Psicologia Educativa最新文献

The aim of this article is to provide an overview of how the establishment of discourse connections among spoken statements has been studied by approaches to discourse analysis and psycholinguistic studies, in order to highlight what variables appear to be important for understanding how comprehension of spoken discourse can be facilitated. The consideration of discourse analysis approaches allows us to think about the role of the establishment of discourse connections among speech acts in the classroom, the uses of contextualization cues by bilingual students, the identification of social and cultural notions in teachers’ discourse, and the interactional effects of teachers’ interventions. Preliminary psycholinguistic studies contribute to our understanding of the role of establishing causal connections and integrating adjacent statements through the presence of discourse markers in the comprehension of spoken discourse by college students. The results of these approaches and studies provide insight into students’ comprehension of classroom discourse, and hold the potential for implications for instruction.

The aim of this paper is focused on the relationship of executive processes of working memory and fluid intelligence with reading comprehension, in a group of 77 third-grade primary students. Moreover, we studied the predictive capacity of working memory and fluid intelligence on reading comprehension. As predicted, there was a pattern of positive and significant correlations: reading comprehension measures − particularly, inferences and integration− correlated with working memory's executive processes and fluid intelligence measures. Regression analyses showed that this highest cognitive variables −particularly, semantic updating in working memory, and intelligence− contributed independently to explain a relevant amount of the variance (33 %) in reading comprehension measures.

The use of learning strategies by university students, and particularly of cognitive elaboration strategies, is a very important differential factor to explain academic performance. The aim of this study is to identify whether there is a preferential use of such strategies that may vary as a function of the nature of the contents and other moderator variables. In this study, we carry out a theoretical review of the topic and analyze the differential use of information “elaboration strategies” by university students as a function of the nature of knowledge, year, and gender. The sample consists of 544 students (40% males, 60% females) who study Experimental Sciences, Technical Studies, and Social and Juridical Sciences. Their mean age is 22.5 years and they are registered in the intermediate or final grades. The results show a medium level in the use of cognitive elaboration strategies and noticeable differences as a function of the variables under study.

The aim of this study was twofold. First, it describes school anxiety questionnaires, inventories, and scales developed and validated for children and adolescents, including School Anxiety Questionnaire, Inventory of School Fears, School Situations Survey, Visual Analogue Scale for Anxiety-Revised, Magallanes Scale Problem of Anxiety, and Anxiety School Inventory. Second, we analyze the reliability (internal consistency and temporal stability) and validity (factorial structure, relationship with other questionnaires, relationship with other assessment procedures and discrimination between groups) of scores from these instruments, in order to know their psychometric properties and to take decisions about their usability in clinical or education practice based on empirical criteria. Results suggest that, at present, there are self-reports with satisfactory psychometric properties to enable reliable and valid interpretation of scores, thereby being useful both in clinical and educational practice.

A growing number of school-aged children experience or are at risk for a myriad of psychological and behavioral problems such as anxiety and depression that interfere with their interpersonal relationships, school performance, and potential to become productive citizens –hence the importance of school prevention. This study assessed the effectiveness of the Spanish version of the FRIENDS for Life program [AMISTAD para siempre], a social and emotional program that uses cognitive-behavioral techniques to prevent anxiety and depression. Eight schools from a northern city in Mexico were randomly selected and assigned to either an intervention or standard curriculum instruction. Fifteen teachers implemented the intervention, and 16 served as control. Participants were 1,030 fourth and fifth grade students (ages 8-13). The impact of the program was evaluated immediately after the intervention and after 6 months. The program showed a positive effect by reducing symptoms and risk for depression and increasing the proactive coping skills of the overall sample. Suggestions for further research and implications for practice are offered.

This article emphasizes the decisive influence of the construct of collective teacher self-efficacy on university teachers and their educational practices and, as a consequence, on students’ academic performance, especially in the current context characterized by the vast number of challenges of the European Higher Education Area. First, the theoretical model of the construct (as proposed by Goddard, Hoy, and Woolfolk, 2000) is analyzed along with variables related to collective teacher efficacy. Then, we reflect on the key features of educational institutions in which members perceived themselves collectively as capable of developing effectively their educational activities. Finally, given the influence of collective teacher self-efficacy on university quality, the need to generate and develop self-efficacy is emphasized. In order to achieve this goal, a two-stage line of intervention is reviewed: a reflection on the practice of teaching and research and the development of the four sources of self-efficacy: Direct experience, vicarious learning, social persuasion, and emotional states.

The European Higher Education Area involves major changes in the teaching/learning process for the acquisition of transversal competences, such as social and civic skills. A need for active learning methods is established in order to develop students’ ability to make decisions and learn independently, reflectively, and critically, thereby promoting these skills. Considering the importance of a program for the training of ethical and solidarity values within the university curriculum (Educational Innovation Program, PIE10-127), we carried out a comparative study on ethical values in college students before and after the program application and an evaluation of the effectiveness of different active methodologies to promote the acquisition of solidarity and its impact on performance. Participants in this study were 4,103 university students, aged 18 to 57, from the Faculty of Psychology and Educational Sciences of the University of Malaga. The results show an increase in the acquisition of solidarity skills following the implementation of the program and that active methods have a positive impact on academic performance. Hence, the conclusion is that there is a need to strengthen these values.

This study presents the structure and fundamental characteristics of a Mixed Experience Training and Employment Program aimed at getting teenagers in rural areas acquainted with the labor world by providing them with training activities. An assessment of the impact of these educational activities on participating students and their satisfaction with them is carried out. Participants were 40 students, aged 16 to 24, from rural areas of the province of Málaga, without previous employment and qualification. Data show that the program has been a successful experience that has helped facilitate labor insertion of participating students. Data also show positive attitudes in students towards the use of new technologies, such as Internet, to facilitate their learning. The students perceived most activities very satisfactory.