This study aims to present a test to assess spelling competence (TCORT) in incoming Spanish university students and to obtain validity evidence to support its use. The starting point was a bank of 73 items covering the most relevant spelling areas of the Spanish language, and the 37 most representative items were selected from the information provided by six experts. Afterwards, a pilot study of the TCORT was carried out with 602 students. The final version consisted of 31 items, with sufficient internal consistency (α = .90; ω = .89) and an invariant unidimensional structure between sexes. It also correlated significantly with other variables, such as previous performance (r = .37, p <.01), verbal reasoning (r = .27, p <.01) and spelling, measured with another tool not adapted to the target population (r = .45, p <.01). Validity evidence based on the test content, internal structure and relations to other variables supported the use of the test to assess spelling competences in incoming university students. The usefulness of TCORT in providing relevant data to facilitate the creation of university policies aimed at promoting spelling competence training in university students is discussed.
本研究的目的是提出一个测试来评估西班牙大学新生的拼写能力(TCORT)，并获得效度证据来支持其使用。首先是一个包含73个条目的库，涵盖了西班牙语中最相关的拼写领域，然后从6位专家提供的信息中选出37个最具代表性的条目。随后，对602名学生进行了TCORT的试点研究。最终版本由31个条目组成，具有足够的内部一致性(α = 0.90;ω = .89)和两性间不变的一维结构。它还与其他变量显著相关，如以前的表现(r = 0.37, p < 0.01)，口头推理(r = 0.27, p < 0.01)和拼写，用另一种不适合目标人群的工具测量(r = 0.45, p < 0.01)。基于测试内容、内部结构和与其他变量的关系的效度证据支持使用该测试来评估新生的拼写能力。本文讨论了TCORT在提供相关数据以促进制定旨在促进大学生拼写能力训练的大学政策方面的作用。
{"title":"Development and validation of the test of spelling competence (TCORT) in incoming university students","authors":"Juan-F. Luesia, Juan-F. Plaza, Isabel Benítez, Milagrosa Sánchez-Martín","doi":"10.22550/rep81-3-2023-08","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-08","url":null,"abstract":"This study aims to present a test to assess spelling competence (TCORT) in incoming Spanish university students and to obtain validity evidence to support its use. The starting point was a bank of 73 items covering the most relevant spelling areas of the Spanish language, and the 37 most representative items were selected from the information provided by six experts. Afterwards, a pilot study of the TCORT was carried out with 602 students. The final version consisted of 31 items, with sufficient internal consistency (α = .90; ω = .89) and an invariant unidimensional structure between sexes. It also correlated significantly with other variables, such as previous performance (r = .37, p <.01), verbal reasoning (r = .27, p <.01) and spelling, measured with another tool not adapted to the target population (r = .45, p <.01). Validity evidence based on the test content, internal structure and relations to other variables supported the use of the test to assess spelling competences in incoming university students. The usefulness of TCORT in providing relevant data to facilitate the creation of university policies aimed at promoting spelling competence training in university students is discussed.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning to learn (LtL) is a key competence that the European Commission has identified for education systems (Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for life-long learning and Council Recommendation of 22 May 2018 on key competences for lifelong learning). It is usually assumed that students will already handle it well when they start university and that their use of it will improve during their university studies, but this assumption needs testing. The aim of this article is to establish the level of management of this competence as well as possible profiles of how university students use it and their relationship to academic achievement. To this end, we worked with a sample of 1,234 students from three universities in Valencia (Spain) in different study years and study areas, applying the QELtLCUS questionnaire, which evaluates the competence. We performed descriptive analyses, cluster analysis, analyses of differences, and multiple linear regression analyses. The sample subjects displayed an acceptable level of management, albeit with low scores in some important dimensions of LtL. We found two groups with two management profiles: one with a high competence level and another with a lower competence level. The students in the first group had better scores than those in the second group, with statistically significant results. We also found differences that were not statistically significant by gender, with a hig er level of competence in women, with those relating to year and study area being larger. We believe that this research provides relevant data that may be of interest to researchers. It also includes guidance to help teachers work on this competence in university studies.
{"title":"University student profiles in the learning to learn competence and their relationship with academic achievement","authors":"Bernardo Gargallo-López, Gonzalo Almerich-Cerveró, Fran-J. García-García, Inmaculada López-Francés, Piedad-M.ª Sahuquillo-Mateo","doi":"10.22550/rep81-3-2023-02","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-02","url":null,"abstract":"Learning to learn (LtL) is a key competence that the European Commission has identified for education systems (Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for life-long learning and Council Recommendation of 22 May 2018 on key competences for lifelong learning). It is usually assumed that students will already handle it well when they start university and that their use of it will improve during their university studies, but this assumption needs testing. The aim of this article is to establish the level of management of this competence as well as possible profiles of how university students use it and their relationship to academic achievement. To this end, we worked with a sample of 1,234 students from three universities in Valencia (Spain) in different study years and study areas, applying the QELtLCUS questionnaire, which evaluates the competence. We performed descriptive analyses, cluster analysis, analyses of differences, and multiple linear regression analyses. The sample subjects displayed an acceptable level of management, albeit with low scores in some important dimensions of LtL. We found two groups with two management profiles: one with a high competence level and another with a lower competence level. The students in the first group had better scores than those in the second group, with statistically significant results. We also found differences that were not statistically significant by gender, with a hig er level of competence in women, with those relating to year and study area being larger. We believe that this research provides relevant data that may be of interest to researchers. It also includes guidance to help teachers work on this competence in university studies.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135347785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.22550/rep81-3-2023-01
Kristján Kristjánsson
Despite the recent interest in phronesis (practical wisdom), and the creation of a four-componential model to unpack its nature, various puzzles (philosophical, psychological, and educational) remain about those components, not least the proposed one of emotion regulation. This paper introduces four remaining puzzles about this component and provides a brief overview of possible responses, based on Aristotle’s texts. However, given Aristotle’s own naturalistic method, in which ethical theorising must be constantly updated in light of empirical findings, the paper suggests that Aristotle’s texts only take us thus far and that we need to draw on contemporary psychological sources for further enlightenment. The paper therefore invokes research from the last quarter of a century about so-called meta-emotions. This research is relevant given the meta-status of phronesis as an integrative virtue. Some of the possible implications of this research for an understanding of the emotional component of phronesis are elicited, as well as how it can be cultivated as part of character education.
{"title":"Phronesis, meta-emotions, and character education","authors":"Kristján Kristjánsson","doi":"10.22550/rep81-3-2023-01","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-01","url":null,"abstract":"Despite the recent interest in phronesis (practical wisdom), and the creation of a four-componential model to unpack its nature, various puzzles (philosophical, psychological, and educational) remain about those components, not least the proposed one of emotion regulation. This paper introduces four remaining puzzles about this component and provides a brief overview of possible responses, based on Aristotle’s texts. However, given Aristotle’s own naturalistic method, in which ethical theorising must be constantly updated in light of empirical findings, the paper suggests that Aristotle’s texts only take us thus far and that we need to draw on contemporary psychological sources for further enlightenment. The paper therefore invokes research from the last quarter of a century about so-called meta-emotions. This research is relevant given the meta-status of phronesis as an integrative virtue. Some of the possible implications of this research for an understanding of the emotional component of phronesis are elicited, as well as how it can be cultivated as part of character education.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135347783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.22550/rep81-3-2023-04
Jaime Vilarroig-Martín
The aim of this work is to examine the pedagogical work of this Catalan philosopher (teacher, never better said) and offer a summary of his thought. The methodology comprises an exhaustive review of the primary sources (complete works) adding secondary sources that are considered relevant. As a result, we identify the sources he draws on for his pedagogy: primarily Cossío, but also Husserl, Scheler, Fichte, Vives, Llull, Rousseau, and Bergson. We then trace what his systematic pedagogy might be: the final cause, the efficient cause (the teacher), the material cause (the student), the method, the educational action and the pedagogical antinomies. On the one hand, we discuss the content that education should have and the values that should guide it, and, on the other hand, the three basic stages of the educational process, primary, secondary and higher education, according to how Xirau conceptualises them. To conclude, we analyse some common common-places from then and now in the world of education, to which Xirau pays particular attention.
{"title":"Joaquín Xirau’s pedagogy: Between tradition and modernity","authors":"Jaime Vilarroig-Martín","doi":"10.22550/rep81-3-2023-04","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-04","url":null,"abstract":"The aim of this work is to examine the pedagogical work of this Catalan philosopher (teacher, never better said) and offer a summary of his thought. The methodology comprises an exhaustive review of the primary sources (complete works) adding secondary sources that are considered relevant. As a result, we identify the sources he draws on for his pedagogy: primarily Cossío, but also Husserl, Scheler, Fichte, Vives, Llull, Rousseau, and Bergson. We then trace what his systematic pedagogy might be: the final cause, the efficient cause (the teacher), the material cause (the student), the method, the educational action and the pedagogical antinomies. On the one hand, we discuss the content that education should have and the values that should guide it, and, on the other hand, the three basic stages of the educational process, primary, secondary and higher education, according to how Xirau conceptualises them. To conclude, we analyse some common common-places from then and now in the world of education, to which Xirau pays particular attention.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The university entry procedure is a critical aspect for students gaining entry to higher education. This work has a dual purpose: to analyse the structure of the Spanish History test for university entry, according to the autonomous region in which it is designed, and to study the relationship between the differences observed in the structure and average performance obtained by students. A comparative analysis has been carried out with a methodological approach of rational analysis of documentary evidence with sixty-eight exams from 2019, adapting the approach proposed by García-Garrido (1991). Likewise, a secondary analysis has been conducted of the data published annually by the Integrated University Information System. The results show substantial differences in the assessment of national historical knowledge: in the structure and content, in the cognitive level and in the marks. Disparities are specifically observed in the language of the test, in the optional nature, in the number of questions and in the content blocks that are assessed: in Catalonia, Valencia and the Basque Country, neither Ancient History nor the Middle Ages, nor the Modern Era are assessed. Likewise, the Balearic Islands, Canary Islands, Cantabria, Castile-La Mancha and Castile and León demand a higher cognitive level from their students. These aspects determine the heterogeneity in the constructs used, in such a way that neither the same understanding nor the same skills of national historical knowledge are being measured throughout the autonomous regions.
{"title":"The Spanish History test for university entry: Analysis and comparison among autonomous regions","authors":"Judit Ruiz-Lázaro, Coral González-Barbera, José-Luis Gaviria-Soto","doi":"10.22550/rep81-3-2023-07","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-07","url":null,"abstract":"The university entry procedure is a critical aspect for students gaining entry to higher education. This work has a dual purpose: to analyse the structure of the Spanish History test for university entry, according to the autonomous region in which it is designed, and to study the relationship between the differences observed in the structure and average performance obtained by students. A comparative analysis has been carried out with a methodological approach of rational analysis of documentary evidence with sixty-eight exams from 2019, adapting the approach proposed by García-Garrido (1991). Likewise, a secondary analysis has been conducted of the data published annually by the Integrated University Information System. The results show substantial differences in the assessment of national historical knowledge: in the structure and content, in the cognitive level and in the marks. Disparities are specifically observed in the language of the test, in the optional nature, in the number of questions and in the content blocks that are assessed: in Catalonia, Valencia and the Basque Country, neither Ancient History nor the Middle Ages, nor the Modern Era are assessed. Likewise, the Balearic Islands, Canary Islands, Cantabria, Castile-La Mancha and Castile and León demand a higher cognitive level from their students. These aspects determine the heterogeneity in the constructs used, in such a way that neither the same understanding nor the same skills of national historical knowledge are being measured throughout the autonomous regions.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.22550/rep81-3-2023-03
Gemma Fernández-Caminero, José-Luis Álvarez-Castillo, Hugo González-González, Luis Espino-Díaz
Inclusive pedagogies belong to the diversity agenda in higher education and so their teaching methodologies should be tested to ensure the effective training of students in democratic and inclusive citizenship competencies, such as moral competence. Moral-dilemma based methods have proven to be effective in learning about morals in specific programmes, but there is still no evidence for their cross-cutting application in regular courses. These methods could also be enriched by strategies aimed at learning competences that have been identified as predictive factors in theories of moral judgement and development, such as empathy. The current study examines the effects of a 10-hour teaching intervention on learning moral competence using a version of the Konstanz Method of Dilemma Discussion (KMDD), either applied in isolation or using a mixed strategy of dilemma discussion and narrative persuasion activities, this last method with the aim of verifying the contribution of empathy to moral learning. The hypotheses regarding the two methodological approaches were tested using a quasi-experimental pretest-posttest design with a control group in the ecological context of the first semester of teacher training. Data were collected using the Moral Competence Test and were analysed with linear mixed models. The results did not support the expected empathy-induced moral learning. However, significant progression in moral competence when using KMDD is shown. The discussion considers the disassociation between empathy/altruism and moral competence in order to interpret the ineffectiveness of the mixed strategy. The need to apply pedagogies with a more experiential focus is suggested in order to foster moral learning by means of activities in community diversity environments.
{"title":"Teaching morality as an inclusive competence in higher education: Effects of dilemma discussion and contribution of empathy","authors":"Gemma Fernández-Caminero, José-Luis Álvarez-Castillo, Hugo González-González, Luis Espino-Díaz","doi":"10.22550/rep81-3-2023-03","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-03","url":null,"abstract":"Inclusive pedagogies belong to the diversity agenda in higher education and so their teaching methodologies should be tested to ensure the effective training of students in democratic and inclusive citizenship competencies, such as moral competence. Moral-dilemma based methods have proven to be effective in learning about morals in specific programmes, but there is still no evidence for their cross-cutting application in regular courses. These methods could also be enriched by strategies aimed at learning competences that have been identified as predictive factors in theories of moral judgement and development, such as empathy. The current study examines the effects of a 10-hour teaching intervention on learning moral competence using a version of the Konstanz Method of Dilemma Discussion (KMDD), either applied in isolation or using a mixed strategy of dilemma discussion and narrative persuasion activities, this last method with the aim of verifying the contribution of empathy to moral learning. The hypotheses regarding the two methodological approaches were tested using a quasi-experimental pretest-posttest design with a control group in the ecological context of the first semester of teacher training. Data were collected using the Moral Competence Test and were analysed with linear mixed models. The results did not support the expected empathy-induced moral learning. However, significant progression in moral competence when using KMDD is shown. The discussion considers the disassociation between empathy/altruism and moral competence in order to interpret the ineffectiveness of the mixed strategy. The need to apply pedagogies with a more experiential focus is suggested in order to foster moral learning by means of activities in community diversity environments.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135347598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.22550/rep81-3-2023-05
Ana Romero-Iribas, Celia Camilli-Trujillo
Friendship is an important bond in the personal and social growth of an individual and plays a prominent role during youth. Most scales to measure it are aimed at children and adolescents but none measure character friendship, a type of selfless friendship with ethical traits an d Aristotelian roots. Therefore, the aim of the research is to design and validate the youth Character Friendship Scale (CFS) in a sample of 1587 young Spanish people. The final version of the CFS is composed of 35 items distributed over three dimensions: "Selfless love and intimacy" (21), "Trust" (7) and "Respect and forgiveness" (7) with ordinal reliability coefficients of 0.94, 0.79 and 0.7 respectively and good model fits (CFI = 0.986; TLI = 0.986; RMSEA = 0.043; SRMR = 0.054; GFI = 0.997). It is concluded that the CFS is a scale with good psychometric properties for measuring character friendship in young adults. The results obtained from its application will lead to a better understanding of the importance of character friendship for the socioemotional development or happiness of young adults and will enable the development of intervention programmes that enhance aspects of friendship such as trust, respect, forgiveness or mutual knowledge, which can facilitate collaborative relationships and contribute to social cohesion.
{"title":"Design and validation of a Character Friendship Scale for young adults","authors":"Ana Romero-Iribas, Celia Camilli-Trujillo","doi":"10.22550/rep81-3-2023-05","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-05","url":null,"abstract":"Friendship is an important bond in the personal and social growth of an individual and plays a prominent role during youth. Most scales to measure it are aimed at children and adolescents but none measure character friendship, a type of selfless friendship with ethical traits an d Aristotelian roots. Therefore, the aim of the research is to design and validate the youth Character Friendship Scale (CFS) in a sample of 1587 young Spanish people. The final version of the CFS is composed of 35 items distributed over three dimensions: \"Selfless love and intimacy\" (21), \"Trust\" (7) and \"Respect and forgiveness\" (7) with ordinal reliability coefficients of 0.94, 0.79 and 0.7 respectively and good model fits (CFI = 0.986; TLI = 0.986; RMSEA = 0.043; SRMR = 0.054; GFI = 0.997). It is concluded that the CFS is a scale with good psychometric properties for measuring character friendship in young adults. The results obtained from its application will lead to a better understanding of the importance of character friendship for the socioemotional development or happiness of young adults and will enable the development of intervention programmes that enhance aspects of friendship such as trust, respect, forgiveness or mutual knowledge, which can facilitate collaborative relationships and contribute to social cohesion.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: interest in evaluating the improvements resulting from external evaluation processes in higher education has revealed that there is a lack of objective instruments available for this purpose. Consequently, this study presents the design and validation of an instrument for evaluating the improvement effect of the accreditation system of Spanish university degrees. Methodology: a 108-item questionnaire was prepared and was applied to a sample of 1964 subjects from different university groups (students, teachers, management, etc.). Its reliability and construct validity were analysed using exploratory factor analysis (EFA). Results: analysis of the instrument’s technical characteristics showed high reliability, both overall and at the dimensional level, with Cronbach’s α and McDonald’s ω being greater than .95. The EFA identified eight factors that contained the 105 items finally included, explaining 77.37% of the variance in Discussion and conclusions: these results all indicate that the instrument designed is reliable and valid, with a solid multidimensional structure that makes it possible to evaluate the impact of the accreditation system on various aspects of Spanish university degrees.
{"title":"An instrument to evaluate the impact of the higher education accreditation system: Validation through exploratory factor analysis","authors":"Begoña García-Domingo, Jesús-M. Rodríguez-Mantilla, Angélica Martínez-Zarzuelo","doi":"10.22550/rep81-3-2023-06","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-06","url":null,"abstract":"Introduction: interest in evaluating the improvements resulting from external evaluation processes in higher education has revealed that there is a lack of objective instruments available for this purpose. Consequently, this study presents the design and validation of an instrument for evaluating the improvement effect of the accreditation system of Spanish university degrees. Methodology: a 108-item questionnaire was prepared and was applied to a sample of 1964 subjects from different university groups (students, teachers, management, etc.). Its reliability and construct validity were analysed using exploratory factor analysis (EFA). Results: analysis of the instrument’s technical characteristics showed high reliability, both overall and at the dimensional level, with Cronbach’s α and McDonald’s ω being greater than .95. The EFA identified eight factors that contained the 105 items finally included, explaining 77.37% of the variance in Discussion and conclusions: these results all indicate that the instrument designed is reliable and valid, with a solid multidimensional structure that makes it possible to evaluate the impact of the accreditation system on various aspects of Spanish university degrees.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.22550/rep81-2-2023-01
Catherine L’Ecuyer
Montessori is one of the most fascinating and controversial pedagogues of all time. On the one hand, the naturalists reproached her for the rigidity and artificiality of her method, as well as her rejection of productive imagina¬tion and fantasy. On the other hand, progres¬sive educators reproached the individualist and prescriptive character of her method. The mod¬ernists reproached her for her religiosity. Some criticized her for accelerating learning or for not respecting the freedom of the child, others for the contrary. Christians branded her a sec¬ularist, positivist, naturalist, and theosophist, while theosophists defined her as Catholic. These paradoxical criticisms are due, among other reasons, to the context of the an-timodernist frenzy in which she developed her method, to her network of friends in Freema-son circles, to the numerous nuances of her method, to her resistance to fitting in with ex-isting educational currents, to the instrumen¬talization of her method by third party inter¬ests, to her sometimes entangled and not very clear language and to the lack of knowledge of her method in action.
{"title":"Montessori: origen y razones de las críticas a una de las pedagogas más controvertidas de la historia","authors":"Catherine L’Ecuyer","doi":"10.22550/rep81-2-2023-01","DOIUrl":"https://doi.org/10.22550/rep81-2-2023-01","url":null,"abstract":"Montessori is one of the most fascinating and controversial pedagogues of all time. On the one hand, the naturalists reproached her for the rigidity and artificiality of her method, as well as her rejection of productive imagina¬tion and fantasy. On the other hand, progres¬sive educators reproached the individualist and prescriptive character of her method. The mod¬ernists reproached her for her religiosity. Some criticized her for accelerating learning or for not respecting the freedom of the child, others for the contrary. Christians branded her a sec¬ularist, positivist, naturalist, and theosophist, while theosophists defined her as Catholic. These paradoxical criticisms are due, among other reasons, to the context of the an-timodernist frenzy in which she developed her method, to her network of friends in Freema-son circles, to the numerous nuances of her method, to her resistance to fitting in with ex-isting educational currents, to the instrumen¬talization of her method by third party inter¬ests, to her sometimes entangled and not very clear language and to the lack of knowledge of her method in action.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48925890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.22550/rep81-2-2023-06
Arminda Suárez-Perdomo, Yaritza Garcés-Delgado, Edgar García-Álvarez, Z. Ruiz-Alfonso
Social network addiction in young people has been extensively studied and associated with multiple factors. Among the scales designed to measure this, the 24-item version of the Social Network Addiction Questionnaire (SNAQ) is one of the most widely used. This study analyses the psychometric properties of the Spanish version adapted to undergraduates. The content and construct validity of the scale was explored using the Rasch model and a confirmatory factor analysis. The data categorisation structure, construct dimensionality, model fit, subject and item reliability, Wright Map structure, and differential item functioning (DIF) were specifically analysed. 1,809 students from 24 Spanish universities participated. The results indicate that the SNAQ presents good reliability and dimensionality, and a good model fit; however, elements in need of improvement are appreciated mainly in the proposed Likert scale, in the development of new items that measure the extremes of addiction to social network sites and in the wording of one item. With respect to factor analysis, three factors were obtained thatcoincide with the original construct. With the improvements that have been observed through validation, the questionnaire could confidently be used to measure the construct in the university population. The instrument fills an important gap in the identification of addictive behaviours in the use of social networks, which could lead to a subsequent intervention involving undergraduates.
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