Naiara Escalante Mateos, Eider Goñi Palacios, Arantza Fernández-Zabala, Iker Izar de la Fuente
espanolHan sido muchos y muy diversos los instrumentos que se han desarrollado en los paises anglosajones para evaluar el clima escolar. Sin embargo, todavia no existe ningun instrumento de medida ampliamente aceptado y validado en castellano que, a traves de distintas dimensiones, evalue de manera equilibrada los aspectos principales que la mayoria de las investigaciones defienden como componentes del clima escolar. Para tratar de solventar esta limitacion, el objetivo de este estudio es elaborar un nuevo instrumento de medida de la percepcion sobre el clima escolar y analizar su validez de constructo y convergente. Participaron en la investigacion 480 estudiantes de Alava y Madrid de entre 12 y 18 anos (M = 14.91; DT = 1.49), de los cuales 286 (59.6%) eran mujeres y 194 (40.4%) hombres. El alumnado participante cumplimento dos cuestionarios: el PACE (clima escolar) y la version adaptada al castellano del School Engagement Measure (implicacion escolar). Los analisis realizados permiten seleccionar los items mas adecuados para la medida multidimensional del clima escolar. El cuestionario presenta una consistencia interna y validez externa adecuadas. En consecuencia, el nuevo cuestionario consigue superar la limitacion de otros instrumentos de medida creados con anterioridad y se discute el procedimiento a seguir en orden a continuar con la validacion del mismo. EnglishThere have been many different instruments that have been developed in Anglo-Saxon countries in order to evaluate school climate. However, it doesn’t exist yet a widely accepted and validated measurement instrument in Spanish that evaluates in a balanced way, through different dimensions, the main aspects that most researches defend as components of the school climate. With the purpose of overcoming this limitation, the objective of this study is to elaborate a new measurement instrument of the perception of the school climate and to analyze its construct and convergent validity. A total of 480 students from Alava and Madrid of ages between 12 and 18 (M = 14.91, SD= 1.49), take part in the research; 286 (59.6%) of them were women and 194 (40.4%) men. The participants filled in two questionnaires: PACE (school climate) and the version adapted to Spanish of the School Engagement Measure. The analyses carried out allow selecting the most appropriate items for the multidimensional measurement of the school climate. The questionnaire presents adequate internal consistency and external validity. Thus, the new questionnaire gets to surpass the limitation of other measurement instruments created previously and the procedure to be followed in order to continue with its validation is under discussion.
{"title":"Diseño y estructura factorial del cuestionario Percepción del Alumnado sobre el Clima Escolar (PACE)","authors":"Naiara Escalante Mateos, Eider Goñi Palacios, Arantza Fernández-Zabala, Iker Izar de la Fuente","doi":"10.30552/ejep.v13i1.294","DOIUrl":"https://doi.org/10.30552/ejep.v13i1.294","url":null,"abstract":"espanolHan sido muchos y muy diversos los instrumentos que se han desarrollado en los paises anglosajones para evaluar el clima escolar. Sin embargo, todavia no existe ningun instrumento de medida ampliamente aceptado y validado en castellano que, a traves de distintas dimensiones, evalue de manera equilibrada los aspectos principales que la mayoria de las investigaciones defienden como componentes del clima escolar. Para tratar de solventar esta limitacion, el objetivo de este estudio es elaborar un nuevo instrumento de medida de la percepcion sobre el clima escolar y analizar su validez de constructo y convergente. Participaron en la investigacion 480 estudiantes de Alava y Madrid de entre 12 y 18 anos (M = 14.91; DT = 1.49), de los cuales 286 (59.6%) eran mujeres y 194 (40.4%) hombres. El alumnado participante cumplimento dos cuestionarios: el PACE (clima escolar) y la version adaptada al castellano del School Engagement Measure (implicacion escolar). Los analisis realizados permiten seleccionar los items mas adecuados para la medida multidimensional del clima escolar. El cuestionario presenta una consistencia interna y validez externa adecuadas. En consecuencia, el nuevo cuestionario consigue superar la limitacion de otros instrumentos de medida creados con anterioridad y se discute el procedimiento a seguir en orden a continuar con la validacion del mismo. EnglishThere have been many different instruments that have been developed in Anglo-Saxon countries in order to evaluate school climate. However, it doesn’t exist yet a widely accepted and validated measurement instrument in Spanish that evaluates in a balanced way, through different dimensions, the main aspects that most researches defend as components of the school climate. With the purpose of overcoming this limitation, the objective of this study is to elaborate a new measurement instrument of the perception of the school climate and to analyze its construct and convergent validity. A total of 480 students from Alava and Madrid of ages between 12 and 18 (M = 14.91, SD= 1.49), take part in the research; 286 (59.6%) of them were women and 194 (40.4%) men. The participants filled in two questionnaires: PACE (school climate) and the version adapted to Spanish of the School Engagement Measure. The analyses carried out allow selecting the most appropriate items for the multidimensional measurement of the school climate. The questionnaire presents adequate internal consistency and external validity. Thus, the new questionnaire gets to surpass the limitation of other measurement instruments created previously and the procedure to be followed in order to continue with its validation is under discussion.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"13 1","pages":"287"},"PeriodicalIF":1.8,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41389386","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}
Previous research suggests that parental socialization styles affect the implementation of family support strategies and are related to school adjustment. Nevertheless, the precise nature of the influence of socialization practices on these variables during adolescence has yet to be determined. The aim of this study was therefore to examine (separately) the direct influence of maternal and paternal affectcommunication and rule setting on adolescent participants' perceived family support, and to analyze the relationship between these dimensions and school adjustment. The sample comprised 1190 secondary school and Spanish Baccalaureate students (47.1% boys and 52.3% girls; Mage = 14.76 years, SD = 1.55) from the Autonomous Community of the Basque Country. The Affect Scale (EA-H) and the Rules and Demands Scale (ENE-H) were used to assess parental socialization practices, and the subscale for perceived family support from the Social Support from Family and Friends (AFA-R) measure and the School Engagement Measure (SEM) were used to assess school engagement, with the mean grades earned by participants being taken as a measure of academic performance. The results obtained reveal that paternal affect-communication contributes more than maternal affect-communication to adolescents' perception of having family support, whereas in relation to rules, only maternal rule setting was found to have an effect on perceived family support, with this effect being negative. Both components of parenting styles were found to be linked to school engagement. In the final sections, the data are discussed and the study's limitations presented.
{"title":"The role of affect-communication and rule setting in perceived family support and school adjustment","authors":"Arantzazu Rodríguez Fernández, I. Agirre, Estíbaliz Ramos Díaz, Lorena Rebolledo Rebolledo","doi":"10.30552/ejep.v13i1.288","DOIUrl":"https://doi.org/10.30552/ejep.v13i1.288","url":null,"abstract":"Previous research suggests that parental socialization styles affect the implementation of family support strategies and are related to school adjustment. Nevertheless, the precise nature of the influence of socialization practices on these variables during adolescence has yet to be determined. The aim of this study was therefore to examine (separately) the direct influence of maternal and paternal affectcommunication and rule setting on adolescent participants' perceived family support, and to analyze the relationship between these dimensions and school adjustment. The sample comprised 1190 secondary school and Spanish Baccalaureate students (47.1% boys and 52.3% girls; Mage = 14.76 years, SD = 1.55) from the Autonomous Community of the Basque Country. The Affect Scale (EA-H) and the Rules and Demands Scale (ENE-H) were used to assess parental socialization practices, and the subscale for perceived family support from the Social Support from Family and Friends (AFA-R) measure and the School Engagement Measure (SEM) were used to assess school engagement, with the mean grades earned by participants being taken as a measure of academic performance. The results obtained reveal that paternal affect-communication contributes more than maternal affect-communication to adolescents' perception of having family support, whereas in relation to rules, only maternal rule setting was found to have an effect on perceived family support, with this effect being negative. Both components of parenting styles were found to be linked to school engagement. In the final sections, the data are discussed and the study's limitations presented.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"13 1","pages":"5-18"},"PeriodicalIF":1.8,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42280121","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}
espanolEl estatus socioeconomico y cultural de la familia podria condicionar el autoconcepto de los/as adolescentes, asi como sus creencias respecto a sus habilidades emocionales o inteligencia emocional (IE) percibida. Por ello, la finalidad de este estudio es doble: analizar la variabilidad de la IE percibida en funcion del autoconcepto en distintos niveles socioeconomicos y culturales; y examinar la capacidad predictiva del autoconcepto sobre la IE percibida, controlando el nivel socioeconomico y cultural del alumnado. Participaron 1088 estudiantes (447 hombres y 641 mujeres; Medad= 14.39 anos, DT= 1.68) cursando Educacion Secundaria Obligatoria y Bachillerato de 11 centros publicos, privados y concertados, seleccionados aleatoriamente de la Comunidad Autonoma Vasca (CAV). Se utilizaron el Cuestionario de Autoconcepto Dimensional-33 (AUDIM-33), la escala Trait Meta-Mood Scale (TMMS-22) y el Indice Socioeconomico y Cultural (ISEC). Los analisis realizados revelan que los dominios del autoconcepto afectan de manera diferencial al grado de IE con el que se perciben los y las adolescentes en funcion del estatus socioeconomico y cultural de la familia. Asimismo, los datos indican que los dominios del autoconcepto presentan mayor capacidad predictiva sobre la reparacion emocional. Se discuten las implicaciones de estos resultados. EnglishThe socioeconomic and cultural status of the family could condition the self-concept of adolescents, as well as their beliefs about their own perceived emotional intelligence (EI). Therefore, the purpose of this study is twofold: to analyse the variability of perceived EI based on self-concept at different socioeconomic and cultural status; and examine the predictive capacity of self-concept on perceived EI, controlling the socioeconomic and cultural status of participants. Participants were 1088 students (447 men and 641 women, Mage= 14.39 years, SD= 1.68) from 11 randomly selected public, private, and charter high schools of the Basque Autonomous Region, studying Compulsory Secondary Education and Baccalaureate. The instruments used were the Dimensional Self-Concept Questionnaire-33 (AUDIM-33), the Trait Meta-Mood Scale scale (TMMS-22) and the Socioeconomic and Cultural Index (ISEC). The results show that the self-concept domains affect differently the degree of EI with which adolescent perceive themselves based on the family's socioeconomic and cultural status. Additionally, the data indicate that self-concept domains have a greater predictive capacity on emotional repair. The implications of these results are discussed.
{"title":"La influencia del estatus socioeconómico y cultural en la relación entre el autoconcepto y la inteligencia emocional percibida en la adolescencia","authors":"Iratxe Antonio-Agirre, Inge Axpe Sáez, Amaia Septien Santos","doi":"10.30552/ejep.v13i1.291","DOIUrl":"https://doi.org/10.30552/ejep.v13i1.291","url":null,"abstract":"espanolEl estatus socioeconomico y cultural de la familia podria condicionar el autoconcepto de los/as adolescentes, asi como sus creencias respecto a sus habilidades emocionales o inteligencia emocional (IE) percibida. Por ello, la finalidad de este estudio es doble: analizar la variabilidad de la IE percibida en funcion del autoconcepto en distintos niveles socioeconomicos y culturales; y examinar la capacidad predictiva del autoconcepto sobre la IE percibida, controlando el nivel socioeconomico y cultural del alumnado. Participaron 1088 estudiantes (447 hombres y 641 mujeres; Medad= 14.39 anos, DT= 1.68) cursando Educacion Secundaria Obligatoria y Bachillerato de 11 centros publicos, privados y concertados, seleccionados aleatoriamente de la Comunidad Autonoma Vasca (CAV). Se utilizaron el Cuestionario de Autoconcepto Dimensional-33 (AUDIM-33), la escala Trait Meta-Mood Scale (TMMS-22) y el Indice Socioeconomico y Cultural (ISEC). Los analisis realizados revelan que los dominios del autoconcepto afectan de manera diferencial al grado de IE con el que se perciben los y las adolescentes en funcion del estatus socioeconomico y cultural de la familia. Asimismo, los datos indican que los dominios del autoconcepto presentan mayor capacidad predictiva sobre la reparacion emocional. Se discuten las implicaciones de estos resultados. EnglishThe socioeconomic and cultural status of the family could condition the self-concept of adolescents, as well as their beliefs about their own perceived emotional intelligence (EI). Therefore, the purpose of this study is twofold: to analyse the variability of perceived EI based on self-concept at different socioeconomic and cultural status; and examine the predictive capacity of self-concept on perceived EI, controlling the socioeconomic and cultural status of participants. Participants were 1088 students (447 men and 641 women, Mage= 14.39 years, SD= 1.68) from 11 randomly selected public, private, and charter high schools of the Basque Autonomous Region, studying Compulsory Secondary Education and Baccalaureate. The instruments used were the Dimensional Self-Concept Questionnaire-33 (AUDIM-33), the Trait Meta-Mood Scale scale (TMMS-22) and the Socioeconomic and Cultural Index (ISEC). The results show that the self-concept domains affect differently the degree of EI with which adolescent perceive themselves based on the family's socioeconomic and cultural status. Additionally, the data indicate that self-concept domains have a greater predictive capacity on emotional repair. The implications of these results are discussed.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"13 1","pages":"235"},"PeriodicalIF":1.8,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47239793","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}
Sara Suárez-Manzano, Alberto Ruiz-Ariza, Sebastián López-Serrano, E. Martínez-López
espanolUno de los trastornos neurocognitivos mas diagnosticado en Espana (5%) y reconocido por la LOMCE como Alumnado Con Neesidad Especifica de Apoyo Educativo es el Trastorno por Deficit de Atencion e Hiperactividad (TDAH). Escolares con problemas para concentrarse y en muchos casos con problemas de sueno e inquietud, que interfieren en su desarrollo social y escolar Este trabajo engloba dos proyectos piloto con diseno longitudinal experimental randomizado. Con el objetivo de conocer el efecto inmediato de 16min de “cooperative high-intensity interval training” (C-HIIT) sobre la concentracion y evaluar el efecto de 10 semanas de C-HHIT en la calidad de sueno. En el proyecto 1 (n= 20) el Grupo Control visualizo un documental y el Grupo Experimental realizo Ejercicio Fisico (4 minutos calentamiento + 16 minutos C-HIIT). En el proyecto 2 (n= 20) solo el Grupo Experimental asistio a las 10 semanas de actividad extraescolar C-HIIT (2 sesiones/semana, 30 minutos/sesion). Las herramientas empleadas fueron test d2 (concentracion), test Pittsburg y pulseras Fitbit HR (calidad de sueno) y sistema Seego ® (intensidad de ejercicio). El analisis de medidas repetidas ANOVA 2 tiempos (pre-test vs. post-test) × 2 grupos (grupo control vs. grupo experimental) y test para medidas no para metricas, Willcoxon y U Mann-Whitney mostro que la realizacion del metodo C-HIIT tiene un efecto inmediato de mejora de la concentracion [F(1.18)=20.50; p=.001; η 2=.532; 1–s >.999] y mejora a largo plazo la calidad de sueno [F(1.18)=69.932; η 2=.795; 1–s>.975; p EnglishOne of the most diagnosed neurocognitive disorders in Spain (5%) and recognized by the LOMCE as Students with Specific Need for Educational Support is Attention Deficit Hyperactivity Disorder (ADHD). Schoolchildren with problems to concentrate and in many cases with sleep and restlessness problems, which interfere in their social and school development. This work includes two pilot projects with randomized experimental longitudinal design. With the objective of know the immediate effect of 16min of "cooperative high-intensity interval training" (CHIIT) on concentration and evaluate the effect of 10 weeks of C-HHIT on sleep quality. In Project 1 (n= 20) the Control Group visualized a documentary and the Experimental Group did Physical Exercise (4 minutes warm-up + 16 minutes C-HIIT). In Project 2 (n= 20) only the Experimental Group attended the 10 weeks of extra-curricular activity C-HIIT (2 sessions / week, 30 minutes / session). The tools used were test d2 (concentration), Pittsburg test and Fitbit HR (sleep quality) and Seego ® system (exercise intensity) bracelets. The analysis of repeated measures ANOVA 2 times (pre-test vs. post-test) × 2 groups (control group vs. experimental group) and test for non-metric measurements, Willcoxon and U Mann-Whitney showed that the performance of the C-HIIT method has an immediate effect of improving the concentration [F(1.18)=20.50; p=.001; partial; η2=.532; 1- s> .999] and
{"title":"C-HIIT para mejorar la concentración y calidad de sueño de escolares con dificultades de aprendizaje: Estudios piloto","authors":"Sara Suárez-Manzano, Alberto Ruiz-Ariza, Sebastián López-Serrano, E. Martínez-López","doi":"10.30552/ejep.v13i1.289","DOIUrl":"https://doi.org/10.30552/ejep.v13i1.289","url":null,"abstract":"espanolUno de los trastornos neurocognitivos mas diagnosticado en Espana (5%) y reconocido por la LOMCE como Alumnado Con Neesidad Especifica de Apoyo Educativo es el Trastorno por Deficit de Atencion e Hiperactividad (TDAH). Escolares con problemas para concentrarse y en muchos casos con problemas de sueno e inquietud, que interfieren en su desarrollo social y escolar Este trabajo engloba dos proyectos piloto con diseno longitudinal experimental randomizado. Con el objetivo de conocer el efecto inmediato de 16min de “cooperative high-intensity interval training” (C-HIIT) sobre la concentracion y evaluar el efecto de 10 semanas de C-HHIT en la calidad de sueno. En el proyecto 1 (n= 20) el Grupo Control visualizo un documental y el Grupo Experimental realizo Ejercicio Fisico (4 minutos calentamiento + 16 minutos C-HIIT). En el proyecto 2 (n= 20) solo el Grupo Experimental asistio a las 10 semanas de actividad extraescolar C-HIIT (2 sesiones/semana, 30 minutos/sesion). Las herramientas empleadas fueron test d2 (concentracion), test Pittsburg y pulseras Fitbit HR (calidad de sueno) y sistema Seego ® (intensidad de ejercicio). El analisis de medidas repetidas ANOVA 2 tiempos (pre-test vs. post-test) × 2 grupos (grupo control vs. grupo experimental) y test para medidas no para metricas, Willcoxon y U Mann-Whitney mostro que la realizacion del metodo C-HIIT tiene un efecto inmediato de mejora de la concentracion [F(1.18)=20.50; p=.001; η 2=.532; 1–s >.999] y mejora a largo plazo la calidad de sueno [F(1.18)=69.932; η 2=.795; 1–s>.975; p EnglishOne of the most diagnosed neurocognitive disorders in Spain (5%) and recognized by the LOMCE as Students with Specific Need for Educational Support is Attention Deficit Hyperactivity Disorder (ADHD). Schoolchildren with problems to concentrate and in many cases with sleep and restlessness problems, which interfere in their social and school development. This work includes two pilot projects with randomized experimental longitudinal design. With the objective of know the immediate effect of 16min of \"cooperative high-intensity interval training\" (CHIIT) on concentration and evaluate the effect of 10 weeks of C-HHIT on sleep quality. In Project 1 (n= 20) the Control Group visualized a documentary and the Experimental Group did Physical Exercise (4 minutes warm-up + 16 minutes C-HIIT). In Project 2 (n= 20) only the Experimental Group attended the 10 weeks of extra-curricular activity C-HIIT (2 sessions / week, 30 minutes / session). The tools used were test d2 (concentration), Pittsburg test and Fitbit HR (sleep quality) and Seego ® system (exercise intensity) bracelets. The analysis of repeated measures ANOVA 2 times (pre-test vs. post-test) × 2 groups (control group vs. experimental group) and test for non-metric measurements, Willcoxon and U Mann-Whitney showed that the performance of the C-HIIT method has an immediate effect of improving the concentration [F(1.18)=20.50; p=.001; partial; η2=.532; 1- s> .999] and","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"13 1","pages":"221-234"},"PeriodicalIF":1.8,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42397991","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}
Milagros Mateos Núñez, María Guadalupe Martínez Borreguero, Francisco Luis Naranjo Correa
Diversos estudios han señalado la relación del dominio afectivo y el cognitivo en ciencias. El objetivo ha sido comparar las emociones, actitudes y niveles de autoeficacia ante áreas STEM (Science, technology, Engineering and Mathematics) en diferentes etapas educativas. El diseño de investigación ha sido exploratorio y cuantitativo. La muestra ha estado formada por 1097 estudiantes, 540 de Secundaria, 444 de Primaria y 113 maestros en formación. Los instrumentos de medida han indagado en factores emocionales y actitudinales en base a las variables del estudio. Los resultados han revelado que predominan las emociones positivas ante áreas STEM en primaria, existiendo un declive emocional al aumentar el nivel académico. Asimismo, han predominado las emociones positivas en actividades experimentales, y las emociones negativas en actividades de carácter tradicional. Los alumnos de primaria y secundaria han considerado que las estrategias didácticas prácticas facilitan su aprendizaje. Sin embargo, los maestros en formación han mostrado preferencia por el uso de estrategias tradicionales durante sus prácticas docentes, considerando que su alumnado aprendería con ellas. Los niveles de autoeficacia de los participantes han variado en función del nivel académico, y se han encontrado diferencias estadísticamente significativas entre la etapa de secundaria frente al maestro en formación, pues en este colectivo decaen los niveles de autoeficacia ante áreas STEM.
{"title":"Comparación de las emociones, actitudes y niveles de autoeficacia ante áreas STEM entre diferentes etapas educativas","authors":"Milagros Mateos Núñez, María Guadalupe Martínez Borreguero, Francisco Luis Naranjo Correa","doi":"10.30552/ejep.v13i1.292","DOIUrl":"https://doi.org/10.30552/ejep.v13i1.292","url":null,"abstract":"Diversos estudios han señalado la relación del dominio afectivo y el cognitivo en ciencias. El objetivo ha sido comparar las emociones, actitudes y niveles de autoeficacia ante áreas STEM (Science, technology, Engineering and Mathematics) en diferentes etapas educativas. El diseño de investigación ha sido exploratorio y cuantitativo. La muestra ha estado formada por 1097 estudiantes, 540 de Secundaria, 444 de Primaria y 113 maestros en formación. Los instrumentos de medida han indagado en factores emocionales y actitudinales en base a las variables del estudio. Los resultados han revelado que predominan las emociones positivas ante áreas STEM en primaria, existiendo un declive emocional al aumentar el nivel académico. Asimismo, han predominado las emociones positivas en actividades experimentales, y las emociones negativas en actividades de carácter tradicional. Los alumnos de primaria y secundaria han considerado que las estrategias didácticas prácticas facilitan su aprendizaje. Sin embargo, los maestros en formación han mostrado preferencia por el uso de estrategias tradicionales durante sus prácticas docentes, considerando que su alumnado aprendería con ellas. Los niveles de autoeficacia de los participantes han variado en función del nivel académico, y se han encontrado diferencias estadísticamente significativas entre la etapa de secundaria frente al maestro en formación, pues en este colectivo decaen los niveles de autoeficacia ante áreas STEM.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46626440","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}
David Aparisi, C. J. Ingles, J. García-Fernández, M. S. Torregrosa, Beatriz Delgado, Cecilia Ruiz-Esteban
espanolEl objetivo de este estudio fue analizar la relacion entre tipos sociometricos, categorias conductuales y el uso de estrategias de aprendizaje y habilidades de estudio (Actitud, Motivacion, Gestion del Tiempo, Ansiedad, Concentracion, Procesamiento de la Informacion, Seleccion de Ideas Principales, Escala de Ayuda al Estudio, Escala de Autoevaluacion y Escala de Estrategias de Evaluacion) en una muestra de 1349 (51.7% varones) adolescentes espanoles de 12 a 16 anos. Metodologia: la identificacion sociometrica de los estudiantes se realizo mediante el Programa Socio y para el analisis de las estrategias de aprendizaje y estudio se administro el Learning and Studies Skills Inventory High School Version (LASSI-HS; Weinstein y Palmer, 1990). Los resultados muestran que los estudiantes nominados positivamente por sus iguales obtuvieron puntuaciones significativamente mas altas en el uso de estrategias de aprendizaje y habilidades de estudio adaptativas para el aprendizaje que los nominados negativamente. Los tipos sociometricos resultaron ser un predictor significativo del uso de las diversas estrategias de aprendizaje y habilidades de estudio, ya que los estudiantes nominados positivamente por sus companeros presentaron mayor probabilidad de alcanzar altas puntuaciones en el empleo de estrategias de aprendizaje adecuadas al estudio. Estos hallazgos son discutidos teniendo en cuenta el tamano del efecto de las diferencias y su implicacion teorico-practica. EnglishThe aim of this study was to analyze the relationship between sociometric types, behavioral categories and use of learning strategies and study skills (Attitude, Motivation, Time Management, Anxiety, Concentration, Information Processing, Selecting Main Ideas, Aid Study Scale and Self-Assessment Strategies Scale) in a sample of 1349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. Methodology: the students' sociometric nomination was performed by the Programa Socio and for the analysis of learning strategies and study, the Learning and Skills Inventory Studies High School Version, (LASSI-HS, Weinstein and Palmer, 1990) was administered. Results show that students positively nominated by their peers obtained significantly higher scores on the use of learning strategies and study skills adaptive for learning. Sociometric types were found to be a significant predictor of the use of various learning strategies and study skills, as students positively nominated by their peers were more likely to achieve high scores on the use of appropriate learning strategies to study. These findings are discussed taking into account the effect size of the differences and their theoretical and practical implication.
espanolEl这项研究的目的是分析之间的关系类型sociometricos categorias行为和使用战略的学习和研究技能(,Motivacion态度管理的时间,焦虑、浓度锻炼、处理信息、主要思想Seleccion奖学金规模,规模Autoevaluacion样本中规模和Evaluacion)策略的青少年男性(51.7%)截至午后12到16年。方法:通过社会项目对学生进行社会计量识别，并管理学习和研究技能量表高中版(lassis - hs;温斯坦和帕尔默，1990)。结果表明，被同龄人积极提名的学生在使用学习策略和适应性学习技能方面的得分明显高于被同龄人消极提名的学生。社会计量类型被证明是使用各种学习策略和学习技能的重要预测因素，因为被同伴积极提名的学生在使用适合研究的学习策略时更有可能获得高分。这些发现是根据差异的影响大小及其理论-实践含义进行讨论的。EnglishThe aim of this study was to analyze the relationship between sociometric类型,行为categories and use of learning strategies and study技能(Attitude, Motivation, Time Management, Anxiety多元化,Information Processing, Selecting主要思想,援助study Scale和评strategies Scale) in a sample of(51.7%的男孩)[青少年,截至到in age从12到16年。方法:学生的社会计量任命由社会方案执行，对于学习策略的分析和研究，《学习和技能清单研究高中版》(lasi - hs, Weinstein和Palmer, 1990年)已得到管理。结果表明，被同龄人积极提名的学生在使用学习策略和学习适应技能方面取得显著高分。社会计量学类型被发现是使用各种学习策略和学习技能的重要预测因素，因为被同龄人积极提名的学生更有可能在使用适当的学习策略进行学习方面取得高分。讨论了这些发现，考虑到差异的影响大小及其理论和实际影响。
{"title":"Estrategias de aprendizaje y nominación sociométrica en estudiantes españoles","authors":"David Aparisi, C. J. Ingles, J. García-Fernández, M. S. Torregrosa, Beatriz Delgado, Cecilia Ruiz-Esteban","doi":"10.30552/ejep.v13i1.293","DOIUrl":"https://doi.org/10.30552/ejep.v13i1.293","url":null,"abstract":"espanolEl objetivo de este estudio fue analizar la relacion entre tipos sociometricos, categorias conductuales y el uso de estrategias de aprendizaje y habilidades de estudio (Actitud, Motivacion, Gestion del Tiempo, Ansiedad, Concentracion, Procesamiento de la Informacion, Seleccion de Ideas Principales, Escala de Ayuda al Estudio, Escala de Autoevaluacion y Escala de Estrategias de Evaluacion) en una muestra de 1349 (51.7% varones) adolescentes espanoles de 12 a 16 anos. Metodologia: la identificacion sociometrica de los estudiantes se realizo mediante el Programa Socio y para el analisis de las estrategias de aprendizaje y estudio se administro el Learning and Studies Skills Inventory High School Version (LASSI-HS; Weinstein y Palmer, 1990). Los resultados muestran que los estudiantes nominados positivamente por sus iguales obtuvieron puntuaciones significativamente mas altas en el uso de estrategias de aprendizaje y habilidades de estudio adaptativas para el aprendizaje que los nominados negativamente. Los tipos sociometricos resultaron ser un predictor significativo del uso de las diversas estrategias de aprendizaje y habilidades de estudio, ya que los estudiantes nominados positivamente por sus companeros presentaron mayor probabilidad de alcanzar altas puntuaciones en el empleo de estrategias de aprendizaje adecuadas al estudio. Estos hallazgos son discutidos teniendo en cuenta el tamano del efecto de las diferencias y su implicacion teorico-practica. EnglishThe aim of this study was to analyze the relationship between sociometric types, behavioral categories and use of learning strategies and study skills (Attitude, Motivation, Time Management, Anxiety, Concentration, Information Processing, Selecting Main Ideas, Aid Study Scale and Self-Assessment Strategies Scale) in a sample of 1349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. Methodology: the students' sociometric nomination was performed by the Programa Socio and for the analysis of learning strategies and study, the Learning and Skills Inventory Studies High School Version, (LASSI-HS, Weinstein and Palmer, 1990) was administered. Results show that students positively nominated by their peers obtained significantly higher scores on the use of learning strategies and study skills adaptive for learning. Sociometric types were found to be a significant predictor of the use of various learning strategies and study skills, as students positively nominated by their peers were more likely to achieve high scores on the use of appropriate learning strategies to study. These findings are discussed taking into account the effect size of the differences and their theoretical and practical implication.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"13 1","pages":"269"},"PeriodicalIF":1.8,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46901120","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}
G. Wendt, Marli Appel-Silva, Alice P. Jones-Bartoli
There is a good deal of research about the predictors of aggressive and antisocial behaviour in children, adolescents, and adults. Additionally, previous work has established a link between psychopathic personality and disruptive behaviours among youth, with clear links to bullying. However, little is known about the role of psychopathic personality traits in the manifestation of bullying in young adults. In order to shed additional understanding on the nature of the relationship between bullying and psychopathy, the current investigation proposes to compare psychopathic personality traits in relation to participants’ roles in bullying and to examine the relationships between bullying and psychopathy. The sample comprised here involves 273 college students (Mage=25.5; SD=6.1), who responded to measures of psychopathy and bullying behaviours. With the exception of Carefree Non-Planfulness, Fearlessness, Stress Immunity and Social Influence, all other psychopathic domains measured by the PPI-R-40 were positively correlated with victimisation (rrange=.07-.35). Higher self-reporting of bullying others was linked with higher levels of Blame Externalisation, Machiavellianism, Rebellion Nonconformity, Self-Centred Impulsivity factor, Social Influence, and total psychopathy (rrange=.08-.38). Significant differences between participants’ involvement with bullying for Blame Externalisation, Machiavellian Egocentricity, Rebellion Nonconformity, Social Influence, Total Psychopathy and Self-Centred Impulsivity factor. Implications of the study, along with limitations and directions for future research are discussed.
{"title":"Bullying involvement and psychopathic personality: disentangling the links among college students","authors":"G. Wendt, Marli Appel-Silva, Alice P. Jones-Bartoli","doi":"10.30552/ejep.v12i2.278","DOIUrl":"https://doi.org/10.30552/ejep.v12i2.278","url":null,"abstract":"There is a good deal of research about the predictors of aggressive and antisocial behaviour in children, adolescents, and adults. Additionally, previous work has established a link between psychopathic personality and disruptive behaviours among youth, with clear links to bullying. However, little is known about the role of psychopathic personality traits in the manifestation of bullying in young adults. In order to shed additional understanding on the nature of the relationship between bullying and psychopathy, the current investigation proposes to compare psychopathic personality traits in relation to participants’ roles in bullying and to examine the relationships between bullying and psychopathy. The sample comprised here involves 273 college students (Mage=25.5; SD=6.1), who responded to measures of psychopathy and bullying behaviours. With the exception of Carefree Non-Planfulness, Fearlessness, Stress Immunity and Social Influence, all other psychopathic domains measured by the PPI-R-40 were positively correlated with victimisation (rrange=.07-.35). Higher self-reporting of bullying others was linked with higher levels of Blame Externalisation, Machiavellianism, Rebellion Nonconformity, Self-Centred Impulsivity factor, Social Influence, and total psychopathy (rrange=.08-.38). Significant differences between participants’ involvement with bullying for Blame Externalisation, Machiavellian Egocentricity, Rebellion Nonconformity, Social Influence, Total Psychopathy and Self-Centred Impulsivity factor. Implications of the study, along with limitations and directions for future research are discussed.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2019-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42824481","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}
M. Casuso-Holgado, N. Moreno-Morales, M. Labajos-Manzanares, Francisco J. Montero-Bancalero
University life can be associated to mental and emotional pressure. The aim of this research was to explore if the perception of the academic context as stressful can be associated to health symptoms (physical and mental) in higher education students enrolled in different degrees. Method. 728 students were recruited from a Spanish university. An academic stressors questionnaire (E-CEA) and response to the stress questionnaire (R-CEA) were used to assess academic stress and health symptoms. We conducted a t-test, Pearson correlation test and hierarchical multiple regression analysis. Results. Academic stress is moderate correlated to health symptoms (r≥.40 in all cases). Specifically, academic stress reported by students is positively associated to physical exhaustion (r=.533; p<.001), sleeping disorders (r=.429; p<.001), irascibility (r=.467; p<.001), negative thoughts (r=.558; p<.001) and feeling nervous (r= .474; p< .001). Significant differences in E-CEA and R-CEA were found for age and major (p≤0.001). We observed a model which accounted for 40.3% of the variance of health symptoms reported by students, being academic stress the strongest predictive variable. Conclusions. The results from this study support the assumption that academic stress has a negative impact on college students´ health.
{"title":"The association between perceived health symptoms and academic stress in Spanish Higher Education students","authors":"M. Casuso-Holgado, N. Moreno-Morales, M. Labajos-Manzanares, Francisco J. Montero-Bancalero","doi":"10.30552/ejep.v12i2.277","DOIUrl":"https://doi.org/10.30552/ejep.v12i2.277","url":null,"abstract":"University life can be associated to mental and emotional pressure. The aim of this research was to explore if the perception of the academic context as stressful can be associated to health symptoms (physical and mental) in higher education students enrolled in different degrees. Method. 728 students were recruited from a Spanish university. An academic stressors questionnaire (E-CEA) and response to the stress questionnaire (R-CEA) were used to assess academic stress and health symptoms. We conducted a t-test, Pearson correlation test and hierarchical multiple regression analysis. Results. Academic stress is moderate correlated to health symptoms (r≥.40 in all cases). Specifically, academic stress reported by students is positively associated to physical exhaustion (r=.533; p<.001), sleeping disorders (r=.429; p<.001), irascibility (r=.467; p<.001), negative thoughts (r=.558; p<.001) and feeling nervous (r= .474; p< .001). Significant differences in E-CEA and R-CEA were found for age and major (p≤0.001). We observed a model which accounted for 40.3% of the variance of health symptoms reported by students, being academic stress the strongest predictive variable. Conclusions. The results from this study support the assumption that academic stress has a negative impact on college students´ health.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2019-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47595149","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}
Antonio Souto-Gestal, R. G. Cabanach, Victoria Franco Taboada
Los elevados niveles de estrés académico y la prevalencia de sintomatología depresiva entre los estudiantes universitarios de ciencias de la salud representan cuestiones de especial preocupación para la universidad y los sistemas sanitarios. El objetivo del presente trabajo es analizar la relación entre la presencia de sintomatología depresiva y la percepción de diferentes estresores académicos. Así, se diseñó un estudio en el que participaron 485 estudiantes de fisioterapia de distintas universidades españolas. Se empleó la subescala de depresión de la Lista de Comprobación de Síntomas-90-R (Symptom Check List-90-Revised) y la escala de estresores (ECEA) del Cuestionario de Estrés Académico con el objetivo de medir la percepción de diferentes condiciones académicas en términos estresantes. Los resultados mostraron que los estudiantes que perciben el entorno académico en términos más amenazantes muestran un mayor índice de sintomatológica depresiva. Esta relación parece presentar una mayor relevancia en el caso del grupo altamente estresado, y en concreto para aquellas condiciones relacionadas con las creencias de rendimiento, el clima social negativo, los exámenes y la sobrecarga académica. Estos hallazgos enfatizan la importancia identificar entre los estudiantes de fisioterapia aquellos con un mayor riesgo para desarrollar síntomas depresivos durante su formación.
{"title":"Sintomatología depresiva y percepción de estresores académicos en estudiantes de Fisioterapia","authors":"Antonio Souto-Gestal, R. G. Cabanach, Victoria Franco Taboada","doi":"10.30552/ejep.v12i2.281","DOIUrl":"https://doi.org/10.30552/ejep.v12i2.281","url":null,"abstract":"Los elevados niveles de estrés académico y la prevalencia de sintomatología depresiva entre los estudiantes universitarios de ciencias de la salud representan cuestiones de especial preocupación para la universidad y los sistemas sanitarios. El objetivo del presente trabajo es analizar la relación entre la presencia de sintomatología depresiva y la percepción de diferentes estresores académicos. Así, se diseñó un estudio en el que participaron 485 estudiantes de fisioterapia de distintas universidades españolas. Se empleó la subescala de depresión de la Lista de Comprobación de Síntomas-90-R (Symptom Check List-90-Revised) y la escala de estresores (ECEA) del Cuestionario de Estrés Académico con el objetivo de medir la percepción de diferentes condiciones académicas en términos estresantes. Los resultados mostraron que los estudiantes que perciben el entorno académico en términos más amenazantes muestran un mayor índice de sintomatológica depresiva. Esta relación parece presentar una mayor relevancia en el caso del grupo altamente estresado, y en concreto para aquellas condiciones relacionadas con las creencias de rendimiento, el clima social negativo, los exámenes y la sobrecarga académica. Estos hallazgos enfatizan la importancia identificar entre los estudiantes de fisioterapia aquellos con un mayor riesgo para desarrollar síntomas depresivos durante su formación.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2019-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48990668","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}
A. Martínez-González, José Raúl Rodríguez Rodríguez
El sistema educativo permite que alumnos con necesidades educativas especiales que tienen el diagnóstico de Trastorno del Espectro Autista puedan beneficiarse de la escolarización tanto en un colegio ordinario como en un colegio de educación especial. Sin embargo, la comunidad científica considera que las personas con TEA pueden presentar diferentes niveles de severidad que determinan la adaptación al centro educativo. El presente artículo pretende analizar las diferencias en el tipo de TEA, la gravedad del TEA, la gravedad de la discapacidad intelectual y el nivel de supervisión; comunicación social; y comportamiento repetitivo en función del contexto educativo al que pertenece una muestra de 232 personas con TEA entre 3 y 63 años de edad. En el presente estudio se emplearon el Cuestionario de comunicación social, Repetitive Behavior Scale-Revised y el Inventory for Client and Agency Planning. Los resultados indican que los colegios de educación especial presentan alumnos con mayor gravedad de los síntomas TEA, gravedad de la discapacidad intelectual, conductas estereotipadas, autolesiones, problemas de comunicación y mayores niveles de supervisión en el aula. Estos resultados tienen repercusiones en el sistema educativo.
{"title":"Diferencias en la gravedad de los síntomas del Trastorno del Espectro Autista según el contexto educativo","authors":"A. Martínez-González, José Raúl Rodríguez Rodríguez","doi":"10.30552/ejep.v12i2.280","DOIUrl":"https://doi.org/10.30552/ejep.v12i2.280","url":null,"abstract":"El sistema educativo permite que alumnos con necesidades educativas especiales que tienen el diagnóstico de Trastorno del Espectro Autista puedan beneficiarse de la escolarización tanto en un colegio ordinario como en un colegio de educación especial. Sin embargo, la comunidad científica considera que las personas con TEA pueden presentar diferentes niveles de severidad que determinan la adaptación al centro educativo. El presente artículo pretende analizar las diferencias en el tipo de TEA, la gravedad del TEA, la gravedad de la discapacidad intelectual y el nivel de supervisión; comunicación social; y comportamiento repetitivo en función del contexto educativo al que pertenece una muestra de 232 personas con TEA entre 3 y 63 años de edad. En el presente estudio se emplearon el Cuestionario de comunicación social, Repetitive Behavior Scale-Revised y el Inventory for Client and Agency Planning. Los resultados indican que los colegios de educación especial presentan alumnos con mayor gravedad de los síntomas TEA, gravedad de la discapacidad intelectual, conductas estereotipadas, autolesiones, problemas de comunicación y mayores niveles de supervisión en el aula. Estos resultados tienen repercusiones en el sistema educativo.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2019-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45092635","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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