Pub Date : 2024-07-01DOI: 10.35622/j.rie.2024.03.001
Lee Fergusson, M. Rainforth, Javier Ortiz-Cabrejos, Anna Bonshek
The specific, as well as holistic, effects of practicing the Transcendental Meditation technique have been thoroughly documented. Findings associated with the practice have included a range of physiological, psychological and sociological benefits, but have also encompassed measures of general health, well-being and human development. However, few if any indigenous test instruments have been used to gather these data. In Perú, a test instrument called Test de Autoevaluación de Meditación Transcendental (i.e., Self-Assessment Test of Transcendental Meditation) designed to measure benefits of Transcendental Meditation in school children and adolescents has been deployed with some degree of success. The test was designed about 25 years ago to measure physical health, cognitive health, emotional health, and school performance, and has been completed by about 50,000 primary and secondary school students since its introduction. Recently published studies have documented the results. But the test has never been psychometrically evaluated. The purpose of the present study therefore was to rigorously assess the reliability and construct validity of the instrument using exploratory factor analysis and confirmatory factor analysis. Results of these analyses revealed a five latent factors—more alertness and energy, improved physical and mental health, enhanced cognitive performance, enhanced emotional and behavioural self-regulation, and more fulfilling interpersonal relationships—which reliably predicted an overall scale of health in students. Application of a revised Test de Autoevaluación de Meditación Transcendental is now ready for further use in Perú and, with translation, other school settings.
练习超凡冥想术的具体效果和整体效果都有详尽的记录。与冥想有关的研究结果包括一系列生理、心理和社会学方面的益处，还包括对一般健康、福祉和人类发展的衡量。然而，很少有本土测试工具被用来收集这些数据。在秘鲁，一种名为 "超觉静坐自我评估测试"（Test de Autoevaluación de Meditación Transcendental）的测试工具被用于测量超觉静坐对学龄儿童和青少年的益处，并取得了一定程度的成功。该测试是大约 25 年前设计的，用于测量身体健康、认知健康、情绪健康和学习成绩，自推出以来，已有大约 50 000 名中小学生完成了测试。最近发表的研究记录了测试结果。但从未对该测验进行过心理测量学评估。因此，本研究的目的是利用探索性因素分析和确认性因素分析，严格评估该测验的信度和结构效度。分析结果表明，五个潜在因子--更加警觉和精力充沛、身心健康改善、认知能力提高、情绪和行为自我调节能力增强以及人际关系更加融洽--能够可靠地预测学生的整体健康水平。经修订的 "超验冥想自我评估测试 "现已准备就绪，可在秘鲁进一步使用，经翻译后也可在其他学校环境中使用。
{"title":"Test de Autoevaluación de Meditación Transcendental: a psychometric study of Peruvian school children and adolescents","authors":"Lee Fergusson, M. Rainforth, Javier Ortiz-Cabrejos, Anna Bonshek","doi":"10.35622/j.rie.2024.03.001","DOIUrl":"https://doi.org/10.35622/j.rie.2024.03.001","url":null,"abstract":"The specific, as well as holistic, effects of practicing the Transcendental Meditation technique have been thoroughly documented. Findings associated with the practice have included a range of physiological, psychological and sociological benefits, but have also encompassed measures of general health, well-being and human development. However, few if any indigenous test instruments have been used to gather these data. In Perú, a test instrument called Test de Autoevaluación de Meditación Transcendental (i.e., Self-Assessment Test of Transcendental Meditation) designed to measure benefits of Transcendental Meditation in school children and adolescents has been deployed with some degree of success. The test was designed about 25 years ago to measure physical health, cognitive health, emotional health, and school performance, and has been completed by about 50,000 primary and secondary school students since its introduction. Recently published studies have documented the results. But the test has never been psychometrically evaluated. The purpose of the present study therefore was to rigorously assess the reliability and construct validity of the instrument using exploratory factor analysis and confirmatory factor analysis. Results of these analyses revealed a five latent factors—more alertness and energy, improved physical and mental health, enhanced cognitive performance, enhanced emotional and behavioural self-regulation, and more fulfilling interpersonal relationships—which reliably predicted an overall scale of health in students. Application of a revised Test de Autoevaluación de Meditación Transcendental is now ready for further use in Perú and, with translation, other school settings.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141851883","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}
Pub Date : 2024-05-22DOI: 10.35622/j.rie.2024.02.004
Edgar Rivadeneira-González, María Fernández-Fernández
The article aims to present the design of a methodological strategy for the care of students with special educational needs not associated with disabilities in the rural sector of the city of Manta, at the Ahitana Ponce Santana Fiscal Educational Unit. The methodology was mixed approach, with a descriptive scope and a non-experimental design. The methods used were analysis, synthesis, inductive and deductive reasoning; additionally, interviews and surveys were conducted with a sample of 3 teachers and 84 students corresponding to sections A and B of the 8th year of Basic General Education, respectively. According to the teachers, the main special educational needs not associated with disabilities in the students include learning difficulties, attention deficit and hyperactivity disorder (ADHD), and language or communication disorders. Students show difficulties in understanding and applying concepts, insecurities in self-esteem and academic confidence, as well as difficulties in conflict resolution and decision-making. Therefore, additional support is required, as well as the development of specific strategies to improve the learning process and academic well-being. The conclusion is reached through a methodological strategy that includes activities aimed at initial assessment, design of individualized intervention plans, use of technological resources to enhance learning and attention, teacher training and support, as well as collaboration with families.
本文旨在介绍曼塔市农村地区阿希塔纳-庞塞-桑塔纳财政教育股为照顾有特殊教育需要的非残疾学生而设计的方法策略。采用的方法是混合方法，范围是描述性的，设计是非实验性的。采用的方法包括分析、综合、归纳和演绎推理；此外，还分别对普通基础教育八年级 A 和 B 部分的 3 名教师和 84 名学生进行了抽样访谈和调查。根据教师们的意见，学生中与残疾无关的主要特殊教育需求包括学习困难、注意力缺陷和多动症（ADHD）以及语言或交流障碍。学生在理解和应用概念方面存在困难，在自尊心和学习自信心方面缺乏安全感，在解决冲突和决策方面也存在困难。因此，需要提供额外的支持，并制定具体的策略来改善学习过程和学业成绩。结论是通过一种方法策略得出的，这种方法策略包括旨在进行初步评估的活动、设计个性化干预计划、利用技术资源提高学习和注意力、教师培训和支持以及与家庭合作。
{"title":"Methodological strategy for the care of students with special educational needs not associated with disability in the rural sector of Ecuador","authors":"Edgar Rivadeneira-González, María Fernández-Fernández","doi":"10.35622/j.rie.2024.02.004","DOIUrl":"https://doi.org/10.35622/j.rie.2024.02.004","url":null,"abstract":"The article aims to present the design of a methodological strategy for the care of students with special educational needs not associated with disabilities in the rural sector of the city of Manta, at the Ahitana Ponce Santana Fiscal Educational Unit. The methodology was mixed approach, with a descriptive scope and a non-experimental design. The methods used were analysis, synthesis, inductive and deductive reasoning; additionally, interviews and surveys were conducted with a sample of 3 teachers and 84 students corresponding to sections A and B of the 8th year of Basic General Education, respectively. According to the teachers, the main special educational needs not associated with disabilities in the students include learning difficulties, attention deficit and hyperactivity disorder (ADHD), and language or communication disorders. Students show difficulties in understanding and applying concepts, insecurities in self-esteem and academic confidence, as well as difficulties in conflict resolution and decision-making. Therefore, additional support is required, as well as the development of specific strategies to improve the learning process and academic well-being. The conclusion is reached through a methodological strategy that includes activities aimed at initial assessment, design of individualized intervention plans, use of technological resources to enhance learning and attention, teacher training and support, as well as collaboration with families.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141109858","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}
Pub Date : 2024-04-17DOI: 10.35622/j.rie.2024.02.002
Naimes Cobeña, Jisson Vega Intriago
Psychopedagogical strategies are crucial for enhancing linguistic progress in students, promoting communicative skills, and overcoming difficulties. The article aims to develop a psychopedagogical strategy to improve language development in students at the Portoviejo Educational Unit who have been affected by domestic violence. The methodology employed is a mixed-method, descriptive, non-experimental approach. The theoretical methods used were analytical, inductive-deductive, while the techniques included surveys of teachers, language development assessment tests using the Instrument for School Age (IDTEL), as well as interviews with experts. The intentional population and sample consisted of 7 students aged 6 to 9 affected by domestic violence, 12 teachers from these educational levels, and 3 experts knowledgeable about the topic. The results highlight the difficulties experienced by students affected by domestic violence in their language development and usage. 61% exhibit low levels in morphosyntactic aspects, 69% in pragmatic aspects, 51% in phonological aspects, and 52% in semantic aspects. The article concludes with the design of a psychopedagogical strategy aimed at improving language development in students affected by domestic violence through activities that promote confidence, self-esteem, listening comprehension, expression, and literacy skills. This strategy was validated by experts in the field, endorsing its viability and the importance of addressing the linguistic difficulties of these students.
{"title":"Estrategias psicopedagógicas para potenciar el desarrollo lingüístico de estudiantes afectados por violencia intrafamiliar","authors":"Naimes Cobeña, Jisson Vega Intriago","doi":"10.35622/j.rie.2024.02.002","DOIUrl":"https://doi.org/10.35622/j.rie.2024.02.002","url":null,"abstract":"Psychopedagogical strategies are crucial for enhancing linguistic progress in students, promoting communicative skills, and overcoming difficulties. The article aims to develop a psychopedagogical strategy to improve language development in students at the Portoviejo Educational Unit who have been affected by domestic violence. The methodology employed is a mixed-method, descriptive, non-experimental approach. The theoretical methods used were analytical, inductive-deductive, while the techniques included surveys of teachers, language development assessment tests using the Instrument for School Age (IDTEL), as well as interviews with experts. The intentional population and sample consisted of 7 students aged 6 to 9 affected by domestic violence, 12 teachers from these educational levels, and 3 experts knowledgeable about the topic. The results highlight the difficulties experienced by students affected by domestic violence in their language development and usage. 61% exhibit low levels in morphosyntactic aspects, 69% in pragmatic aspects, 51% in phonological aspects, and 52% in semantic aspects. The article concludes with the design of a psychopedagogical strategy aimed at improving language development in students affected by domestic violence through activities that promote confidence, self-esteem, listening comprehension, expression, and literacy skills. This strategy was validated by experts in the field, endorsing its viability and the importance of addressing the linguistic difficulties of these students.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690770","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}
Pub Date : 2024-04-05DOI: 10.35622/j.rie.2024.02.001
Luis Flores-Rivera, C. Meléndez-Tamayo
Digital education has transformed the teaching-learning processes and mainly the teaching role. Indeed, its mission has evolved from being a builder, selector, and transmitter of knowledge to being a companion, mediator, and motivator in the construction of knowledge. In this sense, the research analyzes the digital learning strategies applied by the teacher in virtual educational environments. For this purpose, a quantitative and qualitative study was carried out on a group of 30 participating teachers who perfected their digital skills and socialized these in their educational field. The results show considerable appreciation of digital educational resources as a fundamental part of their digital strategies, as well as teaching skills and professional training. Finally, the research determined a high adaptation and integration of digital procedures to management and teaching work.
{"title":"Estratégias de aprendizagem digital em ambientes educacionais virtuais","authors":"Luis Flores-Rivera, C. Meléndez-Tamayo","doi":"10.35622/j.rie.2024.02.001","DOIUrl":"https://doi.org/10.35622/j.rie.2024.02.001","url":null,"abstract":"Digital education has transformed the teaching-learning processes and mainly the teaching role. Indeed, its mission has evolved from being a builder, selector, and transmitter of knowledge to being a companion, mediator, and motivator in the construction of knowledge. In this sense, the research analyzes the digital learning strategies applied by the teacher in virtual educational environments. For this purpose, a quantitative and qualitative study was carried out on a group of 30 participating teachers who perfected their digital skills and socialized these in their educational field. The results show considerable appreciation of digital educational resources as a fundamental part of their digital strategies, as well as teaching skills and professional training. Finally, the research determined a high adaptation and integration of digital procedures to management and teaching work.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140737838","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}
Pub Date : 2023-10-23DOI: 10.35622/j.rie.2023.05v.008
D. Rigo, R. Rovere
La investigación tuvo como objetivo central comprender cómo los estudiantes, futuros profesores del Profesorado y la Licenciatura en Educación Inicial, se percibieron en relación a la agencia digital, es decir, la capacidad de adaptarse a un mundo digital, tras participar de una experiencia educativa mediada por el uso de las Tecnologías del Empoderamiento y la Participación, en específico los códigos de respuestas rápidas. Se desarrolló un estudio de corte cualitativo, en el que participaron estudiantes universitarios de Argentina (n=22), seleccionados a partir de un muestreo por conveniencia, utilizando el cuestionario como instrumento de recolección de datos. Los resultados muestran que los estudiantes valoran la importancia de generar contextos agenciales para el desarrollo de la competencia, la responsabilidad y la confianza digital que, a su vez, puedan promover reflexiones en torno a las identidades profesionales construidas, así como, repensar ideas y creencias en relación a las tecnologías, empoderando e innovando a futuro sus prácticas docentes.
{"title":"Promoción de la agencia digital en la formación de futuros docentes","authors":"D. Rigo, R. Rovere","doi":"10.35622/j.rie.2023.05v.008","DOIUrl":"https://doi.org/10.35622/j.rie.2023.05v.008","url":null,"abstract":"La investigación tuvo como objetivo central comprender cómo los estudiantes, futuros profesores del Profesorado y la Licenciatura en Educación Inicial, se percibieron en relación a la agencia digital, es decir, la capacidad de adaptarse a un mundo digital, tras participar de una experiencia educativa mediada por el uso de las Tecnologías del Empoderamiento y la Participación, en específico los códigos de respuestas rápidas. Se desarrolló un estudio de corte cualitativo, en el que participaron estudiantes universitarios de Argentina (n=22), seleccionados a partir de un muestreo por conveniencia, utilizando el cuestionario como instrumento de recolección de datos. Los resultados muestran que los estudiantes valoran la importancia de generar contextos agenciales para el desarrollo de la competencia, la responsabilidad y la confianza digital que, a su vez, puedan promover reflexiones en torno a las identidades profesionales construidas, así como, repensar ideas y creencias en relación a las tecnologías, empoderando e innovando a futuro sus prácticas docentes.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139315492","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}
Pub Date : 2023-10-23DOI: 10.35622/j.rie.2023.05v.007
José-Gabriel Soriano-Sánchez, David Jiménez-Vázquez, José-Marcos Resola-Moral
Actualmente, el sistema educativo demanda de metodologías activas y participativas que favorezcan la motivación, el pensamiento divergente y la inclusión del alumnado, debiéndose garantizar los principios de accesibilidad e igualdad en la educación para fomentar una educación de calidad. En este sentido, emerge el alumnado con necesidades educativas especiales, que presenta gran vulnerabilidad socioeducativa, dadas sus características personales. El objetivo de la presente investigación consiste en identificar mediante una revisión sistemática las diferentes metodologías para favorecer la motivación y la inclunovación del alumnado con necesidades educativas especiales. Por ello, se realizó una búsqueda de artículos en distintas bases de datos de carácter internacional, tales como Web of Science, Scopus, PsycINFO, MEDLINE ProQuest, así como en el recurso electrónico nacional Dialnet. De este modo, se obtuvieron un total de 286 documentos que, tras aplicar los criterios establecidos, quedaron 7 estudios para revisión. Los resultados componen un tamaño muestral de 33.679 alumnos con necesidades específicas de apoyo educativo, derivadas de necesidades educativas especiales, por presentar discapacidad motórica o intelectual, así como trastorno del espectro autista. En consecuencia, la personalización de la enseñanza ha de facilitar la canalización sensorial mediante el uso de recursos innovadores que contribuyan a la inclusión y la motivación del alumnado. En conclusión, se sugiere realizar nuevos estudios de intervención, de modo que permitan verificar los hallazgos expuestos en la presente investigación.
目前，教育系统要求采用积极和参与性的方法，以调动学生的积极性、发散思维和包容学生，同时必须保证教育的无障碍和平等原则，以促进优质教育。从这个意义上说，有特殊教育需求的学生出现了，由于他们的个人特点，他们在社会教育方面非常脆弱。本研究的目的是通过系统回顾，找出有利于激发有特殊教育需求学生的积极性和创新性的不同方法。因此，我们在不同的国际数据库，如 Web of Science、Scopus、PsycINFO、MEDLINE ProQuest 以及国内电子资源 Dialnet 中进行了文章搜索。通过这种方式，共获得了 286 篇文献，在应用既定标准后，还剩下 7 项研究可供查阅。研究结果的样本量为 33 679 名有特殊教育支持需求的学生，这些需求来源于特殊教育需求、运动或智力障碍以及自闭症谱系障碍。因此，个性化教学必须通过使用创新资源来促进感官引导，从而有助于学生的融入和积极性。最后，建议进一步开展干预研究，以验证本研究的结果。
{"title":"¿Cómo fomentar de la motivación e inclunovación en el Alumnado con Necesidades Educativas Especiales? Una revisión sistemática","authors":"José-Gabriel Soriano-Sánchez, David Jiménez-Vázquez, José-Marcos Resola-Moral","doi":"10.35622/j.rie.2023.05v.007","DOIUrl":"https://doi.org/10.35622/j.rie.2023.05v.007","url":null,"abstract":"Actualmente, el sistema educativo demanda de metodologías activas y participativas que favorezcan la motivación, el pensamiento divergente y la inclusión del alumnado, debiéndose garantizar los principios de accesibilidad e igualdad en la educación para fomentar una educación de calidad. En este sentido, emerge el alumnado con necesidades educativas especiales, que presenta gran vulnerabilidad socioeducativa, dadas sus características personales. El objetivo de la presente investigación consiste en identificar mediante una revisión sistemática las diferentes metodologías para favorecer la motivación y la inclunovación del alumnado con necesidades educativas especiales. Por ello, se realizó una búsqueda de artículos en distintas bases de datos de carácter internacional, tales como Web of Science, Scopus, PsycINFO, MEDLINE ProQuest, así como en el recurso electrónico nacional Dialnet. De este modo, se obtuvieron un total de 286 documentos que, tras aplicar los criterios establecidos, quedaron 7 estudios para revisión. Los resultados componen un tamaño muestral de 33.679 alumnos con necesidades específicas de apoyo educativo, derivadas de necesidades educativas especiales, por presentar discapacidad motórica o intelectual, así como trastorno del espectro autista. En consecuencia, la personalización de la enseñanza ha de facilitar la canalización sensorial mediante el uso de recursos innovadores que contribuyan a la inclusión y la motivación del alumnado. En conclusión, se sugiere realizar nuevos estudios de intervención, de modo que permitan verificar los hallazgos expuestos en la presente investigación.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139315495","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}
Pub Date : 2023-10-23DOI: 10.35622/j.rie.2023.05v.006
María Velasco-Ramírez, Alma Otero-Escobar
This research work presents the proposal of a technopedagogical intervention strategy aimed at promoting algorithmic thinking. The construct of algorithmic thinking is defined, and the selected technopedagogical strategy is described, which involves the use of the Scratch programming environment to develop algorithmic thinking through an electronic platform. The research was conducted using a quantitative, cross-sectional, and descriptive approach with a pretest-posttest design for a group of 48 students majoring in Computer Systems Administration at the University of Veracruz who were taking the educational experience in Algorithm Design and Implementation. The Wilcoxon test for related samples in SPSS was used to accept or reject the research hypothesis, which allowed for the observation of favorable results in the posttest compared to the pretest, concluding that the use of Scratch contributes to algorithmic thinking skills.
{"title":"El impacto del uso de Scratch para favorecer el pensamiento algorítmico en estudiantes de educación superior","authors":"María Velasco-Ramírez, Alma Otero-Escobar","doi":"10.35622/j.rie.2023.05v.006","DOIUrl":"https://doi.org/10.35622/j.rie.2023.05v.006","url":null,"abstract":"This research work presents the proposal of a technopedagogical intervention strategy aimed at promoting algorithmic thinking. The construct of algorithmic thinking is defined, and the selected technopedagogical strategy is described, which involves the use of the Scratch programming environment to develop algorithmic thinking through an electronic platform. The research was conducted using a quantitative, cross-sectional, and descriptive approach with a pretest-posttest design for a group of 48 students majoring in Computer Systems Administration at the University of Veracruz who were taking the educational experience in Algorithm Design and Implementation. The Wilcoxon test for related samples in SPSS was used to accept or reject the research hypothesis, which allowed for the observation of favorable results in the posttest compared to the pretest, concluding that the use of Scratch contributes to algorithmic thinking skills.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139314958","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}
Pub Date : 2023-10-23DOI: 10.35622/j.rie.2023.05v.010
Rossana Reátegui-Ramírez, Ruth Cabrera-Camacho, Joel Palomino-Ccasa
Se analizan las propiedades psicométricas de la Escala de Ciberbullying para Agresores en adolescentes peruanos. Es una investigación cuantitativa, no experimental, de corte transversal, y diseño instrumental, en el que participaron 1019 adolescentes de ambos sexos, estudiantes de establecimientos educativos públicos de Nivel Secundario, cuyas edades oscilaron de 12 a 17 (M=14; DE=1.56). Los resultados del análisis factorial confirmatorio fueron χ2 = 103.725, p = 0.000, CFI = 0.965, TLI = 0.951 y RMSEA = 0.064. Además, se reporta validez convergente, que muestra correlación moderada entre el ciberbullying y la ciberagresión (r= 0.548; p= 0.00) y un Coeficiente de Omega = 0.94. Concluyendo, la escala queda constituida por 8 ítems que miden el Ciberbullying ocasionado por agresores en un ambiente educativo ya sea presencial o virtual.
{"title":"Propiedades psicométricas de la Escala de Ciberbullying para agresores durante la educación virtual","authors":"Rossana Reátegui-Ramírez, Ruth Cabrera-Camacho, Joel Palomino-Ccasa","doi":"10.35622/j.rie.2023.05v.010","DOIUrl":"https://doi.org/10.35622/j.rie.2023.05v.010","url":null,"abstract":"Se analizan las propiedades psicométricas de la Escala de Ciberbullying para Agresores en adolescentes peruanos. Es una investigación cuantitativa, no experimental, de corte transversal, y diseño instrumental, en el que participaron 1019 adolescentes de ambos sexos, estudiantes de establecimientos educativos públicos de Nivel Secundario, cuyas edades oscilaron de 12 a 17 (M=14; DE=1.56). Los resultados del análisis factorial confirmatorio fueron χ2 = 103.725, p = 0.000, CFI = 0.965, TLI = 0.951 y RMSEA = 0.064. Además, se reporta validez convergente, que muestra correlación moderada entre el ciberbullying y la ciberagresión (r= 0.548; p= 0.00) y un Coeficiente de Omega = 0.94. Concluyendo, la escala queda constituida por 8 ítems que miden el Ciberbullying ocasionado por agresores en un ambiente educativo ya sea presencial o virtual.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139315428","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}
Pub Date : 2023-10-23DOI: 10.35622/j.rie.2023.05v.009
Valeria Cevallos, M. Escobar
La calidad de servicios en educación es fundamental para garantizar un aprendizaje efectivo y satisfactorio, promoviendo el desarrollo integral de los estudiantes. El artículo tuvo como objetivo diagnosticar la calidad de atención al cliente en la Unidad Educativa Particular “Internacional Puerto de Manta”. La investigación tuvo un enfoque mixto, que integró procesos sistemáticos, empíricos y analíticos. Se aplicó el instrumento SERVQUAL a 233 clientes (internos y externos) de la institución; se identificaron las cinco dimensiones: “Elementos Tangibles, Fiabilidad, Capacidad de respuesta, Seguridad, Empatía”; con 22 ítems. Los resultados indicaron que la percepción de la atención al cliente era positiva, en todas las dimensiones. En conclusión, todas las dimensiones tuvieron una alta puntuación que implica satisfacción de los usuarios, por lo tanto, la institución demuestra tener una planificación educativa actualizada y pertinente a los avances y requerimientos de la sociedad. Además, cuenta con personal capacitado y con conocimientos para llevar a cabo el proceso de enseñanza-aprendizaje. También dispone de recursos tecnológicos y materiales que facilitan el desarrollo eficiente de los procesos educativos y administrativos.
{"title":"Calidad de atención al cliente en la educación básica superior","authors":"Valeria Cevallos, M. Escobar","doi":"10.35622/j.rie.2023.05v.009","DOIUrl":"https://doi.org/10.35622/j.rie.2023.05v.009","url":null,"abstract":"La calidad de servicios en educación es fundamental para garantizar un aprendizaje efectivo y satisfactorio, promoviendo el desarrollo integral de los estudiantes. El artículo tuvo como objetivo diagnosticar la calidad de atención al cliente en la Unidad Educativa Particular “Internacional Puerto de Manta”. La investigación tuvo un enfoque mixto, que integró procesos sistemáticos, empíricos y analíticos. Se aplicó el instrumento SERVQUAL a 233 clientes (internos y externos) de la institución; se identificaron las cinco dimensiones: “Elementos Tangibles, Fiabilidad, Capacidad de respuesta, Seguridad, Empatía”; con 22 ítems. Los resultados indicaron que la percepción de la atención al cliente era positiva, en todas las dimensiones. En conclusión, todas las dimensiones tuvieron una alta puntuación que implica satisfacción de los usuarios, por lo tanto, la institución demuestra tener una planificación educativa actualizada y pertinente a los avances y requerimientos de la sociedad. Además, cuenta con personal capacitado y con conocimientos para llevar a cabo el proceso de enseñanza-aprendizaje. También dispone de recursos tecnológicos y materiales que facilitan el desarrollo eficiente de los procesos educativos y administrativos.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139315120","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}
El abordaje de la violencia escolar requiere de una participación activa y compromiso de toda la comunidad educativa. La presente investigación cualitativa etnometodológica, propone un diseño pedagógico participativo orientado a desarticularla, partiendo de su comprensión por parte de actores institucionales, a partir de los datos de la entrevista realizada a 282 estudiantes en una institución educativa pública de la ciudad de Cúcuta en Colombia. Los hallazgos muestran que los estudiantes asocian la violencia con el maltrato físico y verbal, entienden la convivencia como el resultado de cumplir normas institucionales, y muestran interés por promover el respeto entre ellos y con sus maestros. Se propone una propuesta pedagógica con orientación en los ejes de paz, violencia y conflicto, orientada a la toma de consciencia sobre el fenómeno de la violencia y la construcción colectiva de su abordaje desde los actores escolares.
{"title":"Enfoque etnometodológico para el abordaje de la violencia escolar en una institución de educación básica","authors":"Gisela Leal-Leal, Nubia Hernández-Flórez, Karen Leal-Leal, Ricardo Torrado-Vargas, Olena Klimenko, Jorge Hernandez-Flórez","doi":"10.35622/j.rie.2023.03.006","DOIUrl":"https://doi.org/10.35622/j.rie.2023.03.006","url":null,"abstract":"El abordaje de la violencia escolar requiere de una participación activa y compromiso de toda la comunidad educativa. La presente investigación cualitativa etnometodológica, propone un diseño pedagógico participativo orientado a desarticularla, partiendo de su comprensión por parte de actores institucionales, a partir de los datos de la entrevista realizada a 282 estudiantes en una institución educativa pública de la ciudad de Cúcuta en Colombia. Los hallazgos muestran que los estudiantes asocian la violencia con el maltrato físico y verbal, entienden la convivencia como el resultado de cumplir normas institucionales, y muestran interés por promover el respeto entre ellos y con sus maestros. Se propone una propuesta pedagógica con orientación en los ejes de paz, violencia y conflicto, orientada a la toma de consciencia sobre el fenómeno de la violencia y la construcción colectiva de su abordaje desde los actores escolares.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121900317","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}
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