last two years (“involved”); and by new teams in six Gulbenkian Academies of Knowledge spread throughout Portugal (“independent”). Self-report questionnaires were administered before and after the intervention. The results from the repeated measures MANOVAs showed that students who participated in the PASS SEL program displayed statistically significant larger gains in social self-concept and self-esteem when compared with students from the control group. However, there were no statistically significant differences in program effectiveness between the different level of developers’ involvement in the implementation of the PASS SEL program. Altogether, the results support the effectiveness of the PASS SEL program in enhancing self-perceptions, even with different levels of developers’ involvement, which indicates the program is ready for further dissemination.

The present work presents an intervention proposal for the development of computational thinking in early childhood education, through the use of a ground robot with programmed directional controls. Within the use of observational methodology, an observation system has been designed that allows the analysis and interpretation of the behavior displayed in the performance of the intervention proposal. The reliability of the observation system has been guaranteed in the form of inter-observer agreement, calculated using Cohen’s (1960) Kappa coefficient. Within the theory of generalizability, the measurement plan [Categories] [Steps]/[Participants], has allowed to verify a high precision reliability of the generalization of the results. The operability of the observation system has been reflected in the regular behavior structures (T-patterns) detected -through the Theme software-, which have allowed characterizing difficulties in the assimilation of an incipient computational language related to the ability of spatial orientation and the sequencing capacity of children -situations involving turning and number of commands used in the sequence-.

Academic grit, known as passion and perseverance for long-term academic goals, has been widely studied in the educational context. However, few are the studies that analyze this variable as a specific domain and longitudinally. We used a sample of 4,853 students, assessing their levels of academic grit at two timepoints four years apart: in the fourth year (M = 9.9 years, SD = 0.41), and eighth year (M = 13.87 years, SD = 0.82) of compulsory education. We also evaluated their academic performance via their school grades in Spanish language and mathematics at three timepoints. Latent Class Analysis was used to identify underlying groups, and Latent Transition Analysis to examine the transitions between the latent groups at the different timepoints. We also performed a repeated measure ANOVA to analyse the influence of academic grit on school performance. We identified three groups, differentiated by the level of academic grit: gritty, industrious, and careless group. Over time (between 10 and 14 years old) we saw a clear transition of students towards the groups with lower levels of grit. School performance decreased between the ages of 10 and 14, although not in a straight line, and the change was modulated by the level of academic grit. Promoting academic grit from the primary stage could dampen school failure in later stages.

In recent years, ample evidence has accumulated indicating the advantage of sexual health programs that incorporate a gender perspective. However, to our knowledge, there are no empirical studies on the influence of sexist attitudes on the effectiveness of sex education programs. This study aims to demonstrate that sexism has a negative impact on the results obtained by sex education programs in the prevention of sexual risks through two studies. Study 1 tests whether a sex education program differs in effectiveness based on the level of Ambivalent Sexism (ASI) and Sexual Double Standard (DSS). The sample was composed by 293 Basque-speaking adolescents from nine secondary schools in the Basque Country (M = 15.56, SD = 0.63, range: 15–17). Study 2 analyses whether introducing training aimed at reducing levels of sexism achieves that the sexual education program obtains similar results in young people with high and low sexism—ASI, DSS and the Inventory of Distorted Thoughts on Women and Violence (IDTWV). The sample is made up of 340 Basque-speaking adolescents from eight secondary schools in the Basque Country (M = 15.54, SD = 0.57, range: 15–17). Results point to the relevance of including gender perspective in sexual education programs aimed toward reducing sexism, especially sexual double standards, in order to increase its effectiveness in the prevention of sexual risks.

The focus of the present study is on two newly-born concepts in educational psychology, i.e., personal best goals (PB) and sustained flow (SF). In other words, the present study delved into English as a foreign language (EFL) students’ PB and SF by finding the most crucial sustained flows, and exploring the dynamic interplay between PB and SF in two quantitative and qualitative phases. To do so, the Persian web-based versions of the Personal Best Questionnaire (Martin, 2006) and the DMC Disposition Scale (Muir, 2016) were utilized to explore the nexus between students’ PB and SF. This is accomplished by Structural Equation Modeling (SEM) in the quantitative phase and analyzing students’ responses on open-ended items of the DMC questionnaire as the qualitative phase of the study. The results demonstrated that students’ PBs predicted their SF. The most significant cases in the qualitative phase as well as pedagogical implications and suggestions are discussed.