Psicologia Educativa最新文献

PSICO-A is a computer system for teaching Psychology. It is especially indicated for secondary school students and students in first year of a Psychology degree. It is an innovative system as it is the first integrated computational system designed for teaching educational psychology units. PSICO-A integrates various tools and educational influences: it introduces concept maps, free recovery of memory, an effective mechanism of “feedback”, simulations and digital games and looks into the student's metacognitive abilities. Its computational architecture is modular and integrates an analyzer that helps the teacher to collect data. We have evaluated this system, confirming a significant improvement in a lot of learning variables.

In the academic year 2014/2015, the Education Department of the Government of La Rioja launched in eight schools in this region, on an experimental basis, the program “Explora” for the attention to students with high intellectual capacity. Both face-to-face and online workshops were planned. The implementation of face-to-face workshops (goals, contents, activities, student selection, sessions, etc.) was designed by the own educational centers in a traditional way. However, the four online workshops (maths, language, computing, and emotional intelligence) were developed following the Sports Approach by Joan Freeman. This paper shows the foundation, development, and evaluation of these online workshops. A qualitative and quantitative evaluation was carried out, with very encouraging results: big acceptance of the program by participants was confirmed along with the program appropriateness for the selection of students with high intellectual capacity.

This study aimed to analyze the internal structure and reliability of an instrument designed to measure the acceptance of and willingness for school inclusion, which has been conceptualized as inclusive self-ascription. The methodology includes an instrumental design, with a representative, random sample of secondary school teachers in the province of Ñuble, Chile. The number of participants was 548 teachers, male and female, aged between 28 and 60. The instrument used was an adaptation of the Index for Inclusion created by Booth and Ainscow. The results show six factors: teaching for learning for all, building an inclusive community, curricular design for diversity, school policies for diversity, inclusive practices in schools, and development of a culture for inclusion. These dimensions were clustered into three new factors, namely, pedagogical practices, inclusive cultures, and inclusive policies. The level of reliability of the instrument was high (α = .954)

Childhood is stage that is vulnerable to stressful situations, such as abuse. Childhood maltreatment is an adverse environmental factor that may disrupt the neurological development and determine child's brain maturation, leading to cognitive deficits persistent in adulthood. The profile of maltreated children profile features problems in attention, memory, language, and intellectual development, school failure, and high prevalence of internalizing and externalizing problems. Disruptions in neurogenesis, myelinization, synaptogenesis, and neuronal pruning processes, as well as subsequent damage in hippocampus, amygdala, cerebellum, hypothalamus, and cerebral cortex, are the neurobiological physiopathological basis of the said cognitive profile.

Video gaming has increased worldwide over the last years. A subgroup of gamers may develop an unhealthy pattern of use with features of addiction. A literature review and analysis (2009-2015) was carried out. Most research is focused on children and adolescent, and recent data on Spanish population is lacking. There is no consensus definition of videogames addiction, although several tools have been developed to assess the unhealthy use. There are both positive and negative neurobiological and psychosocial implications of video-gaming. A poor psychosocial functioning seems the be a key factor for developing an addictive pattern of use. Being a male, online gaming, time spent playing, and socio-family factors have also been implicated. Conclusions reveal that, at a prevention level, society needs to be aware of the risk of uncontrolled gaming and, at a therapeutic level, clinicians need to be able to identify and treat unhealthy gaming.

The use of social networking sites and instant messaging apps, despite playing a key role in building social relations, poses a risk, such as cybergossip. This research focused on the study and measurement of the cybergossip phenomenon and the psychometric properties of the Cybergossip-Q-Primary instrument. Cybergossip involvement in the development of cyberbehaviours performed in cyberbullying was analyzed. The European Cyberbullying Intervention Project Questionnaire (ECIPQ) was adapted to primary school-age children. The sample comprised 866 students (52.9% girls) with ages ranging from 10 to 13years (M = 11.21, SD = 0.90). Using both exploratory and confirmatory factor analyses, the fit of a one-dimensional structure for the cybergossip instrument and a two-dimensional structure for cyberbullying (cyberaggression and cybervictimization) were contrasted. A structural equations analysis revealed a significant relationship between cybergossip and cyberbullying. The results in relation to cybergossip, cyberaggression, cybervictimization, and the consequences of misinterpreting information are discussed.

This research addresses the use of self-motivational strategies by university students. A descriptive and inferential study is carried out with a sample of 228 university students with the aim of knowing their use of these strategies. Also, it is studied if their use of these strategies relates to labor activity and academic achievement. Results indicate that students tended to exhibit a more frequent use of learning goal generation, positive expectations generation, and self-reinforcement strategies; the existence of three groups of students with different profiles with regard to the use of these self-motivational strategies; that only the strategy of cost value shows significant differences between the students who make compatible their studies with a job and those without a job; and finally, that only the self-reinforcement strategy informs about significant differences according to students’ achievement. These results guide us in favoring actively the use of the learning motivational strategies, showing them as cognitive tools for university students.