Pub Date : 2021-04-01DOI: 10.25115/ejrep.v19i53.3527
J. García-González, J. J. Fernández-Muñoz, E. Vergara-Moragues, L. García-Moreno
Introduction. This article has two objectives: a) to examine the factorial structure of the Spanish version of the EPQR-A through an exploratory factor analysis and b) to perform a confirmatory factor analysis to determine the psychometric properties of the Spanish version of the EPQR-A in terms of construct validity in an adult academic population. Method: The sample was 826 university undergraduate students volunteered to complete the Spanish version of the Eysenck Personality Questionnaire Revised-Abbreviated (EPQR-A) and to examine the concurrent validity of the EPQR-A, the Spanish version of the questionnaire Dysexecutive Questionnaire (DEX-Sp). We applied exploratory and confirmatory factor analysis. Results. The instrument demonstrated good psychometric properties and reinforcing the original dimensional structure of the scale. The EPQR-A has psychometric characteristics comparable to longer questionnaires, such as the EPQ-R; therefore, it has great suitability when inserted into more extensive protocols. Conclusion. The differences between males and females allow us to affirm that in late adolescence and early youth, promotion, prevention, and intervention health strategies differentiated by gender should be conducted.
{"title":"Eysenck Personality Questionnaire Revised-Abbreviated: invariance gender in Spanish university students","authors":"J. García-González, J. J. Fernández-Muñoz, E. Vergara-Moragues, L. García-Moreno","doi":"10.25115/ejrep.v19i53.3527","DOIUrl":"https://doi.org/10.25115/ejrep.v19i53.3527","url":null,"abstract":"Introduction. This article has two objectives: a) to examine the factorial structure of the Spanish version of the EPQR-A through an exploratory factor analysis and b) to perform a confirmatory factor analysis to determine the psychometric properties of the Spanish version of the EPQR-A in terms of construct validity in an adult academic population. Method: The sample was 826 university undergraduate students volunteered to complete the Spanish version of the Eysenck Personality Questionnaire Revised-Abbreviated (EPQR-A) and to examine the concurrent validity of the EPQR-A, the Spanish version of the questionnaire Dysexecutive Questionnaire (DEX-Sp). We applied exploratory and confirmatory factor analysis. Results. The instrument demonstrated good psychometric properties and reinforcing the original dimensional structure of the scale. The EPQR-A has psychometric characteristics comparable to longer questionnaires, such as the EPQ-R; therefore, it has great suitability when inserted into more extensive protocols. Conclusion. The differences between males and females allow us to affirm that in late adolescence and early youth, promotion, prevention, and intervention health strategies differentiated by gender should be conducted.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128282397","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 : 2021-04-01DOI: 10.25115/ejrep.v19i53.2969
Óscar Sánchez-Hernández, A. Canales, A. Peinado, R. Enright
Introduction. Two pioneering studies in Spain are presented on the Learning to Forgive program inspired by the research of Robert Enright and his team, pioneers in the education of forgiveness. Study 1 aims to analyze whether teacher training in the Learning to Forgive Program increases their knowledge of forgiveness and Study 2 evaluates the satisfaction of the program for teenagers. Method. In Study 1, the sample consisted of 88 primary and secondary school teachers, distributed in an experimental group (n = 63) and a control group (n = 25), belonging to 11 educational centers, and in Study 2 the sample consisted of 153 students belonging to 4 educational centers. Results. In Study 1, statistically significant improvements were found in the forgiveness group regarding their knowledge of forgiveness and marginally significant in emotional forgiveness compared to the control group. In Study 2 participants noted, among other data, high satisfaction with the program and that it had helped them forgive in a remarkable way. Discussion and Conclusion. In line with other studies, it is recommended to incorporate education in forgiveness into bullying prevention programs.
{"title":"Evaluation of the effectiveness and satisfaction of the Learning to Forgive Program for the prevention of bullying","authors":"Óscar Sánchez-Hernández, A. Canales, A. Peinado, R. Enright","doi":"10.25115/ejrep.v19i53.2969","DOIUrl":"https://doi.org/10.25115/ejrep.v19i53.2969","url":null,"abstract":"Introduction. Two pioneering studies in Spain are presented on the Learning to Forgive program inspired by the research of Robert Enright and his team, pioneers in the education of forgiveness. Study 1 aims to analyze whether teacher training in the Learning to Forgive Program increases their knowledge of forgiveness and Study 2 evaluates the satisfaction of the program for teenagers. Method. In Study 1, the sample consisted of 88 primary and secondary school teachers, distributed in an experimental group (n = 63) and a control group (n = 25), belonging to 11 educational centers, and in Study 2 the sample consisted of 153 students belonging to 4 educational centers. Results. In Study 1, statistically significant improvements were found in the forgiveness group regarding their knowledge of forgiveness and marginally significant in emotional forgiveness compared to the control group. In Study 2 participants noted, among other data, high satisfaction with the program and that it had helped them forgive in a remarkable way. Discussion and Conclusion. In line with other studies, it is recommended to incorporate education in forgiveness into bullying prevention programs. ","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133181487","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 : 2021-04-01DOI: 10.25115/ejrep.v19i53.3560
Francisco J Alós Cívico, Virginia I Acedo, Miguel Angel Maldonado Herves, E. M. Moreno Osella
Introducción. La presencia de estudiantes con discapacidad en las universidades ha aumentado en los últimos años, sin embrago, aún son escasos los trabajos que estudian el bienestar psicológico en este colectivo. El objetivo de esta investigación es conocer el grado de bienestar psicológico en estudiantes universitarios con discapacidad y analizarlo de manera comparativa con una muestra de estudiantes sin discapacidad. Método. Se aplica un diseño ex post facto prospectivo con grupo control en una muestra de 182 estudiantes, 72 con discapacidad y 110 sin discapacidad. Se administró la adaptación española de la escala de Bienestar Psicológico de Ryff.Resultados. Ambos grupos presentan puntuaciones generales medias en la escala, sin embargo, se observan diferencias estadísticamente significativas entre los grupos tanto en la puntuación global en Bienestar Psicológico como en cuatro dimensiones de la escala: Relaciones Positivas, Autonomía, Dominio del Entornoy Crecimiento Personal.Discusión y conclusiones. Este estudio aporta nuevos datos en un ámbito poco explorado. Se discuten aspectos clave para el desarrollo de estrategias de abordaje de dimensiones psicológicas en este colectivo y con un enfoque inclusivo en el contexto universitario.
{"title":"Bienestar psicológico y discapacidad: una comparativa entre estudiantes universitarios","authors":"Francisco J Alós Cívico, Virginia I Acedo, Miguel Angel Maldonado Herves, E. M. Moreno Osella","doi":"10.25115/ejrep.v19i53.3560","DOIUrl":"https://doi.org/10.25115/ejrep.v19i53.3560","url":null,"abstract":"Introducción. La presencia de estudiantes con discapacidad en las universidades ha aumentado en los últimos años, sin embrago, aún son escasos los trabajos que estudian el bienestar psicológico en este colectivo. El objetivo de esta investigación es conocer el grado de bienestar psicológico en estudiantes universitarios con discapacidad y analizarlo de manera comparativa con una muestra de estudiantes sin discapacidad. Método. Se aplica un diseño ex post facto prospectivo con grupo control en una muestra de 182 estudiantes, 72 con discapacidad y 110 sin discapacidad. Se administró la adaptación española de la escala de Bienestar Psicológico de Ryff.Resultados. Ambos grupos presentan puntuaciones generales medias en la escala, sin embargo, se observan diferencias estadísticamente significativas entre los grupos tanto en la puntuación global en Bienestar Psicológico como en cuatro dimensiones de la escala: Relaciones Positivas, Autonomía, Dominio del Entornoy Crecimiento Personal.Discusión y conclusiones. Este estudio aporta nuevos datos en un ámbito poco explorado. Se discuten aspectos clave para el desarrollo de estrategias de abordaje de dimensiones psicológicas en este colectivo y con un enfoque inclusivo en el contexto universitario.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123658605","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 : 2021-04-01DOI: 10.25115/ejrep.v19i53.3352
K. C. Nwosu, Gabriel Chidi Unachukwu, Gregory P. Hickman
Introduction. Persistent abysmal academic achievement among adolescents in Nigerian secondary schools has become a concern among stakeholders in the Nigerian system of education. This, over time, has been linked to poor reading culture and reading skills, worsened by unproductive instructional approaches adopted by teachers for reading proficiency. An investigation into effective instructional approaches to arm adolescents with metacognitive skills for reading proficiency becomes imperative. This study, therefore, investigated the impact of cooperative learning and teacher-directed learning approaches on secondary school students’ development of metacognitive skills for reading proficiency. Method. We adopted a quasi-experimental research design in our study. One hundred and eighteen early adolescent students were sampled from three public secondary schools in Anambra state. The instrument used in the study is an open-ended metacognitive skill for reading proficiency questionnaire (OMSRPQ). Three operations were used for the experiment: 1) task understanding, 2) strategy understanding, and 3) management of learning process. The sum of these three operations is the overall metacognitive skills of the students. Results. Our findings showed that students in cooperative integrated reading and composition (CIRC) learning approach differed significantly from those in the teacher-directed instructional (DI) approach and the control group (C1) in task understanding operation F (2, 118) = 8.783, p <.01, strategy understanding F(2,118) = 6.324, p <.01and the overall metacognitive reading skills F(2, 118) = 7.047, p < .01. No significant mean differences occurred among the groups in management of learning process skills F (2,118) = 2.949, p >.05. Adjusted omega squared (est. ω2) test showed large to moderate effect sizes in the operations that were significant. Discussion and Conclusion. We concluded that metacognitive skills for reading could be better enhanced in cooperative learning approach. Based on these findings, the researchers recommended that CIRC can be used in developing metacognitive skills needed in secondary school reading classrooms.
介绍。尼日利亚中学青少年持续糟糕的学业成绩已成为尼日利亚教育系统利益相关者关注的问题。随着时间的推移，这种情况与糟糕的阅读文化和阅读技能有关，而教师在提高阅读能力方面采用的教学方法效果不佳，又使这种情况进一步恶化。研究有效的教学方法来武装青少年阅读能力的元认知技能是势在必行的。因此，本研究探讨了合作学习和教师指导学习方式对中学生阅读能力元认知技能发展的影响。方法。我们的研究采用了准实验研究设计。从阿南布拉州的三所公立中学抽取了118名青少年早期学生。本研究采用开放式元认知技能阅读能力问卷(OMSRPQ)。实验采用三种操作:1)任务理解，2)策略理解，3)学习过程管理。这三种操作的总和就是学生的整体元认知技能。结果。研究结果显示，合作综合阅读与写作(CIRC)学习组学生在任务理解操作上与教师指导教学(DI)组和对照组(C1)组学生有显著差异(F (2,118) = 8.783, p .05)。调整后的ω平方(ω2)检验显示，在显著的操作中，有大到中等的效应大小。讨论与结论。我们的结论是，合作学习可以更好地提高阅读的元认知技能。基于这些发现，研究人员建议CIRC可以用于发展中学阅读课堂所需的元认知技能。
{"title":"Cooperative and Teacher Directed Learning Classrooms: Places for the Development of Metacognitive Skills for Reading Proficiency","authors":"K. C. Nwosu, Gabriel Chidi Unachukwu, Gregory P. Hickman","doi":"10.25115/ejrep.v19i53.3352","DOIUrl":"https://doi.org/10.25115/ejrep.v19i53.3352","url":null,"abstract":"Introduction. Persistent abysmal academic achievement among adolescents in Nigerian secondary schools has become a concern among stakeholders in the Nigerian system of education. This, over time, has been linked to poor reading culture and reading skills, worsened by unproductive instructional approaches adopted by teachers for reading proficiency. An investigation into effective instructional approaches to arm adolescents with metacognitive skills for reading proficiency becomes imperative. This study, therefore, investigated the impact of cooperative learning and teacher-directed learning approaches on secondary school students’ development of metacognitive skills for reading proficiency. Method. We adopted a quasi-experimental research design in our study. One hundred and eighteen early adolescent students were sampled from three public secondary schools in Anambra state. The instrument used in the study is an open-ended metacognitive skill for reading proficiency questionnaire (OMSRPQ). Three operations were used for the experiment: 1) task understanding, 2) strategy understanding, and 3) management of learning process. The sum of these three operations is the overall metacognitive skills of the students. Results. Our findings showed that students in cooperative integrated reading and composition (CIRC) learning approach differed significantly from those in the teacher-directed instructional (DI) approach and the control group (C1) in task understanding operation F (2, 118) = 8.783, p <.01, strategy understanding F(2,118) = 6.324, p <.01and the overall metacognitive reading skills F(2, 118) = 7.047, p < .01. No significant mean differences occurred among the groups in management of learning process skills F (2,118) = 2.949, p >.05. Adjusted omega squared (est. ω2) test showed large to moderate effect sizes in the operations that were significant. Discussion and Conclusion. We concluded that metacognitive skills for reading could be better enhanced in cooperative learning approach. Based on these findings, the researchers recommended that CIRC can be used in developing metacognitive skills needed in secondary school reading classrooms.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126146028","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 : 2021-04-01DOI: 10.25115/ejrep.v19i53.3317
C. Salvador-Ferrer
Introducción. Se realiza un estudio ex post facto cuyo objetivo consiste en analizar la relación entre la motivación de logro y la inteligencia emocional en las metas vitales de los estudiantes, para conocer si la inteligencia emocional es una variable mediadora entre la motivación de logro y las metas vitales. Método. El trabajo se llevó a cabo en una muestra de 311 estudiantes universitarios, en los que se aplicaron las escalas de Trait Meta-Mood Scale (TMMS; Salovey et al., 1995), Escala de motivación de logro (ML; Morales, 2006) y escala de Metas en la vida (Wilding y Andrews, 2006). Se realizó un análisis de mediación, utilizando la macro PROCESS de SPSS, con técnicas brootstrapping (10000 brootstrapping, modelo 4 con un nivel de confianza del 95%). Resultados. Los resultados indican que la motivación de logro influye positivamente y significativamente sobre la inteligencia emocional y las metas vitales. Además, encontramos que la relación entre la motivación de logro y las metas vitales se encuentra mediada positivamente y significativamente por la inteligencia emocional. Discusión y conclusiones. Con estos hallazgos, nuestra investigación podría ofrecer una contribución innovadora ofreciendo un modelo teórico que muestra la relación establecida entre las variables, en el que se aprecia el papel amortiguador que la inteligencia emocional presenta en la influencia de la relación entre la motivación de logro y las metas vitales.
介绍。本研究的目的是分析学生成就动机与情商在人生目标中的关系，以了解情商是否是成就动机与人生目标之间的中介变量。方法。工作进行了311大学生样本,对表Trait Meta-Mood Scale (TMMS;Salovey et al ., 1995),成就动机(毫升;Morales, 2006年)和人生目标的规模(Wilding·安德鲁斯,2006年)。中介进行了分析,利用宏PROCESS brootstrapping (brootstrapping 10000技术统计软件包,模型4 95%置信水平)。结果。结果表明，成就动机对情商和人生目标有积极而显著的影响。此外,我们发现成就动机和目标之间的关系介导的生命正在积极和显著的情感智能。讨论与结论。根据这些发现，我们的研究可以提供一个创新的贡献，提供一个理论模型，显示变量之间建立的关系，其中情商在影响成就动机和重要目标之间的关系中发挥的抑制作用。
{"title":"Motivación de logro y metas en la vida: Rol mediador de la inteligencia emocional","authors":"C. Salvador-Ferrer","doi":"10.25115/ejrep.v19i53.3317","DOIUrl":"https://doi.org/10.25115/ejrep.v19i53.3317","url":null,"abstract":"Introducción. Se realiza un estudio ex post facto cuyo objetivo consiste en analizar la relación entre la motivación de logro y la inteligencia emocional en las metas vitales de los estudiantes, para conocer si la inteligencia emocional es una variable mediadora entre la motivación de logro y las metas vitales. Método. El trabajo se llevó a cabo en una muestra de 311 estudiantes universitarios, en los que se aplicaron las escalas de Trait Meta-Mood Scale (TMMS; Salovey et al., 1995), Escala de motivación de logro (ML; Morales, 2006) y escala de Metas en la vida (Wilding y Andrews, 2006). Se realizó un análisis de mediación, utilizando la macro PROCESS de SPSS, con técnicas brootstrapping (10000 brootstrapping, modelo 4 con un nivel de confianza del 95%). Resultados. Los resultados indican que la motivación de logro influye positivamente y significativamente sobre la inteligencia emocional y las metas vitales. Además, encontramos que la relación entre la motivación de logro y las metas vitales se encuentra mediada positivamente y significativamente por la inteligencia emocional. Discusión y conclusiones. Con estos hallazgos, nuestra investigación podría ofrecer una contribución innovadora ofreciendo un modelo teórico que muestra la relación establecida entre las variables, en el que se aprecia el papel amortiguador que la inteligencia emocional presenta en la influencia de la relación entre la motivación de logro y las metas vitales.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129775782","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 : 2021-04-01DOI: 10.25115/ejrep.v19i53.3444
A. Rahmadani, F. Kurniawati
Introduction. The numbers of students with special needs studying in regular classes is increasing every year. This increase has consequences for teachers, who must manage classrooms to meet the students’ diverse needs and characteristics. The contributing factor to successful inclusive education is teachers’ self-efficacy in practicing it. Successful implementation of inclusive education, on the other hand, classroom management can be viewed as performance influenced by the extent to which teachers are involved in their work, that is, teachers’ “engagement.” Method. This quantitative correlational study aimed to determine whether teachers’ engagement mediates self-efficacy in inclusive practice and classroom management. A total of 242 inclusive primary school teachers in DKI Jakarta-Indonesia, completed three self-report questionnaires. Results. Teachers’ engagement significantly acts as mediator in the correlation between teachers’ self-efficacy and their classroom management. Discussion and Conclusion. Using motivational process in the job-demand model, results show that teachers’ self-efficacy functions as a personal resource in implementing inclusive education. This means that teachers’ self-efficacy conducted by teachers first raises the condition of the teacher involved in the role of work, before finally influencing the extent to which the teacher managed the classroom. Therefore that overall student, including students with special needs, get the optimal educational benefits.
{"title":"Teacher Engagement Mediates Self-Efficacy and Classroom Management: Focus on Indonesian Primary Schools","authors":"A. Rahmadani, F. Kurniawati","doi":"10.25115/ejrep.v19i53.3444","DOIUrl":"https://doi.org/10.25115/ejrep.v19i53.3444","url":null,"abstract":"Introduction. The numbers of students with special needs studying in regular classes is increasing every year. This increase has consequences for teachers, who must manage classrooms to meet the students’ diverse needs and characteristics. The contributing factor to successful inclusive education is teachers’ self-efficacy in practicing it. Successful implementation of inclusive education, on the other hand, classroom management can be viewed as performance influenced by the extent to which teachers are involved in their work, that is, teachers’ “engagement.” Method. This quantitative correlational study aimed to determine whether teachers’ engagement mediates self-efficacy in inclusive practice and classroom management. A total of 242 inclusive primary school teachers in DKI Jakarta-Indonesia, completed three self-report questionnaires. Results. Teachers’ engagement significantly acts as mediator in the correlation between teachers’ self-efficacy and their classroom management. Discussion and Conclusion. Using motivational process in the job-demand model, results show that teachers’ self-efficacy functions as a personal resource in implementing inclusive education. This means that teachers’ self-efficacy conducted by teachers first raises the condition of the teacher involved in the role of work, before finally influencing the extent to which the teacher managed the classroom. Therefore that overall student, including students with special needs, get the optimal educational benefits.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122825414","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 : 2021-04-01DOI: 10.25115/ejrep.v19i53.3788
S. Castaño-Pulgarín, K. Otero, Harvey M Herrera-López
Introduction. Internet users, especially adolescents, may experience online risks that can affect their mental health. This study examined the association between online risks and family support as this has been conceptualized as variable that can prevent the risks in the Internet use among adolescents. Method. We applied an adapted version to Colombian population of the Kids on Line survey. The sample included 96 participants between 11 and 18 years old (F=58.3%), 41.6% of the respondents had low family incomes and 58.4% had middle family incomes from Bello, Colombia, 58.3% were girls (Mean Age=13.99; SD = 2.034). Results. The results confirmed the hypothesis that those adolescents who perceive family support, defined as a set of actions of acompainment, active listening, counseling and trust between family members, present less online risks. Discussion and Conclusion. Although the results of this research show an inverse relationship between family support and risks on the Internet, there is no a statistically significant correlation. This could be explained because although the family has an important role over the prevention of adolescent risk behaviors online, this is also limited, specially with older teenagers, who spend more time with friends and may be encouraged by their friends to involve themselves in general risky behaviors. In this sense, the family support that involves the family as a whole and that transcends the mediation centered on the parental figures has important implications in the understanding and prevention of the online risks, as positive links between family members, based on an adequeate interaction and communication, may help to mediate the risks and provide support to teenagers.
{"title":"Risks on the Internet: the role of family support in Colombian adolescents","authors":"S. Castaño-Pulgarín, K. Otero, Harvey M Herrera-López","doi":"10.25115/ejrep.v19i53.3788","DOIUrl":"https://doi.org/10.25115/ejrep.v19i53.3788","url":null,"abstract":"Introduction. Internet users, especially adolescents, may experience online risks that can affect their mental health. This study examined the association between online risks and family support as this has been conceptualized as variable that can prevent the risks in the Internet use among adolescents. Method. We applied an adapted version to Colombian population of the Kids on Line survey. The sample included 96 participants between 11 and 18 years old (F=58.3%), 41.6% of the respondents had low family incomes and 58.4% had middle family incomes from Bello, Colombia, 58.3% were girls (Mean Age=13.99; SD = 2.034). Results. The results confirmed the hypothesis that those adolescents who perceive family support, defined as a set of actions of acompainment, active listening, counseling and trust between family members, present less online risks. Discussion and Conclusion. Although the results of this research show an inverse relationship between family support and risks on the Internet, there is no a statistically significant correlation. This could be explained because although the family has an important role over the prevention of adolescent risk behaviors online, this is also limited, specially with older teenagers, who spend more time with friends and may be encouraged by their friends to involve themselves in general risky behaviors. In this sense, the family support that involves the family as a whole and that transcends the mediation centered on the parental figures has important implications in the understanding and prevention of the online risks, as positive links between family members, based on an adequeate interaction and communication, may help to mediate the risks and provide support to teenagers.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116361585","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 : 2021-04-01DOI: 10.25115/ejrep.v19i53.3871
Agnė Brandišauskienė, J. Česnavičienė, Ramute Bruzgeleviciene, Rasa Nedzinskaitė-Mačiūnienė
Introduction. Teachers are invited to seek answers to many questions on their professional growth path. This article aims at drawing attention to their motivational behaviour in teaching school students. According to the theory of self-determination, appropriate motivating (that is, autonomy-supportive) behaviour of teachers can respond to a child’s essential psychological needs, and thus enable him or her to engage in the teaching and learning process. Therefore, the goal of this study is to examine the relationship between teachers’ motivational behaviour and student engagement. Method. The sample was composed of 687 students. Two measuring instruments were used: Learning Climate Questionnaire (LCQ) (Black & Deci, 2000) and Student Engagement Scale (Lam et al., 2014). Descriptive statistics, t test, ANOVA, correlational analyses, and multiple linear regression analyses were used to analyse the data. Results. The research results suggest that teachers’ motivational behaviour (students’ perceived level of autonomy-supportive teaching) significantly predicts student engagement. The studied Lithuanian children are characterised by the same engagement as children from all over the world; they see the meaning of their work and focus on it. Discussion and Conclusion. The conducted research also confirms a universal trend that boys are less involved than girls, although there were no statistically significant differences in the perceived level of teachers’ autonomy-supportive behaviour (for boys and girls).
介绍。教师们被邀请在他们的专业成长道路上寻求许多问题的答案。本文旨在引起人们对教师在学生教学中的动机行为的关注。根据自我决定理论，教师适当的激励(即自主支持)行为可以回应儿童的基本心理需求，从而使儿童能够参与到教学和学习过程中。因此，本研究的目的是检验教师动机行为与学生参与之间的关系。方法。样本由687名学生组成。使用了两种测量工具:学习氛围问卷(LCQ) (Black & Deci, 2000)和学生参与量表(Lam et al.， 2014)。采用描述性统计、t检验、方差分析、相关分析和多元线性回归分析对数据进行分析。结果。研究结果表明，教师的动机行为(学生对自主支持教学的感知水平)显著地预测了学生的投入。被研究的立陶宛儿童的特点是与来自世界各地的儿童一样投入;他们看到自己工作的意义并专注于此。讨论与结论。所进行的研究还证实了一个普遍的趋势，即男孩比女孩更少参与，尽管在教师自主支持行为的感知水平上(男孩和女孩)没有统计学上的显著差异。
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Pub Date : 2021-04-01DOI: 10.25115/ejrep.v19i53.3778
Silvia Álava, M. Cantero-García, Helena Garrido-Hernansaiz, Iván Sánchez-Iglesias, J. Santacreu
Introducción. El objetivo de este estudio es conocer si existen diferencias en atención selectiva y sostenida entre niños con diferentes subtipos de TDAH y niños con trastornos del aprendizaje (TA), para mejorar el diagnóstico diferencial entre TDAH y TA y entre los diferentes subtipos de TDAH. Método. La muestra estuvo formada por 437 niños que acudieron a un centro de psicología, de los cuales 234 tenían TDAH y 203 TA (en los que se descartó un diagnóstico de TDAH). Se aplicaron pruebas de atención sostenida y selectiva (Caras, d2, EMAV, AGL, CSAT y CPT-II) a los participantes durante su evaluación y se realizaron análisis descriptivos, ANOVAs de un factor y pruebas F planeadas. Resultados. Las diferencias entre los distintos indicadores de las pruebas utilizadas para medir la atención sugieren que los niños con TDAH tienen dificultades en el rendimiento en atención selectiva y sostenida y procesan la información de forma significativamente más lenta que los niños con TA. Discusión y conclusiones. Los indicadores de algunas de las pruebas utilizadas podrían ser de utilidad para hacer un diagnóstico diferencial entre los niños con TDAH y con TA y para poder establecer un plan de intervención de tratamiento individualizado.
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Pub Date : 2021-04-01DOI: 10.25115/ejrep.v19i53.3425
Alba Guijarro Gallego, Antonia Martínez Pérez, Visitación Fernández, M. Alcántara-López, Maravillas Castro Sáez
Introduction. Theory and research support the idea that subjective well-being (positive / negative affect and life satisfaction) is a substantial construct in understanding psychological well-being and mental health. The relevance of life satisfaction in variables affecting psychological well-being has been studied. Life satisfaction in adolescents and its association with sex, age, parental educational styles, peer attachment and emotional intelligence was researched. Groups were compared according to degree of life satisfaction and its relationship with these variables. Method. The sample was composed of 285 secondary school students (49.8% male), average age 15.09 years (12 to 19), and self-report measures of variables were applied to be analyzed: Satisfaction with Life Scale-Child (SWLS-C), Parental Educational Style of Adolescents, Inventory of Parent and Peer Attachment (IPPA) y Trait Meta-Mood-Scale-48 (TMMS-48). Results. Results showed a significant high level of satisfaction among adolescents. A significant higher score among boys compared to girls was confirmed, as in the younger compared to older. Correlations were statistically significant between life satisfaction and all dimensions from Parental Educational Style analyzed, except Behavioral Control; with Alienation and Confidence of Peer Attachment; and with Emotional Intelligence Clarity and Repair, as well as statistically significant differences among satisfaction groups in 12 of the 19 variables analyzed. Discussion and Conclusion. Promoting life satisfaction in adolescents is increasingly relevant, due to the role it may play in achieving good psychological adjustment, thus contributing to the promotion and prevention of mental health.
{"title":"Life satisfaction in adolescents: relationship with parental style, peer attachment and emotional intelligence","authors":"Alba Guijarro Gallego, Antonia Martínez Pérez, Visitación Fernández, M. Alcántara-López, Maravillas Castro Sáez","doi":"10.25115/ejrep.v19i53.3425","DOIUrl":"https://doi.org/10.25115/ejrep.v19i53.3425","url":null,"abstract":"Introduction. Theory and research support the idea that subjective well-being (positive / negative affect and life satisfaction) is a substantial construct in understanding psychological well-being and mental health. The relevance of life satisfaction in variables affecting psychological well-being has been studied. Life satisfaction in adolescents and its association with sex, age, parental educational styles, peer attachment and emotional intelligence was researched. Groups were compared according to degree of life satisfaction and its relationship with these variables. Method. The sample was composed of 285 secondary school students (49.8% male), average age 15.09 years (12 to 19), and self-report measures of variables were applied to be analyzed: Satisfaction with Life Scale-Child (SWLS-C), Parental Educational Style of Adolescents, Inventory of Parent and Peer Attachment (IPPA) y Trait Meta-Mood-Scale-48 (TMMS-48). Results. Results showed a significant high level of satisfaction among adolescents. A significant higher score among boys compared to girls was confirmed, as in the younger compared to older. Correlations were statistically significant between life satisfaction and all dimensions from Parental Educational Style analyzed, except Behavioral Control; with Alienation and Confidence of Peer Attachment; and with Emotional Intelligence Clarity and Repair, as well as statistically significant differences among satisfaction groups in 12 of the 19 variables analyzed. Discussion and Conclusion. Promoting life satisfaction in adolescents is increasingly relevant, due to the role it may play in achieving good psychological adjustment, thus contributing to the promotion and prevention of mental health.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"99 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128010130","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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