{"title":"La Inteligencia Exitosa: Un Modelo para evaluar la Inteligencia más allá de los test de Cociente Intelectual (CI)","authors":"Robert J. Sternberg","doi":"10.30552/ejep.v8i2.151","DOIUrl":"https://doi.org/10.30552/ejep.v8i2.151","url":null,"abstract":"","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"8 1","pages":"76"},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45575849","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}
Arantzazu Rodríguez-Fernández, Estibaliz Ramos-Díaz, J. M. Madariaga, Ana Arrivillaga, Nuria Galende
{"title":"Pasos en la construcción y verificación de un modelo explicativo sobre el ajuste psicosocial","authors":"Arantzazu Rodríguez-Fernández, Estibaliz Ramos-Díaz, J. M. Madariaga, Ana Arrivillaga, Nuria Galende","doi":"10.30552/EJEP.V9I1.133","DOIUrl":"https://doi.org/10.30552/EJEP.V9I1.133","url":null,"abstract":"","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"9 1","pages":"20"},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48370661","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}
C. J. Ingles, Carolina Gonzálvez-Maciá, J. García-Fernández, María Vicent, M. C. Martínez-Monteagudo
School refusal behavior refers to the avoidance of a child attending school and/or persistent difficulty staying in the classroom throughout the school day. Based on a review of the scientific literature, the aim of this study is to describe the current state of research on school refusal, differentiating between the findings and progress made in Spain from those achieved in the international field. For this purpose, the significance of this phenomenon, in addition to associated risk factors and variables, will be reviewed in the child and youth population. In turn, the commonly used assessment methods and most recommended treatment proposals, mainly based on cognitive behavioral therapy, are discussed. The results reveal several gaps and subjects for debate in some areas of knowledge about school refusal behavior, with differences being found between Spanish and international studies. In conclusion, future studies and challenges in this field are required.
{"title":"Estado actual de la investigación sobre rechazo escolar","authors":"C. J. Ingles, Carolina Gonzálvez-Maciá, J. García-Fernández, María Vicent, M. C. Martínez-Monteagudo","doi":"10.30552/ejep.v8i1.145","DOIUrl":"https://doi.org/10.30552/ejep.v8i1.145","url":null,"abstract":"School refusal behavior refers to the avoidance of a child attending school and/or \u0000persistent difficulty staying in the classroom throughout the school day. Based on a review of the scientific literature, the aim of this study is to describe the current state of research on school refusal, differentiating between the findings and progress made in Spain from those achieved in the international field. For this purpose, the significance of this phenomenon, in addition to associated risk factors and variables, will be reviewed in the child and youth population. In turn, the commonly used assessment methods and most recommended treatment proposals, mainly based on cognitive behavioral therapy, are discussed. The results reveal several gaps and subjects for debate in some areas of knowledge about school refusal behavior, with differences being found between Spanish and international studies. In conclusion, future studies and challenges in this field are required.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"8 1","pages":"37-52"},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48877363","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}
{"title":"La estructura factorial de las habilidades cognitivas en la infancia","authors":"Azevedo Martins, Ana Filipa Alves, L. Almeida","doi":"10.30552/EJEP.V9I1.135","DOIUrl":"https://doi.org/10.30552/EJEP.V9I1.135","url":null,"abstract":"","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"9 1","pages":"38"},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48996225","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}
María Jesús Cardoso-Moreno, L. Tomás-Aragonés, César Rodríguez-Ledo
Attention-deficit-hyperactivity disorder (ADHD) is a common neuro-behavioural disorder with onset in childhood. These children have impaired emotional self-control, self-regulation of drive and motivation. Numerous studies have reported cognitive disabilities in memory, executive functions, spatial abilities and language skills. The main objective of this work is to determine whether a socio-emotional intervention programme could improve executive functions in children with Attention Deficit Hyperactivity Disorder. The sample of this study consisted of 25 children (8 female and 17 male) aged between 8 and 12 years, diagnosed with ADHD and who were not taking any psychopharmacological treatment at the time of the study, and had not taken medication previously. Executive functioning was assessed through the Zoo Map test and Tower of Hanoi puzzle in pre-/post-test design. A socio-emotional intervention programme was implemented. The training consisted of 8 one-hour weekly sessions, on an individual basis. Results indicate that such a programme does lead to improved performance in the execution of tasks that evaluate executive functions. After the intervention, the children took less time to resolve the Zoo Map test. Results for the Hanoi Tower puzzle were also improved after intervention. The children needed a lower number of movements to complete the task.
{"title":"Intervención socio-emocional en el trastorno de hiperactividad con déficit de atención","authors":"María Jesús Cardoso-Moreno, L. Tomás-Aragonés, César Rodríguez-Ledo","doi":"10.30552/ejep.v8i2.148","DOIUrl":"https://doi.org/10.30552/ejep.v8i2.148","url":null,"abstract":"Attention-deficit-hyperactivity disorder (ADHD) is a common neuro-behavioural disorder with onset in childhood. These children have impaired emotional self-control, self-regulation of drive and motivation. Numerous studies have reported cognitive disabilities in memory, executive functions, spatial abilities and language skills. The main objective of this work is to determine whether a socio-emotional intervention programme could improve executive functions in children with Attention Deficit Hyperactivity Disorder. The sample of this study consisted of 25 children (8 female and 17 male) aged between 8 and 12 years, diagnosed with ADHD and who were not taking any psychopharmacological treatment at the time of the study, and had not taken medication previously. Executive functioning was assessed through the Zoo Map test and Tower of Hanoi puzzle in pre-/post-test design. A socio-emotional intervention programme was implemented. The training consisted of 8 one-hour weekly sessions, on an individual basis. Results indicate that such a programme does lead to improved performance in the execution of tasks that evaluate executive functions. After the intervention, the children took less time to resolve the Zoo Map test. Results for the Hanoi Tower puzzle were also improved after intervention. The children needed a lower number of movements to complete the task.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"8 1","pages":"53"},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46296285","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}
PSICO-A is a computer system for learning Psychology. It is specially designed for secondary school children. It is the first system in Psychology designed for learning didactic units of the subject. PSICO-A is based on many pedagogical influences, such as concept maps, free retrieval practice, effective feedback, simulations, digital games, and metacognition. A significant improvement has been shown in the conceptual performance in those children that constructed computer-generated maps using the system compared to those that have drawn them by hand. An evaluation was also made of the interactions between concept mapping and simulations, demonstrating that the first group of pupils performed better in simulations than the second group. Further studies are needed to study the influence of these two conditions of concept mapping on the performance of digital games.
{"title":"Mapas conceptuales y simulaciones en un sistema informático para la enseñanza de la Psicología","authors":"J. G. Marqués, C. Pelta","doi":"10.30552/EJEP.V10I1.130","DOIUrl":"https://doi.org/10.30552/EJEP.V10I1.130","url":null,"abstract":"PSICO-A is a computer system for learning Psychology. It is specially designed for secondary school children. It is the first system in Psychology designed for learning didactic units of the subject. PSICO-A is based on many pedagogical influences, such as concept maps, free retrieval practice, effective feedback, simulations, digital games, and metacognition. A significant improvement has been shown in the conceptual performance in those children that constructed computer-generated maps using the system compared to those that have drawn them by hand. An evaluation was also made of the interactions between concept mapping and simulations, demonstrating that the first group of pupils performed better in simulations than the second group. Further studies are needed to study the influence of these two conditions of concept mapping on the performance of digital games.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"10 1","pages":"33-39"},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49330412","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}
Anna Wlodarczyk, Nekane Basabe Barañano, D. P. Rovira, A. A. Kareaga, F. G. Martínez, C. Valenzuela, Loreto Villagrán
espanolEste estudio transversal examino las relaciones entre la participacion en rituales seculares, rituales religiosos y las estrategias de afrontamiento comunal. Ademas se evaluo el papel de estas respuestas colectivas como potenciadores del crecimiento postraumatico y del bienestar social. Una escala de afrontamiento comunal fue administrada a una muestra cuasi-aleatoria (N = 517) de personas afectadas por el terremoto en Chile en 2010. Los resultados indicaron que las formas adaptativas de afrontamiento comunal, tales como la reevaluacion, la expresion emocional regulada, la distraccion y la busqueda de apoyo social se asociaron al bienestar social y al crecimiento postraumatico. Se constato que la participacion en rituales tambien reforzo el crecimiento postraumatico y el bienestar social, de una manera directa en el caso de rituales seculares, y a traves de la reevaluacion comunal en el caso de rituales religiosos. Globalmente, los resultados confirmaron las funciones sociales de las actividades colectivas ritualizadas, las cuales mediante el refuerzo de las interacciones entre los miembros de los grupos o comunidades aumentan el crecimiento postraumatico y el bienestar social de los afectados por un trauma colectivo como un terremoto. Los resultados se discuten desde la perspectiva de la psicologia positiva colectiva, acentuando el papel de los procesos sociales de afrontamiento en el bienestar social. EnglishA cross-sectional study examines the relationship between participation in secular demonstrations, spiritual rituals, and communal coping, as well as the question whether these strategies might serve as triggers of post-traumatic growth, and enhance social well-being. A communal coping scale, showing satisfactory structural validity, was administered to a quasi-random sample (N = 517) of people affected by an earthquake in Chile in 2010. The results indicated that adaptive forms, such as communal reappraisal, regulated emotional expression, communal distraction, and communal searching for social support, were associated with social well-being (SWB) and post-traumatic growth (PTG). Participation in spiritual rituals was specifically related to communal reappraisal and contributed to post-traumatic growth. On the other hand, participation in secular collective gatherings also reinforced post-traumatic growth, as well as social well-being, but not through communal reappraisal. Overall, this study confirmed social functions of collective ritualized activities, which through the reinforcement of in-group interaction, foster individual post-traumatic growth and social well-being of people affected by a collective trauma, like an earthquake. Results are discussed in the framework of a collective positive psychology approach on micro- and macro-social processes of coping and their implications for social well-being.
{"title":"Efectos positivos del afrontamiento comunal del trauma colectivo: el caso del terremoto de Chile en 2010","authors":"Anna Wlodarczyk, Nekane Basabe Barañano, D. P. Rovira, A. A. Kareaga, F. G. Martínez, C. Valenzuela, Loreto Villagrán","doi":"10.30552/EJEP.V9I1.132","DOIUrl":"https://doi.org/10.30552/EJEP.V9I1.132","url":null,"abstract":"espanolEste estudio transversal examino las relaciones entre la participacion en rituales seculares, rituales religiosos y las estrategias de afrontamiento comunal. Ademas se evaluo el papel de estas respuestas colectivas como potenciadores del crecimiento postraumatico y del bienestar social. Una escala de afrontamiento comunal fue administrada a una muestra cuasi-aleatoria (N = 517) de personas afectadas por el terremoto en Chile en 2010. Los resultados indicaron que las formas adaptativas de afrontamiento comunal, tales como la reevaluacion, la expresion emocional regulada, la distraccion y la busqueda de apoyo social se asociaron al bienestar social y al crecimiento postraumatico. Se constato que la participacion en rituales tambien reforzo el crecimiento postraumatico y el bienestar social, de una manera directa en el caso de rituales seculares, y a traves de la reevaluacion comunal en el caso de rituales religiosos. Globalmente, los resultados confirmaron las funciones sociales de las actividades colectivas ritualizadas, las cuales mediante el refuerzo de las interacciones entre los miembros de los grupos o comunidades aumentan el crecimiento postraumatico y el bienestar social de los afectados por un trauma colectivo como un terremoto. Los resultados se discuten desde la perspectiva de la psicologia positiva colectiva, acentuando el papel de los procesos sociales de afrontamiento en el bienestar social. EnglishA cross-sectional study examines the relationship between participation in secular demonstrations, spiritual rituals, and communal coping, as well as the question whether these strategies might serve as triggers of post-traumatic growth, and enhance social well-being. A communal coping scale, showing satisfactory structural validity, was administered to a quasi-random sample (N = 517) of people affected by an earthquake in Chile in 2010. The results indicated that adaptive forms, such as communal reappraisal, regulated emotional expression, communal distraction, and communal searching for social support, were associated with social well-being (SWB) and post-traumatic growth (PTG). Participation in spiritual rituals was specifically related to communal reappraisal and contributed to post-traumatic growth. On the other hand, participation in secular collective gatherings also reinforced post-traumatic growth, as well as social well-being, but not through communal reappraisal. Overall, this study confirmed social functions of collective ritualized activities, which through the reinforcement of in-group interaction, foster individual post-traumatic growth and social well-being of people affected by a collective trauma, like an earthquake. Results are discussed in the framework of a collective positive psychology approach on micro- and macro-social processes of coping and their implications for social well-being.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"9 1","pages":"9-19"},"PeriodicalIF":1.8,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42862111","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}
Ana Filipa Alves, C. Gomes, Ana Maria Almeida Martins, L. Almeida
{"title":"Desempeño cognitivo y rendimiento académico: ¿cómo confluyen familia y escuela?","authors":"Ana Filipa Alves, C. Gomes, Ana Maria Almeida Martins, L. Almeida","doi":"10.30552/EJEP.V10I2.122","DOIUrl":"https://doi.org/10.30552/EJEP.V10I2.122","url":null,"abstract":"","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"10 1","pages":"49"},"PeriodicalIF":1.8,"publicationDate":"2018-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69255678","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 : 2017-12-01DOI: 10.1016/j.ejeps.2017.07.001
Ana Filipa Alves , Cristiano Mauro Assis Gomes , Ana Martins , Leandro da Silva Almeida
Children enter the school system with different educational experiences, leaving also with different levels of learning and school results. In this study, we intend to understand the impact of family and school on children's cognitive performance and academic achievement during elementary education. The sample consists of 406 Portuguese children, from preschool and the 1st cycle of Basic Education, aged from 4 to 10 years old. Through full structural equation model, it was observed that the latent variable family (parents’ schooling and socioeconomic level) and the latent variable school (community and type of school) have a significant impact on academic achievement. However, only family presents a significant impact on cognitive performance. These data suggest that the impact of school on intelligence quotient is not expressive in early academic years, where family present higher explanation of the variance.
{"title":"Cognitive performance and academic achievement: How do family and school converge?","authors":"Ana Filipa Alves , Cristiano Mauro Assis Gomes , Ana Martins , Leandro da Silva Almeida","doi":"10.1016/j.ejeps.2017.07.001","DOIUrl":"10.1016/j.ejeps.2017.07.001","url":null,"abstract":"<div><p>Children enter the school system with different educational experiences, leaving also with different levels of learning and school results. In this study, we intend to understand the impact of family and school on children's cognitive performance and academic achievement during elementary education. The sample consists of 406 Portuguese children, from preschool and the 1st cycle of Basic Education, aged from 4 to 10 years old. Through full structural equation model, it was observed that the latent variable family (parents’ schooling and socioeconomic level) and the latent variable school (community and type of school) have a significant impact on academic achievement. However, only family presents a significant impact on cognitive performance. These data suggest that the impact of school on intelligence quotient is not expressive in early academic years, where family present higher explanation of the variance.</p></div>","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"10 2","pages":"Pages 49-56"},"PeriodicalIF":1.8,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.ejeps.2017.07.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43585623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-01DOI: 10.1016/j.ejeps.2017.07.003
Maria Esteban, Ana Bernardo, Ellián Tuero, Antonio Cervero, Joana Casanova
University dropout has serious consequences not only for the student who gives up, but also for the host society itself. This has led to an increase in studies aimed at analysing and preventing dropout, implemented under different methodologies that are reported in this article.
In addition to this trend, the authors – as members of the European Project ALFA GUIA – have developed a study using a holistic ex-post facto approach targeted at identifying those variables that play a fundamental role in university studentś persistence. The sample used for the statistical analyses excluded students who had left one degree course to enrol on another (since there were no significant differences compared to the group that continued), and the cases with missing values. This resulted in a final sample of 677 subjects (198 who had dropped out and 479 who had persisted). A sample of 1300 university students was interviewed; the information was collected using a questionnaire collaboratively designed by the Project partners, and – in this case – by means of computer assisted interview. A descriptive and correlational analysis was carried out, as a first approximation to data, helping to identify the main relationships between variables. Based on these results, a binary logistic regression analysis was performed. The results confirmed that vocation is the variable that most influences persistence on the studies started. Therefore, this variable (vocation) can act as a protective factor against university dropout, once the remaining variables are controlled.
{"title":"Variables influyentes en progreso académico y permanencia en la universidad","authors":"Maria Esteban, Ana Bernardo, Ellián Tuero, Antonio Cervero, Joana Casanova","doi":"10.1016/j.ejeps.2017.07.003","DOIUrl":"10.1016/j.ejeps.2017.07.003","url":null,"abstract":"<div><p>University dropout has serious consequences not only for the student who gives up, but also for the host society itself. This has led to an increase in studies aimed at analysing and preventing dropout, implemented under different methodologies that are reported in this article.</p><p>In addition to this trend, the authors – as members of the European Project ALFA GUIA – have developed a study using a holistic ex-post facto approach targeted at identifying those variables that play a fundamental role in university studentś persistence. The sample used for the statistical analyses excluded students who had left one degree course to enrol on another (since there were no significant differences compared to the group that continued), and the cases with missing values. This resulted in a final sample of 677 subjects (198 who had dropped out and 479 who had persisted). A sample of 1300 university students was interviewed; the information was collected using a questionnaire collaboratively designed by the Project partners, and – in this case – by means of computer assisted interview. A descriptive and correlational analysis was carried out, as a first approximation to data, helping to identify the main relationships between variables. Based on these results, a binary logistic regression analysis was performed. The results confirmed that vocation is the variable that most influences persistence on the studies started. Therefore, this variable (vocation) can act as a protective factor against university dropout, once the remaining variables are controlled.</p></div>","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"10 2","pages":"Pages 75-81"},"PeriodicalIF":1.8,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.ejeps.2017.07.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46517011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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